The three careers of an academic - Revision history

Astrid at 11:31, 13 June 2018

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Astrid at 13:54, 5 March 2018

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Astrid at 13:36, 22 February 2018

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Astrid: Protected "The three careers of an academic" ([Edit=Allow only administrators] (indefinite) [Move=Allow only administrators] (indefinite)) [cascading]

2017-12-12T14:03:39Z

Protected "The three careers of an academic" ([Edit=Allow only administrators] (indefinite) [Move=Allow only administrators] (indefinite)) [cascading]

Astrid: Created page with "== Main == Gläser and Laudel develop three analytical categories, cognitive careers, careers in research communities and organisational careers, which operate as parallel ca..."

2017-12-12T13:58:54Z

Created page with "== Main == Gläser and Laudel develop three analytical categories, cognitive careers, careers in research communities and organisational careers, which operate as parallel ca..."

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== Main ==

Gläser and Laudel develop three analytical categories, cognitive careers, careers in research communities and organisational careers, which operate as parallel career processes (Gläser, 2001<ref name="glaeser">Gläser, Jochen. 2001. “Macrostructures, Careers and Knowledge Production: A Neoinstitutionalist Approach.” International Journal of Technology Management 22:698.</ref>; Gläser and Laudel, 2008<ref name="laudel_glaeser">Laudel, Grit and Jochen Gläser. 2008. “From Apprentice to Colleague: The Metamorphosis of Early Career Researchers.” Higher Education 55(3):387–406. Retrieved November 18, 2014 (http://link.springer.com/10.1007/s10734-007-9063-7).</ref>). Individual scientific activity and achievement involves a continuing development of scientific interests and problem choices and approaches. This cognitive career exists in a dynamic tension with institutional factors, including both transition through career stages within a scientific peer community and formal progression to higher level positions within research performing organisations. These parallel career processes do not necessarily develop in concert, for example, significant research achievements that attract peer acclaim are not necessarily accompanied by timely organisational promotion. Scientific research careers thus need to be understood in terms of their overall accommodation of the interactions and conflicts between these three parallel career processes as they unfold over time.

Four career stages are described: '''apprentice, mentor, colleague, sponsor''', and the transition from one of these stages to the next is described as a change in the dominant ‘role set’. Ultimately it is the process of cognitive broadening, acquiring learning and other capabilities, which drives the transition from one role set to another – making the production of knowledge and the cognitive career the real trigger for career development (Gläser, 2001, 703)<ref name="glaeser" />.

== Contributions to measurement concepts ==
=== Researchers’ traits ===
Laudel & Gläser discuss under researchers traits for example capability and motivations. They are related to Competences, knowledge & skills

=== Field-specific characteristics ===
These correspond to the scientific discipline & training element of the career decision making frame.

=== Collaborators and mentors ===
Collaborators and mentors relate to the Social capital & networks of researchers.

=== Mobility ===
Mobility concerns different positions over the career and as such is related to Mobility experience and Work experience.

== Sources ==
<references/>

@@ Line 14: / Line 14: @@
 === Mobility ===
-Mobility concerns different positions over the career and as such is related to [[Measurement_Concepts|Mobility]] experience and [[Work_Experience|Work experience]].
+Mobility concerns different positions over the career and as such is related to [[Measurement_Concepts|Mobility experience]] and [[Work_Experience|Work experience]].
 == Sources ==

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 == Main ==
-Grit Laudel and Jochen Gläser develop three analytical categories, cognitive careers, careers in research communities and organisational careers, which operate as parallel career processes (Gläser, 2001<ref name="glaeser_2001">Gläser, J. (2001). Macrostructures, Careers and Knowledge Production: A Neoinstitutionalist Approach. International Journal of Technology Management 22(7/8), 698-715. https://doi.org/10.1504/IJTM.2001.002987</ref>; Laudel & Gläser, 2008<ref name="laudel_glaeser_2008">Laudel, G. & Gläser, J. (2008). From Apprentice to Colleague: The Metamorphosis of Early Career Researchers. Higher Education 55(3), 387–406. https://doi.org/10.1007/s10734-007-9063-7</ref>). Individual scientific activity and achievement involves a continuing development of scientific interests and problem choices and approaches. This cognitive career exists in a dynamic tension with institutional factors, including both transition through career stages within a scientific peer community and formal progression to higher-level positions within research performing organisations. These parallel career processes do not necessarily develop in concert, for example, significant research achievements that attract peer acclaim are not necessarily accompanied by timely organisational promotion. Scientific research careers thus need to be understood in terms of their overall accommodation of the interactions and conflicts between these three parallel career processes as they unfold over time.
+Grit Laudel and Jochen Gläser develop three analytical categories, cognitive careers, careers in research communities and organisational careers, which operate as parallel career processes (Gläser, 2001<ref name="glaeser_2001">Gläser, J. (2001). Macrostructures, Careers and Knowledge Production: A Neoinstitutionalist Approach. ''International Journal of Technology Management 22(7/8)'', 698-715. https://doi.org/10.1504/IJTM.2001.002987</ref>; Laudel & Gläser, 2008<ref name="laudel_glaeser_2008">Laudel, G. & Gläser, J. (2008). From Apprentice to Colleague: The Metamorphosis of Early Career Researchers. ''Higher Education 55(3)'', 387–406. https://doi.org/10.1007/s10734-007-9063-7</ref>). Individual scientific activity and achievement involves a continuing development of scientific interests and problem choices and approaches. This cognitive career exists in a dynamic tension with institutional factors, including both transition through career stages within a scientific peer community and formal progression to higher-level positions within research performing organisations. These parallel career processes do not necessarily develop in concert, for example, significant research achievements that attract peer acclaim are not necessarily accompanied by timely organisational promotion. Scientific research careers thus need to be understood in terms of their overall accommodation of the interactions and conflicts between these three parallel career processes as they unfold over time.
 == Contributions to measurement concepts ==

@@ Line 5: / Line 5: @@
 == Contributions to measurement concepts ==
 === Researchers’ traits ===
-Laudel & Gläser discuss under researchers’ traits for example capability and motivations. They are related to Skills and Capabilities.
+Laudel & Gläser discuss under researchers’ traits for example capability and motivations. They are related to [[Skills_and_Capabilities|Skills and Capabilities]].
 === Field-specific characteristics ===
-These correspond to the scientific discipline & training element of the career decision making frame.
+These correspond to the [[Measurement_Concepts|scientific discipline]] & training element of the career decision making frame.
 === Collaborators and mentors ===
-Collaborators and mentors relate to the Social capital & networks of researchers.
+[[Collaboration|Collaborators]] and [[Social_Support,_Mentoring|mentors]] relate to the Social capital & networks of researchers.
 === Mobility ===
-Mobility concerns different positions over the career and as such is related to Mobility experience and Work experience.
+Mobility concerns different positions over the career and as such is related to [[Measurement_Concepts|Mobility]] experience and [[Work_Experience|Work experience]].
 == Sources ==

← Older revision	Revision as of 14:03, 12 December 2017
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