Difference between revisions of "The three careers of an academic"
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Revision as of 17:43, 1 March 2018
Contents
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[1]; Laudel & Gläser, 2008[2]). 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
Researchers’ traits
Laudel & Gläser discuss under researchers’ traits for example capability and motivations. They are related to Skills and Capabilities.
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
- ↑ 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
- ↑ 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
