Napredna pretraga

Pregled bibliografske jedinice broj: 928092

Methodological framework for research on the professional socialization of junior researchers

Turk, Marko; Brajdić Vuković, Marija; Rončević, Nena
Methodological framework for research on the professional socialization of junior researchers // Teaching and research in the professional socialization of junior researchers / Ledić, Jasminka ; Turk, Marko (ur.).
Rijeka: Filozofski fakultet Sveučilišta u Rijeci, 2017. str. 51-60

Methodological framework for research on the professional socialization of junior researchers

Turk, Marko ; Brajdić Vuković, Marija ; Rončević, Nena

Vrsta, podvrsta i kategorija rada
Poglavlja u knjigama, znanstveni

Teaching and research in the professional socialization of junior researchers

Ledić, Jasminka ; Turk, Marko

Filozofski fakultet Sveučilišta u Rijeci



Raspon stranica


Ključne riječi
Junior researchers, professional socialization, methodological framework

The second chapter, Methodological framework for the research on the professional socialisation of junior researchers in Croatia (authors: Marko Turk, Marija Brajdić Vuković, and Nena Rončević), outlines the research methodology which was used in both studies within the APROFRAME project’s framework, the first utilising the quantitative, and the second the qualitative research approach. The aim of the first research within the APROFRAME project was to respond to the following research question – Which competencies do the academics / university teachers require at the beginning of their academic careers?, and consequently propose the competency profile of the academic profession. The research was conducted in mid-2014 on a sample of 1130 academics – the university teachers of all the senior and junior academic ranks from seven public universities in Croatia. The research examined the academics’ perception of the importance of the particular competencies for a successful performance in the university teacher role at the beginning of the academic career, as well as the (self-)evaluation of the personal proficiency in the (stated) academic profession competencies. The research instrument was the multi-choice survey questionnaire consisting of a preamble and three content-based sections. One of the main research findings points to the conclusion that junior academics regard the majority of the suggested academic profession competencies as less important in comparison to the participants who are senior academics, and at the same time they evaluate their personal proficiency level as higher than the participants who are senior academics. This research result, which directed the attention toward junior researchers, shaped the second, qualitative research within the APROFRAME project. Therefore, the focus of the second study was the analysis of the process of the junior researchers’ competency acquisition. A special attention was given to the segment of the junior researchers’ professional socialisation. The research on professional socialisation examines it from the aspect of three levels: (a) macro-level or the disciplinary and general research level ; (b) meso-level or the institutional level which includes the educational institutions, their organisational units, but also research projects as the fundamental functional forms of research activities ; and (c) micro-level or the personal level which represents the individual’s personal level and involves personal attitudes and values, the experiences in the approach to profession, as well as the socio-economic origin, gender, family, and other personal issues related to the possibility of development within the profession. This research utilised the phenomenology and narrative analysis as the two most adequate starting points. For the phenomenological research on the competency acquisition process during the junior researchers’ professional socialisation, the protocol was developed for the purpose of data collection in the form of a semi-structured interview with the research participants. In order to collect data for the narrative analysis, the protocol with a biographical approach to the phenomenon of the junior researchers’ professional socialisation was constructed, and it encompassed the period from the secondary school to present day (reconstructed by the participants). To collect data through the semi-structured interviews, required for the aforementioned analyses, a purposive sample was constructed through the method of maximum variation. For the purpose of determining the sample framework, junior researchers were defined as all the employees of all the public universities’ constituents and from all the scientific disciplines in the Republic of Croatia who have been employed within the system for at least five years, who were employed before turning 30 years of age, and who received their PhD title not more than five years prior. xx narrative and xx phenomenological interviews were conducted. The approach to data analysis was consensual, which the authors highlight as a special characteristic of this research, and the MAXQDA qualitative data analysis software was used for data analysis. However, since this book which focuses on teaching and research in the junior researchers’ professional socialisation presents only a portion of the results obtained through the two studies within the APROFRAME project (one part of the results has already been published, and one part is awaiting publication), this methodological chapter describes in more detail the research methodology which will be used in order to obtain responses to the two formulated specific research questions: (1) How do junior researchers evaluate the importance of, and proficiency in the teacher and research competencies, and are there any differences with regard to the independent variables of sex, research field, and university structure? ; and (2) What are the junior researchers’ individual experiences in the professional socialisation process with regard to the teaching and research activities? The chapter provides a detailed description of the methodology which is derived from the methodology of the first and second research within the APROFRAME project, with the aim of obtaining the responses to the two formulated specific research questions which are the focus of the following two book chapters.

Izvorni jezik

Znanstvena područja
Sociologija, Pedagogija


Projekt / tema
HRZZ-IP-2013-11-2004 - Kompetencijski profil akademske profesije: između novih zahtjeva i mogućnosti (Jasminka Ledić, )

Hrvatski studiji, Zagreb