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ERIC Number: EJ1468161
Record Type: Journal
Publication Date: 2025
Pages: 17
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0332-3315
EISSN: EISSN-1747-4965
Available Date: 0000-00-00
Invisible and Uncertain: Postdoctoral Researcher Careers in Irish Universities
Michelle Share1; Andrew Loxley1
Irish Educational Studies, v44 n1 p55-71 2025
In an Irish Higher Education (HE) context the careers of postdoctoral researchers (PDRs) have received little research attention. Within the international HE policy context they are positioned as important contributors to Higher Education Institutions' (HEIs) mission to be engines of the 'knowledge economy'. Yet, despite their importance to HEIs, PDRs experience uncertain career paths and challenging workplace conditions. This study aimed to gain an in-depth understanding of the working lives of PDRs in Irish HEIs. Qualitative semi-structured interviews were conducted with 10 postdoctoral researchers. Interviews explored their pathways to employment, work practices, relationships and conditions in the workplace and the challenges and opportunities experienced. Complex and conflicting ideologies surround the role of PDRs in Irish HEIs. Though largely positive about their work practices, their lives are framed by fluid contractual relations that impact personal and family life and their career advancement. This study adds to the limited research on the working lives of postdoctoral researchers in Irish HEIs and contributes to the wider debate on best practice in postdoctoral employment. Suggestions are offered for how career development within HEIs might be enhanced for those who pursue a career as a researcher in academia.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Ireland
Grant or Contract Numbers: N/A
Author Affiliations: 1School of Education, Trinity College Dublin, Dublin, Ireland