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This book draws on research in Australia, Canada, UK, and US into the experiences of doctoral students, postdoctoral researchers and new academics. Each chapter develops research-informed implications for policy and practice to support developing academics, and concludes with commentaries by early career academics, developers and administrators.

This book explores the meaning of growing and developing as an academic, as experienced by academics themselves. It discusses the implications of this for our understanding of the nature of academic development and academic practice, in terms of what it means to be an academic, engage in academic work and grow as an academic over time. The research presented is based on intensive interviews with 28 academics, all on teaching and research appointments in a research-intensive university in Australia. A phenomenographic research approach was employed. Phenomenography provides a methodology...

This book draws on research in Australia, Canada, UK, and US into the experiences of doctoral students, postdoctoral researchers and new academics. Each chapter develops research-informed implications for policy and practice to support developing academics, and concludes with commentaries by early career academics, developers and administrators.