How emotions and expectations shape academics' professional experiences
Lara Abel
(University of Cambridge)
Luisa Ciampi
(University of Cambridge)
Becky Ioppolo
(University of Cambridge)
Noam Tal-Perry
(University of Cambridge)
Steven Wooding
(University of Cambridge)
Debbie Birkett
Short abstract
Using narrative methods and semi-structured interviews, we investigated professional experiences of ECRs and their managers at University of Cambridge. We analysed researchers’ academic expectations and emotions and based on our results designed interventions to improve professional experiences.
Long abstract
Professional relationships significantly influence researchers' motivation and the collaborative atmosphere in knowledge construction. We investigated researchers’ professional expectations and achievement emotions at the University of Cambridge using qualitative, narrative-based methods. N = 113 participants responded to one or multiple of three writing prompts: Writing about three things wished they knew when starting their role; a job description for themselves or their manager; or a letter to their previous professional self or manager. Participants could also nominated their manager or team for a Research Culture Celebration, recognising examples of excellent research culture. All participants were prompted to answer questions about their professional expectations at the end of the survey. We conducted in-depth follow-up interviews with consenting participants (N = 25). We used two frameworks for analysis: an expectation-theoretical framework and an emotion-theoretical framework. Based on our insights from this research, we developed two interventions aimed at a) aligning expectations within teams and b) preparing ECRs for difficult professional experiences. One intervention targets research groups, offering scaffolding for the development of a team handbook; the other intervention focuses on academic expectations and emotions and is designed and offered in collaboration with the Cambridge Postdoc Academy. In both interventions, we explore the effectiveness of Creative Non-Fiction as a tool for enhancing workshop facilitation and for communicating our findings in a more engaging and accessible manner. We will present both our qualitative findings and first insights from the workshop development.
Accepted Paper
Short abstract
Long abstract
Professional relationships significantly influence researchers' motivation and the collaborative atmosphere in knowledge construction. We investigated researchers’ professional expectations and achievement emotions at the University of Cambridge using qualitative, narrative-based methods. N = 113 participants responded to one or multiple of three writing prompts: Writing about three things wished they knew when starting their role; a job description for themselves or their manager; or a letter to their previous professional self or manager. Participants could also nominated their manager or team for a Research Culture Celebration, recognising examples of excellent research culture. All participants were prompted to answer questions about their professional expectations at the end of the survey. We conducted in-depth follow-up interviews with consenting participants (N = 25). We used two frameworks for analysis: an expectation-theoretical framework and an emotion-theoretical framework. Based on our insights from this research, we developed two interventions aimed at a) aligning expectations within teams and b) preparing ECRs for difficult professional experiences. One intervention targets research groups, offering scaffolding for the development of a team handbook; the other intervention focuses on academic expectations and emotions and is designed and offered in collaboration with the Cambridge Postdoc Academy. In both interventions, we explore the effectiveness of Creative Non-Fiction as a tool for enhancing workshop facilitation and for communicating our findings in a more engaging and accessible manner. We will present both our qualitative findings and first insights from the workshop development.
Snakes and ladders: mapping research careers
Session 1 Monday 30 June, 2025, -