Information in Transition: Examining the Information Behaviour of Academics as they Transition into University Careers

Rebekah Willson

    Research output: ThesisDoctoral Thesis

    134 Downloads (Pure)

    Abstract

    Transitions are often times of upheaval. A transition, even when
    positive, may be disruptive as familiar contexts, supports, and resources change.
    While early career academics are highly trained and experienced, the transition
    from doctoral student to academic involves a series of new roles and
    responsibilities within a new information environment, an environment that has
    been influenced by neoliberal ideals and become increasingly corporatised and
    managerial in nature. Within information behaviour research there has been a
    lack of research that focuses specifically on periods of transition, particularly
    on individuals in transition over time. Additionally, while there is information
    behaviour research on academics, it does not address the experiences of
    academics as they start their careers. This research addresses those gaps.

    This research used constructivist grounded theory and critical discourse
    analysis as methodologies to explore the information behaviour of 20
    individuals transitioning from doctoral students to academics in Australia and
    Canada. Academics in the humanities and social sciences, who had recently
    moved from full-time doctoral studies to full-time academic positions, were
    followed for a period of between five and seven months. To triangulate the data,
    three data sources were used: two in-depth interviews, multiple check-ins, and
    documents. Interviews were analysed using grounded theory analysis,
    documents using critical discourse analysis. Two theoretical frameworks were
    used to provide analytical lenses: neoliberalism and Transitions Theory. Several
    major themes emerged from this research that contribute to both information
    behaviour research and Transitions Theory.

    In looking at academics’ work, the number and variety of administrative
    and managerial tasks universities require academics to perform greatly
    increases their information needs. Administrative work becomes a layer over all
    academic work. However, universities frequently fail to provide the information
    academics require, leaving information needs unfulfilled. Because of this, early
    career academics frequently seek information from their more senior colleagues,
    rather than relying on textual sources. Senior colleagues provide timely,
    convenient, and comprehensive information. Physical proximity and the
    building of collegial relationships promote information sharing, informal
    information exchanges, and serendipitous information finding that is of great
    use to early career academics. Social information is instrumental for early
    career academics’ settling in to their new positions, as doctoral studies often fail
    to provide an accurate picture of academic life or to fully prepare students for
    research, teaching, service, and administrative roles. Comparing and contrasting
    previous experiences to their current experience is one way that early career
    academics use new information to learn new ways of working and develop a
    sense of belonging in academia. From these findings, the theory of Systemic
    Managerial Constraints (SMC) emerged. SMC views the managerialism that
    results from neoliberalism within universities as pervasive and constraining
    both what work early career academics do and how they do it. However,
    colleagues help to ameliorate the effects of SMC and early career academics
    learn, as they transition, to enact their personal agency to enable them to do the
    work that they value.
    Original languageEnglish
    QualificationDoctor of Philosophy
    Awarding Institution
    • Charles Sturt University
    Supervisors/Advisors
    • Given, Lisa, Co-Supervisor
    • Lloyd, Annemaree, Co-Supervisor, External person
    Award date20 May 2016
    Place of PublicationAustralia
    Publisher
    Publication statusPublished - 2016

    Fingerprint

    Dive into the research topics of 'Information in Transition: Examining the Information Behaviour of Academics as they Transition into University Careers'. Together they form a unique fingerprint.

    Cite this