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In the field of education, portfolios, and increasingly electronic portfolios, are being used as tools for
assessment, reflection, and evaluation. As ePortfolios make their way into other fields and
disciplines, there has not been much traction for their use in higher education for academic staff to
use in their annual reviews or for promotion. The purpose of this study was to explore the ways in
which four early career academic researchers (ECARs) in Education experienced ePortfolio as a tool
in preparation for their annual performance development review (PDR) in an Australian university.