This document provides an overview of a PhD research project that aims to understand how early career academics use information to learn while building their developmental networks. The research will use a constructivist grounded theory methodology involving semi-structured interviews with 14 early career academic participants. A preliminary literature review explores relevant concepts around early career academics, networking, developmental networking, informed learning, and information behavior. A pilot study with 8 participants has been conducted to identify preliminary themes and evaluate the data collection and analysis procedures for the main study. The outcomes will be a theoretical model and empirical basis to inform academic development strategies.

1. Building Developmental Networks of Early Career Academics: An Informed Learning PerspectiveSupervisors:Professor Helen PartridgeProfessor Christine BruceDoctor Brian HemmingsStudent: Faye Millerfaye.miller@student.qut.edu.auPhD Articulation Confirmation of Candidature

3. Presentation OverviewResearch ContextResearch ProblemResearch Questions and OutcomesLiterature ReviewMethodologyResearch DesignPilot StudyContributionsFuture Research Directions

4. Research ContextChanges in higher education... Australian and international contextsEarly career academics and the future academic workforce… complexity of roles, including research-teaching nexusComplex information and knowledge environment… blending traditional and innovative ways of communicating, interacting and learning within academic cultures

5. Research Problem A shift in focus from the individual experience to a ‘relational’ experience…An increasingly complex information practice particularly for the beginning university academic…‘Informed learning’ concept… used as a conceptual framework to gain a clearer picture of how early career academics are using information to learn within this complex information practice: to build, maintain and utilise their networks for professional growth and development.

6. Research Question and OutcomesThe knowledge gained through this research will then be applied to produce the following outcomes: A theoretical model of early career academics’ use of information to learn how to create and utilise their developmental networks for the purposes of enhancing their research and teaching; and An empirical basis to inform academic development strategies and information development strategies to enhance mentoring, career development and networking training at universities for early career academics.How do early career academics use information to learn while building their developmental networks?

7. Literature ReviewThis interdisciplinary study draws together theory from a number of fields including higher education, information behaviour, information literacy, human resource development, communication and social psychology. The purposes of this preliminary literature review are:to gain an initial general overview of the topic;to identify any gaps in the research area;to identify and define the research problem and research question; to assist in designing the data collection instrument (interview guide); andto link and integrate early themes emerging from the pilot study with the relevant literature.

8. Literature Review: OverviewThe first section examines literature on early career academics in higher education, their support systems and key focus areas relevant to ECAs for this study. The second part explores the literature on networking in academia in general, followed by developmental networking and mentoring or learning relationships for ECAs. The third section explores the informed learning concept and its relevance to developmental networking as an information practice, followed by affective dimensions of information, incorporating literature from both information literacy and information behaviour fields.

9. Literature Review: Early Career AcademicsResearch support for publication and grants development (Hemmings et al, 2009; Greene, 2008; Sutherland & Petersen, 2010);Mentoring (Nakamura et al, 2009; Foote, 2010; Greene et al, 2008);Building and using support networks for research and teaching (Sutherland & Petersen, 2010; Foote, 2010);Balancing duties in research, teaching and service (Greene et al, 2008);Balancing work and personal life (Sutherland & Petersen, 2010; Foote, 2010);Formal and informal sources of support (Greene et al, 2008);Fostering a supportive culture of open communication, collaboration and collegiality (Foote, 2010);Professional development programs for ECAs and those who support ECAs i.e. senior academics or research/teaching support staff (Foote, 2010);ECAs’ development of self-efficacy for a range of academic tasks (Hemmings et al, 2009; Major & Dolly, 2003; Sutherland & Petersen, 2010); andUse of prior experiences in graduate school and industry (Sutherland & Petersen, 2010).

10. Literature Review: Networking in AcademiaMajor shift in focus from individual experience to relational or collaborative experience… reflected in recent literature from fields of higher education, human resource development and information behavior and information literacy. Emerging relational focus… suggests a need for research into understanding affective (or emotional) factors to complement dominant cognitive-based researchEmerging focus on building social networks and human relationships via collaborative technologies and traditional communication methods… suggests an increasingly complex use of information and knowledge by university academics, particularly beginning academicsImplicit in these relationships in the role and use of information and knowledge

11. Literature Review: Developmental Networking for Early Career AcademicsDevelopmental networks…Emerging contemporary mentoring theory and practice that reflects the changing nature of careers. A form of social network that focuses on one’s formal and informal relationships for personal learning, career and professional growth, satisfaction and success (Higgins & Kram, 2001). Developmental networks for early career academics… Little research on mentoring from a developmental networking perspective in higher education contexts (Baker Sweitzer, 2009). Research supervisory pedagogy… study by Bruce & Stoodley (2009) provides insight into research supervisory experiences and the design of teaching and learning for research students. Supervisory relationships and informed learning concept… A holistic view of support for the early career academic experience, from an informed learning perspective is needed.

12. Literature Review: Informed LearningThe role or influence of information, knowledge or information literacy in the area of developmental networking for early career academics has not yet been studied. This study aims to fill this gap.Informed learning (Bruce, 2008) is overarching conceptual framework for this study. Chosen because of the simultaneous focus on information and learning, as developmental networking is primarily a learning experience and to effectively communicate the study to a cross-disciplinary audienceInformed learning is an embryonic concept – this study aims to advance understanding and application of this conceptInformation practice – ‘academic, professional and civic activities that require interaction with information environment, sometimes within a technological context and sometimes not…’ (Bruce, 2008, p. 9)Informed learning for research students, research communities, community interaction and professional practice appear relevant for early career academicsInformed learning is supported by literature in workplace information literacy and affective aspects of information behaviour

13. MethodologyQualitative Research.. Using the qualitative method of grounded theory allows for investigation of complex ways ECAs use information to learn while networkingConstructivist Grounded Theory… move away from positivist origins to interpretivist (Charmaz, 2006). Co-construction of meaning or shared understanding between researcher and participants. Results in reflective prose detailing the process and experiences, supported by quotes from interviews.Theoretical Sensitivity… constructivist GT acknowledges the role of the literature review as part of the construction of knowledge. Role of the researcher’s background knowledge adding value to the study.Evaluating Constructivist Grounded Theory… the relationships between researcher and participants will be thoroughly documented as memos for evidence. Ongoing exploration of issue of quality.

14. Participants: Selection and SamplingParticipants selected using purposive sampling technique. Specific criteria used to target suitable participants: 1) Early career academic, within first five years of a full time appointment to a university, who engages in both teaching and research; 2) Significant industry/professional experience before joining academia; and 3) Experience with networking for professional and personal development towards learning how to be an academic.Participants will be:Early career academics across a range of disciplines, professional backgrounds, and from a range of Australian universitiesIdentified through searching university internal communications directory and staff web pagesRecruited by contacting directly via email and scheduling interview timesSample size – approx fourteen participants. Minimum of ten participants in GT studies.

15. Research Design: Data CollectionConstructivist grounded theory emphasises actions of participants, the processes involved in use of information to learn in this context (Charmaz, 2006)Semi-structured research interviews are suitable for investigating the research problem as they allow participants to explain the process and experience of how they use information to learn while building their developmental networks.Interviews allow co-construction of theory through conversation between researcher and participants.

16. Research Design: Data Analysis Grounded theory data analysis involves an iterative process of coding and categorising, memo writing, category saturation and theory development.Data collection and data analysis occur concurrently.Combination of NVivo software and manual data analysis.

17. Pilot StudyPurpose of the Pilot Study... To identify preliminary concepts and themes and to evaluate the data collection and data analysis procedures for next phase. The Participants… 8 ECAs from one campus of a university within first 5 years of a full time appointment, from a range of disciplines (Science, Arts and Education), with practitioner backgrounds and experience with networking for professional and personal development.Reflection on Pilot Study… data collected is rich and detailed, suitable for working towards grounded theory. Quotes from participants will be used to support discussion of findings. Reflection on interview techniques and developing rapportPreliminary data analysis… Open coding of interview transcripts using key guiding questions. Early categories developed from initial manual line-by-line codes. Literature review revised to reflect early findings and revised throughout the study towards theory development.

18. Pilot Study: Interview QuestionsResearch Interviews…Semi-structured, face toface, open endedquestions to encourageconversation. Use of prompt questions,depending on individualresponses.Background informationgathered on roles andduties as an ECA, priorwork experience.

19. Pilot Study: Key Questions During Data AnalysisWhat is a developmental network for an early career academic? Key sources of development (or developers):Colleagues/peersWithin same school

20. Outside of School/Discipline

21. PractitionersAcademic development Educational designers/developers

22. Professional development programsPhD ExperienceSupervisors (or potential supervisors)

23. Examiners

24. Research StudentsFamily-Within academia-Outside of academiaEarly Career AcademicFormal MentoringAssigned mentor

25. Head of School

26. - DeanInformal MentoringSenior academics

27. Peer mentors

28. Other professionalsInformation and Research SupportLibrary

29. Research Services

30. IT ServicesFriends-Within academia- Outside of academia

31. Pilot Study: Key Questions During Data AnalysisWhat information is used to learn while building developmental networks?Use of informal information to learn – informal sphere is most important for learningInformation modalities and types used while learning

32. Pilot Study: Key Questions During Data AnalysisHow is information used to learn while building developmental networks?Reciprocity is critical to successful building of developmental relationships and networksMutually supportive relationships provide benefits in forms of information, learning and support to the ECA and their mentors/developers

33. Pilot Study: Emerging ThemesBased on early findings from the pilot study, usinginformation to learn in this context is closely related to thefollowing emerging themes: The primary conceptualisation of the multilayered nature of mutually supportive relationships between people in a developmental network (between ECAs and their mentors or developers); andThe primary importance of using informal information to learn in this context.

34. Pilot Study: Emerging ThemesRelationship layerTypeCommunication modes Face-to-face, in person only Face-to-face, online (video) only Virtual only (non-face to face) Blend of face-to-face, in person and virtual, long distance Cross-boundaries Cross-disciplinary Cross-profession Cross-cultural Cross-institutionWork roles Research only Teaching and Learning only Administrative only Overlap of Research/Teaching/ Administration Academic-practitioner Personal sphere Intellectual Emotional Physical Spiritual Creative Temporality Stages / History / Journey (of a developmental relationship)

35. ContributionsBoth theoretical and practical implications could benefit the following groups and inform their policies and practice:Early career academics;Academic developers;University library and information services;Research development and research support staff;Research supervisors and mentors to early career academics:Career counsellors specialising in academic careers; andUniversity management.

36. ContributionsThe research aims to advance knowledge in the following areas: LIS theory: the embryonic concept of ‘informed learning’ and theories in information literacy and information behaviour in the context of university academic development. LIS practice: designing library and information sources and services for ECAs. HE theory: early career academic development from holistic, networked and information/knowledge perspectives. HE practice: designing professional development programs, enhancing supervisory and mentoring relationships in teaching and research for ECAs. HRD/career development theory: the under-researched area of developmental networking for professionals, particularly in the university academic context. HRD/career development practice: designing career development initiatives and support services for ECAs.

37. Future Research DirectionsExploring the connections (actions and processes) between emerging themesSecond round of data collection (research interviews) using revised interview questionSecond round of data analysis. Findings will be compared to results of the first round of interviews, towards theory developmentDevelop further literature review and memos/reflection on key constructs such as informed learning and the relationship between information behaviour and information literacy for early career academicsManuscripts will be submitted for publication in academic journals and conferences for both LIS and higher education audiences.

38. QuestionsThank You