Introduction: The career trajectories of young university teachers have been a relatively frequent research target in North American and Western European countries but an entirely neglected topic of the Czech and Slovak educational research. This paper’s ambition is to narrow the gap. The research goal is to describe one aspect of career advancement of young university teachers - their professional plans after their entry to an academic position at a university after completion of their doctoral studies.
Methods: This qualitative investigation was concentrated on a sample of ten young university teachers currently employed in Czech universities. The data were gathered through in-depth interviews, sound recordings were converted to written transcripts, and then open- and category coded.
Results: The findings show how the young teachers adapted to the workplace environment, how they struggled with the double roles in academia, i.e., an instructor and a researcher, and which personal decisions they made for the next years in employment. I was revealed how the desire to attain assistant professorship overwhelmed their professional, occupational and personal decisions.
Limitations: As concerns the limitation of the findings, the qualitative investigation went deeply into the thinking and decision making of the study participants but was unable to draft wide generalisations.
If the inline PDF is not rendering correctly, you can download the PDF file here.
Akerlind G. S. (2003). Growing and developing as a university teacher - variation in meaning. Studies in Higher Education 28(4) 375-390.
Akerlind G. S. (2007). Constraints on academics’ potential for developing as a teacher. Studies in Higher Education 32(1) 21-37.
Akerlind G. S. (2008). Growing and developing as a university researcher. Higher Education 55(2) 241-254.
Davis G. (2013). Advising and Supervising Doctoral Students: Lessons I Have Learned. University of Minnesota. Retrieved from http://misrc/umn.edu/workingpapers/fullpapers/2004/0412_052404.pdf.
Gardner S. K. (2007). „I heard it through the grapevine": Doctoral student socialization in chemistry and history. Higher Education 54(5) 723-740.
Jaraim D. & Kahl D. H. (2012). Navigating the doctoral experience: The role of social support in successful degree completion. International Journal of Doctoral Studies 7 311-329.
Mareš J. (2013). Neviditelná skupina aneb co s postdoktorandy? Pedagogická orientace 23(1) 5-26.
McAlpine L. Jazvac-Martek M. & Hopwood N. (2009). Doctoral student experience in Education: Activities and difficulties influencing identity development. International Journal for Researcher Development 1(1) 97-109.
Melin G. (2005). The dark side of mobility: negative experiences of doing a postdoc period abroad. Research Evaluation 14(3) 229-237.
Milkovich G. T. & Boudreau J. W. (1993). Řízení lidských zdrojů. Praha: Grada.
Neusar A. Charvát M. Dolejš M. Smetáčková I. Kolařík M. Kundrát J. & Szarzyńska M. (2012). PhD existence v oboru psychologie v České republice a na Slovensku. Olomouc: Filozofická fakulta Univerzity Palackého.
Šeďová K. Švaříček R. Sedláčková J. Čejková I. Šmardová A. Novotný P. & Zounek J. (2016). Pojetí výuky a profesní identita začínajících vysokoškolských učitelů. Studia paedagogica 21(1) 9-34.
Turner G. & McAlpine L. (2011). Doctoral experience as researcher preparation: activities passion status. International Journal for Researcher Development 2(1) 46-60.
Vekkaila J. Pyhältö K. & Lonka K. (2013). Experiences of disengagement - A study of doctoral students in the behavioral sciences. International Journal of Doctoral Studies 8 61-81.
Weisgram E. E. Bigler R. S. & Liben L. S. (2010). Gender values and occupational interest among children adolescents and adults. Child Development 81(3) 770-796.