Formalised Peer-Support for Early Career Researchers : Potential for Resistance and Genuine Exchanges

Thériault, Virginie and Beck, Anna and Mouroutsou, Stella and Billmayer, Jakob; Addison, Michelle and Breeze, Maddie and Taylor, Yvette, eds. (2022) Formalised Peer-Support for Early Career Researchers : Potential for Resistance and Genuine Exchanges. In: The Palgrave Handbook of Imposter Syndrome in Higher Education. Palgrave, London, pp. 241-257. ISBN 9783030865702 (https://doi.org/10.1007/978-3-030-86570-2_15)

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Abstract

Thériault, Beck, Mouroutsou, and Billmayer analyse and discuss the concept of ‘formalised peer-support’ in workshops for Early Career Researchers (ECRs). In the neoliberal university, a number of workshops are offered to ECRs for them to learn how to ‘play the game’. In that context, ECRs might feel ‘inadequate’, linking to the concept of imposter syndrome. A sample of abstracts of UK-based ECR training events and two reflective vignettes are analysed. The analysis reveals that most support offered frames success in terms of meeting the neoliberal university’s requirements. The authors contend that ECR workshops can be reappropriated as sites of agency. Individuals who have not experienced feelings of imposterism, they conclude, are more likely to uncritically promote neoliberal ideas of success.

ORCID iDs

Thériault, Virginie, Beck, Anna ORCID logoORCID: https://orcid.org/0000-0001-6643-3755, Mouroutsou, Stella and Billmayer, Jakob; Addison, Michelle, Breeze, Maddie and Taylor, Yvette
  • Item type:Book Section
    ID code:73138
    Dates:
    Date
    Event
    12 April 2022
    Published
    1 July 2020
    Accepted
    April 2020
    Submitted
    Notes:© 2022 The Author(s), under exclusive license to Springer Nature Switzerland AG Thériault, V., Beck, A., Mouroutsou, S., Billmayer, J. (2022). Formalised Peer-Support for Early Career Researchers: Potential for Resistance and Genuine Exchanges. In: Addison, M., Breeze, M., Taylor, Y. (eds) The Palgrave Handbook of Imposter Syndrome in Higher Education. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-86570-2_15
    Subjects:Education
    Department:Faculty of Humanities and Social Sciences (HaSS) > Strathclyde Institute of Education > Education
    Depositing user: Pure Administrator
    Date deposited:09 Jul 2020 13:22
    Last modified:11 Nov 2024 15:22
    URI:https://strathprints.strath.ac.uk/id/eprint/73138
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