Qualitative Research Journal最新文献

{"title":"The door opens inward: meeting Linda Tuhiwai Smith","authors":"Manulani Aluli Meyer, Eseta Tualaulelei","doi":"10.1108/qrj-04-2024-0083","DOIUrl":"https://doi.org/10.1108/qrj-04-2024-0083","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>This article demonstrates the reach of Tuhiwai Smith’s ideas across Pacific research. It discusses the theoretical and practical influence of her seminal work <em>Decolonizing Methodologies: Research and Indigenous Peoples</em> through “holographic epistemology”, an indigenous way of viewing knowledge.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>The authors present a <em>talanoa</em> (Pacific-style relational conversation) to explore Tuhiwai Smith’s legacy for Pacific Islander researchers and research. The <em>talanoa</em> between two academics at different career stages draws upon personal and professional research experiences and peer-reviewed published sources to explore the expansive and enduring legacy of Tuhiwai Smith’s life and ideas.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p><em>Decolonizing Methodologies</em> has helped Pacific Islander researchers flourish, and Pacific Island research approaches gain legitimacy in higher education. Its epistemological influence can be seen in research which utilises knowledge of body, mind and spirit – holographic epistemology – and in indigenous innovations to qualitative research.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>This article has value for those seeking to understand the epistemological underpinnings of indigenous approaches to research. It has originality in its presentation as a <em>talanoa</em> between two researchers who have found affirmation and academic freedom with Tuhiwai Smith’s ideas. It is also original in offering a Pacific perspective from a Hawaiian and a Samoan academic about the immense <em>koha</em> (gift) they have received from a Maori <em>tuahine</em> (sister).</p><!--/ Abstract__block -->","PeriodicalId":47040,"journal":{"name":"Qualitative Research Journal","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2024-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142178262","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Relationships with horses and humans: Smith’s legacy","authors":"Kelsey Dayle John","doi":"10.1108/qrj-03-2024-0070","DOIUrl":"https://doi.org/10.1108/qrj-03-2024-0070","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>The purpose of this paper is to outline the contributions of Smiths legacy in Indigenous methodologies and to show how her interventions encourage and facilitate meaningful research relationships with Indigenous communities. It is also a practical guide for future Indigenous researchers who aim to work with their communities.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>This article outlines the legacy and interventions from Linda Smith that have influenced my research and pedagogy work with my community—the Navajo Nation. I weave together a Kejnrj story and theory to show how Smith’s predominant legacy has taught me how to create, maintain and safeguard relationships with horses, humans and knowledge while working within a Western institution.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>I discuss the navigation of research relationships before, during and after official research and the implications this has for increasing indigenous sovereignty in partnership with research. It also describes the process of researcher reflexivity required for Indigenous methodological work.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>This paper outlines one Navajo researcher’s individual story with research on community. This adds value to researchers who intend to do research/pedagogy work with Native communities.</p><!--/ Abstract__block -->","PeriodicalId":47040,"journal":{"name":"Qualitative Research Journal","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2024-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142178268","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Can we really teach the Generation Z? Opportunities and challenges at secondary level","authors":"Yavuz Erişen, Bünyamin Bavlı","doi":"10.1108/qrj-03-2024-0060","DOIUrl":"https://doi.org/10.1108/qrj-03-2024-0060","url":null,"abstract":"&lt;h3&gt;Purpose&lt;/h3&gt;\u0000&lt;p&gt;The objective of this study is to explore Generation Z’s interpretation of educational practices at the secondary education level. By examining the expectations of Generation Z, this study aims to provide insights for teachers and decision-makers to improve educational and instructional practices.&lt;/p&gt;&lt;!--/ Abstract__block --&gt;\u0000&lt;h3&gt;Design/methodology/approach&lt;/h3&gt;\u0000&lt;p&gt;The specific approach employed in this study is Transcendental Phenomenology (TPh), which focuses on uncovering the perceived experiences, thoughts and evaluations of the Gen Z generation toward formal education. For this study, the maximum variation sampling strategy, which is one of the purposive sampling methods, was utilized. In line with the nature of the design, one-on-one interviews were conducted to collect data. Thematic analysis, a commonly used method for identifying recurring patterns of meaning, was applied to analyze the data. Peer debriefing or analytic triangulation, Data saturation, Triangulation and member checking techniques were operated to support the validity and reliability of the study.&lt;/p&gt;&lt;!--/ Abstract__block --&gt;\u0000&lt;h3&gt;Findings&lt;/h3&gt;\u0000&lt;p&gt;In the light of the data analysis, four themes emerged: expectations from teachers, curricula, school administration and School Counseling Service (SCS). Gen Z expects from teachers “to be democratic, to adopt novel teaching approaches and technology, to have affective qualities, to be attentive to arts and sports, to conduct qualified assessment.” Gen Z has also expectations regarding the curricula in practice such as “functionality, extracurricular activities, and instructional practices.” The expectations of the students from school administration include “administrative expectations,” “expectations regarding the learning environment” and “social expectations.” The participants had expectations regarding School Counseling Service (SCS) such as “professional guidance,” “academic guidance” and “career guidance.” “Career guidance” includes “introduction of career paths,” “academic guidance” includes “introduction of university programs,” “exam guidance” and “teacher training” and “personal guidance” includes “accessibility,” “equity in guidance services,” “communication” and “functionality.”&lt;/p&gt;&lt;!--/ Abstract__block --&gt;\u0000&lt;h3&gt;Research limitations/implications&lt;/h3&gt;\u0000&lt;p&gt;The research is limited to the volunteers included in the study. In addition, the study includes only senior high school students, 12th graders, representing Gen Z. In addition, the study includes only Gen Z living in a metropolitan city. The methodological limitation of the study is that only one-to-one interview technique was used for data collection. The main reason behind such a choice is that the most appropriate technique for data collection in the phenomenology method is one-on-one interviews in order to explore individual interpretation.&lt;/p&gt;&lt;!--/ Abstract__block --&gt;\u0000&lt;h3&gt;Practical implications&lt;/h3&gt;\u0000&lt;p&gt;The research sheds light on many different","PeriodicalId":47040,"journal":{"name":"Qualitative Research Journal","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2024-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142178263","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The impact of decolonizing methodologies: reflections of Indigenous researchers","authors":"Donna-Marie Palakiko, Chantelle Eseta Matagi, J. Kealohilani Antonio, Morgan Aiwohi Torris-Hedlund, Sarah Momilani Marshall, Emily Makahi","doi":"10.1108/qrj-03-2024-0073","DOIUrl":"https://doi.org/10.1108/qrj-03-2024-0073","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>To share the narratives of six Indigenous Researchers representing the diverse thinking of Native Hawaiian and Pacific Islanders. The narratives describe the impact Decolonizing Methodologies have on our lives within the framework of Tuhiwai Smith’s Indigenous Research Agenda.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>Linda Tuhwai Smith’s Indigenous Research Agenda framework is used to explore through narrative, the impact Decolonizing Methodologies had on the authors’ professional awakening as Indigenous Researchers. Each author reflects on their first encounter with Decolonizing Methodologies and describes through their narratives how the book influenced and guided their research and community work.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>Positionality as a Native Hawaiian or Pacific Islander is imperative to being an Indigenous Scholar. Understanding who one is requires critical reflection and is a part of developing an Indigenous Research Agenda. The challenges each Indigenous scholar’s narrative explores is navigating a Western system while staying true to our values and identity as Native Hawaiian or Pacific Islander. At the core is our ability to work in partnership with the community to bring forth sustainable change.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>This paper explores the impact Decolonizing Methodologies had on the authors thinking and research approaches. The narratives the authors share is from the positionality of being Native Hawaiian or Pacific Islander.</p><!--/ Abstract__block -->","PeriodicalId":47040,"journal":{"name":"Qualitative Research Journal","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2024-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142178266","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Finding “the center point”: decolonial and indigenous methodologies in education historical research","authors":"Christy L. Oxendine","doi":"10.1108/qrj-04-2024-0078","DOIUrl":"https://doi.org/10.1108/qrj-04-2024-0078","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>This paper centers a decolonial and Indigenous methodological approaches to educational history research. This research offers how Decolonizing Methodologies: Research and Indigenous Peoples by Linda Tuhiwai Smith impacts one education historian’s scholarship alongside conversations of historiography concerning the Lumbee people and how their education history becomes contextual and reclaimed through decolonial and Indigenous methodological approaches.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>Leaning on epistemological questioning and historical research with decolonial and Indigenous methodologies to provide a needed approach to historical education analysis.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>This research demonstrates how history and epistemology work together to decolonize educational histories by understanding the impacts of settler colonization and recenters histories with Indigenous (Lumbee) voices.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>This approach to qualitative historical research provides space for Indigenous epistemology and decolonial and Indigenous methodological approaches to education history that critically examines history told from a European/Western epistemological lens as a way forward to center Indigenous communities.</p><!--/ Abstract__block -->","PeriodicalId":47040,"journal":{"name":"Qualitative Research Journal","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2024-08-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141937458","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Mele as methodology: crafting (k)new tools for Indigenous research","authors":"Maya L. Kawailanaokeawaiki Saffery, R. K. Lopes, Kawehionālani Goto, Julie Kaomea","doi":"10.1108/qrj-03-2024-0075","DOIUrl":"https://doi.org/10.1108/qrj-03-2024-0075","url":null,"abstract":"PurposeIn Decolonizing Methodologies (1999), Linda Tuhiwai Smith asserted that “the master’s tools of colonization will not work to decolonize what the master built.” Smith challenged Indigenous researchers to fashion “new tools for the purpose of decolonizing and Indigenous tools that can revitalize Indigenous knowledge” (p. 22). A quarter of a century later, this paper reflects on the powerful impact that Smith’s call to action has had upon recent generations of bright, politically active and culturally grounded Native Hawaiian researchers, many of whom are innovatively turning to the Native epistemologies embedded in our traditional cultural practices to craft (k)new research tools and methodologies.Design/methodology/approachThis paper features three Native Hawaiian scholars who are simultaneously hula and mele (traditional Hawaiian dance and song) practitioners and who instinctively turned to their hula training to guide and indigenize their research practice.FindingsEach of these three scholars describes how they creatively applied the Hawaiian epistemologies embedded in their hula and mele training to fashion (k)new, Indigenous methodologies to guide (1) their research conduct, (2) their data analyses or interpretations and (3) the presentation of their research findings, respectively.Originality/valueThese three Hawaiian scholars and hula practitioners represent a larger groundswell of Native Hawaiian researchers who are bravely and creatively drawing upon the traditional wisdom and sensitivities embedded in our cultural practices to craft and wield (k)new research tools to “dismantle the master’s house” (Lorde, 1981) and build an Indigenous hale (house) of our own.","PeriodicalId":47040,"journal":{"name":"Qualitative Research Journal","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2024-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141919453","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Mele as methodology: crafting (k)new tools for Indigenous research","authors":"Maya L. Kawailanaokeawaiki Saffery, R. K. Lopes, Kawehionālani Goto, Julie Kaomea","doi":"10.1108/qrj-03-2024-0075","DOIUrl":"https://doi.org/10.1108/qrj-03-2024-0075","url":null,"abstract":"PurposeIn Decolonizing Methodologies (1999), Linda Tuhiwai Smith asserted that “the master’s tools of colonization will not work to decolonize what the master built.” Smith challenged Indigenous researchers to fashion “new tools for the purpose of decolonizing and Indigenous tools that can revitalize Indigenous knowledge” (p. 22). A quarter of a century later, this paper reflects on the powerful impact that Smith’s call to action has had upon recent generations of bright, politically active and culturally grounded Native Hawaiian researchers, many of whom are innovatively turning to the Native epistemologies embedded in our traditional cultural practices to craft (k)new research tools and methodologies.Design/methodology/approachThis paper features three Native Hawaiian scholars who are simultaneously hula and mele (traditional Hawaiian dance and song) practitioners and who instinctively turned to their hula training to guide and indigenize their research practice.FindingsEach of these three scholars describes how they creatively applied the Hawaiian epistemologies embedded in their hula and mele training to fashion (k)new, Indigenous methodologies to guide (1) their research conduct, (2) their data analyses or interpretations and (3) the presentation of their research findings, respectively.Originality/valueThese three Hawaiian scholars and hula practitioners represent a larger groundswell of Native Hawaiian researchers who are bravely and creatively drawing upon the traditional wisdom and sensitivities embedded in our cultural practices to craft and wield (k)new research tools to “dismantle the master’s house” (Lorde, 1981) and build an Indigenous hale (house) of our own.","PeriodicalId":47040,"journal":{"name":"Qualitative Research Journal","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2024-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141919278","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Language, disciplinarity and identity: an autoethnography of an international interdisciplinary doctoral student","authors":"Chengyuan Yu","doi":"10.1108/qrj-02-2024-0047","DOIUrl":"https://doi.org/10.1108/qrj-02-2024-0047","url":null,"abstract":"PurposeWhile higher education has been encouraging interdisciplinary research, few studies have been conducted to understand how interdisciplinarity shapes the identity construction of scholars, especially doctoral students who may already strive to socialize into academia.Design/methodology/approachTherefore, this study adopts the approach of autoethnography to analyze my lived experience of developing disciplinary literacy and constructing interdisciplinary identity as a Chinese international doctoral student at a North American university. Communication theory of identity (CTI) is the theoretical framework through which I understand the negotiation among my personal, enacted, relational and communal identities while communicating my research through diverse literacy practices.FindingsThis autoethnography reveals that interdisciplinary doctoral students can flexibly use discursive resources from different disciplines and literacy practices in both English and their first language to dynamically create interdisciplinary identities communicable to different discourse communities. Their identities in different disciplines can develop simultaneously, rather than suppressing one for the development of the other as they do interdisciplinary research.Originality/valueThis study first extends current scholarly discussion of disciplinary literacy to a less-investigated setting, i.e. doctoral education in higher education. Second, it adds an additive and current layer of interdisciplinarity to the existing understanding of international doctoral students’ identity construction. Third, it helps to understand how the development of disciplinary literacy can facilitate disciplinary identity construction and how disciplinary identity construction can facilitate the development of disciplinary literacy.","PeriodicalId":47040,"journal":{"name":"Qualitative Research Journal","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2024-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141925137","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Unveiling creativity in artisanal beer through cultural and collective intelligence: a study of market in Mexico","authors":"Rajagopal, Ananya Rajagopal","doi":"10.1108/qrj-10-2023-0165","DOIUrl":"https://doi.org/10.1108/qrj-10-2023-0165","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>The principal objective of the study is to analyze the influence of ethnicity, culture and collective intelligence in entrepreneurial creativity, innovation and marketing of artisanal beer in Mexico.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>The qualitative data have been gathered by conducting four workshops with twelve respondents in each workshop across four states of Mexico comprising Mexico City, Puebla, Queretaro and Guadalajara. These workshops were held for four hours during the pre-lunch period over the weekends, which was participated by a mix of entrepreneurs and consumers.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>Artisanal entrepreneurship is driven by the culture, ethnicity, collective intelligence and frugal innovations. Ethnic products generate patriotic feeling and consumption for a social cause to encourage artisans at the grassroots with the local tags. Results also indicate that social media and crowd cognition play an important role in developing creative artisanal beer.</p><!--/ Abstract__block -->\u0000<h3>Research limitations/implications</h3>\u0000<p>This study is founded on the theoretical maxims of social learning theory (SCT), social cognitive theory and theory of creativity. The contextual interpretation of SCT explains the socialization of concepts by modelling emotions and behavior to derive structural experiences as observed in artisanal entrepreneurship.</p><!--/ Abstract__block -->\u0000<h3>Practical implications</h3>\u0000<p>Entrepreneurs can develop brand emotions, boost anthropomorphic feelings and inculcate the sense of nationalism among consumers to market ethnic brands and develop social consciousness towards consumption of “Made in Mexico” products.</p><!--/ Abstract__block -->\u0000<h3>Social implications</h3>\u0000<p>Artisanal beer face major challenge of customer outreach by enhancing the brand proximity and ethnic values. Ethnic products hold a strong image in niche market and need to be stimulated by the experience sharing through social media and community interactions.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>This research study significantly contributes to the existing literature on ethnic entrepreneurship and creativity using innovative research approach.</p><!--/ Abstract__block -->","PeriodicalId":47040,"journal":{"name":"Qualitative Research Journal","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2024-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141937459","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Becoming an academic in Spanish higher education: an in-depth narrative study","authors":"Javier Mula-Falcón","doi":"10.1108/qrj-01-2024-0012","DOIUrl":"https://doi.org/10.1108/qrj-01-2024-0012","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>This article focuses on understanding the evolution of the academic identity of a university academic within the contemporary university context, highlighting the significant influence of professional performance evaluations.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>In order to achieve the objectives, a narrative-biographical approach was used, through an in-depth analysis of the life and professional career of a Spanish academic.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>The results reveal a progression in identity from a state of naivety to that of a survivor, characterized by a strong adherence to the demands of scientific production, with research assuming a central role. This shift is motivated by an enduring pursuit of stable employment conducive to full professional and personal development. Several factors influence this change, including the context of evaluation, lack of funding, relationship with the thesis supervisor, and job instability, among others. The article concludes by outlining policy implications aimed at enhancing the work and professional standards of university faculty. These recommendations include awareness-raising initiatives, re-evaluating existing evaluation systems, and promoting institutional support, among other measures. Implementing these strategies is expected to optimize the professional growth of academics and, therefore, enhance the quality of services provided by universities.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>Although previous research has acknowledged the impact of these evaluations, this study stands out by exploring how academic identity is shaped and reconfigured over the course of a career.</p><!--/ Abstract__block -->","PeriodicalId":47040,"journal":{"name":"Qualitative Research Journal","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2024-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141872976","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}