Researcher development is an important but underexplored topic with implications for knowledge production, graduate education, faculty development and equity in higher education. The purpose of this constructivist instrumental case study was to understand how the process of writing and publishing from qualitative dissertations sparked researcher development among two pre-tenure faculty members in higher education.,Two researchers and seven data sources (i.e. six essays and one dialogue transcript) were used to construct the case. Researchers first inductively and independently coded the data sources. Researchers then collectively used the constant comparative technique (Charmaz, 2014) for data analysis.,Data analysis uncovered an iterative, three-phase process of seeking “better ways” (Evans, 2011) to translate dissertations into publications. This process included (1) recognizing one or more issues in the research design or conveyance of data, (2) rallying in a multitude of ways to seek better ways to address the issue(s) and (3) resolving the issue(s) by following internal voices and finding “better ways”.,Findings offer implications for faculty members’ approaches to mentoring and graduate preparation, and for postdoctoral and early career scholars’ agentic approaches to publishing, teaching and reflecting on one’s own researcher development.

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寻求“更好的方式”：早期职业教师研究人员的发展

研究人员的发展是一个重要但尚未开发的话题，对知识生产，研究生教育，教师发展和高等教育公平性具有影响。本建构主义工具案例研究的目的是了解定性论文的写作和出版过程如何激发两名高等教育学历教师的研究人员发展。两名研究人员和七个数据来源（即六篇论文和一份对话记录） ）用于构建案例。研究人员首先对数据源进行归纳和独立编码。然后，研究人员共同使用常数比较技术（Charmaz，2014年）进行数据分析。数据分析揭示了一个寻求“更好方法”的迭代，分三个阶段的过程（Evans，2011年），将论文转化为出版物。