Depending on their institutional context, for new faculty members to successfully manage their transition from doctoral studies to early career, they must show potential as researchers. The purpose of this study was to learn about supports and barriers to researcher development in new faculty members.,The investigators solicited open-ended responses from early career faculty members (N = 49) in an online survey. Content analysis was used to provide an initial categorization of supports and barriers identified by the participants.,Ten barrier categories (e.g. lack of resources, previous training, lack of mentoring, workload) and eight support categories (e.g. effective research collaborations, supportive university environment, funding) were identified.,Findings were framed with a social cognitive conceptual model, which parallels previous studies in doctoral research training environments and research productivity and builds on our knowledge of early career faculty development. The study was limited in terms of number of participants and online response format.,Practical implications to minimize barriers and enhance supports for new faculty researcher development were identified (also drawing from the conceptual model, SCCT).,Thus, the study has value for university policymakers, administrators, faculty peers, research mentors and assistant professors or doctoral students seeking to develop as researchers.

中文翻译：

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新教研人员发展的支持和障碍

根据他们的机构背景，要使新的教师成功地完成从博士研究到早期职业的过渡，他们必须展现出研究者的潜力。这项研究的目的是了解新教师的研究人员发展的支持和障碍。研究人员通过在线调查征询了早期职业教师（N = 49）的开放式反馈。内容分析用于提供参与者确定的支持和障碍的初始分类。十个障碍类别（例如，缺乏资源，以前的培训，缺乏指导，工作量）和八个支持类别（例如，有效的研究合作，支持性大学环境） ，资金）。发现采用社会认知概念模型进行框架化，它与以前在博士研究培训环境和研究生产力方面的研究相类似，并且建立在我们对早期职业教师发展的认识上。该研究在参与者人数和在线回复格式方面受到限制。确定了最小化障碍并增强对新教师研究人员发展的支持的实践意义（同样来自概念模型SCCT）。因此，该研究具有价值寻求发展为研究人员的大学决策者，行政管理人员，同僚，研究导师和助理教授或博士生。