ABSTRACT

Researcher developers conduct their work in the borderlands between academic disciplines and university administration. Navigating this third space [Berman, J. E., and T. Pitman. 2010. “Occupying a ‘Third Space’: Research Trained Professional Staff in Australian Universities.” Higher Education 60 (2): 157–169. doi:10.1007/s10734-009-9292-z] presents both challenges and opportunities for researcher developers as they mark out their responsibilities to doctoral candidates. Drawing on the work of [Evans, L. 2011. “The Scholarship of Researcher Development: Mapping the Terrain and Pushing Back Boundaries.” International Journal for Researcher Development 2 (2): 75–98. doi:10.1108/17597511111212691] and [Little, D., and D. A. Green. 2021. “Credibility in Educational Development: Trustworthiness, Expertise, and Identification.” Higher Education Research & Development: 1–16. doi:10.1080/07294360.2020.1871325], this provocation reflects on the role of the researcher developer working with PhD candidates and suggests a pedagogy that enhances credibility in this borderland work.

摘要

研究人员开发人员在学术学科和大学行政管理之间的边界上开展工作。浏览第三个空间[Berman，JE和T. Pitman。2010年。“占领“第三空间”：澳大利亚大学经过研究培训的专业人员。” 高等教育60（2）：157–169。doi：10.1007 / s10734-009-9292-z]为研究人员指出了他们对博士候选人的责任时，既带来了挑战，也带来了机遇。借鉴[Evans，L.2011。“研究人员发展奖学金：测绘地形并推开边界”。国际研究人员发展杂志2（2）：75–98。doi：10.1108 / 17597511111212691]和[Little，D.和DA Green。2021.“教育发展中的信誉：可信赖性，专业知识和认同感。” 高等教育研究与发展：1–16。doi：10.1080 / 07294360.2020.1871325]，这一挑衅反映了研究人员开发人员与博士候选人一起工作的作用，并提出了一种教学法，以提高在这一边疆工作中的可信度。