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They decenter research as a fixed product and instead focus on how researchers understand themselves, their work, and their processes. 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We believe that gathering, reflecting, sharing and producing knowledge are important parts of constructing a strong identity as a researcher that we produce and own rather than being produced by the prevailing academic discourse. We decenter research as a product and bring into focus how as researchers we understand our selves, our work, and our processes. We interweave our stories with those of our research participants who are also new to the professoriate. Our experiences transcend our academic world and we believe that the narratives we discuss may help inform others.  \nKeywords: researcher development; researcher identity; new academics; publishing and female academics  \nHeather McLeod (Ph.D.) is an Assistant Professor in the Faculty of Education at Memorial University in St. John’s, Newfoundland, Canada, where she pursues a critical research agenda and is interested in arts-based research methods. Before entering the academy she taught in the public school system in British Columbia and in Nunavut, Canada and worked in communications and policy development for a provincial teachers’federation and for government. Besides her inquiry into the process of becoming a researcher, her on-going projects include one focusing on parents and poetry and an initiative to understand student experiential learning in an art museum setting.  \n[Email: hmcleod@mun.ca](Email: hmcleod@mun.ca)  \nDr. Cecile Badenhorst (Ph.D.) is an Assistant Professor in the Faculty of Education in the Post-Secondary programmes at Memorial University. Her broad research interests are post-secondary and adult learning experiences with a particular interest in graduate and faculty research writing and academic literacies. She has published three books in this area: Research Writing (2007), Dissertation Writing (2008) and Productive Writing (2010) .  \nEmail: [cbadenhorst@mun.ca](cbadenhorst@mun.ca)  \nOur stories  \nCecile: I’m considered a ‘new academic’ in this context. I’ve been ‘new’ several times in my career as I’ve moved between academia and professional practice. There have been times when research has been at the forefront and times when it has taken a back seat to teaching. Perhaps, in the early days, when I first received my doctorate, I might have considered myself a researcher. Then I moved into teaching adults in rural areas and research did not feature much. When I returned to work at a university my workplace identities still revolved around teaching. I saw myself as primarily a teacher. Moving from South Africa to a faculty position in Canada has changed that. It’s a novelty to be now contemplating an identity as a researcher. Yet, the idea of ‘researcher’ sits uncomfortably with me since it seems to contain images and values to which I have no connection being so practice oriented. I realized that others, mostly women, felt the same way when I joined the faculty.  \nHeather: I was already an experienced educator and had made my living as a writer for a period of time before entering the academy. However because I’m the only full-time faculty member in my field of art education I might have felt isolated as a new academic. Over the pre-tenure years I’ve cobbled together my researcher identity and I’ve found that collaborating with colleagues has been surprisingly important in that regard-it’s helped me develop and own my researcher identity. I’ve explored what collaboration can mean. It’s more than just cooperating with others while working in our separate roles fora common project; I’ve been involved with projects where we share roles or change roles and build on the work of each other.  \nOur context  \nWe work at a mid-sized university and the only university in Newfoundland and Labrador. The vast distances needed to trav","cbCaij0cMwzy9FGE","https://ap.wps.com/l/cbCaij0cMwzy9FGE","pdf",368535,"English","# Abstract\n# Our stories\n## Cecile\n## Heather\n# Our context\n## Institutional and cultural pressures","[{\"question\":\"How do the authors define the process of becoming researchers?\",\"answer\":\"They describe it as an identity construction involving gathering, reflecting, sharing, and producing knowledge. They emphasize understanding self, work, and processes rather than treating research as only an output.\"},{\"question\":\"Why do they decenter research as a product?\",\"answer\":\"They argue that focusing only on the product reduces satisfaction and fulfillment. It also weakens relationships among faculty and limits deep thinking.\"},{\"question\":\"What pressures shape academics’ writing and publishing according to the authors?\",\"answer\":\"They point to corporatization and heightened emphasis on efficiency and productivity, alongside constant deadlines. They also note that non-tenured faculty and women tend to publish fewer works.\"}]","New Academics and Identities - Research as a Process of ‘Becoming’ | PDF",1792079468]