艰难的进阶者:大学博士后工作时间分配与角色身份认知

Struggling Ladder Climbers: Working Time Allocation and Role Identity Cognition of Postdoctoral Fellows at Universities in China

在我国“双一流”建设下,大学为了提升科研声誉与地位,近些年招收博士后的力度空前加大,对博士后的岗位设定和管理规定变得日益多元。大学博士后处于博士向大学教职人员的过渡期,具有多重身份与角色认同。基于角色身份理论,从博士后的工作认知、情感维度和社会文化感知层面出发,通过对三所不同层次和类型大学中的博士后进行深度访谈,发现博士后呈现出“大学教师”“科研独立者”“学生”和“副导”的多维角色身份样态,且时间分配向科研倾斜特征明显。不同大学、不同学科以及不同学术背景的博士后对自身角色身份认知存在差异。

Under the “Double World-Class” policy that aims to improve the reputation and status of Chinese research universities, most research universities have unprecedentedly focused the recruitment of postdoctoral fellows, and the management regulations for post-doctors have become increasingly diverse. Post-doctors show multiple identities and roles in the transitional period from Ph.D. to university faculty. Based on the theory of role identity which contains work cognition, emotional dimension, and sociocultural perceptions, our in-depth interviews with post-doctoral fellows from three universities revealed that the post-doctoral role identities present a multi-dimensional appearance of “university teacher”, “independent researcher”, “student” and “associate supervisor”. Post-doctoral fellows in different universities, disciplines, and academic backgrounds have different perceptions of their own role identities.