A dialogical approach to unveil hybrid researcher identities of educational PhD holders

Abstract

PhD careers are becoming increasingly diverse, giving rise to hybrid career trajectories. PhD holders holding multiple concurrent academic and non-academic jobs navigate varied institutional contexts and cultures, often encountering contradictions. However, they can also foster distinct career opportunities and develop unique research identities. This study explored the identity development of educational hybrid researchers. We drew on Dialogical Self Theory, which conceptualises the uniqueness yet multiplicity of positionings within the professional self. Through in-depth interviews and the systematic use of Journey Plots and Repertoire of Personal Positions instruments, we explored how hybrid researchers construct their professional identities and the extent to which these identities embodied hybridisation. Our findings revealed diverse I-positions associated with academic and non-academic sectors, illustrating a dialogical hybrid space where distinct meanings and practices blended. Furthermore, participants demonstrated varied identity dynamics, including distinctive ways to resolve tensions and the significant influence of external voices and career support mechanisms. Overall, the results indicated differing levels of hybridisation among PhD holders pursuing hybrid careers. Theoretical and practical implications are discussed in the paper.