ion, 16, 43 academic career (relevance of current study), 7–11 academic friends (support role), 91–2 academic literature, 18 see also research literature academic research, see research academics anxieties of, 8, 66, 67–81 common beliefs/perceptions, 2–5 making impact on, 47 support role, 91–2 usefulness of current study, 7–10 see also colleagues achievement (finishing problem), 67–9 administrative work, 58 advice avoidance of bad, 79–80 potential sources, 80–93 advisers (support role), 81–3 agendas, research, 15, 16, 21, 69 American Accounting Association, 90 American Historical Association, 90 analysis Bloom’s taxonomy, 21 of data, 44, 46, 64–5 research questions, 26–7 techniques, 43–6 anxieties (of academics), 8, 66 finishing project, 67–9 muddling through, 69–71 appraisal process, 86–7 arguments, 27 associations, 90–91 Australian Association for Research in Education, 90 authorship (recognition), 89, 97 ‘autobiography of the question’, 35, 38, 42 background issues (reseach topic), 38–9 balance (work–life), 53–4 behaviour (ethical practice), 97 belief systems, 2–5 beneficiaries of research, 47, 49 bibliographies, 20, 62–3 ‘black-letter law’, 28 Bloom’s taxonomy of reading, 20, 21 books on research techniques, 92–3 see also reading material bureaucracy (time factor), 59 career profiles, 81 centres, research, 89–90 ‘chaining’, 20 citations, 62 citizen (researcher responsibility), 97 colleagues commitment to, 60–61 help from, 73–93 mentoring, 37, 73–4, 78, 83–7 mutuality, 73, 90 peer review, 18 reciprocity, 79 relations with (ethical practice), 97 research teams, 73, 88–9 support role, 91–2 collegiality, 73, 89 commitment, problems and, 60–61 conferences, 47, 49 confidence (researcher fears), 67–9 confidentiality, 86–7, 95 consequences of research (for respondents), 46, 94–5 coping strategies, 54 creativity, 57 Boden(2)-Index.qxd 10/20/2004 4:01 PM Page 103
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