Samenvatting

Due to the changing role and context of (new) universities, roles of lecturers are renewed and diversified. In this study, weekly written narratives from lecturers on their development in novel researcher roles at new universities are collected over time and analyzed correspondingly. Understanding how individuals accomplish role transition is important to the health of individuals and organizations alike. The method provided examples of configurations derived from within-case analyses and illustrates lecturers’ work and learning activities, kinds of support and affirmation succeeded each other which resulted in changes of intermediate outcomes during lecturers’ development trajectories. In studying lecturers’ role transition, outcomes such as role learning, identity and competence development, and strides in building up research capacity are taken into account. The analysis of the narratives provides meaningful insights into the inspiring, challenging, and ambiguous, erratic nature of the transition into researcher roles at new universities, as experienced by the lecturers.