Nuria Suñe i Soler

Nuria Suñe i Soler
Universitat Ramon Llull | URL · Faculty of Psychology, Education Sciences and Sport Blanquerna

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7
Publications
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112
Citations

Publications

Publications (7)
Chapter
This chapter proposes a reflection on the identity of the responsible researcher in education, as considered through the prism of the responsible research and innovation (RRI) framework. In a context in which new ways of governing and conducting research are sought to ensure more respectful, democratic, and impactful outputs in terms of societal we...
Book
The 21st century and its many challenges (invasion of digital technology, climate change, health crises, political crises, etc.) alert us that we need new educational responses, led by new education professionals. Research has shown that for these professionals to change in a substantial and profound way, they must change their identity, that is, t...
Chapter
The university of the 21st century is undergoing a radical and accelerated transformation. Factors such as the continuous increase in students with very different profiles, global competition between universities, the impact of ICT or the emergence of new pedagogical paradigms, such as teaching by competencies, or formative assessment, require new...
Article
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Abstract Doctoral candidates rely on diverse individuals to cope with the challenges of their doctoral trajectory. In this article, we define Doctoral Support Networks (DSNs) as the group of individuals with whom the doctoral candidate intentionally collaborates in order to deal with the problems and difficulties of the doctorate. We aim to explore...
Article
Full-text available
Despite the increasing popularity of doctoral education, many students do not complete their studies, and very little information is available about them. Understanding why some students consider that they do not want to, or cannot, continue with their studies is essential to reduce dropout rates and to improve the overall quality of doctoral progr...
Article
Full-text available
Resumen: La presente investigación se inscribe en un proyecto de innovación educativa – ARCPRO-consistente en la promoción recíproca de competencias profesionales entre estudiantes de Psicología de la Universitat Autònoma de Barcelona y profesores de dos centros de enseñanza secundaria. El estudio parte de un diseño en el que se comparan tres condi...
Article
The present investigation is part of a project of teaching innovation-ARCPRO-consisting in the reciprocal promotion of professional competences between psychology students at the Autonomous University of Barcelona and teachers in two high schools. The study starts from a design in which three experimental conditions are compared: real advising with...

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Projects

Projects (3)
Project
• To reconceptualize the role of Early Career Researchers (ECRs) in order to enable them to successfully face current societal challenges and establish satisfactory careers. • To enhance the development of ECRs’ identities and careers through training. Website: www.researcher-identity.com Twitter: https://twitter.com/researcher_id Co-funded by the Erasmus+ programme of the European Union under the project 2017-1-ES01-KA203-038303.
Project
This is a cross-national research project (Spain, UK, Finland and Switzerland) aimed at examining the identity development of PhD students and post-PhD university researchers (http://www.fins-ridss.com/home). We applied a mixed-method approach to enhance, illustrate and clarify individuals’ perceptions through a set of different complementary studies implying different phases. 1rst Phase The first of these studies has implied the development of a cross-cultural, multilingual survey in which open-ended and Likert-items were combined, to analyse researchers’ conceptions, agency, research engagement, researcher and supervisory support and significant positive and negative experiences. Results lead us to establish different profiles of researchers based on their research and writing conceptions, the support they received and the challenges or incidents they experienced through this journey. 2nd Phase In the second study multimodal interviews has been conducted with a subset of survey respondents to explore their experiences in greater depth. Interviews have been complemented with Journey Plots to collect longitudinal experiences and Network Plots to explore researchers’ active engagement in their communities. Current analysis of data from 70 cross-country interviews led us to rethink how we frame researcher experience of community interaction, research writing and publication and engagement and abandonment intentions. 3rd Phase The third study includes the design and piloting of a educational proposal aimed at facilitating junior researchers deal with identified negative experiences and critical incidents in an adjusted and efficient manner. Different educational videos and training modules have been already developed (www.fins-ridds) 4rd Phase The fourth phase is devoted to the design, launch and managing of a digital space including an instructional block and interactive resources for planning, executing and communicating written projects. It also includes an interactive space where researchers and supervisors can manage their experiences and create networks to effectively support their researcher development.