Building research capacity has become a key activity for any university to support knowledge transfer, enhance institutional reputation and obtain maximum benefit from the performance measures enshrined in the Research Excellence Framework (REF). This requires not only more active individual research staff, but the growing of research activity in subject areas where teaching has been the predominant focus (Green et al 2007, Evans 2009). Appointing experienced researchers and supporting existing academic staff through programmes of doctoral education are tried and tested strategies for initial capacity building, however what is less developed is support for the ongoing development of experienced teaching academics as researchers in the post-doctoral phase (O’Byrne 2011, Al – Nawafleh et al 2013). Developing a postdoctoral research career can be challenging (Laudel & Glaser 2008). There is a need to chart a course through the choppy waters of teaching workloads, employment contracts, and the external pressures of publication outputs and grant applications in order to establish oneself in the field (Åkerlind 2008). Cast adrift from the focused support of doctoral study, many may struggle to stay afloat and develop their research contribution (Al – Nawafleh et al 2013). However, with adequate peer support, mentorship and leadership, it is possible to navigate from research apprentice to a research colleague established and able to contribute (Fowler et al 2009, Scaffidi et al 2011). This paper will share personal reflections on the passage steered through my first year as a part-time post doctoral researcher. It will demonstrate the value of autobiographical reflection for identifying strategies to support researcher progression. The paper aims to facilitate a dialogue regarding the support needs of post doc teaching focussed academic staff to realise the personal and institutional benefits of doctoral study.
ORCID: 
CORE (COnnecting REpositories)
CORE (COnnecting REpositories)