From Visibility to Mobility: Teacher‐Researchers' Use of Digital Strategies in Higher Education

ABSTRACT This study investigates the motivations driving teacher‐researchers (TRs) to develop digital strategies using professional social networks (PSNs) within the evolving landscape of higher education. While previous research emphasizes PSNs as tools for scholarly communication and networking, there is limited understanding of how TRs leverage these platforms to navigate career challenges, enhance visibility, and mitigate dissatisfaction with institutional environments. Addressing this gap, this study adopts a quantitative approach, analyzing survey responses from 170 TRs across French universities, business schools, and engineering schools. Using logistic regression analysis, the study examines the interplay between organizational factors, career plateauing, and digital engagement. Findings reveal that digital strategies serve dual purposes: as tools for professional advancement and as coping mechanisms for institutional shortcomings, such as lack of recognition and career stagnation. The study contributes to the literature on digital strategies in academia and offers recommendations for higher education institutions to enhance faculty support, career development, and organizational fairness.