Academic Career Success: Love, Family and Research Skills.

We analyze how (inter)national mobility affects career success of academics. While previous studies find that mobility increases publication output, we argue that mobility might also serve as a signal to appointment committees thereby influencing directly career success. In our empirical analysis we measure academic career success by time to tenure and reputation of tenure granting institution, arguing that a shorter time to tenure and a higher reputation of tenure granting institution are both indicators for a more successful career in academia. Applying regressions and matching analysis we find that international mobility has no significant direct effect on career success, whereas national mobility negatively affects career success. While the non-existent effect of international mobility is surprising, the relation of the effects associated with the two types of mobility (national and international) is in line with our expectation.

Promoting the Pipeline of Diverse Individuals Within Gastroenterology: Reflections From AGA FORWARD Program Scholars

Over last decades, career success is grasped the scholarly attention due to the change of employees' mindset toward the success in organization hierarchy. In the career success depends on promotions and career ladder (i.e., career path). So, the career was explained as the vertical progression (i.e., ladder) of the employee in the organizational steps, which follows a linear or specific path deemed to be executed in one or two organizations (Kurtuldu & Özçelik, 2023). However, career success in academic institutions is different due to the nature of career in universities or schools. Thus, the academic career success (ACS) is a cumulative outcome, the product of behaviors aggregated over a relatively long period of time (Hirschi et al., 2017; Seibert et al., 1999). Hence, academician nowadays is working hard to achieve their success in Universities. Mohammed and colleagues (2019) argued that academic staff need to be more proactive for gaining their success in universities. This because, the old theory of success is no more working, where the organization was enhancing employees to be more successful through sponsorship, trainings, and conferences (Fadul et al., 2019). Keywords: protean career attitude (PCA), academic career success (ACS), Mediating role of Employees.

How to achieve academic career success has been a long-standing research question in social science research. With the growing availability of large-scale well-documented academic profiles and career trajectories, scholarly interest in career success has been reinvigorated, which has emerged to be an active research domain called the Science of Science (i.e., SciSci). In this study, we adopt an innovative dynamic perspective to examine how individual and social factors will influence career success over time. We propose ACSeeker, an interactive visual analytics approach to explore the potential factors of success and how the influence of multiple factors changes at different stages of academic careers. We first applied a Multi-factor Impact Analysis framework to estimate the effect of different factors on academic career success over time. We then developed a visual analytics system to understand the dynamic effects interactively. A novel timeline is designed to reveal and compare the factor impacts based on the whole population. A customized career line showing the individual career development is provided to allow a detailed inspection. To validate the effectiveness and usability of ACSeeker, we report two case studies and interviews with a social scientist and general researchers.

This study investigates the influence of academic leadership on the career success of lecturers at private higher education institutions in Province of Bali, with a focus on the mediating role of teamwork quality. Employing a quantitative approach using SEM-PLS, data were collected from 330 lecturers through stratified random sampling. The results demonstrate that academic leadership positively and significantly impacts both career success and teamwork quality. Furthermore, teamwork quality itself has a positive and significant effect on career success. Notably, teamwork quality serves as a mediating factor, strengthening the relationship between academic leadership and career success. These findings underscore the importance of academic leadership and teamwork quality in fostering career success within the context of private higher education.

PurposeThis paper explores the impact of high-performance human resource practices (HPHRPs) on the research performance and career success of academics.Design/methodology/approachSurvey data was collected from 586 faculty members in the five largest public universities in Saudi Arabia.FindingsThe findings suggest that the HPHRPs of internal mobility and recognition had a strong impact on faculty members' career success and that these relationships were mediated by research performance. In addition, the study also found that the HPHRPs of training and recognition positively influenced research performance, while, surprisingly, the HPHRPs of participation in decision-making were found to have a negative effect on faculty members' research performance.Originality/valueThis study is original in combining research in human resource management (HRM) and career studies to develop a model that explains academic research performance and career success from the lens of HR practices. The results also provide leaders in Saudi Arabia's public higher education sector with empirical data on the impact of HPHRPs on academic research performance and career success.

(1981). Sponsorship and Academic Career Success. The Journal of Higher Education: Vol. 52, No. 4, pp. 369-377.

This research sought to investigate how academics with a protean career attitude perceived success in their academic career. The role of perceived employability was examined by distinguishing between external and internal employability perceptions. Data from 288 academics working in Malaysian universities were collected and analysed using structural equation modelling. The findings revealed that a protean career attitude had no significant direct relationship with career success; rather, it had an indirect effect on success via perceived employability. Both external and internal perceived employability fully mediated the relationship between protean career attitude and career success, with perceived external employability having a stronger direct and mediating effect on academic career success. This study suggests that academic staff depend upon external employment opportunities to pursue success in academia. The implications of study findings are discussed, along with limitations and future research directions.

Scientific creativity patterns in scholars’ academic careers: Evidence from PubMed

In an increasingly technological world, the education of scientists and engineers has become an activity of growing importance. Educating Scientists and Engineers for Academic and Non-Academic Career Success focuses on the structure of the current educational system and describes the transformations needed to ensure the adequate education of future

Introduction: Academic specialists practice the breadth of obstetrics and gynecology yet miss the opportunity that their subspecialty colleagues experience during sub-speciality training to formally learn research and education skills during fellowship. We therefore developed a fellowship for the obstetrician-gynecologist to gain a robust skillset preparing for a career in academic medicine. Methods: We designed a one-year fellowship for obstetrician-gynecologists to pursue additional training in academic medicine. The fellowship focuses on education techniques, research skills and navigating the structure of an academic medical department. This poster will display the curriculum of the fellowship including rotation schedule, research support and the approach to training a future medical educator. Results: The Academic Specialist Fellowship at the University of Kansas accepted its first fellow in the summer of 2022. The fellow has the following month-long rotations: 3 inpatient obstetric rotations, 3 inpatient gynecology rotations, 3 research rotations and 3 elective rotations. The educational objectives for each fellow are developed in collaboration with the fellow, customizing their goals to their interests. For example, a fellow may have a recurring teaching role during the third-year medical student clerkship orientation or lead a dedicated resident didactic. Each fellow develops an independent research project with a dedicated mentor and will have a publishable manuscript at the completion of the fellowship. The fellow participates in a longitudinal teaching curriculum including creation of an educational project and peer-to-peer feedback Conclusion: An Academic Specialist Fellowship provides obstetrician-gynecologists training in research and education skills to lay a strong foundation for a career in academic medicine.

Purpose This study examines how Vietnamese universities report and portray gender equality policies and initiatives on their websites. It aims to: (1) identify reported initiatives and the values behind their portrayals, (2) explore how these narratives reinforce or challenge traditional gender norms and “conditional inclusion” and (3) assess their alignment with global standards of academic excellence and career success. Design/methodology/approach Drawing on organisational impression management theory and feminist critical discourse analysis, this study analyses 21 university web publications (UWPs) from ten Vietnamese universities. Findings Vietnamese UWPs demonstrate alignment with state logics, rhetorical commitments to gender equality and the gendered burden of “well-rounded excellence” for women academics. Research limitations/implications This study relies on UWPs (Dec 2024), possibly omitting earlier or informal practices. Future research should incorporate stakeholder perspectives and cross-national comparisons to capture broader gender equality dynamics. Practical implications This study suggests that Vietnamese universities should harness state logics, move beyond superficial rhetorical commitments, and critically re-evaluate the ideal of “well-rounded excellence” in order to advance the equitable development of women’s academic careers. Originality/value This study shows how Vietnamese UWPs engage in dual impression management – outwardly demonstrating positive public signalling of gender equality while simultaneously concealing hidden barriers to women academics’ career advancement.

This study aimed to examine whether name characteristics of UK neurologists are related to their academic career success. Biographical information and bibliometrics of all UK consultant neurologists (N=1010) were obtained from online sources. Neurologists with a shorter surname and a higher consonant:vowel ratio in their surname had more citations. The surname's complexity was negatively associated with the h-index and citations, and was lower in neurologists currently affiliated with a top university. Top university graduates for their medical degree had fewer syllables in their first and last name. Neurologists with a popular forename had higher bibliometrics, were faster in publishing their first paper, more likely to be top university graduates for their medical degree and more likely to be currently affiliated with a university. Neurologists with a popular surname were more likely to be top university graduates for their medical degree. Male neurologists with more masculine forenames were more likely to be top university graduates, were faster in publishing their first paper, and had higher bibliometrics. This study revealed that there is an association between name characteristics and career success of UK consultant neurologists.

Although issues related to the underrepresentation of women faculty and faculty of color in university computing departments have received increasing attention in recent years, these groups are still the least likely to have access to formal and informal supports associated with academic career success. In this paper, we present the results of a descriptive study of faculty who participate in a Faculty Learning Community (FLC) through their engagement in a national alliance for broadening participation in computing. Results of the study show that involvement in the FLC facilitates faculty professional development, and helps support faculty in their academic career pursuits. Results also indicate that faculty perceive the resources and national recognition gained through participation in the STARS Computing Corps as a key factor in supporting their efforts to broaden participation in computing. Results support the use of FLCs with diverse faculty across institutions, adding to the growing literature on the efficacy of learning communities in higher education to positively impact participants—both students and faculty.

Master’s programs in the anatomical sciences can be either thesis or course‐based, both providing students with opportunities for research skill development through different degree requirements. However, it is often assumed that skills develop naturally during research experiences, such that students may not be aware of the specific skills that they are developing or the experiences that lead to skill development. Explicit research skill development has many benefits in master’s programs, such as a deeper understanding of learning tasks, and is also important for various careers commonly pursued by anatomy graduates. Using online surveys, this study compared past research skill experiences and future career goals of students in a course‐based Master of Science (MSc) in Clinical Anatomy program and six MSc thesis programs. While this research does not lend itself to a hypothesis, it was predicted that the results would highlight areas for curricular updates based on gaps between students’ current research skill competencies and future goals. The study was based on seven research skills identified by an environmental scan and literature review: communication, problem solving, decision‐making, data collection, data analysis, critical appraisal, and information synthesis. Survey respondents from the MSc thesis (n = 11) and MSc Clinical Anatomy (n = 9) programs were asked about their undergraduate research experiences. Seven MSc thesis students (63.6%) completed an undergraduate honours thesis compared to one MSc Clinical Anatomy student (11.1%), a statistically significant difference in proportions of 0.525 (p = .028). The frequency of opportunities for the development of communication and data collection skills was significantly higher for students who completed an undergraduate honours thesis (mean ranks = 9.50, 9.67) than for those who graduated from a non‐thesis undergraduate program (mean ranks = 4.86, 4.71), U= 6, 5, z= ‐2.384, ‐2.401, p= .035, .022. As well, the perceived data collection competencies of students who completed an undergraduate honours thesis (mean rank = 9.75) were significantly higher than of students who took part in non‐thesis undergraduate research (mean rank = 4.64), U= 4.5, z= ‐2.491, p= .014. Survey respondents were also asked to identify their career aspirations. The two multinomial probability distributions were equal in the population p= .332, showing no statistically significant differences in proportions between the career goals of MSc thesis and MSc Clinical Anatomy students. That said, the data suggests that MSc thesis students aspired for a career in academia (36.4% versus 25.0%) or industry (27.3% versus 0.0%) more than MSc Clinical Anatomy students, whereas more MSc Clinical Anatomy students aimed for a career in medicine (37.5% versus 27.3%) than MSc thesis students. Taken together, these results reveal the similarities and differences between thesis and course‐based master’s students’ research skill backgrounds and career aspirations, illustrating students’ competencies upon entering their programs and the skills important for their career goals. An understanding of these two factors highlights students’ research skill needs to inform curricular updates and program development in anatomy education, ensuring that students have opportunities to develop the skills needed to succeed in their current and future educational and career pathways.