Empowering early career academics to overcome low confidence

Abstract

ABSTRACT How can academic developers support Early Career Academics (ECAs) to increase in confidence as they step into their new responsibilities? Previous work has demonstrated the negative impacts of ECAs’ low self-efficacy, focusing recommendations on the need for systemic changes. Going further than previous academic development work to apply social cognitive theories of personality, we explore how ECAs can be equipped to understand, reflect on and increase their own confidence. We point to evidence-based approaches and recommend practical steps that can be taken to implement this approach in increasing the confidence of ECAs.