Academic Workforce Research Articles

An assessment of education and continuing professional development (CPD) of academic libraries workforce in Botswana

Purpose The purpose of this study is to assess the current level of education qualifications of the workforce working in academic libraries in Botswana. The study also aims to determine the current and required level of continuing professional development (CPD) of librarians working in academic libraries in Botswana. Design/methodology/approach The study adopted positivist research paradigm and quantitative research design using a structured questionnaire to collect data, where survey questions were developed based on existing, tested and verified NeXus1 and NeXus2 instruments developed in Australia. Findings Findings revealed that majority (41 or 35.3%) of the academic workforce in Botswana had first degree professional qualification, while those with diploma qualification were 28 or 24.1%; about a quarter of respondents had obtained master’s degree qualification. Most of the CPD activities undertaken were workshops and other workplace training programmes. While about half of the total respondents had attended conferences, less than half of them had published or presented a paper, and mentoring, that should have been given a pride of place in the libraries, largely suffers near neglect. Some knowledge and skills have been acquired on the job and have beneficial impact in the service rendered. Originality/value The study seems to be the first of its type in Botswana as a thorough search of literature did not yield any result in the field. What is more, it combines the librarians in public and private universities, colleges of education and institutes of health sciences. Recommendations generated from the findings are likely to improve the services rendered and interest of the librarians in the profession.

An exploration of perceptions of gender equity among SAGE Athena SWAN self-assessment team members in a regional Australian university

ABSTRACT Gender inequality in Science, Technology, Engineering, Mathematics, and Medicine (STEMM) is well documented internationally. The Athena SWAN (AS) Charter was launched in the UK in 2005 to provide an impetus for positive cultural and structural changes to advance gender equality in UK universities. The Australian pilot of the AS Charter began in 2015 and is overseen by the Australian Academy of Sciences. Despite extensive engagement with AS over the last 15 years in the UK and more recently in Australia, qualitative research on the awards application process and its impact on AS Self-Assessment Team (SAT) members is limited. To fill this knowledge gap, we undertook a qualitative interview study examining how gender and gender equity are operationalised and understood by SAT members in the first year of an AS pilot at a regional Australian university. Findings indicate key gender differences in SAT members’ motivations for AS participation which, we argue, potentially translates into unequal gendered workload distributions on the SAT. Although AS is positioned as a key mechanism for addressing inequality in STEMM broadly, this study suggests that the initiative’s impacts in Australia risk being undermined by its unintentional reproduction of gender inequality in the academic workforce.

Representation of Women Among Invited Speakers for Grand Rounds.

Background: Grand rounds and named lectureships are forums in academic medicine for sharing research, scholarly achievements, and clinical expertise. An invitation to speak at grand rounds is regarded as an honor and is part of the pathway to academic promotion. We describe gender representation relative to the national academic medical workforce among invited speakers at departmental grand rounds and annual named lectures at a large academic medical center. Materials and Methods: Lists of external speakers for grand rounds from 2015 through 2017 were obtained from 18 departments and for annual named lectures from 2007 to 2017 from 7 departments. Results: Of the 783 invited speakers to the 25 speaker series, there were 178 women (22.7%). The proportion of women speakers for departmental grand rounds ranged from 0% to 59.3%; representation of women speakers was lower than representation in their specialty in 14 of the 18 departments and significantly lower in 4 of the 18 departments. In four departments, there was a higher proportion of women than available in the specialty-specific academic medicine workforce. The proportion of women who spoke at annual named lectures was significantly lower in two of seven lecture series and ranged from 0% to 21.2%. Three departments had no women speakers. Conclusions: The underrepresentation of women as speakers is a potential target to improve gender representation and role modeling and provide equitable opportunity for academic advancement. Solutions may include formal diversity and inclusion training, intentional overrepresentation of invited female speakers, and inclusion of women on grand rounds planning committees.

The impacts of foreignness and cultural distance on commercialization of patents

Foreign-born academic scientists have been consistently shown to be more productive than the native-born in the United States with regard to research and patents. However, no study has yet analyzed whether the foreign-born are also more likely to commercialize their research after having it patented. This paper utilizes a 2010 survey of academic inventors to analyze whether a selected patent had been licensed or whether technology transfer offices were currently working with a company. Additional analysis was conducted to understand where patents were held (whether by a private company, spinoff, government, or university) for those patents that had been successfully licensed in the past. Findings show that the foreign-born are generally less likely to have their patents licensed or to be working with technology transfer offices, though the significance of the results are mixed. In addition, the foreign-born are more likely to have their licenses held by private companies, while the native-born are more likely to work with spinoffs. These results indicate that technology transfer offices can better serve a key part of the academic workforce.

Occupational stress facing nurse academics-A mixed-methods systematic review.

To better understand occupational stress faced by nurse academics. A mixed-methods systematic review, following the Joanna Briggs Institute [JBI], (Joanna Briggs Institute Reviewers' Manual: 2014 edition, 2014) process. Studies were assessed for quality and risk of bias by using standardised critical appraisal instruments from the Joanna Briggs Institute. In addition, processes and reporting were checked against the Equator guidelines. See Appendix S1. The review revealed that nursing academics do experience occupational stress, including burnout. Occupational stress for academic nurses is associated with various factors including work-life balance, workload issues, resources and support, and adapting to change. However, much of the literature focuses on nurses during the initial transition from clinical to academic environment, with rather less focus on established mid-to-late career nurse academics. Occupational stress and burnout are evident in the university academic workforce, adversely affecting the well-being of academic nurses, and the long-term sustainability of the academic nursing workforce. While there is considerable literature focusing on the novice academic nurse, particularly during the transition period, rather less is known about occupational stress among academic nurses across the career trajectory. Various strategies to deal with the negative consequences of occupational stress are identified, including (a) quality mentors for novice and younger nursing academics; (b) training in resilience building for novice academics; (c) supporting collegial relationships and reducing bullying; (d) assistance for professional development and research; (e) better support and resources to overcome increasing workloads; and (f) greater work-related empowerment to enhance job satisfaction. There is a need for a broader whole-of-career research focus to more fully identify, explore and mitigate the occupational stressors that negatively affect the academic nurse workforce. A strong and resilient academic nurse workforce is essential for the sustainability of the profession. Organisations should review their work practices and provide greater work-related empowerment to reduce occupational stressors among nursing academics.

‘The dice are loaded’: history, solidarity and precarity in Australian universities

This article responds to debate over casualisation within the Australian Historical Association (AHA) and within the history profession in Australia more generally. It is argued that competing interests increasingly govern relations between salaried and casual academics. The article seeks to historicise these competing interests within the discipline in the history of Australian universities since the late 1980s. The authors draw on Marx’s descriptions of the ‘reserve army of labour’ and recent sociological debates over precarity to describe the political economy that has produced a casual academic workforce. By also analysing the effects of recent shifts in the structure of academic work more widely, the article advocates for solidarity, on the basis of academic historians’ shared precarity in the university sector. It then points to how historians might marshal their research resources to derive lessons from the past, in the service of protecting historians as a community, particularly for those most affected by the trend towards precarity.

Correlation of well-being during dermatology residency with future career plans

To assess the well-being of dermatology residents in the United States, identify barriers/enablers to well-being, and determine the implications of these measures. A cross-sectional survey was distributed to program coordinators of 136 accredited dermatology programs with instructions to forward to their current dermatology residents. Residents provided self-reported ratings on validated scales measuring burnout, depression, anxiety, fatigue, and quality of life. Descriptive statistics and correlations were examined. Residents with higher levels of burnout reported they were significantly less likely to pursue academia, full-time work, clinical research, and fellowships after residency. The results showed opposite effects for residents with higher qualities of life. This study showed that resident well-being can have a significant impact on residents' future career plans, including pursuing academic dermatology, clinical research, and fellowship. Addressing burnout in the field of dermatology offers an opportunity to increase the academic dermatology workforce.

The Supervisory Role of Life Science Research Faculty: The Missing Link to Diversifying the Academic Workforce?

In addition to developing innovative research programs, life science research faculty at research-intensive institutions are tasked with providing career mentoring and scientific training to new generations of scientists, including postgraduate, graduate, and undergraduate students. In this essay, we argue for a redefinition of mentoring in laboratory research, to thoroughly distinguish three essential roles played by research faculty relative to their trainees: advisor, educator, and supervisor. In particular, we pay attention to the often unacknowledged and misunderstood role of a faculty member as a supervisor and discuss the impact of neglecting supervisory best practices on trainees, on the diversity of the academic pipeline, and on the research enterprise. We also provide actionable frameworks for research mentors who wish to use inclusive supervisory and pedagogical practices in their laboratory. Finally, we call for more research around the supervisory role of research faculty and its impact on trainees, particularly community college students, in order to help broaden the participation of underrepresented students in STEM fields.

Scientific Societies Advancing STEM Workforce Diversity: Lessons and Outcomes from the Minorities Affairs Committee of the American Society for Cell Biology.

Promoting diversity and inclusiveness in the STEM academic workforce remains a key challenge and national priority. Scientific societies can play a significant role in this process through the creation and implementation of programs to foster STEM academic workforce diversification, and by providing mentoring and skills development training that empower scientists from under-represented minority (URM) backgrounds to succeed in their communities of practice. In this article, we provide examples of challenges met by scientific societies in these areas and present data from the American Society for Cell Biology, highlighting the benefits received by trainees through long-term engagement with its programs. The success of these initiatives illustrates the impact of discipline-specific programming by scientific societies in supporting the development of URM scientists and an increasingly diverse and inclusive academic STEM community.

Capturing the Real Impact of Clinical Academics in Practice

The Clinical Academic Careers Framework proposes an over-arching structure to develop the clinical academic workforce whose activities have patient benefit within a clear UK programme. Traditionally this has centred on professionals from medicine and dentistry, but in the last ten years has developed into a more inclusive career framework for non-medical health professions which includes Nurses, Midwives and Allied Health Professionals (NMAHPs) and Healthcare Scientists (HCSs) that provide NHS services. As such, it is reported that clinical academic NMAHPs and HCSs can contribute to the generation and translation of new knowledge to help improve outcomes and experiences for patients. In this article, we explore key issues relating to the impact of clinical academic NMAHPs and HCSs on clinical practice in a UK context, as well as some measurements of impact, including the value and limitations of currently used metrics (such as Key Performance Indicators, or KPIs). We report that measuring the learning in practice of this novel role will need to include smart metrics alongside a person-centred approach. We share four national case studies, all of which are drawn from clinical academic researchers from different UK settings to show the real variety and differences in roles. We argue that this is the key both to learning in practice about this role, and to witnessing the real differences clinical academics make.

Contingent faculty in ecology and STEM: an uneven landscape of challenges for higher education

AbstractThe number of contingent or non‐tenure‐track faculty at colleges and universities in the United States has been growing over the past several decades; they now constitute nearly 70% of the non‐student academic workforce. A significant fraction of contingent faculty teaches in the fields of science, technology, engineering, and mathematics (STEM). As an initiative of the Ecological Society of America (ESA), contingent faculty in ecology were surveyed and the results were compared with a survey of STEM faculty conducted by the Coalition for the Academic Workforce (CAW). Most respondents to the ESA survey were employed in research or research and teaching activities at doctorate‐granting institutions, whereas in the CAW sample, most were engaged in teaching at associate's and master's degree‐granting institutions. The ESA sample was almost evenly divided between women and men; women outnumbered men in the younger age classes, whereas men outnumbered women in the older age classes. The respondents to the CAW survey were older than the ESA respondents, with more men in computer sciences, engineering, and physical sciences, more women in the biological and health sciences, and a balanced gender ratio in mathematics. The ESA survey asked respondents to rank possible activities that ESA could undertake to support contingent faculty. The highest ranked activities included reduced fees for membership, page charges, and meeting registrations, followed closely by small grants for travel and research. The lowest ranked was the formation of an ESA section for contingent faculty. The causes and implications of contingency are analyzed in light of other recent surveys. Academic institutions and professional societies such as the ESA can reduce the loss of qualified individuals from the scientific community by recognizing and legitimizing contingency as an academic career stage and by offering professional development to support the careers of contingent faculty.

Training South African clinician-scientists: Lessons from the University of Cape Town's intercalated programme.

In 2011, the Faculty of Health Sciences at the University of Cape Town, South Africa (SA), established the Clinician-Scientist Training Programme (UCTCSTP), consisting of intercalated BMedSci Hons/MB ChB and integrated MB ChB/MSc/PhD tracks. We report and reflect on the programme's performance and challenges. The UCTCSTP has so far enrolled 71 students: 51 have received BMedSci Hons degrees and 4 have received Master's degrees, while there are 14 BMedSci Hons, 4 MSc and 4 PhD candidates. Graduates have produced significant research outputs, and many remain actively engaged in research. The UCTCSTP has been successful in encouraging a cohort of future clinician-scientists, but should aim to broaden and improve its appeal to address the need to transform and grow the SA clinical academic workforce. As graduates progress with their postgraduate clinical training, they require institutional support and guidance, which may necessitate policy reform.

Why diversity and expectations matter

AbstractThis article was delivered in a session entitled Insights from a behavioral lens: why perceptions and diversity matter. In the article, I ask whether a diverse academic workforce is an asset to a University, and more generally to society, and conclude that it is. Although this conclusion is based on empirical data from US universities, the message is universal. Even when correcting for years of experience, rank, and nature of appointment and women's work‐life situation, there is still a negative expectation bias, whereby women and minority candidates are not expected to be as good as male researchers (a bias that also exists in the case of the appointment of female Chief Executive Officers). On the other hand, more women and minority appointments increase the productivity of women students.

Why isn’t my professor Māori? A snapshot of the academic workfWhy isn’t my professor Māori? A snapshot of the academic workforce in New Zealand universitiesorce in New Zealand universities

This article provides insights into the ethnicity of academics employed by Aotearoa New Zealand's eight universities, with a particular focus on Maori academics. We show that, despite values espoused by universities in terms of diversity and within their equity policies regarding Maori staff, there has been no progress in increasing the Maori academic workforce. Maori academics were severely under-represented at universities between 2012 and 2017, comprising approximately 5 per cent of the total academic workforce. This raises questions about the will of universities to build a sustainable Maori academic workforce, their level of commitment to Te Tiriti o Waitangi and the notion of partnership, and the efficacy of academic equity and diversity policies. We highlight the immediate need for universities to move beyond diversity and equity statements and not only commit to, but also initiate, significant actions to recruit, retain, support and promote Maori scholars within the academy.

Why isn’t my professor Pasifika? A snapshot of the academic workforce in New Zealand universities

This paper examines the ethnicity of academic scholars employed by New Zealand's eight universities, with a particular focus on Pasifika academics. The paper discusses how, despite national and university policies to see education serve Pasifika peoples better, there has been no change in the numbers of Pasifika academics employed by the universities between 2012 and 2017, and notes that Pasifika who are in the academy are continually employed in the lower, less secure levels of the academy. Examining international discourses of exclusion from universities, this paper builds on current Pasifika understandings and experiences of universities and highlights the urgent need for universities to reconsider their current recruitment, retention and promotion practices, and overarching structures and habits that operate to exclude Pasifika peoples.

Gender Differences Among Academic Pediatric Radiology Faculty in the United States and Canada

It is currently unknown whether efforts in recent years to create equal opportunities for female faculty in academic medicine have succeeded. We looked at faculty members in academic pediatric radiology departments across the United States and Canada to assess for evidence of gender disparities and differences in academic performance between males and females. The analysis included diagnostic radiology programs across the United States and Canada, as specified by the American Medical Association's Fellowship and Residency Electronic Interactive Database (FREIDA Online) and the Canadian Resident Matching Service website. The Scopus database was used to retrieve the H-index, number of publications, and number of citations for each faculty member. We examined the distribution of male and female faculty members across geographical regions, academic ranks, and leadership roles. Academic performance was also compared. Across all regions and academic ranks, disparities exist between the number of male and female faculty members. The greatest disparity was found amongst the professor rank, where more than 70% of positions were occupied by males. Female professors were found to demonstrate similar levels of academic performance compared to their male counterparts, although this parity was not observed amongst assistant and associate professors. Women occupied almost half (46.6%) of the total academic pediatric radiology workforce, despite having been previously shown to make up only 21% of radiologists. However, gender disparities currently exist among academic pediatric radiology faculty, with a significantly higher percentage of men in pediatric radiology faculty positions. Women, however, currently occupy a greater percentage of leadership positions compared to men, even though the majority of senior academic ranks are held by men.

Publication in a medical student journal predicts short- and long-term academic success: a matched-cohort study

BackgroundMedical student journals play a critical role in promoting academic research and publishing amongst medical students, but their impact on students’ future academic achievements has not been examined. We aimed to evaluate the short- and long-term effects of publication in the New Zealand Medical Student Journal (NZMSJ) through examining rates of post-graduation publication, completion of higher academic degrees, and pursuing an academic career.MethodsStudent-authored original research publications in the NZMSJ during the period 2004–2011 were retrospectively identified. Gender-, university- and graduation year-matched controls were identified from publicly available databases in a 2:1 ratio (two controls for each student authors). Date of graduation, current clinical scope of practice, completion of higher academic degrees, and attainment of an academic position for both groups were obtained from Google searches, New Zealand graduate databases, online lists of registered doctors in New Zealand and Australia, and author affiliation information from published articles. Pre- and post-graduation PubMed®-indexed publications were identified using standardised search criteria.ResultsFifty publications authored by 49 unique students were identified. The median follow-up period after graduation was 7.0 years (range 2–12 years). Compared with controls, student-authors were significantly more likely to publish in PubMed®-indexed journals (OR 3.09, p = 0.001), obtain a PhD (OR 9.21, p = 0.004) or any higher degree (OR 2.63, p = 0.007), and attain academic positions (OR 2.90, p = 0.047) following graduation.ConclusionPublication in a medical student journal is associated with future academic achievement and contributes to develop a clinical academic workforce. Future work should aim to explore motivators and barriers associated with these findings.

‘You Scratch My Back and I’ll Scratch Yours’? Support to Academics Who Are Carers in Higher Education

In recent years, it has become common for individuals to juggle employment and unpaid care work. This is just as true for the England-based academic workforce, our focus in this article. We discuss how, in the context of English Higher Education, support for carers is enacted and negotiated through policies and practices of care. Our focus on academics with a diverse range of caring responsibilities is unusual insofar as the literature on care in academia is overwhelmingly concerned with parents, usually mothers. This article is informed primarily by critical and post-structuralist feminist perspectives. We draw on a corpus of 47 interviews conducted with academics representing a broad range of caring responsibilities, subjects, and positions. A thematic analysis reveals how carers’ relationship with the provision and policies of care support at an institutional level is characterised by ambivalence. On the one hand, participants approve of societal and institutional policy support for carers. On the other hand, they are often reluctant to position themselves as the beneficiary of such policies, expressing instead a general preference for support from outside the workplace or for workplace-based inter-individual and informal care arrangements. This resistance is particularly noticeable in the case of participants with caring responsibilities other than the parenting of healthy, able-bodied children and of those whose gender, class, racial, or sexual identity do not conform with the figure of the ‘ideal academic’, contributing to their othering in the academic realm. These findings have significant implications for policies supporting carers, pointing to the need for greater visibility and recognition of caring responsibilities in academia, especially in terms of their diverse identities.

Academic mothers as ideal workers in the USA and Finland

Purpose The purpose of this paper is to explore how women academics experience academic motherhood in the USA and Finland, how they time their pregnancy in an academic career, and the ways in which the different policy environments and academic opportunity structures in each country shape the management of academic work and care work during maternity leave. Design/methodology/approach Data collection involved a snowball, convenience sample of semi-structured, long interviews with 67 academic mothers, 33 in Finland and 34 in the USA. Recorded interviews were transcribed verbatim and analyzed for emerging themes. Findings In both countries, women academics made fertility decisions by carefully deliberating their access to maternity leave, age-related concerns and the perception of job security. In Finland, the insecurity of fixed-term contracts and intensification of the ideal worker norm shaped fertility decisions and leave activities despite generous work-family policies. The US mothers’ timing of pregnancy was influenced by concerns of age-related infertility more than career risks. Women in both countries felt pressure to maintain presence at work even while they were on leave. Originality/value The paper addresses a paucity of comparative studies about motherhood (and parenthood) in the academe, an increasingly central question for today’s academic workforce.

Survey of UK histopathology consultants’ attitudes towards academic and molecular pathology

ObjectiveAcademic pathology is facing a crisis; an ongoing decline in academic pathology posts, a paucity of academic pathologist’s in-training and unfilled posts at a time when cellular pathology departments are...