Academic Career Research Articles

The chain mediation effects of self-confidence and positive coping style on academic satisfaction and professional identity among Chinese medical students

Due to the importance of medical students in the buildup of the health system and the influence of professional identity in their study, the aim of the study is to focus on the impact of academic satisfaction and professional identity on Chinese medical students during their career transformation, taking into consideration other factors that play a role in this relationship. 735 junior and senior medical university students from two training hospital were surveyed by using a cluster sampling method. The questionnaire included academic satisfaction scale, career transition psychological scale, simple coping style questionnaire and professional identity questionnaire. Pearson correlation and process plug-in model 6 were used for chain mediation analysis. The results show that in the career transition period, there is a direct relationship between academic satisfaction and career identity, and a chain intermediary relationship between academic satisfaction and self-confidence and coping style. In addition to our findings, we also assert that academic satisfaction has a direct impact on self-confidence and positive coping style in the transition period, and is a predictor of professional identity, whether directly or through the chain intermediary of self-confidence and coping style in the transition period. The results showed that academic satisfaction was sequentially associated with increased self-confidence, and then increased positive coping styles, which resulted in higher professional identity among medical students.

Faculty experiences in publishing in Scopus-indexed journals: Challenges and strategies among higher education institutions in the Philippines

Research is a cornerstone of education, with publication output often used as a key metric for research performance. This study investigates the experiences of Philippine Higher Education Institution (HEI) faculty as they work to publish in Scopus-indexed journals. By exploring faculty members' challenges, strategies, and perspectives, this research aims to inform how HEIs can enhance support for faculty in contributing to global scholarship and advancing academic careers. Using Husserl’s descriptive phenomenology, 12 faculty members from HEIs in Eastern Visayas, Philippines, were purposively selected as participants, with theoretical saturation guiding the sample size. Data was gathered through in-depth interviews and analyzed using Colaizzi's method. The study reveals four primary themes regarding the publication journey: motivation for publishing, preparation and publication process, challenges faced, and support systems. Faculty perceptions of publishing centered around five themes: career advancement and promotion, increased visibility and credibility, personal and professional satisfaction, institutional expectations, and incentives. Key challenges included financial barriers, the rigorous peer review and revision process, submission and formatting requirements, and emotional strain. To address these, participants highlighted strategies involving financial and personal investment, mentorship and collegial support, institutional resources, continuous learning, strategic journal selection, and maintaining resilience. Findings indicate that publishing in Scopus-indexed journals requires a blend of motivation, planning, and resilience, as faculty strive to contribute to knowledge and further their careers. Yet, they face substantial barriers, especially high publication fees and stringent formatting standards. Institutional support—especially through funding, mentorship, and workshops—is vital to overcoming these obstacles. For greater faculty success, institutions should cultivate a supportive research culture that recognizes and addresses the logistical and emotional demands of academic publishing.

Igniting the fire and seeing through the smoke: Enabling medical students to see themselves as future clinical academics

Purpose Lack of recruitment to clinical academic careers is of concern, and may be linked to lack of awareness and promotion of this pathway in undergraduate medical education. Our study explored undergraduate experiences which support academic career progression and potential barriers to pursuing Specialised Foundation roles in the United Kingdom. Methods We adopted a constructivist lens and conducted interviews with specialised foundation programme (SFP) doctors and final year students who had applied for SFP positions. We analysed interview transcripts using reflexive thematic analysis. Results We recognised four key stages which stimulated and supported students in pursuing a clinical academic career: (1) Lighting the inner spark; (2) Igniting the fire; (3) Feeding the fire; and (4) Seeing through the smoke. Although students showed a strong inner drive, meaningful undergraduate experiences and positive interactions with academics were crucial for sparking academic interests. Participants were more often inspired by their extra-curricular activities than core undergraduate education. Conclusions Early positive experiences are needed for students to overcome stereotypes and consider clinical academic careers. Medical schools should raise awareness of clinical academic careers early on, ensure all students have opportunities to participate in relevant activities with academic teams, and develop medical educators and researchers who can engage and inspire others.

Matvei Nikolaevich Khangalov: an intellectual biography of a distinguished ethnographer

In this article, we attempt to present an intellectual biography of the prominent Buryat ethnographer and public educator Matvei Khangalov (1858–1918). He remains an important figure in the Buryat public community, yet little attention has been paid to his life and work in anthropological studies. Drawing on archival and literary sources, as well as various recollections of his contemporaries, we explore his family background, pedagogical activities, public engagement, scholarly legacy and publications, tracing the chronology of his academic career and the scope of his field research and academic collaborations. The new findings shed light on the historical circumstances, shaped by the specific development of Mongol studies and ethnography within the Russian Empire, that provided the scholar with the opportunity to fully realize his creative potential.

Managerial support's moderating role in Indonesian lecturers' career insight

Lecturers' academic careers as professional workers have a different process from other workers. Understanding career insights is important for lecturers in carrying out their profession. this research aims to test the moderating effect of managerial support on the influence of career motivation and self-concept on career insight. this research uses quantitative methods, data collection uses instruments with a 1-5 Likert scale. Respondents were 499 lecturers in Jakarta, Indonesia. The data analysis technique uses SEM PLS. The research results show that career motivation and self concept have a positive effect on lecturers' career insight. meanwhile, managerial support does not have a significant moderating effect on the influence of career motivation and self concept on career insight. this research recommends the need for efforts to increase the role of managerial support in increasing lecturers' career insight. this is an opportunity for further research with different theoretical and methodological aspects.

Early Days in the Hunt Laboratory at UVA, 1969-1980

Arriving at the University of Virginia in the autumn of 1969, Donald Hunt began his 50+ year career in academics with the study of organometallic chemistry, on which he had done his PhD thesis, and mass spectrometry, to which he was introduced while a postdoc in Klaus Biemann’s laboratory at the Massachusetts Institute of Technology. In the 1970s, Hunt’s lab pioneered the use of negative chemical ionization (CI) to enhance sensitivity for studying organic molecules, developed a system for simultaneously obtaining positive and negative CI spectra to augment structure elucidation, and built a prototype triple quadrupole instrument so effective at collisional dissociation that its commercial counterpart became the analytical instrument of choice for mixture analysis for the next decade and beyond. Foreseeing that the future lay in the analysis of biological molecules, by the end of the decade Hunt shifted his focus to peptides. The analysis of protein fragments had suddenly become more accessible thanks to the advent of the triple quadrupole and Barber’s invention of fast atom bombardment. As the ‘80s began and Hunt and his team sought to pursue larger and larger pieces of proteins, his attention turned to the development of mass spectrometers with greater mass range. While recounting their memories of these events, several of Hunt’s students and colleagues pay tribute to his support for them as individuals, as well as to his infectious enthusiasm for scientific endeavors that he so generously shared.

Prof. Dinkar Govind Thatte - An exceptional educator and a renowned researcher in Ayurvedic Anatomy

Abstract Professor (Dr.) Dinkar Govind Thatte’s life is characterized by meticulous devotion and is an exceptional and indispensable symbol in the field of Rachana and Kriya Sharira (Ayurvedic anatomy and physiology). In addition to his contributions to Sharira, he is famously remembered for his unwavering commitment to advocating and enhancing Ayurveda. He chose to continue with the Bachelor of Medicine and Bachelor of Surgery (BMBS) despite the prevailing trends, rejecting the merger with contemporary medicine. Dedicated and hardworking, he achieved different heights in his academic career and carved a memorable path through a life of sacrifice, devotion, innovation, and scholarly excellence. His approach to teaching, particularly cadaveric dissection through demonstration, revolutionized pedagogy in Ayurvedic education, a paradigm shift in the understanding of the human body within the context of Ayurveda. Beyond his academic pursuits, Dr. Thatte’s philanthropic spirit led him to establish the All-India Sharira Research Institute (AISRI). Through this institute, he promoted education, research, and deserving students. This article aims to honor his memory and legacy that inspires scientists, scholars, and practitioners, across the country. His family members, colleagues, and close students were interviewed to learn about his principles, workstyle, and achievements. This biography delves into the multidimensional persona of Dr. Thatte’s rise from student to becoming a forerunner in Ayurveda, primarily in Sharira, recording his pioneering discoveries and paradigm-shifting contributions in the arena of Ayurveda.

Beyond grades: Factors shaping academic career trajectory in gynecologic oncology fellowship applicants

Beyond grades: Factors shaping academic career trajectory in gynecologic oncology fellowship applicants

Co-Creation through scholarship. The Queen Mary Academy learner interns' programme

Since 2021, the Queen Mary Academy (QMA) at Queen Mary University of London has been running its Learner Interns Programme (LIP). The aim of the LIP is to support educators to undertake student-voice scholarship projects in collaboration with our diverse learner population by annually hiring interns to work on projects. In 2023-24, over 140 applications were received. The poster will discuss how learning and development, for both staff and students, occurs via instigation of such research projects, valuing learner expertise and agency. Student engagement is an element of the Queen Mary Academic Careers Framework which supports academic career paths, and engagement with the LIP has the potential for educators to develop evidence for this. Examples showed how educators deepen their approach to reflection and identified opportunities to leverage research avenues with students as active partners, contributing to their scholarly profiles. As a complimentary point, examples of how interns develop critical thinking and communication skills within academic contexts were shared, covering how interns’ exposure to research helps prepare them for professional roles. The origin and evolution of the LIP was outlined, alongside approaches to intern recruitment, onboarding, co-responsibility training, and community building, that subsequently provide opportunities for the professional development of support colleagues who are involved. Delegates took away ideas around valuing students as partners within structured internships, with direct quotes from educators and support colleagues describing the impact this initiative has had on their professional development. This approach was displayed as an effective example of educational learning development, underpinned by student involvement, for which others may wish to copy its approach or explore potential future collaborations with Queen Mary.

All Hands on Deck: Coordinated approaches to Indigenous early career development

The Developing Indigenous Early Career Researchers Project is a three-year longitudinal study funded by the Australian Research Council investigating the experiences and perspectives of Indigenous early career researchers working in universities across Australia. In an earlier paper we explored self-identified needs of Indigenous early career researchers regarding the development of sound research trajectories and careers in the academy (Locke et al., 2022). This paper takes a step further in investigating, who is responsible and should be held to account for supporting the development of these Indigenous early carer researchers. Data collected from across all three stages (2020, 2021 and 2022) of this project suggests that Indigenous early career researchers consider that all university staff, including themselves have certain responsibilities towards developing their academic career trajectories. Some Indigenous ECRs also pointed out the roles that external agencies such as government and funding bodies play in guiding institutions to value and promote the diversity and wealth of knowledge that Indigenous academics bring to the academy. This paper engages an Indigenist research approach and employs relatedness theory in advocating the development of policies and programs to support the career trajectories of Indigenous Early Career Researchers, from an Indigenous epistemological standpoint. To close, this paper posits that to achieve optimum outcomes for Indigenous ECR’s there needs to be systematic and coordinated institutional approaches to developing career trajectories that ameliorate challenges and barriers to Indigenous ECR career progression.

Bibliometrics and National Institutes of Health Funding: Associated Factors in Academic Rhinology

AbstractOur study aims to evaluate demographics and research productivity in academic rhinology and to establish the relationship between bibliometrics such as the Hirsch index (h-index) and the more recently developed relative citation ratio (RCR) and National Institutes of Health (NIH) funding. Retrospective cohort study. The demographics of academic rhinologists were collected from institutional faculty profiles (N = 207). Funding data were obtained from the NIH Research Portfolio Online Reporting Tools Expenditures and Reports Database. The h-index was calculated using Scopus. The mean (m-RCR) and weighted RCR (w-RCR) were calculated using the NIH iCite tool. The majority of academic rhinologists were men (72.9%). Only 8.7% of rhinologists (N = 18) received NIH funding. Rhinologists receiving NIH funding had greater h-index (31 vs. 11), m-RCR (2.6 vs. 1.6), and w-RCR (339.9 vs. 44.7) (P < 0.001). Men had greater h-index (14 vs. 10, P < 0.001) and w-RCR (56.8 vs. 36.9, P = 0.025) but not m-RCR (1.7 vs. 1.6, P = 0.799) than women. Stratifying by academic professorship rank and across all career durations, h-index, m-RCR, and w-RCR were not significantly different between men and women. Among academic rhinologists the h-index, m-RCR, and w-RCR were all associated with receiving NIH funding. Similar h-index, m-RCR, and w-RCR between men and women across all academic professorship ranks and career durations suggests production of similar quality and quantity of research. The m-RCR and w-RCR help to address some of the limitations of the h-index and are useful for assessing research productivity.

Mentoring Relationships Within a School-based Environment

Past research examining mentoring programs has explained the benefits that student mentees received from having an adult as a mentor. For the mentee, studies indicate that mentoring relationships positively influence academic performance, social attitudes, communication abilities, and career aspirations. However, there has been very little research from the perspective of the mentor regarding their experiences of being in a mentoring relationship. This study builds upon Berning’s (2013) research that extracted the thoughts and opinions of retiree and teen mentors who worked with elementary students. The Berning report recommended that further research study adults involved in the workplace who spent their off time serving as mentors. This study addresses this gap by surveying 69 adult business professionals mentoring high school students in San Antonio, Texas. The survey revealed four central themes: 1) both mentors and mentees require high motivation for a successful relationship, with mentors often motivated by personal fulfillment; 2) mentors are driven by a commitment to give back to the community despite most lacking prior mentoring experience; 3) there is significant interest in mentor training to enhance program effectiveness; and 4) mentors generally enjoy the program, showing high willingness to continue, inclination to recommend it, and satisfaction with a monthly meeting schedule. Successful mentors are active listeners who engage their mentees by setting clear, aligned goals, while gaining the added benefits of enhanced communication and leadership skills through their mentoring roles.

Higher education and the new role of the teacher: the relevance of soft skills to enhance the professional identity

Introduction: The labor market is defined today by permanent changes that are transforming the curricula in Higher Education Institutions (HEIs). HEI professors are becoming teacher-mentors who focus on improving students' perception of professional identity. Four European universities created the “Teach-BEASTs – Teaching to BE Aware STudents (Teach-BEASTs)”, an Erasmus+ program focused on this redefinition of the role of the teacher. The objectives are to demonstrate the practical value of transferred knowledge and skills in STEM subjects. Methodology: is based on a solid literature review of the article's theoretical framework and key concepts. On the other hand, it focuses on the analysis of the role of academic teachers, professors, officials in charge of academic career directions and the educational process, as well as deans and directors. Results and discussion: focus on Career Awareness Pills, which are modules that encourage students to reflect on the material covered from the perspective of their interests, passions, aptitudes, and the market value of the skills and information obtained that will be examined and constitute the core of the methodology. Conclusions: the first conclusions corroborate the objectives, specifically highlighting the value of activities to develop social skills or interpersonal skills.

Influence of Childhood Home Education on Students’ Character Formation and Academic Development

There is still a dearth of emphasis on the family environment, particularly on family education, despite the fact that a lot of attention has been devoted to the psychological difficulties that kids face in schools, such as anxiety, mental health concerns, and bullying. The engagement of parents in the education of their children is essential for the development of emotional intelligence, the instillation of values, and the promotion of self-discipline and responsibility. The purpose of this study is to analyze the ways in which family education plays an important role in the formation of children’s emotional, intellectual, and moral foundations. This paper argues that the method and content of family education have an important impact on students’ growth. This influence covers the development of students’ character, moral character, personal academic achievement and career development. However, at present, there are still problems such as insufficient concepts and improper methods in family education. Therefore, parents should create a good environment for their students, and at the same time improve their own educational concepts and methods.

The Effects of Post-Earthquake Trauma Levels of Nursing Students on their Academic Motivation and Career Decisions.

This study was carried out to determine the effects of post-earthquake trauma levels of nursing students on their academic motivation and career decisions. The sample of this descriptive study consisted of 228 students studying at Gaziantep Islamic Science and Technology University, Department of Nursing. The data were collected using an online questionnaire created by the researchers. This online questionnaire form consists of seven questions about socio-demographic characteristics, and it also includes the Determination of Post-Earthquake Trauma Levels Scale, Academic Motivation Scale, and Career Decision Scale. SPSS 23.0 package program was used for the analysis of the data, and P < 0.05 was accepted for the level of significance. It was determined that the post-earthquake trauma level of the students was above the moderate level (63.49 ± 17.29) and that the extrinsic motivation-identified regulation, extrinsic motivation-external motivation, and intrinsic-knowledge levels were more affected by the earthquake (P < 0.05). In addition, it was determined that the mean Career Decision Scale score of the students (74.20 ± 17.35) was below the average. It was determined that post-earthquake trauma level had positive effects on intrinsic motivation-stimulation, extrinsic motivation, and amotivation, but had no effect on career decision.

Reshaping Educational Leadership Learning: Adding Politics to Practice

AbstractDuring a distinguished academic career, Professor Martin Thrupp alerted diverse audiences to the politics shaping educational practice in Aotearoa New Zealand and beyond. The focus of this commemorative article is on Martin’s teaching legacy, in particular, the re-design and enduring impact of a compulsory postgraduate leadership paper at Te Kura Toi Tangata, University of Waikato. Key themes include the three neoliberal policy technologies of markets, managerialism and performativity, and the contested notion of context. Qualitative data from this year’s online student cohort illustrate in representative ways the profound influence that adding politics to practice has had on their educational leadership thinking and practice. This attests to the ongoing importance of sociopolitical insight in informed, responsive and successful leadership praxis.

WRITING AS AN INVESTMENT TO FULFILL AN INCREASE IN THE FUNCTIONAL POSITION OF LECTURER

Scientific writing has an essential role in supporting the improvement of lecturers' functional positions, where scientific publications are seen as a form of strategic investment that can encourage academic career development. Through publications, lecturers not only share their research results and intellectual ideas, but also increase their competence, credibility, and professional recognition in the world of higher education. This study aims to analyze scientific writing as a long-term investment that plays a role in fulfilling the requirements for lecturers' functional promotion, and to assess the impact of writing productivity on institutional recognition. Using qualitative methods, this study identifies motivational factors, challenges, and benefits obtained by lecturers through scientific writing and publication activities. The results of the analysis show that scientific writing productivity significantly contributes to the process of functional promotion, both through increasing the required credit score, as well as through wider recognition of lecturers' scientific contributions in the academic sphere. Thus, scientific writing and publication skills need serious attention in lecturer development programs, so that they can support the improvement of professional performance and strengthen the academic position of lecturers in higher education. Continuous efforts in improving scientific writing skills are seen as crucial as a form of investment for the future of lecturers' academic careers, which in turn can contribute to improving the quality of higher education in Indonesia.

Identifying Trends in the Most Cited Nursing Articles: Research Topics, Author Gender Representation and Characteristics Correlated With Citation Counts.

To assess the top 1000 cited nursing articles in terms of their impact, conceptual and social characteristics. Bibliometric literature review design. A bibliometric analysis on the 1000 most cited nursing articles in English, focusing on assessing their impact and prevalent terms, keywords, co-occurrence networks and topic trends. Non-parametric statistical tests were used. Web of Science Core Collection (accessed 14 February 2024). The 1000 most cited articles were exported from 201,310 eligible articles. The most cited articles received a total of 319,643 citations. The Journal of Advanced Nursing and the International Journal of Nursing Studies were the most cited journals. Literature reviews accounted for 21% of the most cited articles, compared to only 7% of all eligible articles. Most first authors were female, 63%. The data showed an increase in female first authorship among the most cited articles over time. This may reflect a shift towards greater gender equity in nursing research. Shorter article titles and fewer article pages were associated with more citations. Methodological and conceptual articles received the most citations, likely due to their broad applicability (e.g., across disciplines) and enduring relevance. There was a statistically significant correlation between article brevity and citation count, but the relationship should be viewed with caution given the small effect size. Bibliometrics is important for evidence-based practice because it helps nurses evaluate journals, articles and research topics. Since citation counts do not always indicate research quality, nurses and nursing students would benefit from training in bibliometrics to enhance their critical thinking in this area. Top-cited nursing articles indicate influential research topics and methods. They also influence authors' academic career opportunities, allowing assessment of research equity in terms of dominant countries and author gender representation. The Preferred Reporting Items for Bibliometric Analysis (PRIBA) guidelines. No Patient or Public Contribution.

Leveraging faculty practice to grow the nurse practitioner faculty workforce

Objective: The purpose is to explore opportunities to leverage faculty practice to grow the NP faculty workforce.Methods: The data were a subset of a larger study surveying NP students and faculty.Results: Findings support faculty practice as an innovative strategy that can be leveraged to grow the NP faculty workforce.Conclusions: There are missed opportunities for growing the NP workforce when faculty practice is not being used 1) as a strategy to recruit and retain faculty and 2) to entice NP students to consider a future career in academia.

What Are the Differences in Perception of Gender Disparities in Academia? A Survey of Academics from Russia

This study examines the perception of gender issues in academia in the Russian context. Specifically, the paper aims to reveal the criteria due to which academics might perceive gender-related problems in academia in different ways. The research was conducted among 901 men and women academics with Russian affiliation. The survey was presented as a 20-item anonymous online questionnaire with five major blocks, covering up various gender-related topics. By surveying men and women academics from the Russian academic environment, it reveals that most academics, in their perception, had never experienced gender inequality in the current workplaces. However, for those with such experience, the share of all given gender disparities women academics has ever encountered during their academic career is higher compared to men. The most common gender disparities, namely low chances for career promotion and barriers from rising to senior-level positions reflect career promotion gaps relevant for both men and women academics. The results also demonstrate that gender inequality is mostly not considered as a problem of academic environment but rather a social issue. In particular, most men academics and, to a lesser extent, women academics strongly disagree with considering gender inequality as the academic problem. The paper provides an example for addressing gender disparities issues for men and women academics and assessing perception of gender inequality and, conversely, equality.