Early Career Academics Research Articles

“I'm in sheer survival mode”: Information behaviour and affective experiences of early career academics

Affect plays an important role in the information behavior of early career academics. While there is a recognition of the importance of affect to information behavior in the information science literature, there has been a lack of empirical research that details its influence. Using a constructivist grounded theory methodology, early career academics were followed for a 5- to 7-month period and data were collected using in-depth and brief, ‘check-in’ interviews. Three prominent aspects of early career academics' affective experiences are described and their connection to specific information behavior is discussed, including feelings of: stress (linked to prioritization, information nonuse, information avoidance, and information seeking from colleagues); frustration (linked to prioritization and decision making to discontinue, persevere, or change tactics); and, stability and belonging (linked to comparison as a way of using information, seeking help, building information relationships, and sharing information with colleagues).

Collective editorial on the neoliberal university

This collective editorial on the neoliberal university follows eight days of strike action at sixty UK universities called by the University and College Union (UCU) in two separate legal disputes, one on pensions and one on pay and working conditions. Anticipating the recent labor strike after previous industrial disputes in 2018 at UK universities, the work included here emanates from two dialogues at the Nordic Geographers Meeting (NGM) in summer 2019, a public meeting called Protest Pub and a conference session on the neoliberal subject and the neoliberal academy. After an opening statement by the editors, this collective endeavor begins with the urgent collaborative action of graduate students and early-career academics and is followed by reflections on life in the neoliberal academy from those involved in the dialogues at the NGM 2019 in Trondheim. Additionally, the editorial introduces the content of the present issue.

The Academentia of ECAs: Navigating Academic Terrain Through Critical Friendships as a Life Jacket

In this paper, we explore our experiences as early career academics (ECAs) and examine how we forged a collaborative, critical friendship to navigate the challenges that we faced in a South African higher education institution. Our inquiry is guided by the following question: "How are we learning to navigate the organisational academic space through critical friendships?" Grounded in the self-study methodology, we use personal narratives to share our experiences of marginalisation. We use liminal and intersectionality theories as lenses to highlight the formation of our critical friendship. The narratives suggest an organic formation of our critical friendship, which has become a life jacket to enhance ourselves and our practice. Through exploration of our critical friendship, we elaborate on the pleasure, power, and possibilities of collaboration among ECAs that might open up opportunities for professional development leading to social change and academic success.

Peer review (Wenche Bjorbækmo) - Contagious precarity: A collective biographical analysis of early-career physiotherapist academics’ experiences of the COVID-19 pandemic

Peer review (Wenche Bjorbækmo) - Contagious precarity: A collective biographical analysis of early-career physiotherapist academics’ experiences of the COVID-19 pandemic

Contagious precarity: A collective biographical analysis of early-career physiotherapist academics’ experiences of the COVID-19 pandemic

Contagious precarity: A collective biographical analysis of early-career physiotherapist academics’ experiences of the COVID-19 pandemic

Hunting for points: the effects of research assessment on research practice

ABSTRACT This paper analyses the effects of research assessment on the overall research practices of academics. Case study research was conducted in departments from two contrasting disciplines – the natural sciences and the humanities – in one research intensive Danish university. The case studies examined academics’ and administrators’ experiences of a national bibliometric indicator (BFI) used for research assessment. PhD students and early career researchers reported that the greatest effects of research assessment were on their publishing practices. Prompted by further questions, many interviewees reflected on the relationship between research assessment and changes in their overall research practice about which they were previously unaware. We drew on Bourdieu’s theory of practice to theorise why there was so little reflexivity, especially among senior researchers, about the relationship between actions to comply with research assessment and changes in research practice itself. We conclude by highlighting some potential implications, especially for mentorship of early career academics.

Afterwork and Overtime: The Social Reproduction of Human Capital

Afterwork and Overtime: The Social Reproduction of Human Capital

Review of the Proceedings of the Special Session of the Sixty-First Annual Congress of the South African Mathematical Society in Honour of James Fairley McKenzie (1938–2015)

James Fairley McKenzie, who was a professor of applied mathematics at the University of Natal from 1981 to 1998, would have been 80 in May 2018. A Special Session was held in his honour at the Annual Congress of the South African Mathematical Society at Rhodes University in December 2018. At the Special Session his career in research and teaching was outlined, appreciations by his former PhD students and the early career academics he mentored were made, papers in the areas of research to which he and his students had contributed were presented, and his legacy in research, supervision and mentoring was assessed. A summary of the Special Session is presented in this paper.

Synthetic biology in China: Review and prospects

Synthetic biology is an emerging science and a typical convergence technology. On the basis of system biology, integrating the principles of engineering science and adopting bottom-up strategies, it aims to reveal the mechanism of life and to build a new generation of biotechnology, through designing and constructing new biological systems or redesigning the existing biological systems, which is therefore summarized in Chinese as “build-to-learn” and “build-to-use”. In early years, Chinese scientists were the first to artificially synthesize the functional protein (bovine insulin) and ribonucleic acid (yeast alanine tRNA). In recent years, they have been engaged in chromosomal synthesis and chromosomal engineering, genome editing, biological chassis construction, quantitative engineering biology, biological parts and gene circuits engineering, synthetic metabolism of natural products and organic chemical products, and enabling technologies (e.g. genome editing and computer simulation), and made a series of important discoveries and innovative achievements. These have given Chinese scientists an important role in the international consortium of synthetic biology. By the time to review 70 years’ development of science and technology in China, this article is to commemorate the pioneers and inspire the early career academics in the field, meanwhile discuss experiences and lessons, and identify future priorities and opportunities. Nowadays, synthetic biology is booming in the world, and Chinese scientists will be delighted to play vital role in it.

Supporting early academic family medicine careers with the clinician scholar enhanced-skills program

The Clinician Scholar Program (CSP) is an enhanced-skills (R3) residency program to train clinician researchers/educators/leaders for academic family practice. This article intends to share Laval University's CSP development and evaluation strategy, and provide recommendations for similar innovations in other disciplines/settings. This article uses Kern's model to present the program development, and a program-oriented approach for program evaluation, carried from 2011 to 2017 using descriptive data. Questionnaires, reflexive texts and an Objective Structured Teaching Exam supported data collection. Seven CSP graduates and 14 controls participated in the program evaluation. Residents were highly satisfied with the program, nevertheless they suggested to allow physicians to come back for training later in career. The CSP enriched knowledge, skills and attitudes about academic practice. CSP increased residents' entrustment level about academic competencies. All graduates joined an academic practice within five years of program completion. Key recommendations to implement similar programs include academic medicine core training, project- based learning with learner-centered objectives, relevant and authentic learning and assessment, and multi-level program evaluation approach. Programs should consider concomitant graduate studies and opportunity to offer such training after a few years of clinical practice to meet other needs at a timely stage of career.

He moana pukepuke: navigating gender and ethnic inequality in early career academics’ conference attendance

ABSTRACTDrawing on data collected in a cross-disciplinary survey of early-career academics (ECAs) in New Zealand, this article explores the factors influencing ECA conference attendance. Our conceptual framework uses conference attendance as the dependent variable and measures gender, ethnicity, family responsibilities and workload. Three key features affect conference attendance: demographic characteristics (background features and prior experiences that affect an academic’s willingness and ability to attend), accessibility (constraints to attending, such as financing, family responsibilities, institutional support or teaching commitments) and purpose (the value placed on attending conferences by the individual, the institution, or the discipline). In particular, we identify differences for women, Indigenous people, and those born overseas with respect to their ability to navigate and their inclination to attend national and international conferences.

Using Social Network Analysis to Assess Professional Network Development among AGESW Pre-Dissertation Fellowship Program Participants

ABSTRACTProfessional networks are important for the success of doctoral students and early career faculty members, yet there is little research about what types of experiences help emerging scholars develop these networks. Social network analysis may be an ideal method for studying the effectiveness of training programs in nurturing network development among emerging scholars. We describe one application of this method, which was used to examine the professional networks formed through participation in the Association of Gerontological Education in Social Work (AGESW)’s Pre-Dissertation Fellowship Program (PDFP). Alumni (n = 12) from the first three cohorts of the program (2010–2012) reported meeting an average of 20 scholars (SD = 13.2) through AGESW, which led to potential professional interactions and collaborations on conference presentations and manuscripts. Although challenges with missing data limited the conclusions that can be drawn, we find that this method holds promise for helping to identify key factors that facilitate professional network development in pre-dissertation training programs such as the PDFP.

Practical Recommendations for Securing Early Career and Pre-Tenure Academic Positions in the Kinesiology Disciplines

ABSTRACTSecuring a first academic job in the United States as a young professional can be a very time consuming and stressful process. Candidates must carefully apply and then typically navigate off- and on-campus interviews. Although there is some literature dedicated to aiding in this process, some areas are not extensively discussed, such as contract negotiation. In addition, best practices for those assistant professors considering moving from one institution to another prior to tenure is limited. This article provides practical recommendations for those seeking their first or potentially second job across the kinesiology disciplines. Although the focus is on tenure track positions, most of these suggestions would be applicable to any candidate early in their career. Using personal experiences as applicants, search committee members and chairs, and upper-level administrators, in addition to the input of other faculty and leaders in the field, we provide contemporary recommendations for cover letters, interview preparation, the interview process, and negotiating contracts, as well as a discourse on the critical elements associated with securing a second job prior to tenure.

How can publishers support early career journal editors?

How can publishers support early career journal editors?

Recollage as a tool for self-care

PurposeWorking in the academy can be both challenging and exciting as it can be trying and difficult to negotiate if one is unprepared. Past research has acknowledged the importance of reflective practice in order to face such trials positively. This study utilises arts-based/multimodal reflection to contemplate the lived experience of one early career researcher in her first five years of employment. Adopting an arts-based approach, the researcher regularly reflected via the medium of collage. The purpose of this paper is to report on recollaged artefacts that are analysed in relation to meta-semiotic meanings as well as how they correspond to Schwab’s “lines of flight”, revealing both positive and negative acuities. Findings show that taking the time to delineate feelings via arts-based reflection can illuminate silent thoughts and deliberations and support an early career academic in appreciating and improving awareness of higher education regularities. Implications highlight how recollage can be an effective tool for the self-care of early career academics.Design/methodology/approachAdopting an arts-based approach, the researcher regularly reflected via the medium of collage. This paper reports on recollaged artefacts. These were analysed in relation to meta-semiotic meanings as well as how they corresponded to Schwab’s “lines of flight”, taking both positive and negative acuities.FindingsFindings showed that taking the time to delineate feelings via arts-based reflection can reveal silent thoughts and deliberations and support an early career academic in appreciating and improving awareness of higher education regularities as well as self-care.Research limitations/implicationsImplications highlight how recollage can be effective for early career academics in reflecting on their everyday work and improve self-care.Practical implicationsPractical implications include the fact that readers will be able to adopt the arts-based methods used in this paper in order for them to reflect on their everyday work in the academy. The recollaged practice will improve their self-care and allow time to reflect effectively and creatively.Social implicationsSocial implications include that colleagues could do recollaged practice together. Reflection done collaboratively can also improve self-care and well-being for those working in the academy.Originality/valueRecollage is a new method of autoethnography the author has developed for the purpose of reflecting on my journey as an early career researcher. Now, in leadership roles, this approach has allowed the author to move forward positively in the academy.

Early career academics’ understanding of library language

Purpose The purpose of this paper is to empirically examine the understanding of library terminologies by early career faculty members in a newly established rural university setting at the south coast of Bangladesh. Design/methodology/approach A campus-wide survey was conducted using a structured questionnaire consisted of demographic questions and 35 multiple-choice questions on library terminologies. The multiple-choice questions asked faculty members to select the correct answer from a set of five answers. Findings The findings indicate that early career university teachers lack adequate understanding of library terms; in fact, many of them either gave incorrect answers or was unsure about the term. It was found that faculty members had relatively better understandings of commonly used library terminologies, but they had real difficulties comprehending computer and technology-related terms. Significant differences were observed for some of the terms in case of their age, designation and teaching experience. Originality/value This current study is unique in two ways: first, this is the first time an effort has been made to empirically examine the understanding of library terminologies by early career faculty members; and second, this study was conducted at a university in Bangladesh where the first language is not English.

A Seat at the Table: Strategic Engagement in Service Activities for Early-Career Faculty From Underrepresented Groups in the Academy.

Many academic institutions strive to promote more diverse and inclusive campuses for faculty, staff, and students. As part of this effort, these institutions seek to include individuals from historically underrepresented groups (URGs)-such as women, people from racial/ethnic minority populations, persons with disabilities-on committees and in other service activities. However, given the low number of faculty members from URGs at many institutions, these faculty members tend to receive more requests to provide service to the institution or department (e.g., serving on committees, mentoring) than their counterparts from majority groups. Faculty members from URGs, especially early-career faculty, thus risk becoming overburdened with providing service at the expense of working on other scholarly activities required for promotion and tenure (i.e., conducting research, publishing). Although many scholars and others have written about this "minority tax" and its implications for early-career faculty from underrepresented racial/ethnic minority groups, fewer have published about how this tax extends beyond racial/ethnic minorities to women and persons with disabilities. Further, the literature provides scant practical advice on how to avoid overburdening early-career faculty from URGs. Here, a group of multidisciplinary early- and mid-career faculty members from URGs seek to provide their peers from URGs with practical strategies for both evaluating the appropriateness of service requests and declining those that are not a good fit. The authors also provide institutional leaders with actionable recommendations to prevent early-career faculty from URGs from becoming overburdened with service.

The place of courage

I have been rereading my editorial for 57(2) and cannot quite comprehend how quickly the quarter has flown by. Electing to leave off writing this present editorial until the end of the Institute of Australian Geographers 49th annual conference, held last week in Hobart, I recall sitting in Washington DC in April, thinking about the Hobart meeting and about conference culture more generally. Now, suddenly, the Hobart meeting is over and, as I write, people have wound or are winding their ways home. For those of us who reside here, of course, that journey is blissfully short—a rare event for us, and, I confess, welcome. So today, as I gaze at Kunanyi’s snow-covered peaks and valleys, I have time to reflect on the conference in a way more leisurely than might be the case had I been travelling. Scanning the contents for this issue, readers will see we have been fortunate to reproduce a speech given at the conference opening by University of Tasmania’s Vice Chancellor and President, Professor Rufus Black. I will not pre-empt what he writes except to note that he was gracious and authentic in his engagement with us and encouraged us to continue to be courageous in our scholarly considerations of place, in our defence of place, and in the example we set for others in relation to place. Readers will also see that we have included a few reflections on the conference from the lead organisers, Jason Byrne and Aidan Davison. In addition, Carolyn Finney has graciously given her permission to reproduce the moving poem she read during her keynote address at the conference.

Gender Dynamics in Academic Networks - a Narrative Review

Progress towards gender balance among senior faculty in Danish academia remains slow. Although networks are widely recognized as key to career success, studies on the influence of gender on network dynamics and career advancement in academia are scarce. Until now, scholarship has engaged with the topic of gender and networks in organizations through two co-existing, while unrelated, streams of research, namely the social networks literature and the gendering networks literature. In this narrative review, we ask the following question: What characterizes the social networks literature and the gendering networks literature, and how can they inform each other and advance our understanding of gender dynamics in academic networks? We outline the main findings from the two literatures and discuss the potentials of combining different theoretical perspectives for understanding gender and networks in Danish academia. More specifically, we argue that the social networks literature maps the network structures of men and women, while the gendering networks literature takes us on a journey through these structures. This paper constitutes the first step of a research project entitled Gender and Networks in EarlyCareer Academic Advancement.

‘Overwhelmed at first’: the experience of career development in early career academics

ABSTRACT The higher education sector is undergoing considerable changes to its working conditions. From regular scrutiny of individual research and teaching quality, audits of individual academic performance, to growing expectations arising from the culture of ‘student experience’, it is widely recognised that higher education is a turbulent sector. Amongst Early Career Academics (ECAs), initial transitions into this sector of work can have considerable consequences for career development and willingness to remain within the higher education profession. Drawing on a mixed-mode survey exploring the experience of UK-based ECAs, we highlight distinct intrapersonal and experiential factors which relate to variations in the perceived potential for career development and wellbeing. The data suggest that it is not just situational factors such as the departmental environment and job security that relate to the ‘imagined futures’ of ECAs; it is also important to gain a deeper understanding of how intrapersonal dimensions, such as an individual’s personality, shape the experience of the early stages of an academic career. Our qualitative data shed further light on the experiences that can influence the job satisfaction of ECAs. The findings are discussed in the context of a growing body of international research on ECAs, and the rapidly changing Higher Education sector in the UK.