Research Career Research Articles

Advanced statistics training for HRD doctoral students: a call for empirical study!

Purpose In human resource development (HRD) doctoral programs, advanced statistics training (AST) is crucial for certain students, depending on their research interests and career goals. However, mandating AST for all students could be inimically consequential to some students’ academic and professional success. Such requirement risks misallocating valuable time and resources, potentially diverting students from the areas where their intellectual strengths and research ambitions could flourish most effectively. Therefore, the purpose of this study is to conceptually investigate AST requirement for HRD doctoral students and call for an empirical investigation to address the research gap. Indeed, aligning training with students’ diverse needs could enhance their preparedness for future academic and career challenges. Design/methodology/approach This is a conceptual study examining the necessity of mandating AST for all HRD doctoral students. Findings Many HRD doctoral programs design their curricula based on the caprices of academic leaders rather than empirical evidence, creating a disconnect between doctoral students’ academic strengths, career goals, and the training they receive. As a result, this misalignment may produce mediocre ambidextrous researchers ill-equipped to meet their future research needs and employer expectations. A rigid one-size-fits-all approach in doctoral education fails to leverage students’ intellectual strengths, potentially hindering their development as specialized experts capable of contributing meaningfully to the evolving demands of the HRD field and its practitioners. Therefore, the HRD doctoral curriculum should be informed by data-driven insights to ensure relevance and efficacy. Originality/value Despite its profound and far-reaching implications for students, educational institutions, and employers, no empirical study has examined this nuanced issue within the HRD discipline. In contrast, extensive research in cognate disciplines has explored the necessity of AST and its impact on diverse student outcomes. This study makes a unique contribution to the HRD field by addressing a critical gap in the literature and proposing a bifurcated approach specifically designed for HRD doctoral students. This proposed novel framework could inform curriculum design and better align training with the evolving needs of emerging scholars and the broader HRD community.

Advice to early career nutritionists on working in and with the food industry.

Early career researchers (ECRs) in nutrition and related fields often wish to approach commercial organisations for possible funding or collaboration in scientific projects and other activities. However, ECRs may experience challenges from their limited experience, lack of understanding of the food industry and concerns about working practices and research integrity. This commentary is oriented toward providing some basic, practical guidance for nutritionist scientists, to help in developing credible, principled and effective working relationships with the food industry. Based on the author's experience as an academic and industry researcher, and an advisor to academic-industry collaborative projects, the text addresses a range of related aspects including: understanding and approaching the food industry; the industry environment and drivers; contracts, confidentiality and communication; potential challenges; and ensuring scientific integrity.

Evaluating the implementation of online research training and mentorship among early-career family physicians in sub-Saharan Africa.

Research is needed to improve the performance of primary health care. In Africa, few family physicians conduct research, and therefore an online research training and mentorship programme was developed to build research capacity amongst novice and early career researchers. To evaluate the implementation of the AfriWon Research Collaborative (ARC) training and e-mentorship programme in sub-Saharan Africa. A 10-module online curriculum was supported by peer and faculty e-mentorship, to mentor participants in writing a research protocol. A convergent mixed methods study combined quantitative and qualitative data to evaluate nine implementation outcomes. Fifty-three participants (20 mentees, 19 peer mentors, and 14 faculty mentors), mostly male (70%), participated in the ARC online programme. The programme was seen as an acceptable and appropriate initiative. Mentees were mostly postgraduate students from African countries. Faculty mentors were mostly experienced researchers from outside of Africa. There were issues with team selection, orientation, communication, and role clarification. Only 35% of the mentees completed the programme. Alignment of mentoring in teams and engagement with the online learning materials was an issue. Costs were relatively modest and dependent on donor funds. Despite many challenges, the majority of participants supported the sustainability of the programme. The evaluation highlights the strengths and weaknesses of the ARC programme and e-mentoring. The ARC working group needed to ensure better organization and leadership of the teams. Going forward the programme should focus more on developing peer mentors and local supervisory capacity as well as the mentees.

Barbara Czarniawska (1948–2024): reflections in memory of her work and life

PurposeThis paper presents a reflection in memory and tribute to the work and life of Professor Barbara Czarniawska (1948–2024).Design/methodology/approachWe invited those colleagues whom we knew to be close to Barbara to submit reflections about her contributions to academia alongside their memories of her as a person. We present these reflections in the order we received them, and they have only been edited for minor grammatical and punctuation issues to preserve the voice of the contributing authors.FindingsThe reflections in this paper represent different translations of Barbara’s academic and theoretical contributions. However, she also contributed to people. While we can count the number of papers, books and book chapters she published, we must also count the number of co-authors, Ph.D. supervisions, visiting professorships and conference plenaries she touched. This (ac)counting tells the story of Barbara reaching out to work and interact with people, especially students and early career researchers. She touched their lives, and the publications are an artefact of a human being, not an academic stuck in an ivory tower.Originality/valueA paper in Barbara Czarniawska’s honour where some of her closest colleagues can leave translations of her work through a narrative reflection, seems to be a fitting tribute.

Enhancing Global Ocean Science Networks: The Impact of SCOR’s Travel Grant Initiative

The capacity sharing approach of the Scientific Committee on Oceanic Research (SCOR) focuses on supporting opportunities for individual ocean scientists and students within SCOR’s portfolio of scientific activities and through targeted capacity development opportunities (Morrison et al., 2013; Urban and Seeyave, 2021; Miloslavich et al., 2022; Seeyave et al., 2025, in this issue). This article focuses on SCOR’s travel grant program that supports the attendance of early career researchers (ECRs) from developing countries at scientific events (see https://scor-int.org/work/capacity/travel-grants/ for a description and application).

비정년트랙 전임교원의 경계인으로서 삶에 대한 자문화기술지

Objectives This study attempted to see how the social structure affects an individual’s life, that is, the career of researchers who shape, teach, and study, through autoethnogrphy on the life of non-tenure track full-time professor as a marginal man. Methods To this end, this study conducted a autoethnography that can view and interpret the researcher’s experience within a socio-cultural context using the researhcer’s diary, KakaoTalk conversation, recall data, and literature data, and attempted to analyze socio-cultural interactions through the concept of habitus and symbolic boundaries. Results Through my experience as a professor in charge of projects, I came to recognize the identity of a professor in university society, and after becoming a full-time non-tenure track professor, I had time to embody my habihus as a professor in a disconnected room(cocoon). The strategy of distinguishing between various unequal systems and policies in society and universities was giving legitimacy to the boundary by changing the symbolic boundary of the non-tenure track into a social boundary. Theses boundaries had the effect of excluding researchers and themselves, thereby affecting their sense of belonging and other choices. Conclusions Unequal systems and polices affect the perception, identity, and lives of professors, which also affects the original purpose of university education. In order for university innovation to be successful, the participation and effort of all members, not just dedicated personnel, is required.

PRESIDENTIAL SYMPOSIUM: BUILDING FORTITUDE FOR THE JOB MARKET

Abstract The journey to establish a robust career in the gerontological research field is often marked by navigating through a maze of challenges, strategic decision-making, and the forging of vital professional relationships. The ESPO Presidential Symposium will feature early-career scholars from each scientific section to share their diverse pathways to landing a job and achieving research independence. Dr. Marissa Schafer from Mayo Clinic will discuss transitioning from PhD to Principal Investigator (PI), underlining the necessity of a comprehensive research portfolio, nurturing mentor-mentee relationships, and strategic career moves. Dr. Ketlyne Sol from the University of Michigan will share insights from her clinical psychology path, stressing the importance of dedicated research training and building a supportive network. Dr. Allyn M Bove from the University of Pittsburgh will compare physical therapy principles to career building in research, suggesting a balanced development of strength and endurance. Dr. Sara Bybee from the University of Utah will explore job market strategies through the lens of posttraumatic growth, highlighting personal strength and professional growth opportunities. The symposium concludes with a panel discussion led by Dr. Marie Bernard, the Chief Officer for Scientific Workforce Diversity at NIH, synthesizing the presentations and facilitating a dialogue among the speakers. This symposium serves as a crucial platform for aspiring gerontologists, offering guidance, strategies, and encouragement to navigate the complexities of the job market and achieve a successful and fulfilling career in aging research.

SHAPING, AND BEING SHAPED BY, POLICIES AND PROGRAMS THAT PROMOTE AN AGE-INCLUSIVE WORKFORCE: A PERSONAL JOURNEY

Abstract In this session, I will share my personal journey as someone who has both shaped and been shaped by the innovative age-inclusive workforce policies and programming in Colorado. I will describe my state-wide leadership role as part of the Colorado Older Worker Policy Collaborative successfully advocating for the elimination of graduation dates and other age-identifying sections of job applications, which disadvantaged older adults in the job application process. I will also share my experience as an Older Adult Research Specialist who completed a novel pathway to encore careers in research program at the University of Colorado Anschutz Medical Campus. I will share how I apply my dual training as a health navigator and research navigator to recruit and retain older Veterans in clinical trials for the VA Eastern Colorado Geriatric Research Education and Clinical Center – one of 20 centers of excellence focused on aging in the Department of Veterans Affairs. I will describe the meaning of this work to me personally and professionally, as a culmination of many work and life experiences. I will also share the difference I make as an older adult peer for the Veterans with whom I engage in research and on a multi-disciplinary and intergenerational team comprised of an early career investigator and research assistant. My personal and professional journey highlights the importance of a multi-pronged approach, encompassing research, policy and action/application (e.g., education/training and hiring) to promoting the longevity dividend through meaningful work and gainful employment.

DETERMINING APPROPRIATE LOAD: BUILDING STRENGTH AND ENDURANCE AS A REHABILITATION RESEARCHER

Abstract Physical therapy educational programs typically teach students to dose patients’ exercises with the goal of increasing strength or increasing endurance – an “either/or” decision rather than a “both/and” decision. However, clinicians working with older adults know that our patients will be more successful when we help them build both strength and endurance. In this presentation, the presenter will discuss why a strategy of building both strength and endurance also applies to the early years of a research career. The presenter will discuss how she built strength while making pivotal career decisions including whether to pursue research or teaching, whether to pursue post-doctoral training, and how much clinical practice is reasonable to build into one’s schedule. Next, the presenter will discuss how she learned (more accurately, ‘is still learning’) to accept being told “no” most of the time, and how the arduous process of pursuing grants and publishing manuscripts builds endurance. Finally, the presenter will discuss lessons learned as an early career rehabilitation researcher. These lessons include: (1) improving balance is difficult, both as a patient in physical therapy and as an early career researcher; (2) it’s okay to be a terrible juggler, as long as one surrounds herself with people who can help her keep all of the balls in the air; (3) how early career researchers may position themselves for careers that are both strong and endurant.

Announcement 2023: John C. Warner Early Career Researcher Prize 2023 Winner

Announcement 2023: John C. Warner Early Career Researcher Prize 2023 Winner

Colliding identities? The role of multiple identities among historically underrepresented students pursuing scientific research careers

ABSTRACT Motivated by Identity Integration and Threat theories, this preregistered study examined associations between scientist and ethnic identities and future scientific research career intentions among African American and Hispanic STEM undergraduates (N = 1,247). Scientist identity was positively correlated with junior-year ethnic identity and predicted senior-year scientific research career intentions. Neither scientist nor ethnic identities predicted senior-year self-esteem (which may influence science career decisions). However, minority science training program (MSTP) enrollment influenced the relationship between scientist identity and self-esteem, and between ethnic identity (belongingness) and scientific research career intentions. Neither ethnicity nor gender were moderators. The results indicate that different identities can relate to one another and uniquely influence scientific research career decisions among African American and Hispanic students, especially among MSTP enrollees.

Diverse careers in research: Early career symposium event report

Diverse careers in research: Early career symposium event report

Authorship transparency and equity in otolaryngology and maxillofacial surgery: current practices and the potential impact of large language models.

The determination of authorship order in scientific publications is critical for researcher recognition and career progression. According to a recent survey's meta-analysis, the prevalence of Honorary Authorship reaches 20% of authors. This study evaluates the adoption and proficency of authorship guidelines in maxillofacial surgery and otolaryngology. On March 16, 2024, a search of Scopus-indexed journals identified relevant journals in from which recent articles were sampled using a stratified random method. The author contribution alignment with actual authorship was evaluated through CalculAuthor tool and a detailed process involving large language models (LLM) and manual checks, employing statistical tests to evaluate the adoption of author contribution guidelines and agreement scores across different fields and journal quartiles. A review of 21 Scopus-indexed journals revealed that 8 adhered to the CRediT system, 7 to other systems, and 6 had no guidelines. From 147 randomly selected manuscripts, 57 reported contributions (38.8%). The mean agreement score was 65.3% (SD = 26.8), without significant differences in journal quartiles or disciplines. This study highlights the moderate to low adoption of standardized contribution systems in maxillofacial and otolaryngology journals, with a fair level of agreement between reported contributions and actual authorship. Future research should focus on larger, more diverse samples and develop prospective implementations to ensure accurate and equitable authorship credit in the context of the Artificial Intelligence's scientific writing era.

A framework for analysing careers and employability learning outcomes

This paper describes the development of a framework designed to aid the critical analysis of the theoretical and ideological assumptions underlying the stated learning outcomes of curricular and non-curricular careers and employability education activities. The framework was developed by integrating a learning-oriented definition of employability with a rationalised set of graduate capitals and explicit considerations of social justice. The framework differentiates between the performative and transformative functions of graduate capitals and introduces the novel concept of critical capital. Locating learning outcomes within the framework should enable careers educators and researchers to identify patterns which could indicate inherent theoretical and ideological biases and blind spots in careers and employability education.

Exploration of attitudes towards research: Operating department practitioners and theatre nurses.

A lack of awareness of who should conduct research, conflicting workload priorities, lack of research skills, lack of confidence and lack of supportive relationships are often cited as barriers for undertaking research within the perioperative environment. Building a robust research capacity for Operating Department Practitioners and Theatre Nurses to engage with and lead primary research is critical to develop perioperative clinical outcomes, and for professional and research excellence. This study aimed to explore the attitudes of Operating Department Practitioners and Theatre Nurses towards research. An online questionnaire was distributed nationally between 1 October 2022 and 31 December 2022. The questionnaire received 164 responses from 114 Operating Department Practitioners, 44 Theatre Nurses and 6 respondents identifying as other. These revealed that those with a positive attitude towards research were most likely to have obtained a Master's level qualification (i.e. MSc) and had gained experience in research post-registration. When explored further, the overall positive attitude to research was found to be possibly linked to a belief in the usefulness of research and to prior exposure. The findings of this study can be used to help support, inform and strengthen research in clinical practice and research career aspirations. Analysis of the data suggests that participants holding a Master of Science degree and having previous experience of research reported a more positive attitude to research. When the specific attitudes to research were explored individually, there was also some evidence that the overall positive attitude to research was more likely to be related to a belief in the usefulness of research.

The Dairy Academy 2024 – A ‘European Excellence in Dairy Learning’ (AEDIL Dairy CoVE) event

The Dairy Academy 2024, an event held as a part of the EU Erasmus+ project ‘European Excellence in Dairy Learning’ (AEDIL Dairy CoVE), gathered 40 early career researchers with different backgrounds and from different career levels at the University of Copenhagen, Denmark on 24–28 June 2024. In the mornings, the participants engaged in interactive training sessions under the theme ‘Future Dairy Processing Challenges’, while in the afternoons, the online Dairy Science and Technology Symposium could be joined by everyone interested worldwide. On several evenings, social and networking events were offered to the participants. The event received highly positive feedback from the attendees and will be repeated with a new programme at the Agricultural University of Athens, Greece in 2025. The aim of this report is to provide a detailed summary of the summer school and symposium contents as well as an excerpt of the course evaluation to promote the upcoming Dairy Academies and inspire and guide future learning events and conferences.

Desistance from criminal offending: exploring gender similarities and differences

Objective: to reveal the similarities and differences between female and male discrete offender groups (desisters, persisters, late onseters, and conformers). Methods: dialectical approach to cognition of social phenomena, allowing to analyze them in historical development and functioning in the context of the totality of objective and subjective factors, which predetermined the following research methods: formal-logical and sociological. Results: while some researchers have concluded that psycho-social predictors of crime are similar across gender, other criminologists have argued that predictors of crime may vary between females and males. The results from this investigation reveal some similarities and differences in the risk factors between discrete offender groups by gender and the predictors of female and male desistance from crimes. Therefore, researchers studying desistance cannot assume the generality of effects of variables across gender; rather, they must also consider the possibility of specific effects of predictors on female and male desistance. Scientific novelty: Over the past several decades, researchers have more fervently examined female offending. The criminal career research paradigm put forth by Blumstein and colleagues in 1986 offers an opportunity for researchers to examine offending, including female offending, from multiple perspectives including onset, persistence, and desistance from a multitude of theoretical traditions. Using data from the National Youth Survey, this investigation examined the similarities and/or differences between female and male discrete offender groups (desisters, persisters, late onseters, and conformers) and theoretical predictors of desistance and persistence from less serious crimes. Results of the research revealed significant gender differences between the discrete offender groups as well as similarities and differences between the genders in predictors of desistance and persistence for less serious crimes. Practical significance: the main provisions and conclusions of the article can be used in scientific, pedagogical and law enforcement activities when considering the issues related to preventing and eliminating crimes.

Akateeminen johtajuus etenee murroksesta toiseen

This article explores the disruptions that occur throughout an academic leader’s career and the self-management skills necessary to navigate these transitions. Academic leadership in universities is unique, often involving the challenge of leading independent, critically thinking individuals who may resist being led. Additionally, the individualistic nature of academic merit systems can sometimes complicate the leadership of collaborative efforts. Focusing on the early stages of leadership, particularly the transition from researcher to group leader and beyond, we examine the characteristics of academic leadership at different career phases. Using Bolman and Deal’s (2017) framework, we analyze academic leadership from multiple perspectives: organizational, human resources, political and symbolic. We hope this article sparks further discussion on academic leadership and provides early career researchers with insights to better prepare for evolving leadership roles.

Gaps between Open Science activities and actual recognition systems: Insights from an international survey.

There are global movements aiming to promote reform of the traditional research evaluation and reward systems. However, a comprehensive picture of the existing best practices and efforts across various institutions to integrate Open Science into these frameworks remains underdeveloped and not fully known. The aim of this study was to identify perceptions and expectations of various research communities worldwide regarding how Open Science activities are (or should be) formally recognised and rewarded. To achieve this, a global survey was conducted in the framework of the Research Data Alliance, recruiting 230 participants from five continents and 37 countries. Despite most participants reporting that their organisation had one form or another of formal Open Science policies, the majority indicated that their organisation lacks any initiative or tool that provides specific credits or rewards for Open Science activities. However, researchers from France, the United States, the Netherlands and Finland affirmed having such mechanisms in place. The study found that, among various Open Science activities, Open or FAIR data management and sharing stood out as especially deserving of explicit recognition and credit. Open Science indicators in research evaluation and/or career progression processes emerged as the most preferred type of reward.

Strengthening Postsecondary Career and Technical Education Researchers Through Research Methods Webinars

The resurgence of interest in career and technical education (CTE) has driven demand for skilled researchers to examine policies and practices that prepare individuals for the workforce. This study disseminates the perspectives of graduate and post-doctoral CTE research fellows on the quality and impact of research methods webinars they attended during their fellowship. The webinars aimed to enhance research skills and professional development. The study used mixed methods to analyze fellows' feedback, revealing themes such as supplementation to doctoral coursework, networking with CTE scholars, acquiring new knowledge, peer engagement, and the essential role of webinars in the fellowship. After each webinar surveys were collected from fellows (n=175). A total of ten fellows provided detailed responses to the open-ended questions, leading to findings about the fellows' perceived level of quality and impacts of the webinars. The findings indicate that the webinars offered valuable supplementary knowledge beyond doctoral coursework, broadened the fellows' understanding, and enhanced their capability to conduct rigorous research. The webinars also facilitated networking with CTE scholars, sparked the development of new knowledge and potential research studies, fostered peer engagement, and were regarded as an essential component of the fellowship program in enhancing research skills and capabilities.