Success In Academia Research Articles

Empowering Students for a Sustainable World through the Green Chemistry Working Sessions: A Case of Success in Academia

Empowering Students for a Sustainable World through the Green Chemistry Working Sessions: A Case of Success in Academia

Tracing the Academic Lineage of Richard J. Goldstein

Abstract Richard J. Goldstein was a distinguished figure in both scientific and engineering research, who served in several important professional societies and was honored with fellowships and appointments to numerous domestic and international academies. His global impact is further felt through the distinguished students he mentored during his highly productive academic career and who have subsequently achieved success in academia, research, and industry. However, to many, Goldstein's most profound and personal impact was as an esteemed educator, thesis advisor, and mentor. The heartfelt gratitude expressed by these students and colleagues attests to his profound influence in their lives. This brief article endeavors to delve into Goldstein's academic genealogy, a history of groundbreaking contributors spanning over six centuries, which also bears witness to the evolution of the present-day fields of thermodynamics and heat and mass transfer. Richard J. Goldstein's academic lineage traces back through two primary branches: (i) an astronomy/physics branch and (ii) a mathematics/physics branch. The astronomy/physics branch commences its journey from the venerable Nicolaus Copernicus, whose revolutionary contributions laid the foundation for seminal research in the field of astronomy. The mathematics/physics branch is anchored by eminent figures such as the Bernoulli brothers, Leonhard Euler, Jean d'Alembert, and Pierre-Simon Laplace. Presented in this article predominantly in the form of a directed graph, this succinct academic lineage illustrates the historical roots of Goldstein's intellectual heritage, a journey incorporating key figures greatly revered by the contemporary thermodynamics and heat transfer research community.

Inventing His Own Career Path: Freek Beekman Talks with Johannes Czernin and Christine Mona About Success in Academia and Industry.

Inventing His Own Career Path: Freek Beekman Talks with Johannes Czernin and Christine Mona About Success in Academia and Industry.

Sacrifices for Success: A Bakula Perspective

Sacrifices for Success: A Bakula Perspective intricately explores the delicate balance between ambition and sacrifice in Sudha Murthy's Gently Falls the Bakula. This research paper navigates the compelling narrative of Shrimati's life, unraveling the layers of sacrifice interwoven with her unyielding quest for success in academia and societal acclaim. In this nuanced analysis, the paper delves into the profound impact of Shrimati's sacrifices on personal relationships, individual identity, and the broader societal expectations imposed on women. This research paper not only dissects the intricacies of individual choices but also sheds light on the broader societal challenges faced by women seeking to balance personal ambitions with traditional roles. Shrimati's experiences serve as a microcosm, reflecting the complex web of societal pressures that women navigate in their pursuit of success. In conclusion, "Sacrifices for Success: A Bakula Perspective" offers a comprehensive examination of sacrifice within the context of Murthy's novel, providing insights into the multifaceted nature of ambition, societal expectations, and the profound consequences of personal sacrifices in the journey towards success.

Supporting international women faculty in US institutions: Practice of the “We Hear, We Speak” learning community

AbstractThis paper explores, from a practical perspective, the role, and potential outcomes of the We Hear, We Speak (WHWS) learning community in supporting international women faculty and promoting their personal and professional growth. Grounded in the principles of relational cultural theory (RCT), the WHWS community embodies the core practices of the learning community framework. Through its commitment to promoting success in academia, fostering mentoring relationships, and cultivating collaboration and productivity, the community is expected to empower international women faculty to thrive in the US academic realm. By providing a supportive and growth‐oriented space, the WHWS community is anticipated to encourage its members to excel in their academic pursuits. Furthermore, it is expected to not only facilitate the development of mentoring relationships but also promote collaboration and productivity, enabling its members to engage in meaningful partnerships and contribute to the organization's success. In sum, by integrating the principles of RCT and embracing the core practices of the learning community framework, this paper discusses the potential of implementing the WHWS community to foster personal and professional growth, benefiting both individuals and the organization as a whole.

Striving to Be Pono (Balanced, Equitable, and Hopeful): Conceptualizing an Indigenous Writing Process from a Native Hawaiian Cultural Perspective

Community-based and culturally grounded research, led by Indigenous scholars, is critical for the prevention and intervention of health risks such as substance use and misuse in Indigenous communities. However, Indigenous scholars encounter numerous adversities to success in academia. This manuscript describes an Indigenous Writing Retreat (IWR) guided by Native Hawaiian worldview and ontology held in Hawaiʻi in Spring 2022 to empower eleven Indigenous scholars and four mentors through cultivating their Form (intellectual knowledge) and Essence (expression of true intention and authentic feeling). Intentions of this gathering were as follows: (1) Hoʻoulu a Hoʻomōhalahala ʻIke: inspire growth/develop knowledge and insight; (2) Hōʻola i ka Nohona Kanaka: give life to cultural identity and native intelligence; (3) Hoʻopono: cleanse and let go; and (4) Hoʻohana Pilina: relationship building with each other, land, and spirit. Intentions were achieved through six methods: (1) academic writing; (2) Indigenous Cultural Orientation and Protocol; (3) honor and pay respect for people and land; (4) cultural tools and ceremony; (5) create a “Safe Space”; and (6) community building. This story conveys the IWR impact on scholars, mentors, and community hosts, including kūpuna (Elders)/leaders/cultural practitioners via a survey, email exchanges, and “talk story” sessions with them. Four relational actions (recommendations) for future IWRs are presented using the acronym PONO: Preparation, Observation, Navigation, and Oneness. This IWR is offered as a gift to all Indigenous nations to inspire and guide relational exchanges and cultivate Indigenous leadership in substance use research, collective well-being, and resilience by centering Indigenous worldviews and methodologies.

Evaluating success in a changing academic landscape

AbstractHow one individual characterises another successful individual varies widely. At a time when work–life balance and the use of metrics are key concerns within the academic landscape, Early Career Academics (ECAs) are voicing particular worries about the opacity with which we discuss and define success in academia, which influences recruitment and progression in unseen ways. Drawing on the results of a survey of 92 geomorphologists, earth and environmental scientists (96% from Europe or North America) and textual analysis of 54 job advertisements for early career positions at UK institutions spanning 2010–2021, we posit that there is a divergence between the perceptions, expectations and realities of academic success and that this has widened over the last decade. We find limited evidence of gendered differences in how academics define success, in stark contrast to employment and promotion outcomes within universities. We also find notable differences in how individual, more senior academics value publications and grant capture, which is at odds with advice usually given to ECAs. This mismatch is reinforced by the steady rise in the total number of essential job criteria listed on job advertisements for early career positions. Strong applicants are expected to excel in more areas than a decade ago. We put forward a series of recommendations implementable at local levels (e.g., research groups, learned society committees, departments) to help ensure markers of success are defined, valued and implemented in more appropriate and consistent ways. These include: the necessity of establishing clear guidelines for recruitment, promotion and awards, and ensuring these are visible and accessible; greater transparency around the weightings given to different criteria in a job advert; and a call to the community to reflect on how our individual markers of success match our career advice and the decisions taken by hiring or promotion panels we sit on.

Introspective of success in academia, science and management: the analysis of humility as the key foundation

Humility is a multifaceted concept that has gained significant attention in various disciplines, including philosophy, psychology, leadership, ethics, and intercultural studies. This paper aims to provide a comprehensive overview of the latest findings and theoretical frameworks related to the study of humility. Drawing on research which scopes from empirical works to meta-analyses, this work explores the dimensions and applications of humility in different contexts, emphasising its impact on individual well-being, reputation management, academic performance, ethical decision-making, leadership, innovation behaviour, and intercultural interactions. By synthesising diverse perspectives on humility, this paper establishes a theoretical foundation for understanding its significance in human behaviour and social dynamics in the current times.

The Alberta Indigenous Mentorship in Health Innovation Network: approach, activities and reflections of an Indigenous mentorship network programme

The Alberta Indigenous Mentorship in Health Innovation (AIM-HI) Network was developed by Indigenous faculty members as an intergenerational mentorship programme for First Nations, Métis and Inuit (FNMI) scholars engaged in health research training programmes. Through activities and funding programmes, the AIM-HI Network provided opportunities for these scholars to strengthen their personal and professional resources and gain resilience along paths to academic success. While generating evidence on wise practices for Indigenous mentorship, we also advocated for systemic change to enable Indigenous scholar promotion and success in academia and in health research more broadly. In this article, we describe the philosophical approach to mentorship and the organizational structure to deliver aligning activities and supports to students. We also reflect on the successes and learnings from our leadership of the Network, including the impact of the coronavirus-19 pandemic on FNMI scholars, and the ways in which the Network adapted to address these challenges.

Emotionally Preparing Doctoral Students as They Enter Academia.

Doctoral students in social work are facing a landscape of academia that is different from earlier times. For instance, in the past the review times of manuscripts and abstracts for conferences were typically shorter; however, the amount of quality submissions received and the requirement of additional publications for faculty to receive tenure have logjammed the process. The hiring process is now more reliant on virtual interviews, which could be an advantage or a disadvantage. Some journals, conferences, and universities maintain so-called normal practices. However, social work doctoral students who are entering academia must be prepared to navigate the various paths, as being unable to do so will limit their success in academia and/or motivate them to leave. In my prior research with social workers who provide care, I developed strategies of emotional preparedness that entail addressing personal emotional concerns that may arise during unprecedented and changing times. Strategies of emotional preparedness include (a) anticipation of when changing times are most intense, (b) feelings of efficacy to withstand the effects of unprecedented times, and (c) frustration tolerance. These strategies may have applicability to doctoral students being professionally and emotionally prepared to remain in the field while managing unprecedented and changing times. Simply put, in social work our emotions impact the way we act professionally. I offer the following suggestions about ways for doctoral students in social work to prepare for the changing landscape of academia.

Autonomy lessons: Tips and tricks for building self-determination through the lens of a first time principal investigator

Early career faculty face many challenges, including establishing a career direction, building skills, balancing work and personal life demands, finding mentors, and establishing collegial relationships within their departments. Early career funding has been shown to augment future success in academia; less is known about the impact of early career funding on the social, emotional, and professional identity aspects of work life. One theoretical perspective to examine this issue is self-determination theory, a broad psychological paradigm explaining motivation, well-being, and development. Self-determination theory is predicated on the idea that fulfillment of three basic needs leads to the achievement of integrated well-being. Optimizing autonomy (a sense of choice and control), competence (sense of mastery), and relatedness (a sense of belonging) accompanies greater motivation, productivity, and perceived success. The authors share how applying for and implementing an early career grant affected these three constructs. Early career funding manifested challenges and beneficial outcomes in relationship to each of the three psychological needs and led to important lessons that may be generally applicable to faculty across a wide range of disciplines. The authors offer broad principles as well as specific grant-related strategies for optimizing autonomy, competence, and relatedness while applying for and executing a grant. Practice points Self-determination theory may be used to understand the social, emotional, and professional development effects of career-altering projects such as attaining major grant funding. A medical educator can use the domains of self-determination theory – autonomy, competence, and relatedness – as levers to pull to enhance work well-being and realize potential. The pursuit of scholarly work in a personal field of interest can enhance autonomy. Optimal challenges are those that stretch the medical educator beyond their current stage of development and provide opportunities to develop and realize competence. The development and cultivation of a network of mentors, sponsors, and supportive colleagues can provide a strong sense of relatedness within the work.

Gender differences in time taken for peer review and publishing output in the physical sciences

Background: Despite decades of work to improve gender equality in science (and other science, technology, engineering, and maths fields), gender bias still exists and has been shown to impact the retention of women in academic scientific careers. Publication of peer-reviewed articles remains a key criterion for career progression and a common marker of success in academia. Any barriers to publication faced by women may therefore impact their retention and career progression. Objectives: To investigate gender differences within one potential barrier to publication, namely the time taken in peer review, by investigating the question: ‘Is the peer review process longer for papers with (assumed) women as first authors than those with (assumed) male first authors?’ Methods: Gender differences in peer review time were analysed for 1100 peer-reviewed papers published between 2006 and 2016 and selected from 5 journals covering a range of physical science disciplines and publication styles. Results: In the physical sciences, male first-authored papers outnumbered female first-authored papers 2:1. However, the analysis showed no statistical difference in the time taken for peer review between the two sets of papers. Conclusion: The time taken to peer review a paper is not linked to the gender of the paper’s first author. However, the large discrepancy in the number of papers with men as first authors compared to that with women as first authors could be a contributing factor to the attrition of women from the academic career ladder (the so-called ‘leaky pipeline’).

How Do Students Pull Themselves Up by Their Bootstraps When They Have No Shoes? A Perspective on the Function of Meritocracy at South African Tertiary Institutions During Emergency Remote Teaching and Learning

The post-apartheid era in South Africa has been characterised by increased access to higher education. A dominant expectation by those within these institutions, who claim to be upholding the university’s academic standards, is that previously excluded students must use their own agency to ensure their academic success. This bootstrapping approach transfers responsibility for academic progression and success to students, absolving institutional stakeholders from addressing structural, curricular and transformational issues that affect student success. Moreover, bootstrapping as agent of student success pays insufficient attention to the social systemic factors impeding the progress of students. The aim of this discussion is to illustrate how the context of emergency remote teaching and learning within the Covid-19 pandemic has accented the expectation that student merit alone will guarantee participation and success in academia. This article further challenges this meritocracy myth as myopic and offers a contextual analysis on how student agency alone cannot ensure student success. Finally, this article will outline how more involved engagement with structural and systemic action is needed by higher education institutions in South Africa.

Just Research: Advancing Antiracist and Antioppressive Social Work Research.

The Society for Social Work and Research (SSWR) created its Research Capacity and Development Committee in 2017 to build research capacity across the careers of social work scholars. The committee has initiated multiple conferences and webinar sessions that have increasingly focused on antiracist and antioppressive (ARAO) research, including "Mentorship for Antiracist and Inclusive Research" and "Strategies for Supporting Antiracist Pedagogy & Scholarship: Reimagining Institutional Systems & Structures." This commentary integrates themes from these sessions and other discussions among committee members about strategies to advance ARAO research. Although SSWR board members reviewed and approved this submission, it is not an official statement of SSWR or its board of directors.

“RIDIN’ DOWN THE HIGHWAY” - REFLECTIONS ON THE TRAJECTORIES OF WOMEN PROFESSORS IN ACADEMIA

The meaning of career success has been researched in diverse settings and time frames. Inquiries addressing gender find that women evaluate their success in distinct ways, which tend to be different from those used by males (Dyke & Murphy, 2006). Research also demonstrates that academic women struggle to perceive themselves successful using the standard social criteria (Hoskins, 2010, 2012), a struggle that is even harder in predominantly male areas, which have rites, symbols and rhythms not build by/for women. This situation may lead to an undervaluation of women’s success in academia, related to the idea of partial success, in which objective success implies failures, drawbacks or negative consequences to other dimensions of women's lives. Bearing this in mind, my purpose is to better understand how academic women perceive their success in accounting academia in Brazil, a predominantly male area. In order to attain this goal, I examine trajectories of four female successful accounting professors in Brazil. I used a qualitative approach based on in depth interviews. My analysis allows to conclude that, to the same extent they are successful considering the so-called objective success criteria (Hoskins, 2010), by deeply examining barriers and boosters they faced during their journey, we realize the cost paid utter to a “long way to the top” but the compensations make possible “ridin’ down the highway.” More importantly, specific policies and actions would help to change the current situation by reducing costs or challenging traditional criteria used to evaluate success.

Untold Stories of Polish Heroes from World War II

Untold Stories of Polish Heroes from World War II

The role of perceived employability in the relationship between protean career attitude and career success

This research sought to investigate how academics with a protean career attitude perceived success in their academic career. The role of perceived employability was examined by distinguishing between external and internal employability perceptions. Data from 288 academics working in Malaysian universities were collected and analysed using structural equation modelling. The findings revealed that a protean career attitude had no significant direct relationship with career success; rather, it had an indirect effect on success via perceived employability. Both external and internal perceived employability fully mediated the relationship between protean career attitude and career success, with perceived external employability having a stronger direct and mediating effect on academic career success. This study suggests that academic staff depend upon external employment opportunities to pursue success in academia. The implications of study findings are discussed, along with limitations and future research directions.

Political Skill and Career Success: Exploring the Mediating Role of Mentoring and Moderating Role of Career Adaptability

What determines success in academia? Both researchers and academics have disagreements regarding the notion of success and its determinants in academia. The aim of this paper is to investigate the impact of political skill on employees’ subjective career success and the mediating and moderating role of mentoring and career adaptability in the said relationship respectively. The hypothesized relationships were tested utilizing a representative stratified random sample of 362 faculty members employed in the public sector universities of Pakistan. Results revealed that political skill positively influences subjective career success. The mediation model was supported and as expected: mentoring mediated the link between political skill and career success. The moderated relationship between mentoring and career success was stronger for individuals with higher career adaptability. The study adds to the understanding of underlying mechanisms involved in the political skill-career success nexus. Moderating role of career adaptability in the relationship between political skill and subjective career success was also probed, which further adds to the theoretical contribution of the study. The findings suggest that academics must realize that they need to be politically skilled, should be proactive in seeking mentoring relationships and should better equip themselves to cope with the work uncertainties.

A theoretical framework to promote minority PhD and DNP student success in nursing education.

Nursing PhD and DNP programs lack diversity and cultural responsiveness and, as a result, minority students are underrepresented in these programs. Stressors specific to being a member of a minority population, defined as minority stress, contribute to a range of barriers for ethnic/racial minority, male and LGBTQ PhD and DNP students. There is an urgent need for faculty and administrators to support minority doctoral student success by taking proactive steps to identify and begin to deconstruct these barriers. Doctorally-prepared nursing faculty serve as mentors and role models for doctoral students, provide exemplars for how to use scientific humility to research health inequities, implement evidence-based practice and develop the next generation of nurse scientists. Combating educational inequities for minority doctoral students is a first step in advancing health equity beyond academia. The purpose of this paper is to develop a theoretical synthesis to promote minority PhD and DNP student success in academia. The minority doctoral student success (MDSS) framework was developed using Schneider's attraction-selection-attrition framework, key concepts from the literature, and professional and personal experience to capture the minority doctoral student experience. A systems approach was used to identify multi-level influences on the minority student experience, including antecedents at each stage of the academic journey, and how minority stress and opportunity inherently affect the process. Diversity is essential to reimagine nursing doctoral education. This theoretical framework provides an approach to understanding the minority PhD and DNP student experience and the role of faculty and the academic organization in mediating barriers and creating opportunities to enhance diversity, equity, and inclusion.

Navigating clues to success in academia

Academic success and how to achieve it takes diverse forms, depending on who's asked. We suggest that happiness, impact, and longevity can be achieved with professional effort and support that balances the toil and joys of one's chosen path.