Zealand University Research Articles

Admissions pathways and international undergraduates’ academic achievement

ABSTRACT Background There are a number of pathways available for international students to gain admission into universities in English-speaking countries. While many international students for whom English is not their first language succeed academically, there is concern that some do not cope with the demands of university which can affect their retention and academic success. This study considers the effects of different admissions pathways on international undergraduate students’ academic success in one New Zealand university. Purpose Findings from the first phase of this research revealed that international students who entered university with the National Certificate of Educational Achievement (NCEA) gained at high school in New Zealand performed significantly worse academically than their peers who entered through three other admissions pathways. This study aimed to ascertain whether there were salient features of students’ prior education and undergraduate experiences which contributed to this outcome. Method In-depth interviews were conducted with nine students who entered a university in New Zealand via two admissions pathways: NCEA or the International English Language Testing System (IELTS). The data generated through these interviews was analysed to enable qualitative comparisons between the two groups. Findings Results suggest that the IELTS group outperformed their NCEA peers due to maturity and prior education in their home countries. While the NCEA students had spent some years at high school in the host country, they did not, in general, demonstrate the same level of academic literacy as their IELTS peers. Conclusion International students’ outcomes appear to differ due to previous educational experiences. Students who enter via NCEA are potentially more likely to need support, as they may still be dealing with language proficiency issues, whereas those who enter via IELTS with prior higher-level education in their home country may be more academically prepared. It is important that institutions promote learning support opportunities for all international students, to ensure they experience a positive social and learning experience, which can ultimately contribute to their retention in learning, and their academic success.

Postoperative recovery in peroral versus intravenous antibiotic treatment following laparoscopic appendectomy for complicated appendicitis: a substudy of a cluster randomized cluster crossover non-inferiority study.

Acute appendicitis is the most common cause of abdominal pain requiring surgery, usually managed with laparoscopic appendectomy. In Denmark, the standard postoperative treatment for complicated cases involves intravenous antibiotics. This study compares peroral versus intravenous antibiotics in the context of fast-track surgery and Enhanced Recovery After Surgery (ERAS) protocols. Our objective is to evaluate the impact of peroral versus intravenous antibiotics on patient-reported outcomes following laparoscopic appendectomy for complicated appendicitis. This was a sub-study within a broader Danish cluster-randomized non-inferiority trial conducted at Zealand University Hospital, focusing on adult patients undergoing laparoscopic appendectomy for complicated appendicitis. Participants were randomized into two groups: one receiving a three-day course of peroral antibiotics and the other intravenous antibiotics after surgery. Recovery quality was assessed on the third postoperative day using the Quality of Recovery-15 (QoR-15) questionnaire. The study included 54 patients, 23 in the peroral and 31 in the intravenous groups. The peroral group reported significantly better recovery outcomes, with higher QoR-15 scores (mean difference of 12 points, p < 0.001). They also experienced shorter hospital stays, averaging 47 h less than the intravenous group (p < 0.001). No significant differences between the groups were observed in readmissions or severe postoperative complications. Peroral antibiotic administration after laparoscopic appendectomy for complicated appendicitis significantly improves patient recovery and reduces hospital stay compared to intravenous antibiotics. These results advocate a potential shift towards peroral antibiotic use in postoperative care, aligning with ERAS principles. ClinicalTrials.gov NCT04803422.

Hidradenitis suppurativa and female infertility: a pilot study conducted amongst 110 dermatological patients

Hidradenitis suppurativa (HS) is a chronic inflammatory skin disease with severe consequences on quality of life. One aspect of this is that HS has been linked to an increased risk of infertility, but as data is still limited, it is not known if the association reflects causality. We performed a cross-sectional study of 161 female participants included at Zealand University Hospital, Roskilde, Denmark. Data regarding basic demographics, infertility, pregnancies, sexual function, and known factors with impact on fertility was collected. Logistic regressions were performed to analyze the association between HS and infertility, adjusting for factors that influence fertility. The study population consisted of 55 patients with HS, 55 patients with other dermatological diseases (ODD), and 51 healthy controls (HC). The HS group had a higher BMI, lower sexual function, and a higher tobacco use. We found no significant difference between the three groups in terms of whether they had children, the number of children they had, infertility, or whether they had received fertility treatments. The logistic analyses found no correlation between HS and infertility, and adjusting for factors affecting infertility did not alter this result. This study did not find a significant difference in infertility between patients with HS compared to those with ODD or HC. This result was not affected by adjustments for other factors known to influence fertility. Interestingly, the lower sexual function in the HS group did not appear to influence their desire or ability to conceive.

Gender distributions in New Zealand universities: guilt in Brotopia

PurposeThe purpose of this study is to explain gender imbalance by theorising how guilt arises as an externally imposed negative emotion that subsequently impairs women's performance in the accounting academia.Design/methodology/approachThe method involves an analysis of gender distributions at junior and senior levels in New Zealand universities in 2019 and 2024 and relevant case studies of junior academics using unstructured interviews.FindingsThis paper unpacks the nuances of gender imbalance in a “gender-neutral” subject and provides empirical evidence that many women academics may internalise a sense of externally imposed guilt for various reasons. Such feelings of guilt, where they are imposed by workplace expectations and social constructions, may make women more concessionary with regard to a greater teaching workload substituting for research expectations. The more prolonged-term effect on career prospects of such substitutions as practiced in New Zealand may account for the imbalance that exists and seemingly will continue to exist.Originality/valueThis paper sets out first to discover the gender balance in accounting in universities in New Zealand. It contributes to the literature on gender and accounting education in understanding how negative emotions are externally imposed and become career-negating obstacles for women in the accounting academic.

Work Happiness of PhD Graduates Across Different Employment Sectors

AbstractGiven a lack of knowledge about the work happiness of PhD graduates across a range of jobs, we explored which employment sectors graduates were entering, their work happiness and what factors influenced their happiness. We surveyed PhD graduates from two US and one New Zealand university. Analysis of 120 graduate responses revealed that nearly 60% were employed in higher education, mostly in precarious positions. Eighteen percent were employed in government and 18% in the private sector (for-profit), with the remainder in private sector (not-for-profit) and teaching. Approximately 82% were happy with their work, with no significant difference between those inside or outside academia. Qualitative analysis revealed the main factors influencing work happiness were having fulfilling work, a good and supportive work environment, work security, a match between the work, their skillset and career expectation, and a desirable location. The study identifies implications for doctoral training and employers of PhD graduates.

Motivators and barriers for studying podiatry in Australia and New Zealand: A mixed methods study.

Podiatry enrolments at Australian and New Zealand universities have decreased by 17.3% since 2015, which threatens the profession's sustainability and the health and wellbeing of Australian and New Zealand people and communities. Reasons for this decline remain unclear due to insufficient evidence on factors influencing career choices. The overarching aim of this study was to identify motivators and barriers for studying podiatry in Australia and New Zealand. This study used a convergent mixed methods design. Students enrolled in (i) podiatry and (ii) relevant non-podiatry health, sport or science programs at nine Australian and one New Zealand university, were invited to participate in an online survey. First-year podiatry students were also invited to participate in an online workshop. Quantitative data were analysed using descriptive statistics and linear/logistic regression models. Three independent assessors used inductive thematic analysis for the qualitative data. Overall, 278 podiatry students (mean age 24.9±8.5years, 65.1% female) and 553 non-podiatry students (mean age 24.8±8.2years, 75.4% female; 32.2% from physiotherapy and 29.1% from occupational therapy) responded to the survey. Interest in a health-related career, wanting to make a difference to people's health, and opportunity to care for people from different backgrounds/age groups were key motivating factors among podiatry students. Barriers to studying podiatry were encountered by 28.1% of podiatry students. Thematic analysis identified seven themes concerning career choice, which are as follows: (i) awareness of profession and scope of practice; (ii) stereotypes and negative perceptions of the profession; (iii) awareness of career pathways; (iv) job prospects and earning potential; (v) working with people and building relationships; (vi) podiatry is not the first preference; and (vii) barriers which limit student enrolment. There are a variety of factors that motivate and influence students to study podiatry, however, altruistic reasons are most highly rated. Allied health students have limited understanding of the scope of practice and career opportunities in podiatry. Additionally, the podiatry profession often faces negative stereotypes. Further work is required to reverse the negative stereotypes and perceptions of podiatry and build knowledge of the profession's scope of practice, career pathways/opportunities, job prospects and earning potential.

Adapting an Online Guided Self-Help CBT Programme Targeting Disordered Eating for Students in Aotearoa New Zealand: A Qualitative Study.

Disordered eating is a significant issue in university student populations. Currently, access to interventions is limited. Online interventions present an innovative way to increase accessibility to treatment for those in need. The current study explored how an online intervention for disordered eating (everyBody) could be modified to suit the needs of university students in Aotearoa New Zealand. Aotearoa New Zealand is a unique cultural context, with an indigenous population that has a high incidence rate of disordered eating, highlighting the need to adapt everyBody to the local context. Individual interviews were conducted with nine students currently at university in Aotearoa New Zealand, aged between 18 and 33 years old (five females, four males). Three first-order themes were identified using template analysis. The themes indicate that participants perceived the programme as acceptable and feasible for use with Aotearoa New Zealand's university student population. Furthermore, the themes provide insight into potential adaptions to the programme to facilitate engagement and uptake. The suggested changes were largely consistent with previous research on E-therapy design (e.g., content length, therapeutic alliance), and also highlight changes specific to fit Aotearoa New Zealand's cultural context. The findings have implications for universities and other funders deciding on services for students with disordered eating and eating disorders.

Muscle matters: Skeletal muscle index and body mass index impact on complications and survival in renal cancer.

The objective of this study is to independently assess skeletal muscle index (SMI) and body mass index (BMI) as prognostic determinants for renal cell carcinoma (RCC) and investigate their correlation with surgical outcomes. A retrospective cohort study of 524 RCC patients diagnosed between August 2010 and July 2018 was conducted using data from the Zealand University Hospital Renal Cancer Database in Denmark. Patient information was extracted from electronic patient records and the National Cancer Registry and encompassed demographics, clinical factors, tumour characteristics and surgical details. SMI was calculated from a single third lumbar vertebra (L3) axial computed tomography (CT) image via CoreSlicer software and classified into high using gender-specific thresholds. Primary outcomes focused on complications within 90 days as well as survival outcomes, and their relation with both SMI and BMI. Multivariable analysis assessed SMI's independent prognostic significance in RCC. Among 524 patients, 18.5% experienced complications, with high SMI correlating significantly (p= 0.018) with a 72% higher complication risk. High SMI patients had a 22.7% complication rate compared to 14.5% in the low SMI group. High SMI was also linked to prolonged survival (110.95 vs. 94.87 months; p= 0.001), whereas BMI showed no significant survival differences (p= 0.326). Multivariable analysis (n= 522) revealed high SMI associated with improved survival (hazard ratio [HR] = 0.738; 95% CI, 0.548-0.994; p= 0.046). Advanced T-stage significantly impacted mortality (T2: HR =2.057; T3: HR = 4.361; p< 0.001), and each additional year of age raised mortality risk by 4.3% (HR = 1.043; p< 0.001). Higher SMI increases the risk of postoperative complications, yet it significantly improves overall survival rates. Different BMI categories lack RCC prognostic significance. The increasing incidence in RCC calls for the use of CT scan to assess SMI and aid treatment planning in patients who might benefit from preoperative interventions.

Symposium 5: Design for networked learning: A case study in health science

Higher education (HE) institutions have been transforming dramatically since the pandemic started late 2019 and early 2020. After an initial period of emergency online teaching and learning, HE educators have focused our energy on supporting students' learning in a complex dynamic learning environment, where digital/online - material/physical - social elements are interwoven and interrelated. Networked learning can be a useful medium for us in this complex context. This paper explores a case study of design for networked learning in a health science postgraduate course. The course was designed in the context of a New Zealand university. The paper will examine how the course design reflects the eight principles of design for networked learning, and proposes some recommendations on design for networked learning at a course level. It links practice and theories, and illustrates how networked learning is unpacked in the context of the course design. While the current paper focuses on the design of the course, it is suggested that future research should conduct an evaluation of the design and develop empirical studies on students' and teacher's experience.

Hybrid learning environments: It’s all about ecology

Technology-enhanced learning has been part of higher education health contexts for nearly three decades, but since the recent Covid-19 pandemic specific challenges emerged, requiring learning design reconfigurations to facilitate continuity of student learning. The pandemic calls for a deeper understanding of how technology can promote connections, active participation and knowledge building in higher education health contexts. Identifying what is currently occurring and considering potential innovations requires a move towards a nuanced understanding of the ecology of complex elements contributing to productive networked learning in these contexts. This multiple-case study doctoral research project includes four undergraduate health courses at a New Zealand university, in the disciplines of nursing, social work, and bioscience. Drawing on the Activity Centred Analysis and Design (ACAD) framework, the research explores the influence of course design elements, such as social arrangements, learning space formats, learning tasks, on learning activity, taking a systematic approach to the analysis. In this paper, we report on initial observations and interviews with students involved in diverse hybrid learning environments, in order to identify how innovative learning designs are supporting students' agency and active engagement.

Accounting curricula and climate-related sustainability: evidence from Australia and New Zealand universities

ABSTRACT To address climate-related sustainability risks, the global financial system has implemented standards that require entities to disclose information in their financial statements regarding governance processes, controls, and strategies for managing climate-related risks and opportunities. As a result, accountants require knowledge and skills for recording, reporting, measuring and advising on these matters. In response, our study investigates the extent to which climate-related sustainability topics are evident in accounting curricula at 42 Australian and New Zealand universities. Following data collection between November 2022 and April 2023, using contextual thematic analysis, we analyze 1520 subjects and their 7590 intended learning outcomes (ILOs) from 42 undergraduate and 40 postgraduate accounting courses. Findings show that climate-related sustainability is referenced in only 232 subjects and 355 ILOs. As such, since most subjects have only one ILO related to climate-related sustainability, the topic would seem to typically be addressed through adaptations to existing subjects. Further, given the significant number of universities with ≤4 subjects that make reference to climate-related sustainability topics, together with a focus on skills being evident in only 91 ILOs, our findings suggest that much remains to be done to develop accountants’ requisite knowledge and skills.

The Impact of ChatGPT on English for Academic Purposes (EAP) Students’ Language Learning Experience: A Self-Determination Theory Perspective

This qualitative study explores the perceptions of English language students regarding the use of the generative AI tool, ChatGPT, as a supportive tool for English for Academic Purposes (EAP) students in a New Zealand university context. Using self-determination theory (SDT) as an explanatory framework, this study explores how ChatGPT impacts students’ basic psychological needs for autonomy, competence, and relatedness in their language-learning experience. Semi-structured interviews are conducted with 24 postgraduate EAP students and the data are analysed using thematic analysis. The findings suggest that ChatGPT has the potential to support students’ needs for autonomy and competence by providing flexibility, personalised feedback and a safe space for practice. However, the impact on relatedness needs is mixed, with some students experiencing a sense of companionship and others expressing concerns about reduced human interaction. While students acknowledge the benefits of ChatGPT, they also emphasise the importance of human-teacher interactivity and empathy. The findings provide theoretical insights and practical recommendations for educators seeking to integrate generative AI tools effectively into language education.

Changes in Australian and New Zealand University History Staffing Profiles, 2016 to 2022

This article considers developments in History staffing in Australian and New Zealand universities between 2016 and 2022. The COVID pandemic and the ongoing effects of the corporatised university have worn away at History student and staffing numbers, much exacerbated in Australia by the fee changes introduced by the Morrison government in 2020. There are positive developments, such as the near-disappearance of gender disadvantage for women and increasing levels of first nations representation, but these have occurred against a backdrop of overall decline. The gradual fall in staffing numbers over past decades has sharpened considerably recently, and is accompanied by declining student enrolments. History in Australian universities is in a particularly difficult situation.

University Student Disclosures of Crime, Violence, and Trauma: Findings from a Survey of Criminology Educators across Australia and Aotearoa New Zealand

This study explores the findings from a survey-based questionnaire investigating the prevalence and predictors of student disclosures of crime, violence, and trauma to criminology educators working at Australian and Aotearoa New Zealand universities. Responses show student disclosures are common, with educators receiving an average of three to four disclosures in the preceding two years. While gender did not predict the number of disclosures received, teaching subjects discussing domestic and family/whānau and/or sexual violence increased the likelihood of disclosures. The study’s findings can help inform the development of university interventions, systems, and resources to improve support for students and staff, enhancing classroom and campus safety.

Evaluating the yield of adhering to the follow-up guidelines for cutaneous melanoma: a retrospective study of 2048 patients

BackgroundThe global rise in the incidence of cutaneous malignant melanoma necessitates an enhanced understanding of the impact on healthcare systems and the effectiveness of current surveillance and diagnostic protocols. The escalating prevalence of eligible patients for follow-up programs poses challenges in timely diagnosis and treatment. This study critically assesses the Danish melanoma follow-up program, focusing on recurrences, de novo melanomas, and the efficacy of detection modalities.MethodsThis study is a retrospective study based on prospectively collected patient data from Danish Melanoma database (DMD). The study included all patients who were in the clinical follow-up program after treatment of cutaneous malignant melanoma at the Department of Plastic and Breast Surgery, Zealand University Hospital Roskilde from 01/01/2019 to 30/04/2023.Results2048 patients were included in the study of which 75 patients had recurrences, whereas 38 had de novo malignant melanoma (MM). Among the detected recurrences, 58.9% were detected by imaging modalities, 16% detected by patients’ self-examination, 12.2% detected by independent physicians and 11.5% detected by physicians as a part of follow-up program. Nearly 78.7% of recurrences occurred within the 36-month follow-up.ConclusionsThe results showed most recurrences were identified within the first three years of follow-up. The introduction of routine PET/CT scans have contributed to the timely identification of these events. The patients themselves find a high number of local cutaneous recurrences. Ultrasound was found to be a very low yield examination and its usefulness as a routine scan can be questioned. The overall findings underscore the importance of refining and optimizing melanoma follow-up programs according to staging to provide early detection and intervention.Level of evidence: Level III, Risk/Prognostic

Project-based learning in Australian & New Zealand universities: current practice and challenges

ABSTRACT Project-based learning is a key approach to better preparing students for professional engineering practice. An overview of current practice within Australia & New Zealand is needed to better support academics and their Learning and Teaching leadership in improving their practice. This paper benchmarks current project-based learning practice in Australian & New Zealand universities to identify how project-based learning is currently being delivered as well as challenges associated with project-based learning. Key considerations noted in our research include a variety in the reasons and subsequent designs for project-based learning, workload concerns for unit coordinators, a need to better support authentic project-based learning experiences, as well as a need to manage expectations around student satisfaction. These findings highlight key concerns associated with current practice and provide data for academics and their Learning and Teaching leadership to understand and take steps to ameliorate the challenges of project-based learning.

Project-based learning in Australian & New Zealand universities: sustainability and scalability

ABSTRACT Project-based learning promotes the development of graduates who will be prepared for future professional engineering practice. Whilst there is much literature on project-based learning, the long-term viability of project-based learning within the Australian & New Zealand context needs further exploration. There is a need to better understand the sustainability and scalability of project-based learning within a context where class sizes can extend to over 800 students. This paper draws on interview data with current project-based learning unit coordinators and industry collaborators to identify (un)sustainable and (un)scalable practice, as well as consider how current practice can move towards sustainable and scalable practice. Key support mechanisms include: resourcing; workload allocations; the freedom to design project units as required; co-coordination models; and a shared understanding of how to interpret student feedback. These findings highlight the support mechanisms required for successful delivery of project-based learning, and provide guidance for academics and their Learning and Teaching leadership on how best to sustain and grow project-based learning in Australia & New Zealand.

The implementation of an inflammatory bowel disease-specific enhanced recovery after surgery protocol: an observational cohort study

BackgroundThe implementation of Enhanced Recovery After Surgery (ERAS) protocols has resulted in improved postoperative outcomes in colorectal cancer surgery. The evidence regarding feasibility and impact on outcomes in surgery for inflammatory bowel disease (IBD) is limited.MethodsWe performed a retrospective observational cohort study, comparing patient trajectories before and after implementing an IBD-specific ERAS protocol at Zealand University Hospital. We assessed the occurrence of serious postoperative complications of Clavien-Dindo grade 3 or higher as our primary outcome, with postoperative length of stay in days and rate of readmissions as secondary outcomes, using χ2, Mann–Whitney test, and odds ratios adjusted for sex and age.ResultsFrom 2017 to 2023, 394 patients were operated on for IBD and included in our study. In the ERAS cohort, 39/250 patients experienced a postoperative complication of Clavien-Dindo grade 3 or higher compared to 27/144 patients in the non-ERAS cohort (15.6% vs. 18.8%, p = 0.420) with an adjusted odds ratio of 0.73 (95% CI 0.42–1.28). There was a significantly shorter postoperative length of stay (median 4 vs. 6 days, p < 0.001) in the ERAS cohort compared to the non-ERAS cohort. Readmission rates remained similar (22.4% vs. 16.0%, p = 0.125).ConclusionsERAS in IBD surgery was associated with faster patient recovery, but without an impact on the occurrence of serious postoperative complications and rate of readmissions.

Abstract PS02-09: Nurse-led individualized follow-up versus regular physician-led visits after early breast cancer (MyHealth) - a randomized, controlled trial

Abstract Background: Follow-up after breast cancer with regular specialist-led visits has failed to prove superiority over other strategies in terms of recurrence detection and survival, but it is still a cornerstone in breast cancer follow-up in many healthcare systems. Follow-up provided by the general practitioner or a specialist nurse has been reported more cost-effective and non-inferior in terms of patient-reported health-related quality of life (HRQoL) and in meeting the needs of breast cancer survivors. However, no follow-up strategies have demonstrated indisputable superiority over other strategies. Methods: In this randomized controlled trial (MyHealth), patients who recently completed surgery, and chemo-/radiotherapy if indicated, for stage I–II breast cancer were randomly assigned to intervention or control follow-up at Zealand University Hospital, Denmark. The nurse-led intervention comprised three to five individual self-management sessions during the first six months, and regular reporting of symptoms with nurse navigation to relevant healthcare services during three years of follow-up. The control comprised outpatient visits with oncologist every six months for three years. The primary outcome was breast cancer-specific HRQoL measured by the Trial Outcome Index-Physical/Functional/Breast (TOI-PFB) summary score of the Functional Assessment of Cancer Therapy-Breast (FACT-B) two years after randomization. Secondary outcomes were fear of recurrence, anxiety, depression, and healthcare utilization. Results: From January 2017 to January 2019, 503 patients were randomly assigned to intervention (n=251) or control (n=252) follow-up. At two years, patients in the intervention group reported a significantly higher HRQoL (mean 75·69 (SD 12·27)) than patients in the control group (mean 71·26 (SD 14·08)), a mean difference of 5·05 (95% CI; 3·30–6·79), which is considered clinically relevant. The intervention group also reported significantly less fear of recurrence, anxiety, and depression as shown in Table 1. Furthermore, patients in the intervention group had fewer physician consultations but more nurse contacts, and an unchanged diagnostic imaging pattern as shown in Table 2. The effect on all outcomes was stable through three years of follow up. Conclusions: The MyHealth study suggests a new strategy for follow-up after early breast cancer providing significant improvements in HRQoL, fear of recurrence, anxiety, and depression without inflicting extra expenses to the healthcare system. (Funded by the Danish Cancer Society, Region Zealand and Copenhagen University Hospital; Clinicaltrials.gov number; NCT02949167.) Table 1: Outcome findings by study group at baseline, 6, 12, 24, and 36 months Data are mean (SD) unless otherwise stated. The effect estimates are based on the mixed model assuming no difference between groups at baseline. The QoL and fear of recurrence variables are continuous, and the estimates describe the mean difference in score between patients in the two groups. For anxiety and depression, data were zero-inflated. These estimates describe the exponential coefficients of anxiety and depression scores in the intervention group compared to the control group. Cohen’s d is a measure of effect size, and interpreted as small for Cohen’s d = 0·2, medium for Cohen’s d = 0·5, and large for Cohen’s d = 0·8 Table 2: Number of contacts and diagnostic imaging examinations during the first three years of follow-up by study group Data are numbers and mean (SD) per patient during the first three years of follow-up. 1 Most telephone consultations were scheduled as outpatient visits according to the protocol, but changed to telephone consultations due to the COVID-19 pandemic Citation Format: Lena Saltbæk, Pernille Bidstrup, Randi Karlsen, Beverley Høeg, Trine Horsboel, Federica Belmonte, Elisabeth Andersen, Vibeke Zoffmann, Anne Friberg, Mads Svendsen, Helle Christensen, Vesna Glavicic, Dorte Nielsen, Susanne Dalton, Christoffer Johansen. Nurse-led individualized follow-up versus regular physician-led visits after early breast cancer (MyHealth) - a randomized, controlled trial [abstract]. In: Proceedings of the 2023 San Antonio Breast Cancer Symposium; 2023 Dec 5-9; San Antonio, TX. Philadelphia (PA): AACR; Cancer Res 2024;84(9 Suppl):Abstract nr PS02-09.

Retrospective perceptions of support for career development among PhD graduates from US and New Zealand universities

PurposePhD graduates are entering an increasing range of careers, but past research has highlighted a lack of preparation for these careers. This study aims to explore the reflections of PhD graduates from science and humanities and social science disciplines regarding support for career development (CD) during their study.Design/methodology/approachThe authors used an explanatory sequential mixed-methods design and collected 136 survey responses and interviewed 21 PhD graduates from two US and one New Zealand universities to investigate their career readiness. Using the lens of Cognitive Information Processing theory, the authors explored the development of self-knowledge and career options-knowledge, and how support at the macro (institutional), meso (departmental) and micro (supervisors) levels influenced CD.FindingsDuring doctoral study, there was very poor engagement with CD activities. Graduates displayed limited self-knowledge and poor knowledge about career options. Graduates reported drawing mainly on their departments and supervisors for career guidance. Although there were pockets of good practice, some departments were perceived as promoting academia as the only successful outcome, neglecting to support other possible pathways. Some graduates reported excellent supervisor support for CD, but others described disinterest or a damaging response if students said they were not wanting to pursue academia.Originality/valueThe enabling aspects for developing self- and options-knowledge are collated into a conceptual model, which identifies key factors at institutional, departmental and supervisor levels, as well as for PhD students themselves.