Academic careers are becoming less linear and secure, and are increasingly shaped by environmental constraints. As a result, highly qualified early and mid-career researchers, in particular from STEM ...(Science, Technology, Engineering, and Mathematics) disciplines, are pursuing careers outside academia. This paper advances theory and empirical research on career transitions and sustainable careers by investigating how junior academics transition into the field of data science by exploring the facilitators of their career transition and the ways in which they experience career sustainability in their new occupational field. This study relies on 28 in-depth interviews with early and mid-career STEM researchers from elite universities who decided to join a data science “bootcamp” to pursue a new career as data scientists. Our study reveals the career barriers that junior researchers experience in academia and how career catalysts increase their career adaptability, facilitating a career transition into sustainable careers in data science. Our study shows that career sustainability is experienced through the reaffirmation of interviewees' identity as researchers outside of academia as well as in the reconciliation between their previous career expectations and actual career outcomes after transitioning into data science.
•Early and mid-career researchers from STEM disciplines are increasingly pursuing careers outside academia.•Career catalysts, e.g., “bootcamps”, are key facilitators of career transitions towards sustainable careers.•Career sustainability is reflected in the reaffirmation of individuals' vocational identity.•Career sustainability is reflected in the reconciliation between career expectations and career outcomes.•The crucial role of universities in preparing academics for non-academic career paths is highlighted.
Academia today is deeply hierarchical and continues to be centered around perceptions of prestige and symbolic capital. The symbolic capital, or pedigree, associated with the training one receives at ...the graduate level greatly informs how academics navigate their careers and how they advance professionally. In investigating the formation of the professional habitus of Indonesian academics, we are interested in how their graduate training informs both their career progression and their teaching practices. We theorize graduate training using the terms 'hybrid' for the participants who have a mix of overseas and domestic training and 'homegrown' for those who were educated solely in Indonesia. The data suggests that hybrid academics in Indonesia are more open to innovating their teaching practice and advance at a quicker pace than homegrown academics.
This article examines the professional experience of foreign women academics working across geographic boundaries in today's neoliberal academia characterized by liquidity. Framed within an ...intersectional perspective, we use the concept of the ‘double‐stranger' to examine data stemming from 20 in‐depth semi‐structured interviews conducted with scholars at different stages of their career in the social sciences. This article advances understandings of academic careers theoretically by identifying a temporal and hierarchical dynamic in the intersection of two categories of difference (gender and foreignness) that constitute a position of simultaneous belonging and non‐belonging for foreign women academics; and empirically through a qualitative investigation that explores three areas in which academic professional experiences are mobilized for double‐strangers: (i) transnational career moves; (ii) productivity and performance in today's neoliberal academia; and (iii) self‐induced estrangement as a form of resistance.
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).
•Affect, emotional states or feelings, influences early career academics' information behavior.•Feelings of stress and frustration are connected to prioritization of information behavior activities.•Feelings of stress are connected to avoidance and seeking information from colleagues to deal with information overload.•Feelings of frustration are connected to making decisions to discontinue, persevere, or change tactics to accomplish work.•Feelings of stability and belonging are connected to seeking information and support from colleagues and using comparison.
Aims and objectives
To explore leadership experiences and the influence of leadership on career development of PhD‐prepared nurses working in hospitals.
Background
The Doctor of Philosophy (PhD) ...represents the highest level of education for a career in research and scholarship. PhD‐prepared nurses have an important role in advancing the nursing discipline by conducting and implementing research finding. Given the rapidly changing health care environment, there is a clear need for PhD‐prepared nurses with strong leadership competences. Currently, there is a dearth of studies exploring leadership of PhD‐prepared nurses working in hospitals.
Design
A descriptive qualitative study.
Method
A purposive sample with PhD‐prepared nurses employed at clinical departments was used. Twelve interviews were conducted with participants from seven hospitals. Perceptions towards leadership, leadership experiences, leadership barriers and the influence of leadership on career development were discussed. Interviews were thematically analysed. Reporting followed the COREQ guidelines.
Results
Three themes addressing leadership experiences were found: (1) “Leadership is needed for career development” describes how participants took initiative and received support from colleagues and mentors; (2) “Practicing leadership behaviours” describes leadership behaviours and feelings associated with leadership and (3) “Leadership influenced by the hospital setting” describes the working environment including struggling nursing research cultures and infrastructures with limited positions, managerial support and opportunities for collaboration.
Conclusion
Although participants showed leadership to advance their careers, barriers related to working environment were found. Stakeholders should invest into opportunities to develop and utilise leadership competences and development of strong nursing research cultures and infrastructures with sustainable career frameworks and positions.
Relevance for clinical practice
There is a need for ongoing efforts to build strong leadership competences as well as nursing research cultures and infrastructures with career pathways and suitable positions for PhD‐prepared nurses within hospitals to empower them to strengthen nursing.
Healthcare professionals outside of medicine (HCPs), including nurses, midwives and allied health professionals, are increasingly involved in research for patient benefit. Their challenge is to ...negotiate inter-professional or professionally isolated contexts. The aims of this study were to evaluate the 'Healthcare Professionals in Research' (HPiR) Facebook group (a self-directed and confidential peer support group for doctoral and postdoctoral HCPs) including engagement, the experiences of doctoral and postdoctoral HPiR members and to identify future career challenges using an on-line survey.
The HPiR Facebook group was launched in May 2019. Five HCP Community managers (CMs) were trained in on-line platform curation, moderation and screening. An on-line survey was designed to capture data from HPiR members. A purposive sampling approach was applied. Respondents were required to be doctoral and postdoctoral HCPs and a registered member of the HPiR group. Respondents represented a range of healthcare professions, 79 % of whom had over ten years clinical experience. Membership growth and engagement was analysed. Descriptive statistics were used to present numerical data. Qualitative data were analysed thematically.
96 members were admitted to the group within the first month. All members were actively engaged with group content. 34/96 doctoral and postdoctoral HCPs completed the survey. Most members joined for networking (88 %) and peer support (82 %) purposes. Analysis of text responses showed difficulties in balancing a clinical academic career and highlighted the consequences of undefined clinical academic roles and pathways.
Doctoral and postdoctoral HCPs value the opportunities that HPiR provides for peer support and connection with fellow HCPs. HPiR has the potential to strengthen research capacity, support research skill development and drive change within the clinical academic community. Clinical academic roles and pathways need to be standardised. The creation of opportunities beyond doctoral studies is a priority.
Some medical schools such as Duke University School of Medicine offer a year of research during medical school year 3, while Memorial Sloan-Kettering Cancer Center, The M.D. Anderson Cancer Center, ...The University of Chicago and many more offer 8–11 week long summer research programs for medical students. In addition to a general surgery rotation, trainees will usually rotate through most of the following surgical subspecialties during their residency: trauma & acute care surgery, surgical oncology, hepatopancreaticobiliary surgery, pediatric surgery, transplant surgery, endocrine surgery, vascular surgery, surgical intensive care, burn surgery, thoracic surgery, colorectal surgery, minimally invasive/foregut surgery, breast surgery, and cardiac surgery. Most trainees will continue to participate in the on-call rota in the hospital affiliated with the university where they are undertaking their degree, this ensures that clinical skills are maintained and provides a source of income while OOP. While many clinicians in the United Kingdom follow a similar academic training pathway to those in Ireland, there is a more formal integrated clinical academic training pathway that has been developed to increase the number of clinicians working in academic surgery.4 While academic training in other specialties such as orthopaedics, urology, vascular, neurosurgery and cardiothoracics follows a similar pathway to that of general surgery, the proportion of trainees in these specialties who take time out of program for dedicated research appears to be less than that observed in general surgery.
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