Research and Teaching in a Pandemic World: The Challenges of Establishing Academic Identities During Times of Crisis

This book adopts collaborative autoethnography as its methodology, and presents the collective witnessing of experiences of the COVID-19 pandemic within the higher education sector. Through the presentation of staff and student experiences and what was learnt from them, the authors examine the global phenomenon that is the COVID-19 pandemic through the purposeful exploration of their own experiences. This book presents an overall argument about the state of higher education in the middle of the pandemic and highlights academic issues and region-specific challenges. The reflections presented in this book offer insights for other staff and students, as well as academic policy-makers, regarding the pandemic experiences of those within academia. It also offers practical suggestions as to how we as a global community can move forward post-pandemic. © The Editor(s)(if applicable)and The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2022.

The Effects of the Pandemic on the Research Output and Strategies of Early Career Researchers and Doctoral Candidates

The COVID-19 pandemic has shaken research in higher education in unexpected ways (OECD, 2021). While it sped up the transition to online and virtual modes of learning within the academe, it also generated significantly higher levels of anxiety and depression among university-based researchers (Chirikov et al., 2020). Higher education institutions adopted widespread changes in teaching loads and research policy at break-neck speed, often to the dismay of early career researchers and doctoral candidates. This chapter investigates the impact of the global health crisis on the research output and strategies of early career researchers and doctoral candidates at universities around the world. It reviews the literature on the impact of the COVID-19 pandemic on research output and strategies. The chapter also incorporates recent findings from the author's research project, which investigates the long-term impact of the pandemic on academic writing strategies and output among doctoral candidates (following on from results previously published in Cahusac de Caux (2021)). © The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2022.

Early-Career Researchers in China during the Pandemic: Qualitative Evidence from a Longitudinal Study

The outbreak of COVID-19 has changed the world in many aspects, and global scientific research has also been challenged. Early-career researchers (ECRs) who just start academic careers are prominently affected by the pandemic. To explore how Chinese ECRs have been affected, longitudinal qualitative interviews were conducted with twenty-four Chinese ECRs from different disciplines and universities in 2020 and 2021. As the results show, Chinese ECRs worry that their future prospects are limited by increased workloads and reduced productivity. However, the new wave of change did not occur for them, and their work resumed its routine and was relatively stable. Over two years, Chinese ECRs got used to working from home and giving online courses, but they were increasingly confused about when the pandemic will end. What bothers ECRs most is the inefficiency of communication and collaboration due to the travel bans, although they became familiar with the online way. © University of Toronto Press, 2023.

A rapid review of challenges and opportunities related to diversity and inclusion as experienced by early and mid-career academics in the medicine, dentistry and health sciences fields.

BACKGROUND: Early- and mid-career academics in medicine, dentistry and health sciences are integral to research, education and advancement of clinical professions, yet experience significant illbeing, high attrition and limited advancement opportunities. OBJECTIVES: Identify and synthesise published research investigating challenges and opportunities related to diversity and inclusion, as experienced by early and mid-career academics employed in medicine, dentistry and health sciences disciplines. DESIGN: Rapid review. DATA SOURCES: OVID Medline, Embase, APA PsycInfo, CINAHL and Scopus. METHODS: We systematically searched for peer reviewed published articles within the last five years, investigating challenges and opportunities related to diversity and inclusion, as experienced by early and mid-career academics employed in medicine, dentistry and health sciences. We screened and appraised articles, then extracted and synthesised data. RESULTS: Database searches identified 1162 articles, 11 met inclusion criteria. Studies varied in quality, primarily reporting concepts encompassed by professional identity. There were limited findings relating to social identity, with sexual orientation and disability being a particularly notable absence, and few findings relating to inclusion. Job insecurity, limited opportunities for advancement or professional development, and a sense of being undervalued in the workplace were evident for these academics. CONCLUSIONS: Our review identified overlap between academic models of wellbeing and key opportunities to foster inclusion. Challenges to professional identity such as job insecurity can contribute to development of illbeing. Future interventions to improve wellbeing in academia for early- and mid-career academics in these fields should consider addressing their social and professional identity, and foster their inclusion within the academic community. REGISTRATION: Open Science Framework ( https://doi.org/10.17605/OSF.IO/SA4HX ).

A Precarious Future: Reflections from a Survey of Early Career Researchers in Archaeology

This article presents the results of a 2021 international online survey of 419 early career researchers in archaeology. Respondents were passionate about pursuing an academic career, but pessimistic about job and career prospects. Statistics highlight specific obstacles, especially for women, from unstable employment to inequitable practices, and a chronic lack of support. Over 180 open-ended comments reveal worrying levels of workplace bullying and discrimination, particularly targeting women and minorities. The impact of the COVID-19 pandemic on early career researchers is also examined. The survey's findings are analysed and contextualized within the international higher education sector. A communal effort is necessary to create sustained change, but early career researchers remain hopeful that change can be implemented. (English) [ FROM AUTHOR] Cet article présente les résultats d'un sondage en ligne conduit en 2021 à échelle internationale, auquel 419 jeunes archéologues chercheurs ont répondu. Ils tiennent ardemment à poursuivre une carrière universitaire ou de chercheur mais sont pessimistes quant à leurs perspectives professionnelles. Les statistiques révèlent des obstacles spécifiques, affectant surtout les femmes, tels que les emplois à statut précaire, les pratiques inéquitables et un manque chronique de soutien. Plus de 180 commentaires libres exposent un niveau inquiétant d'intimidation et de discrimination en milieu professionnel visant particulièrement les femmes et les minorités. L'étude considère également les effets de la pandémie de COVID-19 sur les chercheurs en début de carrière. Les résultats du sondage, analysés dans le contexte de l'enseignement supérieur, indiquent qu'il faut un effort concerté pour produire un changement durable dans les conditions de travail des jeunes chercheurs. Ces derniers restent cependant optimistes quant aux chances de succès d'une telle initiative. Translation by Madeleine Hummler (French) [ FROM AUTHOR] Die Ergebnisse einer Umfrage, welche im Jahre 2021 auf internationaler Ebene 419 Nachwuchsforscher im Bereich der Archäologie befragt hat, zeigen, dass sie leidenschaftlich ihre wissenschaftliche Laufbahn verfolgen wollen, aber dass sie in Bezug auf berufliche Aussichten pessimistisch sind. Die Statistiken weisen auf bestimmte Hindernisse wie prekäre Arbeitsbedingungen, ungerechte Verfahren und mangelnde Unterstützung, besonders bei Frauen. Über 180 offene Kommentare offenbaren eine besorgniserregende Menge von Mobbing und Diskriminierungsfällen, vor allem an Frauen und Minderheiten gerichtet. Die Verfasser besprechen auch die Auswirkungen der COVID-19-Pandemie auf Nachwuchsforscher. Die Ergebnisse der Umfrage werden innerhalb des internationalen Hochschulwesens bewertet und kontextualisiert. Es ergibt sich, dass eine gemeinsame Leistung nötig ist, um die heutigen Verhältnisse nachhaltig zu ändern;die Nachwuchsforscher hoffen jedoch weiterhin, dass solche Veränderungen erfolgen können. Translation by Madeleine Hummler (German) [ FROM AUTHOR] Copyright of European Journal of Archaeology is the property of Cambridge University Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)

Characteristics of the Health Service Psychologist Workforce

This article describes major employment and demographic trends in the health service psychologist workforce with information provided about clinical psychology where available. Workforce projections suggest the workforce is insufficiently sized and inadequately trained to respond to future health needs, such as those from Hispanic and older adult populations. Still, there are encouraging shifts toward greater racial/ethnic diversity in the workforce and increasing ratings of knowledge about working with diverse populations. Future directions consider implications for education and practice, such as the possible role of telehealth and the impact of the COVID-19 pandemic. © 2022 Elsevier Ltd. All rights reserved

Case study of a pilot mentoring program in transdisciplinary sciences

We conducted a case study on the implementation of an adult mentoring program designed to connect land-grant university graduate students who participated in a transdisciplinary and multi-institutional research project withindustry professionals for the purpose of exposing students to industry practices. Seven mentees and six mentors participated in the study. We employed the theory of planned behavior to inform findings regarding participants' behavioral, normative, and control beliefs surrounding professional performance and goal attainment. Program outcomes were positive for student career development, for example expanding graduate students' professional networks and sharing research findings with industry professionals. However, the COVID-19 pandemic hindered the mentoring program's success by adding stress and travel restrictions that prevented full engagement in the program by all parties. Recommendations for improving the program's success include providing participants with better support mechanisms for initiatingmentoring relationships and encouraging mentees to develop coping mechanisms when faced with cognitive overload and communication apprehension. © 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

Sustainable talent pipelines and person-organisation fit: strategic insights from UK graduates

PurposeDrawing on a framework of person-organisation fit (POF) theory, this paper aims to understand how organisations can establish and maintain sustainable early-career talent pipelines. Research question one asks, "How do graduates feel that organisations can attract early-career talent?” Research question two asks, ‘What can employers learn from graduate perspectives about the retention of early-career talent?Design/methodology/approachTwenty-eight graduates from UK universities participated in semi-structured interviews in early 2022. Cohort one was composed of 15 individuals who graduated in 2008. Cohort two was composed of 13 individuals who graduated in 2020.FindingsThe findings identified two themes associated with attracting early-career talent: "Company Culture” and "Supply and Demand”. However, 2020 graduates prioritised the job role and job security, whereas 2008 graduates prioritised job location and commute duration. Three additional themes were related to the retention of early-career talent: "Career Progression”, "Health and Well-being” and "Remuneration”. Findings also highlighted how POF could evolve over time, whereby retention can be beneficial or detrimental to either party.Practical implicationsThe study identifies pragmatic approaches to attracting and retaining early-career talent and understanding how graduates' views on POF evolve over time.Originality/valueThe study extends POF research and bridges the shared sustainability themes of "person”, "context” and "time” from vocational behaviour and HRM literature streams.

Impostor syndrome magnified: Experiences of an early career academic

During the rapid transition online, university educators had to reconsider how they supported students with disabilities and neurological differences in accessing a high-quality remote learning experience. This chapter explores my personal experiences as an Early Career Academic (ECA) tasked with supporting our faculty during the transition to remote learning. By collating my personal experiences leading up to and throughout this period, I reflect on my own coping strategies required to fulfill this role. I also explore the forms of resilience that I utilised to support my colleagues who had a spectrum of perspectives and knowledge of inclusive digital pedagogies. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Developing adaptability and agility in leadership amidst the COVID-19 crisis: experiences of early-career school principals

Purpose: During the COVID-19 crisis in Victoria, Australia the complexity of school leadership increased greatly for school principals. This study focused on the lived experiences of early career principals in the independent school sector from March to November 2020 in Victoria, Australia. It investigates transformative work that was undertaken by these leaders in leading their schools over a protracted crisis. Design/methodology/approach: The study builds on constructs of crisis leadership, adaptive leadership, agile leadership and emotional intelligence, exploring the leadership approaches undertaken by twenty-two early career principals in Victoria, Australia. Using a narrative inquiry approach, across three temporal points in 2020, storied productions drawn from the findings present four emergent types of emotionally intelligent leadership approaches undertaken by these principals. These leadership approaches are presented as the commander-leader, the conductor-leader, the gardener-leader and the engineer-leader with each approach demonstrating both organisational leadership approaches as well as individual leadership styles used by these principals as they led their schools. Findings: The findings have direct implications for professional development programs focusing on aspiring principals and early career principals with emphasis on the importance of developing emotionally intelligent skillsets in principals for use during periods of rapid change or high crisis in schools. The findings present insight into the support useful for early career principals in the first five years of principalship. Originality/value: This study uses a unique emotional intelligence approach to understand school leadership during and after a crisis. © 2023, Venesser Fernandes, Winnie Wong and Michael Noonan.

A collaborative research manifesto! An early career response to uncertainties

Social researchers have been adapting methods and practices in response to COVID-19. In the wake of these adaptations, but still in the midst of intersecting crises that the pandemic has exacerbated or shifted (e.g. health-social-political-economic), researchers face a future suffused with methodological uncertainties. This paper presents a Collaborative Research Manifesto that responds to this by promoting markers for meaningful collaborations in future research. The manifesto was co-written primarily through a series of workshops and events that were designed to identify challenges within, and potential for, collaborative research. Through this exploratory collaborative qualitative process, we highlight what the future of such research could look like and describe methodological commitments that collaborative researchers should embody. The discussion draws on wider methodological literature to articulate the key role that ‘collaborative research' can offer in uncertain times whilst being sensitive of the limitations of our assertive and radical programme. © 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

Narrative inquiry of early career teachers' experiences teaching during the COVID-19 pandemic

This study utilized narrative inquiry to learn the stories of early career teachers of students with disabilities as they navigated teaching during a global pandemic. Five early career teachers participated in a series of three semi-structured virtual interviews. Interviews were transcribed then analyzed using a six-phase approach to thematic analysis (Braun & Clarke, 2006). Nine themes were identified: Teaching, Communication, Parents, Special Education, Workload, Resources, Training and professional development, job satisfaction, and teacher preparation. Themes were organized and presented to answer the research questions of the study. The findings contribute to understanding pandemic-related challenges faced by early career teachers of students with disabilities. Implications for teacher preparation programs as well as P-12 districts are discussed. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Hope during COVID-19: a poetic inquiry of early career academics

The COVID-19 pandemic continues to cause global upheaval. It had a significant impact on the field of education, with multiple lockdowns changing the nature of teaching. This has been particularly challenging for early career academics (ECA) who already experience heightened stresses in the field of academia. This article explores the impact of COVID-19 on three ECAs who are Health, Outdoor and Physical Education (HOPE) teacher educators. Using poetic inquiry, this article explores our experiences of teaching experiential content in an online environment during an extended lockdown. Engaging in this process highlighted the personal and professional challenges we faced, including work-life balance, teaching online, and staying up to date with research and leadership commitments. It also highlighted significant opportunities, including affirming good pedagogy and building a sense of community. Ultimately, engaging in this process highlighted a sense of hope and provided an opportunity for the three authors to grow as educators. © 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

Connected early-career experiences of equality in academia during the pandemic and beyond: Our liminal journey

In this paper, we draw on our subjective experiences as two female early-career academics during the global COVID-19 pandemic. While we acknowledge that the pandemic had negative implications for many female scholars due to compulsory telework or increased family responsibilities, we also want to shed light on the empowering experiences shaped by collegial support that became an important part of our pandemic story. We build on the theory of liminality to explain how the events triggered by the pandemic allowed us to break out of our uncomfortable occupational limbo (i.e., feeling "locked-in” to the identity of a foreign-born PhD graduate) and, through creating a kind of equality, resulted in some unique opportunities and challenges. During these difficult times, shaped by an increasing fear of us or our family catching COVID-19, we embarked on a betwixt-and-between state that allowed us to grow as academics as a part of a collective. © 2023 The Authors. Gender, Work & Organization published by John Wiley & Sons Ltd.

Evaluation of an intensive workshop on research methods in supportive oncology.

OBJECTIVES: Since 2015, the Harvard Workshop on Research Methods in Supportive Oncology has trained early-career investigators in skills to develop rigorous studies in supportive oncology. This study examines workshop evaluations over time in the context of two factors: longitudinal participant feedback and a switch from in-person to virtual format during the COVID pandemic. METHODS: We examined post-workshop evaluations for participants who attended the workshop from 2015 to 2021. We qualitatively analyzed evaluation free text responses on ways in which the workshop could be improved and "other comments." Potential areas of improvement were categorized and frequencies were compiled longitudinally. Differences in participants' ratings of the workshop and demographics between in-person and virtual formats were investigated with t-tests and Chi-square tests, respectively. RESULTS: 286 participants attended the workshop over 8 years. Participant ratings of the workshop remained consistently high without substantial variation across all years. Three main themes emerged from the "other comments" item: (1) sense of community; (2) passion and empowerment; and (3) value of protected time. Participants appeared to identify fewer areas for improvement over time. There were no significant differences in participant ratings or demographics between the in-person and virtual formats. SIGNIFINACE OF RESULTS: While the workshop has experienced changes over time, participant evaluations varied little. The core content and structure might have the greatest influence on participants' experiences.

Embarking on an adventure of early career academic leadership.

Leading a research group as an early career researcher (ECR) in academia presents many challenges. First, it imposes many additional pressures on individuals, causing fear of missing out on a great opportunity that could advance your career. Together, the unsettling nature of short-term or temporary contracts, lack of guidance and the imposter syndrome can trigger a crisis in future leadership. Most leadership positions at universities are held by senior colleagues. ECRs have modest input in decision-making, due to a requirement for specific leadership training and experience with oversight that precedes suitable decision-making. The turbulence of the unprecedented world COVID-19 crisis has been felt disproportionally by many researchers, intensely by those with caring responsibilities. In the current academic climate, navigating either between your postdoctoral or fellowship project, leading others, taking strategic project directions, mentoring or networking may feel like too much. This editorial expresses views on the current state of the matter in academia with suggestions for helpful strategies to employ to meet research endpoints. It also addresses some challenges that new principal investigators and academic leaders may face due to external or institutional change, and provides some tangible advice with action points.

Early career mentoring in England: a case study of professional discretion and policy disconnection

Purpose: This paper aims to consider the practices and experiences of the new school-based mentors for Early Career Teachers (ECT's), emerging from the UK Government's new early career framework (ECF) policy (DfE, 2019a). The paper uses Lipsky's (2010) framing of professionals as "street level bureaucrats” to consider the extent to which the ECT mentors, as new policy actors, exercise professional discretion (Lipsky, 2010) in negotiating and aligning the new ECF policy with existing practice. Design/methodology/approach: To research the mentor's interpretation and enactment of the new ECF policy, semi structured interviews were undertaken with an initial sample of nine mentors and four induction tutors who were also mentors. Online semi structured interviews were held, lasting around 50 min. This method was largely pragmatic as the study started during a period when schools were still cautious of face-to-face visitors in terms of COVID-19. Although the benefits for the interviewer experiencing the culture and context in which the ECT mentor was situated were lost, offering online interviews was critical in securing mentors' time. Findings: Findings suggest a disconnect between the intentions of the policy and the reality of its enactment at a local level. The ECT mentors have limited professional discretion, but some are exercising this in relation to their own professional development and the training they are providing for their ECTs. Most of the mentors are adapting the ECT's professional development journey whilst mindful of the programme requirements. The degree to which the ECT mentors used professional discretion was linked and limited largely by their own levels of confidence and experience of mentoring, and to a lesser extent the culture of their schools. Research limitations/implications: The ECF policy represents an important step in acknowledging the need to professionally develop mentors for the work they undertake supporting beginning teachers. However, the time and the content of the mentor training have not been given sufficient attention and remains a hugely missed opportunity. It does not appear to be recognised by the government policy makers but more significantly and concerning in this research sample it is not being recognised sufficiently by those mentoring the ECTs themselves. Practical implications: There is an urgent need by the UK government and school leaders to understand the link between the quality of mentor preparation and the quality of the ECTs who will be entering the profession and influencing the quality of education in future years. More time and resourcing need to be focussed on the professional development of mentors enabling them to exercise professional discretion in increasingly sophisticated ways in relation to the implementation of the ECF policy. Originality/value: The ECF policy is the latest English government response to international concerns around the recruitment and retention of teachers. The policy mandates for a new policy actor: the ECT mentor, responsible for the support and professional development of beginning teachers. The nature of the mentor's role in relation to the policy is emerging and provides an interesting case study in the disconnect between the intentions of a policy and its initial enactment on the ground. The mentors may be viewed as street level bureaucrats exercising degrees of professional discretion as they interpret the policy in their own school context. © 2023, Emerald Publishing Limited.

Early career researchers and predatory journals during the Covid-19 pandemic. An international analysis

Around 170 early career researchers (ECRs) from 8 countries were interviewed about the whole range of their scholarly communication attitudes/behaviours during pandemic times and this paper analyses what they said about predatory journals in a wide range of scholarly communication contexts. Because of the delicacy of the topic there was just one question exclusively directed at predatory journals, which asked about policies rather than actions, which yielded nevertheless wide-ranging comments on the topic. ECRs also volunteered information on predatory journals in another half dozen questions, most notably including one on questionable research practices. The source of data was mainly the final interview of three undertaken, with some comparisons made to rounds one and two. Findings disclose the existence of a whole raft of formal and informal assessment policies/codes that direct ECRs to legitimate journals and away from predatory ones. Despite being junior, ECRs are very accultured to the criteria of what is considered as prestige and quality and believe predatory publishing is not even conceivable. They are far more concerned about low-quality research, preprints and borderline ‘grey' journals. The pandemic has increased the level of questionable practices and low-quality research, but predatory journals were only singled out by a relatively small number of ECRs. © 2023, El Profesional de la Informacion. All rights reserved.

The experiences of newly qualified teachers in 2020 and what we can learn for future cohorts

Those training to become teachers in England during the 2019/20 academic year were severely impacted by the first national lockdown due to the Covid-19 pandemic, with many missing school placements, giving them less time to build experience and confidence before becoming newly qualified teachers (NQTs). Their first year of teaching was also severely impacted by the pandemic. As part of a British Academy-funded project, we collected data from 2020/1 NQTs in England through their first year of teaching. This article focuses on the qualitative data from seven participants, utilising online interviews to understand the challenges and opportunities they faced within the sector during the pandemic. Our findings, while drawing on small-scale data, provide insights into how schools and training providers can support trainees in healthier times, and include the importance of relationships within school, support given by school leaders and the need to acknowledge the challenges of beginning a professional career. These findings may also be useful in future disruptive events for early teacher education. © 2022, Aimee Quickfall, Philip Wood and Emma Clarke.

Australian Indigenous early career researchers: unicorns, cash cows and performing monkeys

Data from the Developing Indigenous Early Career Researchers (ECRs) project reported that efforts of Indigenous ECRs are often undermined by examples of micro-racism. Shared personal experiences revealed racist attitudes and assumptions held by some non-Indigenous academics. This draws critical attention to the fact that while many institutions have developed Indigenous strategies to address disparities between Indigenous and non-Indigenous staff and student's, racism is prevelant in higher education institutions across Australia. In this study, Indigenous ECRs metaphorically described their presence in the academy as unicorns, cash cows or performing monkeys. These terms illustrate the way in which Indigenous ECR attendance in the Australian higher education sector has been viewed, devalued and/or undermined by non-Indigenous academics and the institutions in which they are employed. Specifically, the notion of behavioural racism is used to critique the level of engagement and commitment of non-Indigenous academics to the inclusion of Indigenous knowledges and worldviews. [ FROM AUTHOR]