A decade of shaping the futures of polar early career researchers: A legacy of the International Polar Year

Hindshaw, Ruth S.; Mariash, Heather L.; Vick‐Majors, Trista J.; Thornton, Alexander E.; Pope, Allen; Zaika, Yulia; Lenz, Josefine; Nielsen, Hanne; Fugmann, Gerlis

doi:10.1017/s0032247418000591

Cited by 11 publications

(16 citation statements)

References 51 publications

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“…For the ICYS survey, a call for participation was sent out via the ICYS internal email list (58 members) in September 2019. The response rate (n = 13) corre- sponds to approximately 22 % of the members, comparable to and slightly higher than similar surveys conducted among ECN (Hindshaw et al, 2018). Although the absolute number of responses may limit to some extent the representativeness of the survey, we found that the participants provided a good representation of the general membership structure of ICYS: They were split among postdocs (46 %), PhD students (46 %), faculty (one response) and gender (38 % male and 62 % female).…”

Section: Evaluating the Scope Of An Ecn With Respect To Member Expectsupporting

confidence: 70%

“…The goals of APECS are to foster the development of international and interdisciplinary collaborations among ECS, to provide support in career development to ECS working in the polar regions and the cryosphere, and to promote education and outreach. The activities and scope of APECS are documented in detail on the APECS website and in a number of publications (Baeseman and Pope, 2011;APECS, 2016;Hindshaw et al, 2018;Xavier et al, 2018). Today APECS has established Memoranda of Understanding as well as informal relationships with many international organisations involved in Arctic, Antarctic, alpine and cryosphere research, education and outreach.…”

Section: An Inter-disciplinary Platform: the Association Of Polar Earmentioning

confidence: 99%

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Successful practice in early career networks: insights from the polar sciences

et al. 2020

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Abstract. Acquiring not only field-specific knowledge but also a set of transferable professional skills becomes increasingly important for Early Career Scientists (ECS) in Geosciences and other academic disciplines. Although the need for training in transferable skills adds to the work-load of an individual Early Career Scientist, it is often neglected within the traditional academic environments. International Early Career Networks (ECN) are global voluntary communities of early career scientists aiming (i) to advocate for early stage researchers; and (ii) to advance the careers of their members by raising their profiles and training them in specific transferable skills, such as networking, collaborating and outreach. Accordingly, ECN can be a tool to move beyond institutional barriers and to improve the inclusion of ECS into the international scientific community. In 2019 we conducted three surveys in order to assess ECN from the perspective of its members and regarding the structures of different ECN within a specific discipline and across disciplines. We use the survey results alongside with case studies from well-established and long term networks to elucidate the attributes that make a successful, sustainable ECN. Important characteristics of these international ECN include (1) developing the ECN organizational schemes to promote early career scientists within a specific discipline and across disciplines, (2) scoping for members needs, evaluating the performance of the network, and adapting to feedback, (3) continuity of the organizing committee by ensuring representation of different stages of ECS, and (4) diverse membership to provide strong foundational and personnel support within the network. These characteristics can support the development of best practices for developing ECN successfully, which can guide existing and future networks within Geosciences and other scientific disciplines.

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Section: Evaluating the Scope Of An Ecn With Respect To Member Expectsupporting

confidence: 70%

Section: An Inter-disciplinary Platform: the Association Of Polar Earmentioning

confidence: 99%

Successful practice in early career networks: insights from the polar sciences

et al. 2020

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“…We argue that the IPY played a key role in stimulating such a community and sub-field, from here on referred to as "polar EOC", which continues to this day. For example, IPY spurred the creation of APECS and PEI, both of which continue to play an active role in supporting a range of research scientists and educators in their efforts to connect polar science and society (Hindshaw et al, 2018;Provencher et al, 2011;Roop et al, 2019). The unique aspects that define "polar EOC" include it being (a) geographically focused rather than focused on a discipline, mission, message/behaviour change or audience; (b) largely volunteer driven but closely associated with professional educators and communicators, with substantial institutional support on international, national and local levels; (c) stimulated by a long history of IPYs, all of which have had some kind of ongoing legacy (this was the fourth; the others started in 1882, 1932 and 1957, respectively); (d) focused on research that is cross-disciplinary, logistically challenging and expensive to carry out (hence potentially benefitting more than other fields from a collaborative and collective approach).…”

Section: Contextualising Ipy Eoc In Science Communication Literaturementioning

confidence: 99%

Bridging the gap between science communication practice and theory: Reflecting on a decade of practitioner experience using polar outreach case studies to develop a new framework for public engagement design

Salmon

Roop

2019

Polar Record

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The International Polar Year 2007–2008 stimulated a wide range of education, outreach and communication (EOC) related to polar research, and catalysed enthusiasm and networks that persist ten years on. Using a multi-method approach that incorporates case studies, auto-ethnographic interviews, and survey data, we interrogate the opportunities and limitations of polar EOC activities and propose a new framework for practical, reflexive, engagement design. Our research suggests that EOC activities are under-valued and often designed based on personal instinct rather than strategic planning, but that there is also a lack of accessible tools that support a more strategic design process. We propose three foci for increasing the professionalisation of practitioner approaches to EOC: (1) improved articulation of goals and objectives; (2) acknowledgement of different drivers, voices and power structures; and (3) increased practical training, resources and reporting structures. We respond to this by proposing a framework for planning and design of public engagement that provides an opportunity to become more transparent and explicit about the real goals of an activity and what “success” looks like. This is critical to effectively evaluate, learn from our experiences, share them with peers, and ultimately deliver more thoughtfully designed, effective engagement.

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“…In this collection, the ongoing legacy of IPY EOC is most clearly evidenced by four papers about networks or initiatives established during IPY. The activities and process of maturation of the APECS, PYRN and PEI, 10 years on, are documented by Hindshaw et al (2018), Tanski et al (2019, this issue) and Roop, Wesche, Azhinhaga, Trummel, and Xavier (2019, this issue), respectively, while Xavier, Azinhaga, Seco, and Fugmann (2018) provide an analysis of International Polar Weeks from a Portuguese perspective. International Polar Days and Weeks were an initiative started during the IPY as a mechanism for ongoing engagement with a broad community of educators and communicators around the world.…”

mentioning

confidence: 99%