Communicating research in academia and beyond: sources of self-efficacy for early career researchers

Mason, Shannon; Merga, Margaret K.

doi:10.1080/07294360.2021.1945545

Cited by 11 publications

(9 citation statements)

References 28 publications

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“…Third, it points to the crucial role of implementing feedback within the academic landscape to provide a clear guideline for pursuing future improvements. This echoes Mason and Merga (2021) finding which suggests feedback as an important tool in promoting efficacy and confidence of academics, especially amongst early career researchers.…”

Section: Jarhe 161supporting

confidence: 62%

Evaluating higher education (HE) work design to sustain academics' work–life balance

Badri

2023

JARHE

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PurposeThis paper aims to examine work design and the linkages of work design with the work–life balance of academics in higher education (HE).Design/methodology/approachA sample of 307 academics was recruited for this study. The result was analysed using SPSS (statistical package of social science) and AMOS (analysis of moment structure) structural equation modelling (SEM).FindingsThis paper discovered that high autonomy, task significance, task identity and feedback were linked to greater work-to-family enrichment (W-FE) levels amongst academics, whilst, low job autonomy, task identity and task significance were linked to high work-to-family conflict (W-FC) levels.Originality/valueThis paper highlights the importance of promoting good academics' work–life balance by evaluating and improvising the academics' work design.

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Section: Jarhe 161supporting

confidence: 62%

Evaluating higher education (HE) work design to sustain academics' work–life balance

Badri

2023

JARHE

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“…In a similar vein, a student led 10‐week science communication workshop reported positive impacts based on participant self reporting and external evaluations, with self‐confidence only improving minimally compared to other areas 26 . Another study of early career researchers analyzed feelings of self‐efficacy in both oral and written communication and found that vicarious experiences were undervalued ways to develop self‐efficacy in communication skills 27 . In this framework, vicarious experiences allow the scientist to learn by observing, or watching the communication skill being modeled or used in front of them.…”

Section: Discussionmentioning

confidence: 95%

“… 26 Another study of early career researchers analyzed feelings of self‐efficacy in both oral and written communication and found that vicarious experiences were undervalued ways to develop self‐efficacy in communication skills. 27 In this framework, vicarious experiences allow the scientist to learn by observing, or watching the communication skill being modeled or used in front of them. It is possible that building confidence in using discussion skills gained during the discussion workshop takes more time beyond that of the course, including learning from and evaluating other scientists.…”

Section: Discussionmentioning

confidence: 99%

“Student‐led workshop strengthens perceived discussion skills and community in an interdisciplinary graduate program”

et al. 2022

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The Integrated Graduate Program in Physical and Engineering Biology (IGPPEB) at Yale University brings together Ph.D. students from the physical, engineering, and biological sciences. The main goals of this program are for students to become comfortable working in an interdisciplinary and collaborative research environment and adept at communicating with scientists and nonscientists. To fill a student-identified learning gap in engaging in inclusive discussions, IGPPEB students developed a communication workshop to improve skills in visual engagement, citing specific content, constructive conversation entrances, and encouragement of peers. Based on short-and long-term assessment of the workshop, 100% of students reported that it should be offered to future cohorts and 63% of students perceived it to be personally helpful. Additionally, 92% of participants reported using one or more of the core skills beyond the course, with skills in "Encouraging peers" and "Constructive conversation entrances" rated the highest in perceived improvement. Based on the highest average rating of 76 ± 24 (on a scale of 0-100), students agreed that the workshop made them feel more welcome in the IGPPEB community. With a rating of 68 ± 13, they also agreed that the workshop had a positive impact on their graduate school experience. Participants provided suggestions for future improvements, such as increasing student involvement in leading discussions of course material. This study demonstratesThis is an open access article under the terms of the Creative Commons Attribution License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited.

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“…Based on SCT, self-efficacy results from mastery of experience, verbal persuasion, vicarious experience and physiological state (Mason et al, 2021;Matos et al, 2021). Previous personal performances provide mastery experiences, where success increases self-efficacy while failure decreases it (Petko and Sivo, 2020).…”

Section: Literature Review and Development Of Study Hypothesismentioning

confidence: 99%

“…Based on SCT, self-efficacy results from mastery of experience, verbal persuasion, vicarious experience and physiological state (Mason et al. , 2021; Matos et al.…”

Section: Literature Review and Development Of Study Hypothesismentioning

confidence: 99%

Research self-efficacy and research productivity: evidence from academics in Tanzanian public higher education institutions

Ndiango,

Kumburu,

Jaffu

2023

JARHE

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PurposeThis study aims to examine the influence of research self-efficacy (RSE) on academics' research productivity (RPR) in public higher education institutions in Tanzania.Design/methodology/approachA cross-sectional design was utilized to collect and analyze data from 247 academics in four public higher education institutions in Tanzania.FindingsThe findings show that RSE has a positive and significant influence on academics' RPR in higher education (ß = 0.657 and p < 0.001).Practical implicationsHigher education institutions should focus on creating a favorable work environment that fosters academics' RSE so as to enhance more productivity in terms of research.Originality/valueThe results of this study expand the aspects in which social cognitive theory can be applied in Tanzania's higher education institutions. On the other hand, by conducting empirical-based research on the influence of RSE on RPR in developing nations like Tanzania, the findings contribute to the literature on RSE and RPR.

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Communicating research in academia and beyond: sources of self-efficacy for early career researchers

Cited by 11 publications

References 28 publications

Evaluating higher education (HE) work design to sustain academics' work–life balance

Evaluating higher education (HE) work design to sustain academics' work–life balance

“Student‐led workshop strengthens perceived discussion skills and community in an interdisciplinary graduate program”

Research self-efficacy and research productivity: evidence from academics in Tanzanian public higher education institutions

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