Improving engagement in an early career academic setting: can existing models guide early career academic support strategies?

Crome, Erica; Meyer, Lois; Bosanquet, Agnes; Hughes, Lesley

doi:10.1080/07294360.2019.1576597

Cited by 25 publications

(31 citation statements)

References 40 publications

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“…Performing well in research ensures these scholars' authenticity as researching academics [6]. At the individual level, improving research performance helps to survive in the "publish or perish" environment in many universities [7]. At the national level, early career academics' good research performance strengthens a nation's global competitiveness [8].…”

Section: Introduction 1research and Higher Education Sustainabilitymentioning

confidence: 99%

For the Sustainable Development of Universities: Exploring the External Factors Impacting Returned Early Career Academic’s Research Performance in China

et al. 2021

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Early career academics are the key agents for the sustainable development of higher education institutions. In China, those who were educated overseas and have returned to Chinese universities to seek academic positions are becoming a fast-growing group. Good research performance is critical to survive in the increasingly competitive environment in academia. Improving research performance requires an understanding of the factors that facilitate or inhibit research performance. In the light of Bronfenbrenner’s ecological systems theory, this study, using a mixed-method design (20 interviewees and 136 respondents), elaborates on a number of external factors affecting returned early career academics’ research performance. Understanding these factors is helpful for the building of a favorable environment that can improve the research performance of the returned early career academics, and hence the sustainable development of universities.

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Section: Introduction 1research and Higher Education Sustainabilitymentioning

confidence: 99%

For the Sustainable Development of Universities: Exploring the External Factors Impacting Returned Early Career Academic’s Research Performance in China

et al. 2021

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“…5 Literature has documented efforts to understand the next-generation faculty in the early career stage (i.e., educators in the first five years of an academic appointment) in many disciplines including the health sciences such as occupational therapy, physical therapy, and nursing. 2,[6][7][8][9] In developed economies, next-generation faculty have completed or are completing terminal academic degrees. Because of intense competition for permanent positions, difficult work experiences, career uncertainty, and instability pervade among early career academics.…”

Section: Introductionmentioning

confidence: 99%

Building the Capacity of the Next-Generation Philippine Occupational Therapy Academic Workforce: Insights from an Occupational Profile Study

Cabatan

Grajo²,

Sana

2021

Acta Med Philipp

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Background. Occupational therapy (OT) academic educators are vital in building the workforce and advancing the profession. With the retirement of senior faculty, hiring of new OT faculty members have increased. There have also been changes in national and global policy guidelines in OT education. These changes have brought forth a compelling need to examine the profile of Filipino OT educators. To this date, there has been no formal analysis of the Philippine OT academic education workforce. A study aiming at understanding this profile is important to inform OT educators, administrators, and policymakers on the development of strategic approaches that may address their needs and help build the capacity of this workforce.Objectives. We aimed to establish an occupational profile of OT educators in the Philippines and to recommend capacity-building strategies for next-generation Filipino OT educators. Methods.A cross-sectional survey was conducted using the Adaptation Process in Academia Questionnaire. OT educators were recruited through their institutional affiliations.Results. Ninety (53%) of the estimated 170 educators participated in the study, representing 16 schools with OT programs in the country. The median age is 26 years, majority female, and single. The academic profile shows that the majority have a bachelor's as their highest educational degree, work part-time, hold the instructor rank, nontenured, and have been in academia for 5+ years. Teaching is the primary role, and >50% of the time is spent on teaching tasks. The most frequently experienced challenges are balancing multiple roles and the need to develop competence in research skills. Most effective institutional resources are the availability of teaching resources and orientation programs. Excellent communication between university management and academic staff and the opportunity to participate in decision-making are perceived to be the most useful relationship support. Productivity in teaching is higher than in research and service. Conclusion.The current OT academic workforce based on this study is young, in the early career stage, and expected to assume many roles, primarily teaching. They are most challenged in balancing multiple roles and how to advance their academic careers. Institutional resources and relationship supports are available but need to be reinforced and accessed. Strategic initiatives to build capacity include the development of communities of practice, increasing research engagement and productivity, increasing access to professional development programs, and faculty development initiatives.

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“…These can hamper their career development, productivity and positive self-regard, ultimately impacting on their health, wellbeing and family life (Torp et al, 2018). If a lack of support is added to the mix, 'disengagement and burnout' can result (Crome et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

“…Recent literature has recognised the vital part that colleagues play in nurturing developing academics (Browning et al, 2014). Collegial support impacts favourably on informal learning (Miller et al, 2017), job satisfaction (Lee et al, 2017) role confidence (Crome et al, 2019), and academic progress (Sutherland, 2019). The timeliness of such assistance and the need for a clear understanding of the meaning of academic 'success' (Sutherland, 2017), are also important long-term.…”

Section: Introductionmentioning

confidence: 99%

“…The timeliness of such assistance and the need for a clear understanding of the meaning of academic 'success' (Sutherland, 2017), are also important long-term. Recent studies emphasising the importance of early engagement within the academic setting (Crome et al, 2019), have been welcomed as a means of generating opportunities and contributing to new employee's wellbeing (Hollywood et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

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An evaluation of early career academic nurses’ perceptions of a support program designed to build career-resilience

Wyllie

Levett‐Jones

DiGiacomo

et al. 2020

Nurse Education in Practice

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Early career academic nurses can struggle to meet the demands of career development due to feelings of being overwhelmed. Studies indicate that programs targeting these challenges are often sporadic and inconsistent, leading to dissatisfaction and missed opportunities. This paper reports on findings evaluating a program designed to build career-resilience in a group of early career academic nurses who, through the provision of a structured program of support, were enabled to succeed and thrive in the academy. This six session program was informed by Knowles' adult learning theory, Mezirow's transformational learning theory and Lord's reliance on critical transactions.This study was undertaken in a large metropolitan university in Sydney, Australia. Participants included nine early career academic nurses. All had been full-time academics from one to six years.A qualitative descriptive design was employed using Braun and Clarke's six stage process for data analyses.Three themes emerged: the program fostered connections, strengthened expertise and clarified directions. This analysis provided deep insights into the value of collegial relationships to galvanise career success. The program's strength was its ability to lessen participants' feelings of isolation and to develop behaviours that enhance career-resilience.

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Improving engagement in an early career academic setting: can existing models guide early career academic support strategies?

Cited by 25 publications

References 40 publications

For the Sustainable Development of Universities: Exploring the External Factors Impacting Returned Early Career Academic’s Research Performance in China

For the Sustainable Development of Universities: Exploring the External Factors Impacting Returned Early Career Academic’s Research Performance in China

Building the Capacity of the Next-Generation Philippine Occupational Therapy Academic Workforce: Insights from an Occupational Profile Study

An evaluation of early career academic nurses’ perceptions of a support program designed to build career-resilience

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