The Role of Doctoral Education in Early Career Academic Development

Frick, B. Liezel; Albertyn, Ruth; Brodin, Eva; McKenna, Sioux; Claesson, Silwa

doi:10.18820/9781928357223/12

Cited by 16 publications

(10 citation statements)

References 10 publications

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“…An increased focus in science on competition, performance, and excellence in the early career phase have led to an ongoing discussion about how factors and events during doctoral education might affect career development and future research performance (see e.g., Sinclair et al 2014;Frick et al 2016).…”

Section: Resultsmentioning

confidence: 99%

“…The increased focus on competition and performance in the early career phase have resulted in an ongoing discussion about how factors during doctoral education might affect career development and future research performance (see e.g., Sinclair et al 2014;Frick et al 2016). The aim of this study is to make a contribution to this discussion (see e.g., Williamson and Cable 2003;Haslam and Laham 2009;Laurance et al 2013;Pinheiro et al 2014;Horta and Santos 2016), by examine (1) how performance, on the one hand defined as publication volume, and on the other hand as research excellence, during the doctoral education affect the probability of attaining research excellence in the early career (i.e., the years succeeding thesis completion); and (2) if there is performance differences between males and females in the early career and to which degree these gender differences can be explained by performance differences during the doctoral education.…”

Section: Introductionmentioning

confidence: 99%

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Early career performance and its correlation with gender and publication output during doctoral education

2019

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Publishing in peer-reviewed journals as a part of the doctoral education is common practice in many countries. The publication output of doctoral students is increasingly used in selection processes for funding and employment in their early careers. Against the backdrop of this development, the aim of this study is to examine (1) how performance during the doctoral education affect the probability of attaining research excellence in the early career; and (2) if there is performance differences between males and females in the early career and to which degree these gender differences can be explained by performance differences during the doctoral education. The data consist of Swedish doctoral students employed at the faculty of science and technology and the faculty of medicine at a Swedish university. Our main conclusions are that (1) research performance during the doctoral education has a positive effect on attaining excellence in the early career; (2) there is an interaction between publication volume and excellence during doctoral education suggesting that a combination of quantity and quality in doctoral students' performance is indicative of future excellence; (3) there are performance differences in the early career indicating that males have a higher probability of attaining excellence than females, and; (4) this difference is partly explained by performance differences during the doctoral education.

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Section: Resultsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Early career performance and its correlation with gender and publication output during doctoral education

2019

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“…Though a breadth of knowledge on career transitions exists ( Bosanquet et al , 2017 ; Frick et al , 2017 ; Merritt et al , 2019 ; Schriever & Grainger, 2019 ; Sullivan & Ariss, 2021 ), literature on the pathways of early and mid-career researchers (EMCRs) remain fragmented. Research suggests that typical challenges facing ECRs relate to scarce grant opportunities for national and international conferences ( Fraser et al ., 2017 ; Harle, 2011 ), difficulty locating experienced supervisors and mentors ( Richards et al , 2021 ; Schriever & Grainger, 2019 ), high dropout rates among doctoral candidates, and lengthy completion of studies ( Browning et al ., 2017 ).…”

Section: Literature Reviewmentioning

confidence: 99%

Early- and mid-career transitions to research leadership in Africa

et al. 2021

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This article examines the early-and mid-career transition to research leadership in Africa. Much of the available African literature on research leadership indicate several challenges related to poor conceptualisations of career transitions and gaps in the availability of research training. Qualitative data were collected using individual interviews (n=24) and focus groups (n=27) to identify key transition points of early career researchers (ECRs) and mid-career researchers (MCRs) in selected African countries. The qualitative data was complemented with quantitative survey questionnaires (n=250) and a triangulation approach was adopted to analyse the results. The findings were themed into different categories describing the common career paths, stages and challenges of research leaders. The latter part of the findings present a discussion on development approaches to attract and retain researchers in African universities. By focusing on the African continent, this study contributes to the current body of literature on research leadership in the Global South.

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“…Knowledge creation is an unconditional expectation of doctoral work. 2,3 However, this knowledge contribution will remain largely dormant and 'invisible' if the work is not disseminated beyond the student, the supervisor and the examiners, limiting the opportunity for sharing the academic contribution with others. 4 While institutional e-repositories have made access to dissertations easier than before, most of the work documented in the thesis will require additional forms of dissemination if it is indeed to contribute to the frontiers of the relevant discipline or field.…”

Section: Introductionmentioning

confidence: 99%

A systematic analysis of doctoral publication trends in South Africa

et al. 2020

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It is incumbent upon doctoral students that their work makes a substantive contribution to the field within which it is conducted. Dissemination of this work beyond the dissertation, whether whilst studying or after graduation, is necessary to ensure that the contribution does not remain largely dormant. While dissemination can take many forms, peer-reviewed journal articles are the key medium by which knowledge is shared. We aimed to establish the proportion of doctoral theses that results in journal publications by linking South African doctoral thesis metadata to journal articles authored by doctoral candidates. To effect this matching, a customised data set was created that comprised two large databases: the South African Theses Database (SATD), which documented all doctoral degrees awarded in South Africa (2005–2014), and the South African Knowledgebase (SAK), which listed all publications submitted for subsidy to the South African Department of Higher Education and Training (2005–2017). The process followed several iterations of matching and verification, including manual inspection of the data, in order to isolate only those records for which the link was established beyond doubt. Over the period under review, 47.6% of graduates, representing 22 of the 26 higher education institutions, published at least one journal article. Results further indicate increasingly higher publication rates over time. To explore whether the journal article identified was a direct product of the study, a similarity index was developed. Over 75% of records demonstrated high similarity. While the trend towards increasing publications by graduates is promising, work in this area should be ongoing.

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The Role of Doctoral Education in Early Career Academic Development

Cited by 16 publications

References 10 publications

Early career performance and its correlation with gender and publication output during doctoral education

Early career performance and its correlation with gender and publication output during doctoral education

Early- and mid-career transitions to research leadership in Africa

A systematic analysis of doctoral publication trends in South Africa

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