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Meta‐research, also known as "research on research" is a field of study that investigates the methods, reporting, reproducibility, evaluation, and incentives along the research continuum. Meta‐research literacy is imperative to ensure high quality, transparent and reproducible primary data or meta‐research products. In this commentary, we propose that early career researchers should be trained in meta‐research as a foundation to develop a deeper understanding of the research process and ability to appraise the research literature and design high‐quality original studies, irrespective of their chosen field of study. We discuss the importance of meta‐research and open science from the perspective of an early career trainee, highlighting essential areas for growth and obstacles one may encounter. [ABSTRACT FROM AUTHOR]

An update from the new Chair and Executive Committee of the Students and New Professionals Group of the International Society of Biometeorology. [ABSTRACT FROM AUTHOR]

The publish‐or‐perish culture in academia has catalysed the development of an unethical publishing system. This system is characterised by the proliferation of journals and publishers—unaffiliated with learned societies or universities—that maintain extremely large revenues and profit margins diverting funds away from the academic community. Early career researchers (ECRs) are particularly vulnerable to the consequences of this publishing system because of intersecting factors, including pressure to pursue high impact publications, rising publication costs and job insecurity. Moving towards a more ethical system requires that scientists advocate for structural change by making career choices that come with risks, many of which disproportionately impact ECRs. We illuminate major issues facing ECRs in Ecology and Evolution under the current publishing system, and propose a portfolio of actions to promote systemic change that can be implemented by ECRs and established researchers. [ABSTRACT FROM AUTHOR]

Global pressure on universities to compete for research rankings has escalated research expectations and intensified a performativity culture for early career researchers (ECRs). However, there are limited examples in the literature of ECRs advocating for their career and research trajectories. In response to this issue, ECRs in one Australian regional university initiated the Teacher Education ECR Action and Advocacy Group (TEECRAA). This research, reported in this paper, aimed to understand how TEECRAA contributed to the career and research trajectories of these ECRs and their advocacy regarding ECR-specific policy in their higher education context. Framed by tenets of policy network theory and policy communities, this study draws on documents developed by the TEECRAA group using content and thematic analysis to investigate their activities and experiences. Findings highlighted that ECRs were able to set research and career goals, prioritise opportunities for professional learning, create resources to support their research profiles, and develop a network of support. ECRs also increased their contributions to policy and practice by engaging in strategic action that promotes ECR visibility and advocates for their needs. This contribution, however, requires the development of a network-like interaction between ECRs and university leaders with a commitment from the university to work in partnership with ECRs for mutual benefit. [ABSTRACT FROM AUTHOR]

This paper summarizes the 18th Academic Publishing in Europe (APE) Conference: Berlin Re-Visited: Building Technological Support for Scholarship and Scientific Publishing, held as a hybrid event 10 and 11 January 2023, and organized by the Berlin Institute of Scholarly Publishing (BISP), a not-for-profit organization dedicated to bringing publishers, researchers, funders, and policymakers together. This year's conference theme "Out with the old, in with the new!" was discussed and presented in keynote speeches, the APE lecture, and several panel discussions. Current challenges within scholarly publishing, e.g., with research integrity, trust, and research assessment, have much to do with the old ways of doing things. To move science forward, new technologies and innovations, like the decentralized web, FAIR digital objects, and blockchain technology are needed to shape new paradigms. In many sessions it was stressed that not just new technologies are needed to move science forward, but human collaboration and partnerships as well. The changing role of the journal and the importance to recognize more diverse research outputs, beyond the journal article, was a topic of importance. Not only research assessment reforms and improved collaboration amongst different stakeholder groups are needed to address this, new publishing systems, better metadata, and open infrastructures as well. A session presenting different start-ups showcased how Artificial Intelligence, Natural Language Processing and software technology can be used to tackle problems in e.g., finding relevant funders and peer reviewers, and detecting image plagiarism. It was also discussed what publishers can do to help achieve the Sustainable Development Goals. Collaboration, data transparency and sharing best practices amongst researchers, funders, and policy makers are key. Another important topic during this year's APE was how publishers can support Early Career Researchers: establishing new workflows and infrastructures that enable publication of a wider range of research outputs, and broader recognition of these outputs, will incentivize ECRs. This year's APE was concluded with the APE Award Ceremony. The winner - Vsevolod Solovyov from Prophy - has used AI to enhance the current peer review system and made a very important contribution to improving the scholarly communication system. [ABSTRACT FROM AUTHOR]

Impostor phenomenon (IP) is an experience of psychological discomfort where some high-achieving people disbelieve their success. Those experiencing IP feel undeserving and fear being discovered as a fraud in one's area of expertise. This study examined how early career researchers or ECRs of Hispanic/Latino origin in science, technology, engineering, and mathematics (STEM) fields described ethnicity-based experiences of IP. The research question examined how Hispanic/Latino ECRs (current PhD students and postdoctoral trainees) in STEM describe ethnicity-based experiences of IP during doctoral or postdoctoral training. Twenty-nine US-based ECRs were sequentially surveyed and interviewed. Participants were recruited purposefully and by snowball sampling through professional networks and social media. Descriptive statistics from surveys indicated that participants experienced moderate to intense IP at the time of the study with a mean score of 73.65/100 indicating high IP. Interviews with the same participants were coded and thematically displayed using constant comparison. The following themes were constructed: 1) family background and first-generation status, 2) disparity in observable traits and ethnic identity, 3) communicating in English, 4) enhance diversity, and, 5) underrepresentation and isolation. IP in connection with racial, ethnic, and other identities is poorly understood; culturally-informed understanding requires more research. [ABSTRACT FROM AUTHOR]

This paper provides insights for early career researchers and supervisors on constructing a journal article. Strategies are provided for each section of the journal article with reference to elements that early career researchers generally do well and ways they can strengthen their writing. This paper also gives strategies for building and maintaining resilience as academic authors and uses the analogy of game play to explore the publication process. [ABSTRACT FROM AUTHOR]

Definition: "Publish or perish" is a term used for the culture adopted in universities, whereby academic members of staff, typically although not exclusively on research and teaching contracts, are required to publish research. Minimum levels of quantity and quality may apply and these may be included in key performance indicators and annual staff reviews to ensure compliance. Whilst this culture has been reported in universities for nearly a century, most recently it has cascaded down to doctoral students who are increasingly expected to publish and otherwise disseminate research during their studies (i.e., research outside of that which is to be submitted in their thesis). This entry relates primarily to doctoral students in a UK setting and studying a monograph route (rather than a published papers submission) in the humanities. It further explores the role played by supervisors to help doctoral students to publish, and in turn the help and guidance supervisors need to offer as support. Many of the findings explored in this entry apply equally beyond the parameters noted above, and, as demonstrated in the literature, international students and institutions are facing similar issues. [ABSTRACT FROM AUTHOR]

Across the world, many university-based early career researchers (ECRs) are experiencing an unprecedented intensification of research expectations on transition from doctoral research to academic life. Countries such as Australia have put into place national frameworks of research excellence to remain globally competitive. Pressure on universities to elevate global research rankings has soared, with many regional universities and disciplines such as education responding with a rapid escalation of research performance expectations for academics. Consequently, concerns have been raised for ECRs embroiled in intensified research agendas in these contexts. Framed by concepts of liminality and identity construction, we argue that intensified expectations do not take account of liminality experienced by ECRs during times of transition, compromising perceived academic progress. We report on the identity journeys of ECRs in a School of Education at one regional Australian university. Data was collected from nine ECRs using online focus groups and analysed using a hybrid thematic approach. Key findings indicate that ECRs transition into the Academy post-doctorate with varying experiences of identity liminality that impact their capacity to manage research expectations. ECRs experiencing shorter periods of liminality are best positioned to manage the intensified expectations of academic life while ECRs experiencing persistent liminality and identity 'struggle' are more likely to perceive a diminished sense of achievement and support. These findings have significant implications for university leadership and research supervisors, in Australia and globally, regarding the ways they support ECRs to productively navigate the hyper-invigilated audit cultures of what we have termed the neo-academy. [ABSTRACT FROM AUTHOR]

This paper provides a snapshot of Indigenous Early Career Researchers in Australia derived from demographic information collected in the first stage of the 'Developing Indigenous Early Career Researchers' project. Analysis of the data to date has evidenced much diversity across this cohort. However, one commonality across all Indigenous Early Career Researchers was a commitment to the value and validity of Indigenous Ways of Knowing in the higher education sector. With the use of Tribal Critical Race Theory this paper explores the ways in which Indigenous Early Career Researchers disrupt Western-based academies and schools of thought and proposes that Indigenous Early Carer Researchers grow 'pearls' of experience and knowledge within the higher education sector that are essential to the development of a richer academy and stronger Indigenous communities. [ABSTRACT FROM AUTHOR]

Background: Research capacity-strengthening is recognized as an important component of global health partnership working, and as such merits monitoring and evaluation. Early career researchers are often the recipients of research capacity-strengthening programmes, but there is limited literature regarding their experience. Methods: We conducted a qualitative study as part of an internal evaluation of the capacity-strengthening programme of the international HERA (HEalthcare Responding to violence and Abuse) research group. Semi-structured interviews were conducted with group members, and thematic analysis was undertaken. Results: Eighteen group members participated; nine of these were early career researchers, and nine were other research team members, including mid-career and senior researchers. Key themes were identified which related to their engagement with and experience of a research capacity-strengthening programme. We explored formal/planned elements of our programme: mentoring and supervision; training and other opportunities; funding and resources. Participants also discussed informal/unplanned elements which acted as important facilitators and/or barriers to engaging with research capacity-strengthening: English language; open relationships and communication; connection and disconnection; and diversity. The sustainability of the programme was also discussed. Conclusions: Our study gives voice to the early career researcher experience of engaging with a research capacity-strengthening programme in a global health group. We highlight some important elements that have informed adaptations to our programme and may be relevant for consideration by other global health research capacity-strengthening programmes. Our findings contribute to the growing literature and important discussions around research capacity-strengthening and how this relates to the future directions of global health partnership working. [ABSTRACT FROM AUTHOR]

Diverse and inclusive marine research is paramount to addressing ocean sustainability challenges in the 21st century, as envisioned by the UN Decade of Ocean Science for Sustainable Development. Despite increasing efforts to diversify ocean science, women continue to face barriers at various stages of their career, which inhibits their progression to leadership within academic institutions. In this perspective, we draw on the collective experiences of thirty-four global women leaders, bolstered by a narrative review, to identify practical strategies and actions that will help empower early career women researchers to become the leaders of tomorrow. We propose five strategies: (i) create a more inclusive culture, (ii) ensure early and equitable career development opportunities for women ECRs, (iii) ensure equitable access to funding for women ECRs, (iv) offer mentoring opportunities and, (v) create flexible, family-friendly environments. Transformational, meaningful, and lasting change will only be achieved through commitment and collaborative action across various scales and by multiple stakeholders. [ABSTRACT FROM AUTHOR]

Recent years have seen increasing calls to better document and understand the human dimensions of the marine and coastal environment and to incorporate this knowledge into decision-making. Human dimensions of the marine and coastal environment are best investigated through the application of marine social science. Individuals within marine social science are not solely "pure" social scientists, but rather are a diverse and interdisciplinary community, including many who have moved from the natural sciences to pursue a career in marine social science. This is particularly the case for early career researchers, with many moving from natural to social science earlier in their academic careers than their predecessors, and thus developing stronger interdisciplinary skills than previous generations of social scientists. In this perspective, we draw on our experiences, highlighting our main motivations for moving from natural to social science, the barriers we have faced and our top tips for early career researchers faced with similar opportunities and challenges. The ten tips include: "Work with like-minded researchers," "Learn from and be inspired by academic heroes," "Learn about and engage with research philosophy, positionality and reflexivity," "Value your own skillset and perspective," and "Be patient and kind to yourself." [ABSTRACT FROM AUTHOR]

Transformative learning occurs when a person, group, or larger social unit encounters ideas that are at odds with their prevailing perspective. This discrepant perspective can lead to an examination of previously held beliefs, values, and assumptions. The Consortium for Advanced Research Training in Africa (CARTA) has since 2011 been training and supporting faculty from different African universities, to become more reflective and productive researchers, research leaders, educators, and change agents who will drive institutional changes in their institutions. As part of a mid-term evaluation of CARTA, an open-ended question was posed to the CARTA fellows asking them to describe any changes they had experienced in their professional lives as a result of the CARTA Programme. The 135 responses were inductively coded and analysed using qualitative thematic analysis. These themes were subsequently mapped onto Hoggan's typology of transformative learning outcomes. CARTA fellows reported shifts in their sense of self; worldviews; beliefs about the definition of knowledge, how it is constructed and evaluated; and changes in behaviour/practices and capacities. This paper argues that the changes described by the CARTA fellows reflect transformative learning that is embedded in CARTA's Theory of Change. The reported transformation was enabled by a curriculum intentionally designed to facilitate critical reflection, further exploration, and questioning, both formally and informally during the fellows' PhD journey with the support of CARTA facilitators. Documenting and disseminating these lessons provide a guide for future practice, and educators wishing to revitalise their PhD training may find it useful to review the CARTA PhD curriculum. [ABSTRACT FROM AUTHOR]

Due to their Indigeneity, Indigenous early career researchers are positioned differently and therefore experience the higher education sector differently to their non-Indigenous peers. Such positioning significantly impacts the development and progression of Indigenous academic research career trajectories. This article reports from the first stage of a three-year longitudinal study to examine the self-identified support needs of Indigenous early career researchers. The findings offer six factors that are crucial in supporting Indigenous early career researchers to develop and establish sound research careers within the academy. This article engages Indigenous standpoints related to the cultural interface and Indigenist research, with a view to shaping institutional responses to supporting Indigenous research career trajectories and further to recognise Indigenous Knowledges as integral to building global academies of teaching, learning and research. [ABSTRACT FROM AUTHOR]

Recent years have seen increasing calls to better document and understand the human dimensions of the marine and coastal environment and to incorporate this knowledge into decision-making. Human dimensions of the marine and coastal environment are best investigated through the application of marine social science. Individuals within marine social science are not solely "pure" social scientists, but rather are a diverse and interdisciplinary community, including many who have moved from the natural sciences to pursue a career in marine social science. This is particularly the case for early career researchers, with many moving from natural to social science earlier in their academic careers than their predecessors, and thus developing stronger interdisciplinary skills than previous generations of social scientists. In this perspective, we draw on our experiences, highlighting our main motivations for moving from natural to social science, the barriers we have faced and our top tips for early career researchers faced with similar opportunities and challenges. The ten tips include: "Work with like-minded researchers," "Learn from and be inspired by academic heroes," "Learn about and engage with research philosophy, positionality and reflexivity," "Value your own skillset and perspective," and "Be patient and kind to yourself." [ABSTRACT FROM AUTHOR]

Diverse and inclusive marine research is paramount to addressing ocean sustainability challenges in the 21st century, as envisioned by the UN Decade of Ocean Science for Sustainable Development. Despite increasing efforts to diversify ocean science, women continue to face barriers at various stages of their career, which inhibits their progression to leadership within academic institutions. In this perspective, we draw on the collective experiences of thirty-four global women leaders, bolstered by a narrative review, to identify practical strategies and actions that will help empower early career women researchers to become the leaders of tomorrow. We propose five strategies: (i) create a more inclusive culture, (ii) ensure early and equitable career development opportunities for women ECRs, (iii) ensure equitable access to funding for women ECRs, (iv) offer mentoring opportunities and, (v) create flexible, family-friendly environments. Transformational, meaningful, and lasting change will only be achieved through commitment and collaborative action across various scales and by multiple stakeholders. [ABSTRACT FROM AUTHOR]

This study extends the doctoral education literature by examining how social support and social identification, as they apply to peers, supervisors, and the academic community, are related to mental wellbeing and psychological distress in doctoral students by using person-centred analysis to create social profiles. Doctoral students (N = 200) completed a cross-sectional survey including measures of perceived support, received support, social identification, mental wellbeing, and psychological distress. Adopting a person-centred analysis approach, we identified six distinct social profiles for mental wellbeing, and four social profiles for psychological distress. Further between-profile analysis indicated that the 'high support-identification' profile was associated with higher levels of mental wellbeing and lowest levels of psychological distress. In comparison, the 'low support-identification' profile reported significantly lower mental wellbeing and significantly higher psychological distress. Taken together, the findings demonstrate the value of person-centred analysis and offers new insights into the nuances of relationships between social support, social identification, mental wellbeing, and psychological distress in doctoral students. The theoretical and practical implications arising from this research are discussed. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]

Our dominant food system is a primary driver of worsening human and planetary health. Held in March 2022, the Public Health Association of Australia's Food Futures Conference was an opportunity for people working across the food system to connect and advocate for a comprehensive, intersectoral, whole-of-society food and nutrition policy in Australia to attenuate these issues. Conference themes included food systems for local and global good; ecological nutrition; social mobilisation for planetary and public good; food sovereignty and food equity. Students and young professionals are integral in transforming food systems, yet they are under-represented in the academic workforce, across publishing, scientific societies and conference plenaries. A satellite event was held to platform initiatives from early career researchers (ECR) in areas integral for improving planetary and public good. The research topics discussed in this commentary reflect sub-themes of the conference under investigation by ECR: food systems governance and regulation; local food policies; commercial determinants of health; sustainable healthy diets; and food equity and sovereignty. [ABSTRACT FROM AUTHOR]

Copyright of Higher Education Quarterly is the property of Wiley-Blackwell 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 abstract 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 abstract. (Copyright applies to all Abstracts.)

There is an increasing expectation that early career researchers (ECRs) be active in communicating their research to diverse audiences both within and beyond academia. However, with limited time and an academic environment that disproportionately values certain research outputs over others, ECRs may struggle to build their expertise and confidence in communicating research to a diverse array of audiences. Applying self-efficacy theory as a framework, this study investigates the first-hand experiences of ECRs in research communication, with a specific interest in their perceptions of their own communication skills, how these skills are developed, and how their self-beliefs impact their practices. Through semi-structured interviews with 30 ECRs in Australia and Japan, we found that hands-on engagement is vital for building self-efficacy, but that much more engagement and confidence was reported in communicating to academic audiences, such as through journal articles. While most ECRs expressed a desire to engage more with audiences outside of academia, not all were active, and many reported a lack of self-belief. Barriers identified include a lack of training, experience, opportunity to observe peers, encouragement, and feedback. Further, the potential for negative backlash from online and unknown public audiences is also a concern. We also note that for researchers who may not possess strong English language skills, interactive styles of communication may prove more challenging than more 'passive' forms. Our findings suggest that the focus of ECR communication skill development could be broadened, with less emphasis on specific types of outputs, and more emphasis on how to tailor communication to suit different audiences and channels. Providing an encouraging environment, opportunities to observe others, and opportunities to engage directly with support and feedback, may also be effective in building ECRs' self-efficacy. [ABSTRACT FROM AUTHOR]

Key points: An early‐career researchers (ECR) journal can provide the vital mentorship and guidance needed for ECRs to overcome the unfamiliarity with a publishing process that inhibits the successful submission, revision and publication of ECR work.ECR journals can address some of the exclusionary effects in academic publishing that are particularly pronounced for women, minorities and ECRs located outside the Global North.A successful ECR publishing model has to extend into education, mentorship and post‐publication promotion to build confidence and encourage long‐term publication success.The use of social media and outreach activities are vital to engage global ECR audiences as well as policymakers. [ABSTRACT FROM AUTHOR]

For instance, young restoration scientists working with new restoration-focused databases, such as Restor (2021), can synthesize findings across individual restoration studies to better understand how restoration can provide benefits across space, time, and systems. The aims of this session were as follows: (1) to provide a platform for doctoral students to showcase their research and visions for restoration science in tropical landscapes, (2) to build a community of young restoration scientists working toward a sustainable future, and (3) to present and share a vision for the future of tropical restoration science by including the wider community of young researchers. Keywords: action points; early career researcher; ecosystem restoration; guidelines; restoration leadership; transdisciplinarity EN action points early career researcher ecosystem restoration guidelines restoration leadership transdisciplinarity 536 545 10 05/10/22 20220501 NES 220501 We provide our five visions and contributions that the young tropical restoration science community can make for an impactful and beneficial UN Decade on Ecosystem Restoration. However, these systems are being degraded by different drivers of global changeUsing a systematic review of 176 studies, the aim of the study was to understand how these systems are being restoredTropical mountain restoration studies have sharply increased since 2010 and are mostly in Latin American montane forests. [Extracted from the article]

His research chiefly focuses on identifying and characterising new factors involved in the regulation of anthocyanin biosynthesis during high light acclimation. Keywords: acclimation; anthocyanin; early career researcher; flavonoid biosynthesis; high light; Profile; retrograde signalling; stress response EN acclimation anthocyanin early career researcher flavonoid biosynthesis high light Profile retrograde signalling stress response 2016 2018 3 11/21/22 20221215 NES 221215 Galileo Estopare Araguirang's poster 'When plants paint their leaves purple: analyses of new factors involved in the regulation of anthocyanin biosynthesis in Arabidopsis during high light' won first prize at the Next Generations Scientists meeting 2022 in Tartu, Estonia. Under the supervision of Professor Dr Alfred Batschauer, he carried out his MSc thesis on the photobiochemistry of a cryptochrome 2 mutant at Philipps-Universität Marburg, Germany (2017). Anthocyanin, early career researcher, acclimation, Profile, stress response, flavonoid biosynthesis, high light, retrograde signalling. [Extracted from the article]

Purpose: This paper aims to demonstrate the importance of conversation among disaster studies researchers who may be positioned at times and to varying degrees as both insiders and outsiders in relation to the contexts in which they work. Three key questions are explored: how we identify with and relate to people in our study areas, who we do research for and what this means for knowledge creation and research practice. Design/methodology/approach: Prompted by the Power Prestige and Forgotten Values manifesto (2019), the authors conversed with one another by email and video call, asking questions that triggered reflection. The emerging themes informed the key questions and the structure of the paper. The authors write with three individual voices to highlight the element of dialogue and our different experiences. Findings: Sharing in depth with other researchers from different cultural and disciplinary backgrounds created space to both listen and find a voice. Emerging themes were positionality, how knowledge is used and implications for research practice. Researchers are part of a living system with the potential to serve, exploit or damage. Knowledge is generated at multiple scales, and we can act as a bridge between people and policymakers, using networks. Practical implications: The authors remain open and unbiased to "new" local/contextual knowledge, adopting the attitude of a learner. Knowledge creation should focus on pragmatic outcomes such as informing emergency planning. Originality/value: A novel dialogical approach is used to demonstrate the value of conversation among researchers from different backgrounds that enables them to question and challenge each other in a supportive environment. This leads to deeper understanding of our role as cross-cultural researchers and reveals unifying questions and implications for research practice. [ABSTRACT FROM AUTHOR]

The field of vascular contributions to cognitive impairment and dementia (VCID) is evolving rapidly. Research in VCID encompasses topics aiming to understand, prevent, and treat the detrimental effects of vascular disease burden in the human brain. In this perspective piece, early career researchers (ECRs) in the field provide an overview of VCID, discuss past and present efforts, and highlight priorities for future research. We emphasize the following critical points as the field progresses: (a) consolidate existing neuroimaging and fluid biomarkers, and establish their utility for pharmacological and non‐pharmacological interventions; (b) develop new biomarkers, and new non‐clinical models that better recapitulate vascular pathologies; (c) amplify access to emerging biomarker and imaging techniques; (d) validate findings from previous investigations in diverse populations, including those at higher risk of cognitive impairment (e.g., Black, Hispanic, and Indigenous populations); and (e) conduct randomized controlled trials within diverse populations with well‐characterized vascular pathologies emphasizing clinically meaningful outcomes. [ABSTRACT FROM AUTHOR]

This perspective paper argues for the importance of a better understanding of expert organizations' roles in creating expert knowledge and these organizations' responsibilities in building the next generation of experts. To what extent is this responsibility theirs, do they take it on, and what are the consequences if they do or do not? The argument is based on a comparison of the Intergovernmental Panel on Climate Change (IPCC) and the Intergovernmental Science-Policy Platform on Biodiversity and Ecosystem Service (IPBES). Using a theoretical framework that defines expertise, expert communities, and expertise in organizations, the analysis explores and explains the structural preconditions that guide these organizations in their work. The paper shows how the IPCC and the IPBES play similar but different roles in developing expertise and creating the next generation of experts due to differences in their current organizational structures. The paper also shows how the IPCC and the IPBES are not mere facilitators or coordinators of existing expert knowledge. Instead, the IPCC and the IPBES also create experience-based situated expert knowledge that influences the epistemic communities that inform environmental governance on climate change and biodiversity loss and enable transformative change for a sustainable future. [ABSTRACT FROM AUTHOR]

The New Phytologist Tansley Medal for Excellence in Plant Science for 2023 has been awarded to Martina Legris, a Postdoctoral Fellow at the University of Lausanne. Legris studies plant developmental plasticity, focusing on plant perception and response to light and temperature signals. Her notable contribution includes the discovery that the phytochrome B photoreceptor acts as a temperature sensor. The article also mentions four outstanding runners-up for the medal: Adrien Burlacot, James Clark, Jenn Coughlan, and Jiorgos Kourelis. The Tansley Medal competition is an annual event, and applications for the 2024 medal are currently being accepted. [Extracted from the article]

Peer‐review and subject‐matter editing is the backbone of scientific publishing. However, early‐career researchers (ECRs) are given few opportunities to participate in the editorial process beyond reviewing articles. Thus, a disconnect exists: science needs high‐quality editorial talent to conduct, oversee and improve the publishing process, yet we dedicate few resources to building editorial talent nor giving ECRs formal opportunities to influence publishing from within. ECRs can contribute to the publishing landscape in unique ways given their insight into new and rapidly developing publishing trends (e.g. open science). Here, we describe a two‐way fellowship model that gives ECRs a "seat" at the editorial table of a field‐leading journal. We describe both the necessary framework and benefits that can stem from editorial fellowships for ECRs, editors, journals, societies, and the ​broader scientific community. [ABSTRACT FROM AUTHOR]

There is increasing expectation that research be communicated broadly to share knowledge across industry, professional, governmental, and public spheres. Scholarly publishers can benefit from the sharing of research beyond academia since the potential for societal impact encourages further support from both industry and governmental funders. This paper draws on qualitative in‐depth interview data from Australian‐ and Japanese‐based early career researchers (ECRs) to investigate how higher education institutions support the development of diverse communication skills needed by ECRs to effectively share their research both in academia and beyond. We found that sharing research for academic and other diverse audiences is often perceived as valued but may not always be supported. Output valuing was communicated in performance management, but there were compelling differences between the two nations, with Japanese‐based ECRs reporting a stronger expectation of research outputs for non‐academic audiences than their Australian counterparts. There were also indications that institutional support for both academic and translational outputs may change in response to nations' shifting research priorities. [ABSTRACT FROM AUTHOR]

It is no longer sufficient for higher education providers to solely focus on fostering academic research communication skills in their doctoral candidates, as a broader skillset is needed to communicate research effectively to diverse audiences. Such knowledge mobilisation facilitates research impact beyond academia and is linked to funding opportunities and career advancement. This paper draws upon qualitative interview data from 30 early career researchers (ECRs) based in both Australia and Japan, exploring how their experiences during doctoral candidature prepared them to produce research outputs for both academic and non-academic audiences. It also sought to capture their perceived overall knowledge and skills in producing these academic research outputs for diverse audiences. Findings suggest that preparedness for producing research outputs for the academic community during doctoral candidature are shaped by supervision, self-direction and experience. Far less support for producing research outputs for non-academic users may be provided during doctoral candidature. ECRs' perception of capability for academic research output production stems from benchmarking against personal prior performance, and colleagues in the field. Capability for non-academic research output production may be much lower than for academic research output production, with ECRs' professional experiences beyond academia supporting development of these skills. [ABSTRACT FROM AUTHOR]

Copyright of Praehistorische Zeitschrift is the property of De Gruyter 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 abstract 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 abstract. (Copyright applies to all Abstracts.)

The higher education landscape has been amidst change over recent years. At the time of writing this paper, the pandemic outbreak has had a substantial impact on the higher education sector. This was our last year as early career researchers, but the prospect of promotion was replaced with managing unpredicted short-term job insecurity. In writing this article, we engage with collaborative diffractive autobiographical writing, re-membering, re-connecting and re-experiencing our autobiographical accounts, written at the beginning of our transition into academia. Through diffractive analysis, we shifted from positivistic approaches that assume a rigid separation between observer and the observed, to engage in an ongoing (re)pattering and (re)(con)figuring of our identities during this transition. In an intentional disruption of binary, we engage in writing as an event of interaction with texts, allowing ourselves to be affected by and experience these propositions in their mutual entanglements. [ABSTRACT FROM AUTHOR]

Two innovative educational products aimed at improving the quality of human-subjects research in and around energy-impacted communities are introduced here. The educational materials include: (1) a self-paced online education course titled "Understanding and Addressing Research Fatigue in Rural Communities" and (2) an accompanying workbook for research planning titled "Engaging in Energy Communities: The Role of the Researcher." We explain how two recent studies were instrumental in identifying the need for the online education course and the associated workbook. We conclude the paper with guidance on how to access these new resources, which we believe will be particularly useful for graduate students and early-career researchers. We invite feedback from users as well as from colleagues who may wish to use these educational materials. [ABSTRACT FROM AUTHOR]

Limited attention has been paid to the experiences of Pacific Early Career Academics (PECA) in utilising their culture-specific systems of knowledge in their pedagogical practice. As a cross-section of PECA employed in a variety of disciplines and faculties, we explore how our Pacific identities infuse our pedagogical approaches in a way that forefronts the significance and validity of Pacific knowledges. We argue that, despite academia perpetually undervaluing Pacific knowledges and even without formal Pacific pedagogical training, PECA prioritise Pacific knowledges in the way we think, teach, and communicate in the classroom. Further, PECA contribute to a reshaping and remodelling of curriculum and delivery that is culturally responsive and enhances learning and teaching spaces significantly. Thus, we believe that universities need to commit to not only hiring more Pacific academics, but also provide greater institutional and financial support for the development of PECA networks across different faculties, schools and disciplines. We also argue that to help retain PECA, Pacific pedagogical praxis must be understood as part of wider pastoral care efforts. [ABSTRACT FROM AUTHOR]

Developing collaborative research teams to obtain external funding has been strongly encouraged by national policies in recent years. Therefore, Chinese academics have been eager to participate in such collaborative research teams. Using qualitative methods, we conducted in-depth interviews with 18 academics who worked at first-, second- and third-tier universities. Our study observed that first, the over stress on guanxi (social capital) in the research project approval mechanism predetermined an unequal power relation and put young academics in a disadvantaged situation as well as hindered the development of their sense of belonging in the research team. Second, the collaborative research team embedded with unequal power relations accelerated the tensions early career researchers (ECRs) faced. Third, given the weak external accountability system, research quality could not be guaranteed, but ECRs' fragility was strengthened. [ABSTRACT FROM AUTHOR]

In this short report, I discuss how public health research, its assessment, and its dissemination outside the academy are produced, in part, through emotional circumstances. Using current debates on e-cigarettes as an example, I show that researchers find themselves uncomfortably positioned in complicated moral and affective landscapes, often making it difficult to represent the nuance of their research. I draw from the experiences and discussions of early career researchers to argue that this pressure can be intensified by the influence of senior colleagues, research communities and wider publics. While the social construction of knowledge has been acknowledged within much disciplinary introspection, the emotional and affective dimensions of knowledge production are perhaps under-appreciated and it is those dimensions that this report seeks to foreground. [ABSTRACT FROM AUTHOR]

Purpose: Working in the academy can be both challenging and exciting as it can be trying and difficult to negotiate if one is unprepared. Past research has acknowledged the importance of reflective practice in order to face such trials positively. This study utilises arts-based/multimodal reflection to contemplate the lived experience of one early career researcher in her first five years of employment. Adopting an arts-based approach, the researcher regularly reflected via the medium of collage. The purpose of this paper is to report on recollaged artefacts that are analysed in relation to meta-semiotic meanings as well as how they correspond to Schwab's "lines of flight", revealing both positive and negative acuities. Findings show that taking the time to delineate feelings via arts-based reflection can illuminate silent thoughts and deliberations and support an early career academic in appreciating and improving awareness of higher education regularities. Implications highlight how recollage can be an effective tool for the self-care of early career academics. Design/methodology/approach: Adopting an arts-based approach, the researcher regularly reflected via the medium of collage. This paper reports on recollaged artefacts. These were analysed in relation to meta-semiotic meanings as well as how they corresponded to Schwab's "lines of flight", taking both positive and negative acuities. Findings: Findings showed that taking the time to delineate feelings via arts-based reflection can reveal silent thoughts and deliberations and support an early career academic in appreciating and improving awareness of higher education regularities as well as self-care. Research limitations/implications: Implications highlight how recollage can be effective for early career academics in reflecting on their everyday work and improve self-care. Practical implications: Practical implications include the fact that readers will be able to adopt the arts-based methods used in this paper in order for them to reflect on their everyday work in the academy. The recollaged practice will improve their self-care and allow time to reflect effectively and creatively. Social implications: Social implications include that colleagues could do recollaged practice together. Reflection done collaboratively can also improve self-care and well-being for those working in the academy. Originality/value: Recollage is a new method of autoethnography the author has developed for the purpose of reflecting on my journey as an early career researcher. Now, in leadership roles, this approach has allowed the author to move forward positively in the academy. [ABSTRACT FROM AUTHOR]

Having the opportunity to teach is a valuable experience to those starting out in the world of academia. In this article, the authors cast a reflective lens on their experiences of teaching and their participation in a structured programme York Learning and Teaching Award (YLTA), designed for new and aspiring academics and working towards becoming an Associate Fellow of The Higher Education Academy (AFHEA). They consider how research and teaching could be more closely linked in Higher Education and suggest benefits that could be gained from this link. In particular, they explore how strengthening the link between research and teaching in Higher Education could promote positive student engagement. [ABSTRACT FROM AUTHOR]

Biogeography, climate change, early career researcher, ecophysiology, functional traits, intraspecific variation, trees, Tansley Medal Keywords: biogeography; climate change; early career researcher; ecophysiology; functional traits; intraspecific variation; Tansley Medal; trees EN biogeography climate change early career researcher ecophysiology functional traits intraspecific variation Tansley Medal trees 1962 1963 2 02/21/23 20230315 NES 230315 What inspired your interest in plant science? The answer - that hot droughts are especially hard on trees, and that climate change was super-charging the frequency and severity of hot droughts - drove home to me that climate change is happening now. [Extracted from the article]

Congratulations also go to two outstanding Tansley Medal runners up: B Y. Anny Chung b is a Haines Distinguished Assistant Professor in Field Botany (Belowground) in the Departments of Plant Biology and Plant Pathology at the University of Georgia, Athens, GA, USA. Climate change, early career researcher, mutation rate plasticity, plant extinction, plant functional traits, plant-soil feedbacks, Tansley Medal Keywords: climate change; early career researcher; mutation rate plasticity; plant extinction; plant functional traits; plant-soil feedbacks; Tansley Medal EN climate change early career researcher mutation rate plasticity plant extinction plant functional traits plant-soil feedbacks Tansley Medal 1939 1940 2 02/21/23 20230315 NES 230315 The I New Phytologist i Tansley Medal for Excellence in Plant Science is awarded annually in recognition of outstanding contributions to the field by individuals in the early stages of their career (Slater & Dolan, [7] and references within). [Extracted from the article]

Despite the proliferation of work/life balance policies in Australian universities, academic staff continue to report experiences of time pressure, anxiety, and over-work. This paper contributes to the research of academic time and career planning by exploring how early career academics engage with work/life balance policies, utilising a critical reading of Richard Sennett's work on the corrosion of character in late capitalist economies. We find that policy engagement is tied into academics' professional identities and perceptions of 'good' conduct. Drawing on interviews from a sample of 25 Australian early career academics, we argue that the failure of early career academics to use formal work/life balance policies is partially explained by the presence of workplace cultures that reward demonstrations of commitment to work roles. The use of work/life balance policies hence carries a moral cost, which participants report reflects on their character. This paper contributes to an understanding of how work/life balance policies are enacted at the level of department and individual, and argues that future research projects would benefit from attending to the construction of worker ideals within workplace cultures. [ABSTRACT FROM AUTHOR]

This study explored journal publishing and authorship by South Korean early career researchers (ECRs) in the field of library and information science (LIS). This research analyzed relevant journal publication data and conducted interviews to obtain information on the experiences and opinions of ECRs. Results indicated that South Korean ECRs in LIS were highly productive. This was evidenced by their annual publishing rate of 2.04 articles per person. In addition, Social Science Citation Index (SSCI) publications were produced at an annual average of 0.26 articles per person, while the quartile ratings for SSCI journal publications were also relatively high. However, unlike the trends seen in other academic fields, their collaborative research efforts were not considered very high because such efforts did not correspond to half their total publications. ECRs often participate as lead or corresponding authors despite being new researchers. ECRs are publishing first in the journals approved by their universities. These researchers cannot receive proper credit if the journal was not approved in this manner. ECRs are particularly disadvantaged when publishing in international journals corresponding to specific areas that are not on the SSCI list. By examining the journal publishing and authorship efforts of ECRs, this study discovered a variety of difficulties that should be addressed. For example, South Korean universities do not currently have cooperative research guidelines to solve authorship problems. The results from this study can serve as a basis to establish academic publishing and authorship policies while promoting scholarly communication in LIS and other scientific fields. [ABSTRACT FROM AUTHOR]

The author feels haunted; troubled by the ethnography that the author conducted some years ago of a new partnership group that was attempting to set up a community learning centre. The author is aware that it doesn't sound like a particularly alarming research topic, and perhaps that is where some of the issues began. The author did not expect an ethnographic haunting to occur. The partnership recruited the author less than a year into the creation of the project and spent two years as a sort of 'researcher in residence'. The original idea was that the author would observe the initial development of the project and then, when the community learning centre was established, the author would research the centre's activities and how they were experienced by village residents. However, fairly soon into the project, problematic dynamics developed within the group, leading to irreconcilable conflict between members. The community learning centre was never established and the author was left to piece together an ethnography of a failed partnership. Researching an increasingly dysfunctional partnership was an emotionally exhausting activity, especially when relationships between members became progressively hostile. Managing data collection and analysis at this time was difficult, but the author was shocked that, a number of months (and now years) later, revisiting the data for publication purposes remained uncomfortable. The author managed to produce the PhD thesis on the back of this study, but the author has not felt able to go back to the data, despite there being findings worthy of publication. This ethnography is in a state of limbo and is at risk of becoming lost forever. In this chapter, the author explores the reasons for this and discusses lessons learned for future projects. [ABSTRACT FROM AUTHOR]

The extent to which the COVID‐19 pandemic will have a negative impact on Early Career Researchers (ECRs) within the field of pediatric pain and in general is still unclear, but it is likely to be far reaching and may disproportionality affect women. Yet, there is also great opportunity to take advantage of the rapid adaptions to working life that we have all undertaken during the pandemic. In particular, continuing to have online options for conference attendance I think will have a positive impact on ECRs, and in particular female ECRs, now and in the future. Moreover, the pediatric pain research community is relatively small and highly international; by enabling wider participation in our conferences we will diversify our research output and expedite our aim of providing better treatment of pediatric pain. [ABSTRACT FROM AUTHOR]

Set against the framework of today's competitive research environment, this article focuses on a less discussed category of ethics within tourism: that of the researcher as a professional. "Data" are presented as reflexive considerations on the ethical challenges and dilemmas an early career researcher faced during her transition from the early to mid-career phase. Personal experiences are compared to a multidisciplinary literature on ethics, education, knowledge production, and distribution. This article concludes that it is possible for early career researchers in the current tourism academic climate to remain ethical and successful at the same time-if they engage constantly and reflexively with the ethical questions that surround their own identity, power, and responsibility as academics. The article also asks that the tourism research community and institutional structures place more emphasis on the discussion of ethics and codes of conduct. [ABSTRACT FROM AUTHOR]

Gaining ethical approval to conduct collaborative research in the NHS is transitioning. The process of gaining ethical approval from a Research Ethics Committee was viewed as cumbersome within the UK. This viewpoint fuelled continuous improvement of the approval system, most recently implemented by the Health Research Authority. This paper documents an 8-month process of gaining ethical approval, under Proportionate Review, to recruit NHS patients, by an academic biomedical engineering laboratory. Within the field of prosthetic healthcare technology, the multidisciplinary laboratory adopted co-design principles to establish an effective relationship with clinicians to collaboratively gain approval. The challenges and recommendations of acquiring such approval are presented in this paper, including time commitment, project management, strategic networks and stakeholder engagement. The authors believe that academic biomedical engineering research is ideally situated to collaborate with the healthcare sector. By forging a collaborative approach, biomedical engineering can lead in the translation of technology from early stage research to clinical adoption. This vision will be facilitated by gaining an understanding of the NHS ethical approval process. The paper provides insight to this regard, with the aim of informing academic, research management and healthcare domains of this transitioning field of work. [ABSTRACT FROM AUTHOR]