Search

Many autistic people are unemployed. Of those who are employed, many are in roles that do not reflect their skills, qualifications and/or capabilities, and little is known about how autistic people progress throughout their careers. This study aimed to review and synthesise the existing evidence about career progression for autistic people. In total, 33 studies met the criteria for inclusion, though no study directly aimed to explore the topic. Our findings suggest that underemployment is common within the autistic population. Indirectly, we identified several potential barriers and facilitators of career progression for autistic people. Possible barriers included personal (e.g. gaps in education and employment history), relational (e.g. disclosing an autism diagnosis) and organisational factors (e.g. inadequate employment support). Adequate employment support was the most frequently discussed facilitator. Future research should seek to identify the most successful employment supports for autistic people over the long term to ensure that all autistic people are able to live – and work – in ways that are meaningful to them. Lots of autistic people are unemployed. Even when they are employed, autistic people might be given fewer opportunities than non-autistic people to progress in their careers. For example, assumptions about autistic people's differences in social communication might mean they are not given as many promotions. Indeed, we know that many autistic people are in jobs lower than their abilities (known as 'underemployment'). We reviewed 33 studies that tell us something about career progression for autistic people. Our review found that lots of autistic people want to progress in their careers, but there are many barriers in their way. For example, when they told their employer about being autistic, some people were given fewer opportunities. Research has also shown that autistic people do not get enough support to progress and that gaps in their employment history can make it difficult to progress. Our review suggested that good employment support (e.g. mentors) might help autistic people to progress in their careers. However, not much research has evaluated employment support for autistic people, which means we do not know how useful it is. Future research should find the best support that allows autistic people to live and work in ways that are meaningful to them. [ABSTRACT FROM AUTHOR]

Certification in infection control (CIC) is a standardized indicator of the knowledge and competencies essential for effective infection prevention practice. Evidence measuring success of training programs for certfication in infection control is limited. From 2017 through 2023, 51 novice infection preventionists (IPs) were enrolled in a training program that combined didactic learning, application of knowledge in practice, and mentorship from advanced-practice and near-peer IPs. Participants were tracked through completion of certification examination and pass rates were compared with rates for 2023 CIC candidates. All participants engaged in the training program attempted the CIC examination. The training group had a pass rate of 98%. This is 27% higher than the most recent rate published by Certification Board of Infection Control and Epidemiology (CBIC) of 71%. Participants were significantly more likely to pass the CIC exam on the first try, showing that a supported, competency-based training program can be successful in supporting novice IPs in certification success. Building foundational knowledge on key concepts in infection prevention and control and enhancing learning through supervised, direct application of skills improves CIC certification exam pass rates and supports progression of early career IPs to more independent practice. [Display omitted] • Certification in infection control certification demonstrates infection preventionist competency. • In most years, less than three-quarters of candidates pass the CIC exam. • Competency-based training can significantly increase certification success. • Training that combines application of knowledge and peer mentorship can be effective. [ABSTRACT FROM AUTHOR]

Purpose: Apprenticeships in England, while defined by level and typical duration, are not quantified regarding the number of learning hours required to achieve the outcomes specified, as with other regulated qualifications and accredited programmes. This paper proposes an approach to ascribe credit to apprenticeships recognising both on-and-off-the-job learning to remove some of the existing barriers to accessing higher education (HE) and the professions. Design/methodology/approach: A mixed methodological approach resulting in a total learning hours/credit value was proposed. Findings: There is significant HE-wide confusion regarding the amount of learning/training that is required to complete apprenticeships in England. Whilst sector guidance made it clear that there was no prescribed method to ascribe credit to qualifications, programmes, modules, units or apprenticeships by drawing out the core principles within current practice, a key outcome of this project was the development of a method to ascribe a credit value to apprenticeships. Research limitations/implications: There is potential to support further research into the recognition of prior learning as a specialised pedagogy and for reflecting on apprenticeship practice in other roles and sectors. Practical implications: Whilst the project underpinning this paper focused on the healthcare sector, the method used to ascribe credit to the level-3 healthcare support worker apprenticeship was not sector specific and can therefore be applied to apprenticeships within other contexts providing more widespread benefits to workforce development. Social implications: Policy makers must ensure that employers and providers are clear that the minimum statutory off-the-job hours constitute an apprentice employment entitlement, which must not be conflated with total apprenticeship learning hours requirements. This recommended policy clarification could assist in simplifying the process required for ascribing credit to apprenticeships and at the same time support a move towards better and more consistent recognition of the value of apprenticeship learning. Originality/value: It is a first attempt to ascribe a credit value to an apprenticeship in England for the specific purpose of facilitating progression to HE. [ABSTRACT FROM AUTHOR]

Being on a career plateau is widely regarded as an undesirable career experience characterised by a lack of individual proactivity, ability, or opportunity for promotion. In this paper, we present an alternative view arguing that some employees may choose to plateau their careers and deliberately forego opportunities for hierarchical progression. Drawing on in‐depth interviews with 75 law enforcement officers in the US and Australia, we explore why they declined a promotion opportunity or elected not to apply for promotion. Drawing on social cognitive career theory, we develop a provisional taxonomy characterised by individual proactivity: self‐initiated and self‐resigned career plateaus. Specifically, we report how the decision to remain on either of these career plateaus is informed by either the low valence accorded to a promoted position or, paradoxically, the reduced self‐efficacy in navigating what is viewed as a flawed promotion system. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Contemporary Educational Studies / Sodobna Pedagogika is the property of Association of Slovenian Educationalists 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.)

Background: The nursing profession has made great strides during the last century. Roles such as the clinical research nurse (CRN) have been developed and research is widely recognised as a vital component of the healthcare field. Hospitals involved in clinical nursing research can improve patient outcomes, increase staff and patient satisfaction and reduce hospital costs. Aim: The aim of this literature review is to analyse nurses and nursing students' perception towards research, with focus on the available career progression for nurses in research. Method: A comprehensive search of literature on ASSIA, CINAHIL, PubMed and Web of Science electronic databases was conducted to obtain relevant articles related to the perception of nurses and nursing students towards research. Results: A total of 31 articles were selected for analysis following review. Three key themes were identified: nurses' perception towards research; nursing students' perception towards research; and career progression and job satisfaction. Conclusions: Involvement in research has helped nurses integrate evidence-based practice into their work. This has helped empower nurses to make positive change and develop their skills and knowledge. Unfortunately, research is still considered by many to be a 'doctor' field, and nurses have various difficulties accessing funding and education. Research education is vital to building the basic principles of nursing research and creating a positive attitude and perception around research. A change in culture is required to standardise research into university education, increase students' perceptions and confidence in research, and help nurses incorporate valid evidence-based recommendations into practice. [ABSTRACT FROM AUTHOR]

This article examines the job crafting strategies senior academic women use to progress in their careers. The study was exploratory and inductive and used in-depth interviews to gather data from 43 senior academic women in Australia, the United Kingdom, and Malaysia. Data were analyzed using thematic content analysis in combination with reflective discussions. Cognitive crafting emerged as the most critical job crafting strategy impacting women's career progression. While some women chose to be more strategic, others focused on doing meaningful work and considered career progression a natural outcome rather than an end in itself. This study extends the job crafting literature by highlighting how contextual and cognitive factors impact women's academic career progression. Understanding similarities and differences across cultures and identifying how academic women can prosper can inform programs that effectively promote women's careers at tertiary institutions. [ABSTRACT FROM AUTHOR]

Emergency nurses are the first clinicians to see patients in the ED; their practice is fundamental to patient safety. To reduce clinical variation and increase the safety and quality of emergency nursing care, we developed a standardised consensus-based emergency nurse career pathway for use across Australian rural, regional, and metropolitan New South Wales (NSW) emergency departments. An analysis of career pathways from six health services, the College for Emergency Nursing Australasia, and NSW Ministry of Health was conducted. Using a consensus process, a 15-member expert panel developed the pathway and determined the education needs for pathway progression over six face-to-face meetings from May to August 2023. An eight-step pathway outlining nurse progression through models of care related to different ED clinical areas with a minimum 172 h protected face-to-face and 8 h online education is required to progress from novice to expert. Progression corresponds with increasing levels of complexity, decision making and clinical skills, aligned with Benner's novice to expert theory. A standardised career pathway with minimum 180 h would enable a consistent approach to emergency nursing training and enable nurses to work to their full scope of practice. This will facilitate transferability of emergency nursing skills across jurisdictions. [ABSTRACT FROM AUTHOR]

Abstract Background Mentoring plays a pivotal role in mentees’ professional advancement. However, the factors that affect career progression in informal mentoring relationships, especially with respect to faculty members, have not been extensively explored. This study aimed to explore the factors that affect career progression in informal faculty mentorings within mentor and mentee relationships. Methodology A Qualitative Exploratory Study was designed and conducted from May to October 2023. Faculty members with informal mentoring relationships were recruited through purposive sampling. Seven faculty mentors and eight faculty mentees from various institutions participated in the study. Semi-structured interviews were used to collect data, which were audio-recorded and verbatim transcribed. The transcripts were then analysed using NVivo Software and coded. Braun and Clark’s framework was used for the thematic analysis. The study adhered to the COREQ (Consolidated Criteria for Reporting Qualitative Research) checklist to ensure comprehensive and transparent reporting of the qualitative research process. Results A total of 76 codes emerged which were classified into six themes: (1) an ideal mentee, (2) an ideal mentor, (3) factors promoting the relationship, (4) the role of gender, (5) factors deteriorating the relationship, (6) overcoming barriers / trust-building strategies. Within each theme, mentor–mentee needs and behaviours were identified, which could lead to positive or deteriorating outcomes. Conclusion Factors affecting career progression in informal faculty mentoring sessions include mentees' positive mindset, internal motivation and clarity of vision, mentors' skills, reputation, and role modelling. Effective communication, trust, respect, and clear goals are also essential. Challenges, such as busy schedules, cross-gender mentoring, and societal biases, affect these relationships. Overcoming these barriers involves sharing experiences, psychosocial support, empathy, active listening, and feedback.

Abstract Background Existing evidence suggests that organisation-level policies are important in enabling gender equality and equity in the workplace. However, there is little research exploring the knowledge of health sector employees on whether policies and practices to advance women’s career progression exist in their organisations. In this qualitative study, we explored the knowledge and perspectives of health managers on which of their organisations' workplace policies and practices contribute to the career advancement of women and their knowledge of how such policies and practices are implemented and monitored. Methods We employed a purposive sampling method to select the study participants. The study adopted qualitative approaches to gain nuanced insights from the 21 in-depth interviews and key informant interviews that we conducted with health managers working in public and private health sector organisations. We conducted a thematic analysis to extract emerging themes relevant to advancing women’s career progression in Kenya’s health sector. Results During the interviews, only a few managers cited the policies and practices that contribute to women’s career advancement. Policies and practices relating to promotion and flexible work schedules were mentioned most often by these managers as key to advancing women's career progression. For instance, flexible work schedules were thought to enable women to pursue further education which led to promotion. Some female managers felt that women were promoted to leadership positions only when running women-focused programs. There was little mention of capacity-building policies like training and mentorship. The health managers reported how policies and practices are implemented and monitored in general, however, they did not state how this is done for specific policies and practices. For the private sector, the health managers stated that implementation and monitoring of these policies and practices is conducted at the institutional level while for the public sector, this is done at the national or county level. Conclusions We call upon health-sector organisations in Kenya to offer continuous policy sensitisation sessions to their staff and be deliberate in having supportive policies and other pragmatic interventions beyond policies such as training and mentorship that can enable women’s career progression.

Although modern‐day institutions have bridged gender inequality gaps to some extent by recruiting female employees, there is limited information about the career progression (CP) of these females especially in military institutions. Accordingly, the present study aims to investigate the factors affecting the CP of female army corps employed in developing countries. The fundamentals of the theory of gendered organizations are operationalized to develop the theoretical model and investigate whether institutional factors (IFC), sociocultural background (SCB), resource facilitation (RFC), and personal skill and competency (PSC) influence CP of female army corps. The primary data was collected from 352 females employed in the army corps and was analyzed using the structural equation modeling (SEM) technique. The findings confirm that our conceptualized factors (IFC, SCB, RFC, and PSC) influence CP. Particularly, the results indicate a significant positive impact of IFC and PSC and an insignificant positive impact of SCB and RFC on the CP of female army corps. This empirical study contributes to developing gender and talent management strategies in the workplace by enhancing the CP of females. [ABSTRACT FROM AUTHOR]

Background: Existing evidence suggests that organisation-level policies are important in enabling gender equality and equity in the workplace. However, there is little research exploring the knowledge of health sector employees on whether policies and practices to advance women's career progression exist in their organisations. In this qualitative study, we explored the knowledge and perspectives of health managers on which of their organisations' workplace policies and practices contribute to the career advancement of women and their knowledge of how such policies and practices are implemented and monitored. Methods: We employed a purposive sampling method to select the study participants. The study adopted qualitative approaches to gain nuanced insights from the 21 in-depth interviews and key informant interviews that we conducted with health managers working in public and private health sector organisations. We conducted a thematic analysis to extract emerging themes relevant to advancing women's career progression in Kenya's health sector. Results: During the interviews, only a few managers cited the policies and practices that contribute to women's career advancement. Policies and practices relating to promotion and flexible work schedules were mentioned most often by these managers as key to advancing women's career progression. For instance, flexible work schedules were thought to enable women to pursue further education which led to promotion. Some female managers felt that women were promoted to leadership positions only when running women-focused programs. There was little mention of capacity-building policies like training and mentorship. The health managers reported how policies and practices are implemented and monitored in general, however, they did not state how this is done for specific policies and practices. For the private sector, the health managers stated that implementation and monitoring of these policies and practices is conducted at the institutional level while for the public sector, this is done at the national or county level. Conclusions: We call upon health-sector organisations in Kenya to offer continuous policy sensitisation sessions to their staff and be deliberate in having supportive policies and other pragmatic interventions beyond policies such as training and mentorship that can enable women's career progression. [ABSTRACT FROM AUTHOR]

This paper provides an analysis of gender equality at the Faculty of Arts of the University of Ljubljana and examines the main results in the broader context of quality in higher education. The Faculty of Arts participated in a project that aimed to develop a gender equality plan for the institution. Data from different aspects of institutional life were collected and analysed to gain a better insight into institutional equality and its relationship with the existing notion of quality in academia, especially through academic career advancement. The study reveals that more women than men tend to remain at the same academic rank for an extended period, particularly at the assistant professor level, and that they meet more objective and subjective obstacles on their academic path. Although there is an increasing awareness of academic policies and practices that foster equality in higher education, there is still a prevalent and strong perception that equality measures compromise academic standards. [ABSTRACT FROM AUTHOR]

How do parenthood and publishing contribute to gender gaps in academic career advancement? While extensive research examines the causes of gender disparities in science, technology, engineering, and mathematics (STEM) careers, we know much less about the factors that constrain women's advancement in the social sciences. Combining detailed career‐ and administrative register data on 976 Danish social scientists in Business and Management, Economics, Political Science, Psychology, and Sociology (5703 person‐years) that obtained a PhD degree between 2000 and 2015, we estimate gender differences in attainment of senior research positions and parse out how publication outputs, parenthood and parental leave contribute to these differences. Our approach is advantageous over previous longitudinal studies in that we track the careers and publication outputs of graduates from the outset of their PhD education and match this data with time‐sensitive information on each individual's publication activities and family situation. In discrete time‐event history models, we observe a ∼24 per cent female disadvantage in advancement likelihoods within the first 7 years after PhD graduation, with gender differences increasing over the observation period. A decomposition indicates that variations in publishing, parenthood and parental leave account for ∼ 40 per cent of the gender gap in career advancement, suggesting that other factors, including recruitment disparities, asymmetries in social capital and experiences of unequal treatment at work, may also constrain women's careers. [ABSTRACT FROM AUTHOR]

Career progression is an employee's professional development that provides security, satisfaction, and a sense of professional fulfillment. This study determines the effect of career progression as a predictor of job satisfaction for academic librarians in the Bicol Region. Specifically, this aims to determine the respondent's personal, professional, and employment profile; level of job satisfaction in terms of career progression, work motivation, working environment, fair compensation, job security, and administrative support; the significant difference in the level of job satisfaction and the perceived challenges and opportunities encountered as they progress in their career. This study utilizes a convergent parallel mixed method with 113 respondents, comprising 63 from private HEIs and 50 from public libraries, including SUCs and LUCs. Findings revealed that school administrators gave career progression due importance. Good working environment was provided; however, the compensation package is not that attractive compared to Public HEIs. Lack of administrative support was observed; hence, it was recommended that School Administrators, would show commitment towards the improvement/advancement of libraries through enough funding. Librarians may also seek sponsorship/scholarships to improve their education and training. However, well-planned policies and conditions for these benefits could be articulated in the personnel and library administrative manual. Likewise, Human Resource Managers may consider calibrating the compensation and benefits of librarians to be at par with the faculty in compliance with the equivalency of librarians to teachers. [ABSTRACT FROM AUTHOR]

Women’s participation in the tourism workforce is growing intensely in response to Saudi Vision 2030. Notwithstanding this, Saudi women still have limited access to senior management positions. This study explores the barriers that Saudi women face to reach top managerial positions in the tourism industry and explores how Saudi women could crack the glass ceiling. For these reasons, this study undertook a phenomenological approach using in-depth interviews with Saudi women who were able to reach senior management. The purpose of the interviews is to explore their lived experience and their accessibility to senior management positions. The results of a thematic analysis showed that there were four overlapped barriers for the glass ceiling among Saudi women: cultural and social barriers, regulatory barriers, organizational barriers, and personal barriers. These main barriers have sub-barriers that contribute to the glass ceiling and prevent many women from reaching senior positions. This study shows that overcoming these barriers, particularly cultural and social barriers, could help Saudi women to crack the glass ceiling and achieve their dream of leadership. This study discusses the implications for policy makers, academics, and practitioners on the effective contribution of Saudi women to the tourism labor market, which contributes to sustainable tourism development and, ultimately, to Saudi Vision 2030.

Background: There is a lack of evidence regarding the impact of time loss, match exposure, and age at injury on career progression in elite football. Therefore, the aim of this study was to identify injury characteristics and their influence on career progression in a German youth academy. Methods: During the 2012/2013 season, a prospective cohort study reported 107 time-loss injuries among 130 young athletes from an elite German soccer academy. Individual career progression was analyzed using 10-year data. Results: Injuries and time loss were not associated with career progression (p > 0.05) in the overall cohort. In the U17 and U19 groups, 24% were able to reach the professional level, with injuries significantly decreasing this probability (p = 0.002). Injuries lasting more than 28 days had a negative impact on career progression compared to minor injuries (30% vs. 10%; p = 0.02). Conclusions: Not only the characteristics of injuries, but also their impact on career development, vary with age. In the U17 and U19 age groups, serious injuries resulting in more than 28 days of absence have a negative impact on career progression. It is important to be aware of these effects in order to focus on the prevention of long-term injuries to ensure the optimal development of young athletes. [ABSTRACT FROM AUTHOR]

We investigate whether junior researchers' attractiveness matters for obtaining an academic job post-PhD in a specific field within the social sciences, using faculty ratings on photographs along with data on publications, quality of PhD-granting university and employment type. The use of faculty ratings rather than external rating platforms allows for a closer match to a real-life academic setting. We find a significant association between faculty-perceived attractiveness and the probability of junior female researchers being in academic positions. A one standard deviation increase in the faculty attractiveness rating is associated with an increase in female junior researchers' academic job holding by 25 % of the mean. This association is equally strong for the full sample of females and a seasoned subsample of females, observed at least 5 years post-PhD. We show that faculty ratings are different from general perceptions, the latter being irrelevant for junior researchers' academic job holding. We also find that research productivity or access to high-quality coauthorship networks cannot explain the association. Collegiality, inferred using facial action coding of the photographs, is associated with the probability of females being in academia, but does not alter the association between faculty perceived attractiveness and females' chances of an academic job post-PhD. [ABSTRACT FROM AUTHOR]

Women's participation in the tourism workforce is growing intensely in response to Saudi Vision 2030. Notwithstanding this, Saudi women still have limited access to senior management positions. This study explores the barriers that Saudi women face to reach top managerial positions in the tourism industry and explores how Saudi women could crack the glass ceiling. For these reasons, this study undertook a phenomenological approach using in-depth interviews with Saudi women who were able to reach senior management. The purpose of the interviews is to explore their lived experience and their accessibility to senior management positions. The results of a thematic analysis showed that there were four overlapped barriers for the glass ceiling among Saudi women: cultural and social barriers, regulatory barriers, organizational barriers, and personal barriers. These main barriers have sub-barriers that contribute to the glass ceiling and prevent many women from reaching senior positions. This study shows that overcoming these barriers, particularly cultural and social barriers, could help Saudi women to crack the glass ceiling and achieve their dream of leadership. This study discusses the implications for policy makers, academics, and practitioners on the effective contribution of Saudi women to the tourism labor market, which contributes to sustainable tourism development and, ultimately, to Saudi Vision 2030. [ABSTRACT FROM AUTHOR]

Abstract Objective Clinician-scientists are critical to medical innovation and research. However, the number of clinician scientists in the UK has been declining steadily over the last decade. One of the cited reasons is poor student recruitment to academic training pathways. The SMART study aims to assess current student perceptions on research and identify key factors influencing whether a student is interested in research. Design We conducted a cross-sectional survey study between January and May 2022. Setting This was a multi-centre national study with data collected across 40 universities offering medical courses in the UK. Participants Participants were UK medical students enrolled in medicine for 21/22 academic year. Main outcome and measure The main outcomes were related to participant perceptions on research and whether they were interested in engaging with research in their future career. These measures were correlated with demographic and non-demographic details using regression analyses. Results One thousand seven hundred seventy-four individuals participated in the SMART survey from 40 medical schools. Nearly half the participants felt there were barriers preventing them from doing research (46.67%) and almost three-quarters felt it was at least somewhat difficult to combine research with medical school (73.49%). Of the options available, most commonly students did not want to pursue an academic career (43.11%) or training pathway (42.49%). However, most participants felt it was useful to do research at medical school (59.54%) and were also interested in doing more research in the future (69.16%). Regression analysis identified many factors influencing student’s perceptions of research including year of study, gender, socioeconomic status, family background, research exposure at medical school, ethnicity, and country of pre-university education. Conclusions The SMART study is the first of its kind in the UK, shedding light on medical student perceptions. While some express strong interest in academic careers, a larger proportion show a broader interest in research. Demographic factors like gender, parental occupation, and socioeconomic status play a role. Further exploration is needed for specific groups to address barriers, promote research, and boost academic pathway recruitment.

Objective: Clinician-scientists are critical to medical innovation and research. However, the number of clinician scientists in the UK has been declining steadily over the last decade. One of the cited reasons is poor student recruitment to academic training pathways. The SMART study aims to assess current student perceptions on research and identify key factors influencing whether a student is interested in research. Design: We conducted a cross-sectional survey study between January and May 2022. Setting: This was a multi-centre national study with data collected across 40 universities offering medical courses in the UK. Participants: Participants were UK medical students enrolled in medicine for 21/22 academic year. Main outcome and measure: The main outcomes were related to participant perceptions on research and whether they were interested in engaging with research in their future career. These measures were correlated with demographic and non-demographic details using regression analyses. Results: One thousand seven hundred seventy-four individuals participated in the SMART survey from 40 medical schools. Nearly half the participants felt there were barriers preventing them from doing research (46.67%) and almost three-quarters felt it was at least somewhat difficult to combine research with medical school (73.49%). Of the options available, most commonly students did not want to pursue an academic career (43.11%) or training pathway (42.49%). However, most participants felt it was useful to do research at medical school (59.54%) and were also interested in doing more research in the future (69.16%). Regression analysis identified many factors influencing student's perceptions of research including year of study, gender, socioeconomic status, family background, research exposure at medical school, ethnicity, and country of pre-university education. Conclusions: The SMART study is the first of its kind in the UK, shedding light on medical student perceptions. While some express strong interest in academic careers, a larger proportion show a broader interest in research. Demographic factors like gender, parental occupation, and socioeconomic status play a role. Further exploration is needed for specific groups to address barriers, promote research, and boost academic pathway recruitment. [ABSTRACT FROM AUTHOR]

This paper provides an analysis of gender equality at the Faculty of Arts of the University of Ljubljana and examines the main results in the broader context of quality in higher education. The Faculty of Arts participated in a project that aimed to develop a gender equality plan for the institution. Data from different aspects of institutional life were collected and analysed to gain a better insight into institutional equality and its relationship with the existing notion of quality in academia, especially through academic career advancement. The study reveals that more women than men tend to remain at the same academic rank for an extended period, particularly at the assistant professor level, and that they meet more objective and subjective obstacles on their academic path. Although there is an increasing awareness of academic policies and practices that foster equality in higher education, there is still a prevalent and strong perception that equality measures compromise academic standards.

Librarians working in university libraries are torn between the two dominant categories (academic and professional) of university staff. Belonging to either of the categories of staff has implications for the employees' roles and duties, status, and career progression in the academic setting. This study sought to understand the perception of librarians' roles, status, and career progression with the changing frontiers of knowledge and education in contemporary times. Using the qualitative approach, fourteen (14) librarians working in seven university libraries in Ghana were interviewed using a semi-structured interview schedule. These librarians were purposively selected because they possessed the qualifications of practice and were experienced in the academic library setting. The data collected from the interview was transcribed. Using Nvivo software version 14, the researchers used the Reflexive Thematic Analysis method to garner codes and themes from the data to understand the phenomenon under study. The findings from the study showed that librarians perceived their roles and responsibilities of academic librarians to be classified into three dominant categories: research support, teaching, and managerial/administrative roles. Again, academic librarians were assigned to either the academic or professional cadre in their universities based on the university's understanding of the library as a professional or academic unit irrespective of the Librarian's qualification, roles and responsibilities and the changing academic librarianship landscape. The study revealed the challenges librarians working in academic libraries face with their promotion and career progression, including long years of waiting (6 years) to qualify for the promotion, role inconsistencies, stagnation/lack of promotion, the presence of an unclear career path, and the inability to meet promotion requirements due to the lack of time for research, all of which have implications on their job satisfaction leading to demotivation and stress among academic librarians. The findings of this study have practical implications for policymakers in the Library and Information Science (LIS) field, Higher Education Institutions (HEI), and researchers to understand the perception of the roles, status, and career progression of the librarians working in academic libraries in Ghana and to inform policy decisions. [ABSTRACT FROM AUTHOR]

Anita Atwal,1 Vimal Sriram,2,3 Elizabeth A McKay4 1London South Banking University, School of Allied and Community Health, London, UK; 2University Hospitals Bristol and Weston NHS Foundation Trust, Bristol, UK; 3Collaborative Learning and Capacity Building Theme, NIHR Applied Research Collaboration in Northwest London, London, UK; 4Edinburgh Napier University, School of Health and Social Care, Edinburgh, UKCorrespondence: Anita Atwal, Tel +44 20 7974403011, Email atwala@lsbu.ac.ukIntroduction: Diversity, equality and belonging are important aspects within Allied Health Professional (AHP) groups. Mentoring is considered as a solution to improve career progression. To date, there is no consensus on what good mentoring looks like and whether current models are fit for purpose for Black and Minoritised Ethnicity AHPs.Methods: Scoping review to understand mentoring among Black and Minoritised Ethnicity (BME) AHPs through searches in four electronic databases using pre-defined criteria.Results: From 1440 studies screened, 2 studies were included in this review that researched mentoring for BME AHPs in a health and/or social care setting. Themes that emerged from the literature were related to access and amount of mentoring for BME AHPs, psychosocial mentoring may influence cross-race mentorship outcomes and organisational issues related to workforce pressures and management support. There is uncertainty around the importance of same race relationships in mentoring but there is some evidence that within cross-race mentoring this could influence outcomes.Conclusion: It is unknown if mentoring enables career success in BME AHPs. There is emerging evidence on the importance of psychosocial mentoring within cross-race relationships. Careful reflection and further research is needed on how current mentoring models work and ensure fair access to mentorship and support for BME AHPs.Keywords: mentoring, ethnic minority, career progression, allied health, psychosocial

Although there has been a worldwide cry for gender equity within organizations, gender discriminatory practices continue to be a challenge. Many women still suffer from gender discrimination and remain at the bottom of organizational structures despite their efforts to ascend. This paper seeks to examine the link between gender discriminatory practices and women’s skill development and progression within the workplace. The study espoused a quantitative approach. A questionnaire survey was self-administered online to 412 women through a convenient non-probability sampling method. Descriptive tendencies, test normality, validity, reliability, and regression analysis were performed using the statistical package for the social sciences (SPSS), AMOS 27. The results reveal that women’s skill development is impacted by workplace gender discriminatory practices, and the career progression of women is linked to their skill development. Yet it rejects the claim that workplace gender discriminatory practices impact women’s career progression. While having a gender-friendly work environment is applaudable, developing women’s skills and promoting their advancement at work will require more effort from companies. Organizations need to be deliberate about the skills development and career progression of women and institutionalize initiatives that directly encourage women to engage in developmental activities as well as initiatives geared towards promoting women’s career advancement.

Abstract Objective: Researchers from underrepresented groups leave research positions at a disproportionate rate. We aim to identify factors associated with self-efficacy in career advancement and career commitment among underrepresented post-doctoral fellows and early-career faculty. Methods: Building Up is a cluster-randomized trial with 25 academic health institutions. In September-October 2020, 219 Building Up participants completed the pre-intervention assessment, which included questions on demographics, science identity, mentoring, self-efficacy in career advancement (i.e., advancement is open to me, confidence in career progression, confidence in overcoming professional barriers), and career commitment (i.e., intent to continue research training or studying in a field related to biomedical sciences). Using logistic and multinomial logistic regression, we identified characteristics independently associated with self-efficacy in career advancement and career commitment. Results: The cohort is 80% female, 33% non-Hispanic/Latinx Black, and 34% Hispanic/Latinx. Having mentors that address diversity was significantly associated with the belief that advancement is open to them (OR = 1.7). Higher science identity (OR = 4.0) and having mentors that foster independence (OR = 1.8) were significantly associated with confidence in career progression. Higher science identity was also significantly associated with confidence in overcoming professional barriers (OR = 2.3) and intent to continue studying in a field related to biomedical sciences (OR = 3.3). Higher age (OR = 2.3) and higher science identity (OR = 4.2) were significantly associated with intent to continue research training. Discussion: Science identity and mentoring play key roles in self-efficacy in career advancement and career commitment. These factors may contribute to retention of underrepresented early-career biomedical researchers.

In high-income countries, population ageing has a significant impact on the labour force and care demands. As a result, the tendency is to rely on migrant workers to meet workforce and care demands. Drawing on insights from Bronfenbrenner’s ecological systems theory, this study focused on unskilled migrant healthcare assistants in Norway’s long-term care. The objectives were to explore factors influencing the decision of unskilled migrant healthcare assistants to work in elderly care, sources of knowledge about work in elderly care, and challenges encountered in elderly care work. The key research questions were as follows: a) What factors influence the decision of migrant healthcare assistants to work in elderly care? b) What are the sources of knowledge/information about work in elderly care for migrant healthcare assistants? c) What are some of the challenges of working in elderly care for migrant healthcare assistants? Qualitative research and purposive sampling were used to recruit 20 participants: 13 unskilled migrant healthcare assistants and seven managers of long-term care facilities in South-Eastern and Northern Norway. Data were collected using in-depth individual interviews, focus group discussions and participant observation, and thematically analysed. Findings indicated that factors influencing unskilled migrant healthcare assistants' decision to work in the elderly care sector included cultural norms and values of caring for older people, nonrecognition of overseas qualifications and economic considerations. State-organized language learning programmes, Norwegian Labour and Welfare Administration (NAV) offices, as well as migrant family and community networks, provided crucial information about work in elderly care. Challenges regarding lack of career progression, temporary working contracts, low status and poor wages emerged. In conclusion, meaningful employment outcome through better opportunities for career progression are essential for unskilled migrant healthcare assistants’ well-being and care for older people. It would be useful for long-term care policymakers and stakeholders to address the challenges faced by its aged care workforce.

This study takes a novel perspective on mobility as career script compliance to explore the factors that might influence how mobile academics in a country perceive the impact of international mobility on their overall academic career progression and job options. We conduct a country-level qualitative comparative analysis on a sample of 24 European Union (EU) countries, based on data from European Commission's MORE3 indicator tool. We find that these perceptions about the impact are shaped by the dominant patterns of mobility in that country, and the general perception of academics in that particular country that international mobility is rewarded in the institutional promotion schemes. This study introduces new explanatory factors for the career script for international mobility. In so doing, we provide a richer understanding of how countries might influence academics' mobility, which sheds light on previous inconclusive empirical evidence linking international mobility and academics' careers. Our findings have implications for the policy design of international mobility and open up new lines of inquiry for cross-country comparisons. [ABSTRACT FROM AUTHOR]

Background: A trend of feminisation of medicine has been observed over the years. Feminisation of medicine is important as it ensures that both male and female doctors have equal opportunity to deliver patient care. In South Africa, the female profile in anaesthesiology is not known. This study aims to describe the past and present profiles of female anaesthesiologists in South Africa from 1960-2019. Methods: Part I of this study retrospectively determined the number of females who qualified as fellows from the College of Anaesthetists of the Colleges of Medicine of South Africa (CMSA), as well as leadership roles held by female anaesthesiologists in the CMSA and the South African Society of Anaesthesiologists (SASA) and the number of female anaesthesiologists head of departments during the study period. Part II was an online, anonymous cross-sectional survey sent to female anaesthesiologists who had full membership with SASA, determining their profile and the factors influencing career progression. Results: Of the 593 female anaesthesiologists who qualified from the CMSA, 11.3% qualified with a Fellowship of the Faculty of Anaesthetists from 1960-1993 and 88.7% with a Fellowship of the College of Anaesthetists from 1994-2019. Between 2010 and 2019, 50.6% of registrars who qualified were female. From the inception of the CMSA, SASA and the university departments of anaesthesiology, female anaesthesiologists have held limited leadership positions. Only 34.1% of female anaesthesiologists had research publications. The majority (84.3%) of female anaesthesiologists were satisfied with their career choice. A dichotomy in the factors influencing career progression was reported. In this study, commonly described factors such as family responsibilities and motherhood, were seen as a positive rather than a negative influence on career progression. Conclusion: This study describes the past and present profile of female anaesthesiologists in South Africa. There is a notable increase in female anaesthesiologists qualifying from 1960-2019, in keeping with the feminisation of medicine. However, career progression among female anaesthesiologists, especially in leadership, remains limited. [ABSTRACT FROM AUTHOR]

Abstract Introduction With the rise in global migration, hospitals and health systems in developed countries are looking to supplement their workforces with migrant nurses who have been reported to feel devalued, underutilized with experience of deskilling and unmet expectations as they transitioned. Despite the plethora of literature reporting on the experiences of internationally trained nurses, only limited work has been done regarding understanding the experiences of Migrant African nurses. Thus, this study sought to synthesize existing qualitative studies to develop in-depth understanding of the transitioning experiences of migrant African nurses, their career progression and to highlight existing gaps to guide future studies as well as inform policies. Method A meta-synthesis was performed and reported according to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses and the Enhancing transparency in reporting the synthesis of qualitative research statement. A pre-planned search strategy was developed guided by the SPIDER tool for qualitative synthesis searching EMBASE via OVID, CINAHL via EBSCO, PubMed, Web of Science, and PsychINFO databases. We included published studies that 1) focused on migrant African nurses, 2) employed a qualitative design and 3) reported in English. Results The search yielded 139 studies of which nine studies met the inclusion criteria and included in final synthesis. Three themes with corresponding subthemes emerged from data synthesis: 1) Navigating reality shock (a. Navigating a new culture, b. Survival strategies and support amidst the shock); 2) Discrimination and limited opportunities for promotion (a. Prejudices and preference for White over Black, b. Lack of recognition and limited opportunities for a workplace promotion); and 3) Finding one’s feet (a. Standing up for oneself and looking beyond discrimination, b. Experiencing growth). Conclusion Transitioning to a new setting can be a challenging experience for migrant African nurses warranting the availability of a tailor-made adaptation or orientation programme. Though African nurses may experience discrimination and prejudices as part of their transition, they consider their situation to be better off compared to back home. Therefore, clear transitioning policies which focus on career pathways are required by hiring institutions, and migrant nurses should be proactive in taking active roles in pushing their career ahead, instead of maintaining a culture of silence.

Orientation: Understanding the components for an academic career management intervention programme, to enable the development of the required academic pipeline to achieve the strategic objectives of higher education institutions. Research purpose: A consensus view across subject experts for a career management intervention programme to enable the progression of academic careers. Motivation for the study: While academic career literature captures an array of normative designs of career management programmes to cultivate the required academic talent consortium, literature indicates a lack of a comprehensive and systematic approach for career management to provide a framework for successfully managing academic careers. Research design, approach and method: A modified Delphi technique was employed, by presenting an expert panel with the findings of a broader research project to initiate the consensus-seeking methodology - a systematic approach to obtain concordance on the experts’ opinions through two rounds of structured questionnaires. Main findings: The identified components are structured and presented in five main themes (categories), including: (1) institutional, (2) individual, (3) overlapping, (4) cultural and (5) external. The results show a strong agreement among the experts on the first four categories. The fifth (external) offers the lowest level of agreement, reminding that the higher education system is part of a broader contextual system; it should be understood within its operational context and time. Practical/managerial implications: Offering talent management practitioners and higher education leaders expert observations of the factors to consider while planning and implementing career management intervention programmes to enable academic career progression. Contribution/value-add: A comprehensive and systematic approach for career management, providing a framework for successfully managing academic careers across the various career stages.

Supporting faculty in their professional development is a central mission of academic medical centers (AMCs), assisted by routine assessment of faculty development. However, AMCs face barriers to standard faculty assessment, particularly among large departments with diverse faculty roles. We report on the development, implementation, and utilization of a standardized, web)based faculty annual career review (FACR) process deployed within the Department of Medicine at a large AMC, composed of 22 divisions and 1400 faculty. The FACR process was developed to achieve the following goals: Creation of a trackable review of professional goals and barriers to professional development; provide longitudinal faculty reflection on professional growth; and provide data to identify faculty development needs to target initiatives. The FACR was initiated in 2008. We provide specific case examples of utilization of the FACR data for targeted faculty development initiatives, including (1) division benchmarking; (2) targeting career opportunities to individual faculty members; and (3) longitudinal data analysis of 5-year trends of FACR response, including subanalysis by gender, to target faculty development initiatives across the DOM. In summary, we demonstrate successful development, implementation, and utilization of a web-based standard faculty annual review program within a large AMC that allows for systematic evaluation and reflection of professional development by faculty members and their supervisors and allows for data collection and analysis to help target faculty development initiatives. [ABSTRACT FROM AUTHOR]

This article explores the experiences of male and female academics in China's higher education system concerning career progression and examines how they perceive the challenges faced by the opposite gender. Our analysis of interviews with 40 academics from a research university revealed that academics' experience of career progression is informed by gendered divisions of labour at home and work and by gendered role expectations that are prevalent in Chinese culture. Female academics reported performing a disproportionate amount of household work: some felt satisfied with having moderately successful academic careers, whereas others aspired to do more but grappled with the difficulties of doing so. In contrast, male academics mentioned great pressure to pursue promotion and career progression: they reported feeling less work–family stress but were fearful of failing in their role as breadwinners. Male and female academics showed mixed comprehension of each other's plight, but in general, female academics recognised that male academics faced higher career expectations but lower household burdens, and male academics felt that female academics had lower career expectations and many more burdens and constraints. Male academics tended to stress biological and societal reasons for gender differences in Chinese academia, whereas female academics highlighted the power of cultural and social beliefs. We argue that the challenges faced by Chinese academics can only be mitigated if gender‐specific promotion paths that recognise men's and women's social roles and obligations are made available. [ABSTRACT FROM AUTHOR]

In high-income countries, population ageing has a significant impact on the labour force and care demands. As a result, the tendency is to rely on migrant workers to meet workforce and care demands. Drawing on insights from Bronfenbrenner's ecological systems theory, this study focused on unskilled migrant healthcare assistants in Norway's long-term care. The objectives were to explore factors influencing the decision of unskilled migrant healthcare assistants to work in elderly care, sources of knowledge about work in elderly care, and challenges encountered in elderly care work. The key research questions were as follows: a) What factors influence the decision of migrant healthcare assistants to work in elderly care? b) What are the sources of knowledge/information about work in elderly care for migrant healthcare assistants? c) What are some of the challenges of working in elderly care for migrant healthcare assistants? Qualitative research and purposive sampling were used to recruit 20 participants: 13 unskilled migrant healthcare assistants and seven managers of long-term care facilities in South-Eastern and Northern Norway. Data were collected using in-depth individual interviews, focus group discussions and participant observation, and thematically analysed. Findings indicated that factors influencing unskilled migrant healthcare assistants' decision to work in the elderly care sector included cultural norms and values of caring for older people, nonrecognition of overseas qualifications and economic considerations. State-organized language learning programmes, Norwegian Labour and Welfare Administration (NAV) offices, as well as migrant family and community networks, provided crucial information about work in elderly care. Challenges regarding lack of career progression, temporary working contracts, low status and poor wages emerged. In conclusion, meaningful employment outcome through better opportunities for career progression are essential for unskilled migrant healthcare assistants' well-being and care for older people. It would be useful for long-term care policymakers and stakeholders to address the challenges faced by its aged care workforce. [ABSTRACT FROM AUTHOR]

With increasing complexity in the evolving structure of work in organizations, employees' preferences for working from home (WFH) relative to working on-site can lead to systematic differences in perceived career implications. An emerging tension associated with WFH versus work-at-work is whether this locational divide is associated with concerns over career progression, especially among racial minorities. Here, we seek to determine whether Black employees, relative to their White counterparts, have more concerns over career progression relating to WFH compared with their on-site colleagues. From a sample of employees in the May 2021 cross-section of the Survey of Working Arrangements and Attitudes (SWAA), we find that relative to higher (lower) income White employees, higher (lower) income Black WFH employees have significantly higher (lower) concerns over career progression than their on-site counterparts. These findings speak both to the nontrivial choices employees may be forced to make as the structure of work continues to evolve and consequences for racial inequality. [ABSTRACT FROM AUTHOR]

Women in Indonesia's civil service (n = 320) were surveyed about their career advancement. Analysis of variance identified differences in career progression, and post-hoc comparisons were tested using Fisher's Least Significant Difference method. We found that family support and interpersonal relationships, paired with superior education to men, were critical to women's successful leadership progression, especially through the echelon ranks. Qualitative results suggest that interpretations of hadith outweighed more contemporary textual readings, which required strategic maneuvering if women wanted to advance. This is because women's own career aspirations required their ongoing loyalty to men and strategic maneuvering among filial, societal, and organizational constraints. [ABSTRACT FROM AUTHOR]

Applying for a new job, progressing your career, can be daunting. When you have found the job that best suits you, you will need to start the application process. This article provides readers with advice for applying for a healthcare support worker role in the NHS. This is the first of two articles associated with a job application. This first part looks at preparing for interview, while part 2 considers the interview itself. This article includes information and tips to help support you in applying for a healthcare support worker role in the NHS. Using these tips can help to boost your self-confidence as you consider the job application process with a positive mindset. The article adopts a practical approach to the job application. [ABSTRACT FROM AUTHOR]