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Hearing and vestibular research in Aotearoa New Zealand (NZ) spans basic sciences, clinical research, and public health. Equitable health care and sustainable research models are threatened by several factors including the increasing prevalence of hearing impairment and vestibular disorders, reforms to the NZ public health system, and funding challenges within the research environment. Our perspectives as early career researchers can shape the future of hearing and vestibular research, healthcare, and clinical practice in NZ. [ABSTRACT FROM AUTHOR]

There is concern that the time taken to publish academic papers in microbiological science has significantly increased in recent years. While the data do not specifically support this, evidence suggests that editors are having to invite more and more reviewers to identify those willing to perform peer review.

Writing academic research papers acceptable for journal publication is not often taught in graduate programs let alone in undergraduate studies. Students and early career researchers (herein known as students for both categories) usually undergo a trial-and-error period to learn how to navigate the publication submission process—a long and daunting task. However, E-mentoring, or electronic mentoring, has proven to be beneficial for students. E-mentoring opportunities can be found by a pro-active student seeking out published researchers in their fields and requesting if they can mentor them. Colleges, universities or other academic institutions may have formal or informal research or peer review programmes, internship, field experience or practicum courses for-credit. Academic journals may also host student mentoring programmes for peer review, editing, and/or research writing hands-on experiences. Mentoring students in research writing and the journal publication process should start as early in one’s academic career as possible. Age or academic status should not be seen as a deterrent or disadvantage when mentored by a patient, experienced and enthusiastic research mentor. Such e-mentoring experiences can be offered by individual researchers, at the institutional level or from the academic journal—the latter being the most ideal model worthy of advocacy and replication.

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]

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]

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]

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 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]

Abstract 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.

Aim of the study: Cardiac arrest research has not received as much scientific attention as research on other topics. Here, we aimed to identify cardiac arrest research barriers from the perspective of an international group of early career researchers. Methods: Attendees of the 2022 international masterclass on cardiac arrest registry research accompanied the Global Out-of-Hospital Cardiac Arrest Registry collaborative meeting in Utstein, Norway, and used an adapted hybrid nominal group technique to obtain a diverse and comprehensive perspective. Barriers were identified using a web-based questionnaire and discussed and ranked during an in-person follow-up meeting. After each response was discussed and clarified, barriers were categorized and ranked over two rounds. Each participant scored these from 1 (least significant) to 5 (most significant). Results: Nine participants generated 36 responses, forming seven overall categories of cardiac arrest research barriers. “Allocated research time” was ranked first in both rounds. “Scientific environment”, including appropriate mentorship and support systems, ranked second in the final ranking. “Resources”, including funding and infrastructure, ranked third. “Access to and availability of cardiac arrest research data” was the fourth-ranked barrier. This included data from the cardiac arrest registries, medical devices, and clinical studies. Finally, “uniqueness” was the fifth-ranked barrier. This included ethical issues, patient recruitment challenges, and unique characteristics of cardiac arrest. Conclusion: By identifying cardiac arrest research barriers and suggesting solutions, this study may act as a tool for stakeholders to focus on helping early career researchers overcome these barriers, thus paving the road for future research.

“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.

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]

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]

When volcanic unrest occurs, the scientific community can advance fundamental understanding of volcanic systems, but only with coordination before, during, and after the event across academic and governmental agencies. To develop a coordinated response plan, the Community Network for Volcanic Eruption Response (CONVERSE) orchestrated a scenario exercise centered around a hypothetical volcanic crisis in Arizona’s San Francisco Volcanic Field (SFVF). The exercise ran virtually from February 4 to March 4, 2022. Over 60 scientists from both academic and governmental spheres participated. The scenario exercise was assessed for its effectiveness in supporting collaborative production of knowledge, catalyzing transdisciplinary collaboration, supporting researcher confidence, and fostering a culture of inclusion within the volcanology community. This identified a need to support early career researchers through community and allyship. Overall, the 2022 CONVERSE exercise demonstrated how a fully remote, extended scenario can be authentically implemented and help broaden participation within the volcano science community.

ABSTRACTThere is concern that the time taken to publish academic papers in microbiological science has significantly increased in recent years. While the data do not specifically support this, evidence suggests that editors are having to invite more and more reviewers to identify those willing to perform peer review.

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.

This commentary is a critical reflection by early career researchers (ECRs) working in qualitative health research (QHR) during the COVID-19 pandemic. The consequences of the pandemic have been acutely felt by ECRs working in QHR. Many studies stopped, almost overnight, as healthcare institutions restricted access and redeployed staff, forcing researchers to redesign or even abandon projects. We reflect on the burden of these challenges for insecurely employed QHR ECRs and discuss the approaches adopted to retain scientific integrity and redesign studies. We also highlight the impact of COVID-19 on career development and relationship building – both during the emergency pandemic period and in the reshaped context of academia that continues to operate under the long shadow of COVID-19. We conclude by outlining a programme of change for how the practice and organisation of QHR could be reshaped, identifying opportunities for learning from the pandemic. Embracing these learnings will benefit not only the careers and wellbeing of QHR ECRs, but also universities, funders and the overall health and future of QHR.

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]

Soft skills are the elementary management, personal, and interpersonal abilities that are vital for an individual to be efficient at workplace or in their personal life. Each work place requires different set of soft skills. Thus, in addition to scientific/technical skills that are easier to access within a short time frame, several key soft skills are essential for the success of a researcher in today’s international work environment. In this paper, the trainees and trainers of the EU-CardioRNA COST Action CA17129 training school on soft skills present basic and advanced soft skills for early career researchers. Here, we particularly emphasize on the importance of transferable and presentation skills, ethics, literature reading and reviewing, research protocol and grant writing, networking, and career opportunities for researchers. All these skills are vital but are often overlooked by some scholars. We also provide tips to ace in aforementioned skills that are crucial in a day-to-day life of early and late career researchers in academia and industry.

Abstract 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.

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]

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]

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]

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]