Well-Being of Early-Career Researchers: Insights from a Swedish Survey

2018 ◽  
Vol 32 (2) ◽  
pp. 273-296 ◽  
Author(s):  
Carine Signoret ◽  
Elaine Ng ◽  
Stéphanie Da Silva ◽  
Ayco Tack ◽  
Ulrikke Voss ◽  
...  
2021 ◽  
Author(s):  
Shahzad Gani ◽  
Lukas Kohl ◽  
Rima Baalbaki ◽  
Federico Bianchi ◽  
Taina M. Ruuskanen ◽  
...  

Abstract. Authorship conflicts are a common occurrence in academic publishing, and they can have serious implications on the careers and well-being of the involved researchers, as well as the collective success of research organizations. In addition to not inviting relevant contributors to co-author a manuscript, the order of authors, as well as honorary, gift, and ghost authors are all widely recognized problems related to authorship. Unfair authorship practices disproportionately affect those lower in the power hierarchies – early career researchers, women, researchers from the Global South, and other minoritized groups. Here we propose an approach to preparing author lists based on clear, transparent, and timely communication. This approach is aimed to minimize the potential for late-stage authorship conflicts during manuscript preparation by facilitating timely and transparent decisions on potential co-authors and their responsibilities. Furthermore, our approach can help avoid imbalances between contributions and credits in published manuscripts by recording planned and executed responsibilities. We present authorship guidelines which also include a novel authorship form, along with the documentation of the formulation process for a multidisciplinary and interdisciplinary center with more than 250 researchers. Other research groups, departments, and centers can use or build on this template to design their own authorship guidelines as a practical way to promote fair authorship practices.


Nature ◽  
2020 ◽  
Vol 580 (7802) ◽  
pp. 185-185 ◽  
Author(s):  
Arild Husby ◽  
Gemma Modinos

2020 ◽  
Author(s):  
Matthew J. Bolton

Though professionally unaware of each other, Carl and Fred Rogers had much–including religious upbringings, early career interests in child well-being, and primary aspects of their philosophies on life and human potential–in common. Carl Rogers became one of the most influential American psychologists to date, in formulating person-centered approaches to psychotherapy and life, and as a children’s television host Fred Rogers was–and has remained, in the eyes of generations of kids and adults alike over the last 50 some-odd years–in many ways perhaps the most exemplary late 20th century embodiment of Carl Rogers’ proposed way of being. Here, I–a mentor to motivated students in the meteorological and psychological sciences, and others in wider life–discuss my discovery of the person-centered approach, via childhood exposure to Fred Rogers; and provide perspective on the ways the person-centered approach can be utilized to foster more effective and meaningful mentorship and learning-based relationships.


2019 ◽  
pp. 25-25
Author(s):  
Katie Hesketh ◽  
Mark Viggars

2019 ◽  
Vol 6 ◽  
Author(s):  
C. Merritt ◽  
H. Jack ◽  
W. Mangezi ◽  
D. Chibanda ◽  
M. Abas

Background. Capacity building is essential in low- and middle-income countries (LMICs) to address the gap in skills to conduct and implement research. Capacity building must not only include scientific and technical knowledge, but also broader competencies, such as writing, disseminating research and achieving work–life balance. These skills are thought to promote long-term career success for researchers in high-income countries (HICs) but the availability of such training is limited in LMICs. Methods. This paper presents the contextualisation and implementation of the Academic Competencies Series (ACES). ACES is an early-career researcher development programme adapted from a UK university. Through consultation between HIC and LMIC partners, an innovative series of 10 workshops was designed covering themes of self-development, engagement and writing skills. ACES formed part of the African Mental Health Research Initiative (AMARI), a multi-national LMIC-led consortium to recruit, train, support and network early-career mental health researchers from four sub-Saharan African countries. Results. Of the 10 ACES modules, three were HIC-LMIC co-led, four led by HIC facilitators with LMIC training experience and three led by external consultants from HICs. Six workshops were delivered face to face and four by webinar. Course attendance was over 90% and the delivery cost was approximately US$4500 per researcher trained. Challenges of adaptation, attendance and technical issues are described for the first round of workshops. Conclusions. This paper indicates that a skills development series for early-career researchers can be contextualised and implemented in LMIC settings, and is feasible for co-delivery with local partners at relatively low cost.


2021 ◽  
Vol 139 (1) ◽  
pp. 32-58
Author(s):  
Orietta Da Rold

Abstract In this essay, I offer a brief history of manuscript cataloguing and some observations on the innovations this practice introduced especially in the digital form. This history reveals that as the cataloguing of medieval manuscripts developed over time, so did the research needs it served. What was often considered traditional cataloguing practices had to be mediated to accommodate new scholarly advance, posing interesting questions, for example, on what new technologies can bring to this discussion. In the digital age, in particular, how do digital catalogues interact with their analogue counterparts? What skills and training are required of scholars interacting with this new technology? To this end, I will consider the importance of the digital environment to enable a more flexible approach to cataloguing. I will also discuss new insights into digital projects, especially the experience accrued by the The Production and Use of English Manuscripts 1060 to 1220 Project, and then propose that in the future cataloguing should be adaptable and shareable, and make full use of the different approaches to manuscripts generated by collaboration between scholars and librarians or the work of postgraduate students and early career researchers.


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