scholarly journals Pandemic Panic on the Tenure Track: Why Early Career Scholars Need Transformative Support After COVID-19

2021 ◽  
Author(s):  
Stephanie Medden
Keyword(s):  
Early Career ◽  
Tenure Track

scholarly journals Who Creates a Google Scholar Profile?

2020 ◽  
Vol 53 (3) ◽  
pp. 515-520
Author(s):  
Hannah June Kim ◽  
Bernard Grofman
Keyword(s):  
Political Science ◽  
Early Career ◽  
Google Scholar ◽  
Full Time ◽  
Tenure Track ◽  
Tenure Track Faculty ◽  
Early Career Faculty ◽  
Citation Counts ◽  
Science Departments ◽  
Highly Cited

ABSTRACTThis article uses data collected from Google Scholar to identify characteristics of scholars who have chosen to create a Google Scholar profile. Among tenured and tenure-track faculty with full-time appointments in PhD-granting political science departments, we find that only 43.7% have created a profile. However, among R1 faculty, young and early-career faculty are more likely to have Google Scholar profiles than those in older cohorts. Although subfield differences are largely nonexistent, there is a notably low proportion of theory faculty with profiles and a slightly higher proportion with profiles among methodologists. Moreover, within cohorts, those who are highly cited are more likely to have profiles than those who have low citation counts. We conclude by discussing implications of our findings, the increasing usage of Google Scholar and profiles, and the increasing importance of an online presence in the academy.

Breastfeeding Women in Academia

2019 ◽  
Vol 10 (1) ◽  
pp. 11-16 ◽  
Author(s):  
Sigrid Ladores ◽  
Laura Debiasi ◽  
Erin Currie
Keyword(s):  
Social Justice ◽  
Working Mothers ◽  
Equal Opportunity ◽  
Early Career ◽  
Academic Careers ◽  
Family Leave ◽  
Work Schedule ◽  
Tenure Track ◽  
Women In Academia ◽  
Do So

Breastfeeding is a reproductive right for mothers, including women in the workforce. Limited postpartum leave, reliance on expressing milk at work, and lack of access to lactation rooms pose challenges for working mothers. Specific to mothers in academia, the heavy demands of teaching, sustaining research, and attending meetings and conferences pose additional challenges. Many female academicians delay childbearing due to pressures to attain tenure as early as possible. Women who leave academic careers often do so in the early career period, which coincides with the childbearing years. Lack of support for these mothers is a social-justice issue that warrants close examination and a realignment of priorities to facilitate and ensure breastfeeding success. The following are recommendations for developing a network of support for breastfeeding mothers: (a) Improved and standardized family leave policies, (b) inclusive workplace infrastructure, (c) flexibility in work schedule and structure, (d) equal opportunity to advance on the tenure track, (e) establishment of onsite daycares, (f) supportive policies clearly communicated and enforced, and (g) change in attitude and culture.

scholarly journals Mind the Gap: Transitioning from Doctoral Graduates to Early Career Faculty

10.28945/4409 ◽  
2019 ◽  
Vol 14 ◽  
pp. 543-566
Author(s):  
Kate McCormick ◽  
Libba Willcox
Keyword(s):  
Doctoral Students ◽  
Identity Construction ◽  
Graduate Programs ◽  
Academic Identity ◽  
Early Career ◽  
Future Research ◽  
Tenure Track ◽  
Doctoral Graduates ◽  
Early Career Faculty ◽  
Doctoral Socialization

Aim/Purpose: Graduate programs aim to prepare students for future professional roles, yet doctoral graduates often earn faculty positions at institutions that differ from those in which they were socialized. Navigating this “preparation gap” can produce feelings of uncertainty, tension, and, ultimately, dissonance. This collaborative autoethnographic study explores the gap as it was experienced by two early career faculty in a U.S. context. Background: The landscape of academia is rapidly changing, meaning graduate programs cannot prepare each graduate student for every potential professional role offered to them. Therefore, as doctoral graduates emerge from their respective graduate programs, an inevitable gap in preparation exists. This gap in preparation mirrors a gap in the graduate socialization literature, which is limited in describing how early career faculty are socialized into their first positions. Methodology: The paper discusses a year-long collaborative autoethnographic study conducted by two tenure-track early career faculty in Education & Arts fields at universities in the U.S. The study employs Clancy’s (2010) theory of Perpetual Identity Constructing as a theoretical framework to examine the perceived dissonance produced during the transition from doctoral graduates to early career faculty. Contribution: This collaborative autoethnographic account of two early career, tenure-track faculty members’ transition from doctoral graduate to assistant professors expands the literature on doctoral socialization, academic identities, and the potential of qualitative modes of inquiry. Specifically, it recognizes that doctoral graduates experience dissonance and undergo identity construction during the first year. Findings: Our findings revealed three categories repeated in our collaborative autoethnographic data that potentially serve as a window to illuminate the complexity of the dissonance across the gap: support, connection, and control. Each category includes varying levels of dissonance with the self, department, institution, and fields of which we were part. Using Perpetual Identity Constructing theory, each category was examined through the three-stages of academic identity construction. Recommendations for Practitioners: The study has implications for practitioners, specifically those who help to prepare doctoral students for positions at teaching-intensive universities. We recommend doctoral granting institutions expand formal and informal socialization programming to enhance students’ awareness and preparation for the contexts and tensions they may encounter. Recommendation for Researchers: Additional fine-grained studies, like ours, are warranted to further illuminate the complex interaction between the gap in socialization and the academic identity construction process as early career faculty. Impact on Society: Awareness that deconstruction and reconstruction of identity continues beyond doctoral socialization could better prepare future faculty for the perpetual identity work across a career; it has the potential to produce better adjusted early career faculty who improve student outcomes and conduct research that impacts society. Future Research: Based on the findings of this study, future areas of research should further investigate the experiences of early career faculty, in particular their socialization experiences during the transition from candidacy to first career positions.

The Social Origins and Provenance of the English Bishops during the Reign of Edward II

1959 ◽  
Vol 9 ◽  
pp. 51-79
Author(s):  
K. Edwards
Keyword(s):  
Middle Ages ◽  
Social Background ◽  
Early Career ◽  
The Political ◽  
Social Origins ◽  
Political Activities ◽  
Edward Ii ◽  
The Social ◽  
Complete Study ◽  
History Of

During the last twenty or twenty-five years medieval historians have been much interested in the composition of the English episcopate. A number of studies of it have been published on periods ranging from the eleventh to the fifteenth and early sixteenth centuries. A further paper might well seem superfluous. My reason for offering one is that most previous writers have concentrated on analysing the professional circles from which the bishops were drawn, and suggesting the influences which their early careers as royal clerks, university masters and students, secular or regular clergy, may have had on their later work as bishops. They have shown comparatively little interest in their social background and provenance, except for those bishops who belonged to magnate families. Some years ago, when working on the political activities of Edward II's bishops, it seemed to me that social origins, family connexions and provenance might in a number of cases have had at least as much influence on a bishop's attitude to politics as his early career. I there fore collected information about the origins and provenance of these bishops. I now think that a rather more careful and complete study of this subject might throw further light not only on the political history of the reign, but on other problems connected with the character and work of the English episcopate. There is a general impression that in England in the later middle ages the bishops' ties with their dioceses were becoming less close, and that they were normally spending less time in diocesan work than their predecessors in the thirteenth century.

Lessons Learned: My Path from PhD to Postdoc to Tenure Track

2014 ◽  
Vol 4 (1) ◽  
pp. 1-17
Author(s):  
Cara Stepp
Keyword(s):  
Lessons Learned ◽  
Tenure Track
Sign in / Sign up

Export Citation Format

Share Document