scholarly journals Writing and Research Across the Globe: An Innovative North-North-South-South Collaboration

2020 ◽  
Vol 30 ◽  
pp. 200-222
Author(s):  
Katie Bryant ◽  
Codie Fortin Lalonde ◽  
Rachel Robinson ◽  
Trixie G Smith
Keyword(s):  
Graduate Students ◽  
North America ◽  
Capacity Building ◽  
Program Development ◽  
Southern Africa ◽  
Writing Studies ◽  
Early Career ◽  
Collaborative Project ◽  
Early Career Researchers ◽  
Global North

This article is based on various versions of a panel presented at multiple writing centre and writing studies conferences as well as conversations across partners. Our perspectives come from discussions between our four universities before, during, and after an initial global North/global South writing support partnership meeting in the summer of 2018. During that summer, four universities (two in southern Africa and two in North America) partnered to begin a collaborative project of capacity building in the areas of writing centres and writing support across all levels of these universities, offering writing support to undergraduate and graduate students as well as early-career researchers/faculty. In this article, we share some of our ongoing concerns and considerations for ensuring this partnership moves forward in a collaborative, egalitarian, decolonial way that avoids both Western colonial and neo-colonial approaches to capacity building and program development. Reflections in this article can perhaps inform others working in the field of writing centre scholarship wanting to build similar global collaborations.

scholarly journals Leadership and capacity building in chiropractic research: report from the first CARL cohort

2021 ◽  
Vol 29 (1) ◽  
Author(s):  
Jan Hartvigsen ◽  
Greg Kawchuk ◽  
Alexander Breen ◽  
Diana De Carvalho ◽  
Andreas Eklund ◽  
...  
Keyword(s):  
North America ◽  
Capacity Building ◽  
Early Career ◽  
Chiropractic Profession ◽  
Global Network ◽  
Research Report ◽  
Early Career Researchers ◽  
Personal Value ◽  
Research Leadership ◽  
Chiropractic Research

AbstractThe Chiropractic Academy for Research Leadership (CARL) was formed in 2016 in response to a need for a global network of early career researchers and leaders in the chiropractic profession. Thirteen fellows were accepted competitively and have since worked together at residentials and virtually on many research and leadership projects. In 2020, the CARL program ended for this first cohort, and it is now timely to take stock and reflect on the achievements and benefits of the program. In this paper we present the structure of CARL, the scientific and leadership outputs as well as the personal value of CARL for the participating fellows. As a result of the success of the first CARL cohort, organizations from Europe, North America, and Australia have supported a second cohort of 14 CARL fellows, who were competitively accepted into the program in early 2020.

scholarly journals Positioning for success: building capacity in academic competencies for early-career researchers in sub-Saharan Africa

2019 ◽  
Vol 6 ◽  
Author(s):  
C. Merritt ◽  
H. Jack ◽  
W. Mangezi ◽  
D. Chibanda ◽  
M. Abas
Keyword(s):  
Mental Health ◽  
Capacity Building ◽  
Low Cost ◽  
Early Career ◽  
Sub Saharan Africa ◽  
Training Experience ◽  
African Countries ◽  
Early Career Researchers ◽  
Academic Competencies ◽  
Sub Saharan

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.

scholarly journals Perspectives for early-career researchers on plagiarism and scientific integrity

FACETS ◽  
2020 ◽  
Vol 5 (1) ◽  
pp. 17-25
Author(s):  
Robert G. Young ◽  
T. Fatima Mitterboeck
Keyword(s):  
Graduate Students ◽  
Intellectual Property ◽  
Peer Review ◽  
Review Process ◽  
Peer Review Process ◽  
Scientific Investigation ◽  
Early Career ◽  
Scientific Integrity ◽  
Predatory Journals ◽  
Early Career Researchers

Lapses in scientific integrity, such as plagiarism, persist in the scientific realm. To be successful and contributory, early-career researchers (ECRs), including graduate students, need to be able to effectively navigate the literature, peer-review process, and scientific research with integrity. Here we discuss different aspects of scientific integrity related to ECRs. Our discussion centres on the concepts of plagiarism and intellectual property, predatory journals, aspects of peer review, transparency in publishing, and false advanced accreditations. Negative elements within these topics may be especially damaging to ECRs, who may be less familiar with the research landscape. We highlight the need for ECRs to approach scientific investigation cautiously and thoughtfully to promote integrity through critical thinking.

Field Research: A Graduate Student's Guide

2021 ◽  
Author(s):  
Ezgi Irgil ◽  
Anne-Kathrin Kreft ◽  
Myunghee Lee ◽  
Charmaine N Willis ◽  
Kelebogile Zvobgo
Keyword(s):  
Mental Health ◽  
Graduate Students ◽  
Health Research ◽  
Field Research ◽  
Mental Health Research ◽  
Crisis Response ◽  
Lessons Learned ◽  
Early Career ◽  
Sampling Strategies ◽  
Early Career Researchers

Abstract What is field research? Is it just for qualitative scholars? Must it be done in a foreign country? How much time in the field is “enough”? A lack of disciplinary consensus on what constitutes “field research” or “fieldwork” has left graduate students in political science underinformed and thus underequipped to leverage site-intensive research to address issues of interest and urgency across the subfields. Uneven training in Ph.D. programs has also left early-career researchers underprepared for the logistics of fieldwork, from developing networks and effective sampling strategies to building respondents’ trust, and related issues of funding, physical safety, mental health, research ethics, and crisis response. Based on the experience of five junior scholars, this paper offers answers to questions that graduate students puzzle over, often without the benefit of others’ “lessons learned.” This practical guide engages theory and praxis, in support of an epistemologically and methodologically pluralistic discipline.

scholarly journals A Vertical Peer Mentorship Model to Promote Early Career Development: Implementation and Initial Outcomes

2021 ◽  
Author(s):  
Ann Frances Haynos ◽  
Kathryn Coniglio ◽  
Helen Burton Murray ◽  
Linsey Utzinger ◽  
Andrea B. Goldschmidt
Keyword(s):  
Graduate Students ◽  
Iterative Process ◽  
Opportunity To Learn ◽  
Early Career ◽  
Potential Solution ◽  
Mentorship Program ◽  
Peer Mentorship ◽  
Early Career Researchers ◽  
Initial Program

Mentorship is critical for career enhancement and professional development among early career researchers in the behavioral sciences. However, many barriers exist to securing appropriate mentorship, including inadequate supply of advanced mentors, inconsistent quality of mentorship, and diverse mentorship needs. Additionally, there are few training experiences that provide an opportunity to learn effective mentorship approaches and techniques. Vertical peer mentorship programs can provide one potential solution to these common mentorship pitfalls. In this approach, slightly more advanced early career professionals (e.g., post-doctoral fellows) provide mentorship to more junior colleagues (e.g., graduate students), permitting opportunities for both mentorship and mentorship training within the same dyad. Here, we detail one such early career vertical peer mentorship program developed within a subspecialty of psychology (eating disorders). We provide details about the iterative process of developing and refining this program to support mentor and mentee goals. We also provide initial program evaluation data from a subsample of participants completing post-program assessments (n = 109) that indicates that the program was highly acceptable (M = 8.22, SD = 4.25 acceptability on a 10-point Likert scale) and generative of early career productivity (producing > 25 manuscripts published or under review and > 21 conference abstracts) in its initial four years. This manuscript serves to provide a model for developing a successful vertical peer mentorship program and to encourage research in the under-investigated area of efficacious mentorship practices.

scholarly journals How early-career researchers are shaping eLife

eLife ◽  
2018 ◽  
Vol 7 ◽  
Author(s):  
Mark Patterson ◽  
Randy Schekman
Keyword(s):  
Graduate Students ◽  
Early Career ◽  
Independent Group ◽  
Group Leaders ◽  
Early Career Researchers

Journals can benefit from listening to graduate students, postdocs and newly-independent group leaders.

The reflective research diary: a tool for more ethical and engaged disaster research

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Anuszka Mosurska
Keyword(s):  
Indigenous Peoples ◽  
Design Methodology ◽  
Early Career ◽  
Ethical Challenges ◽  
Collaborative Project ◽  
Content Type ◽  
Early Career Researchers ◽  
Research Journal ◽  
Disaster Studies ◽  
British Colonial

PurposeThe purpose of this paper is to highlight how keeping a reflective research journal can help disaster researchers to work in a more ethical and engaged way.Design/methodology/approachThe author analyses the reflective research diary to illustrate how keeping it has helped the author, a white, non-Indigenous researcher, navigate British academia whilst trying to plan a collaborative project with Indigenous peoples during the coronavirus disease (COVID-19) pandemic.FindingsThe author draws out some of the ways that academic institutions can undermine ethical research practice through opaque structures and by incentivising pressuring early-career researchers (ECRs) to conduct fieldwork in dangerous times. The author demonstrates ways the rpeers and author have tried to push against these structures, noting that this is not always possible and that their efforts are always limited without institutional support or change.Originality/valueMany ECRs and PhD students have written reflective accounts about the ethical challenges they have faced during fieldwork. In this article, the author adds to this by building on literature in disaster studies and positing how ethical and engaged research can be conducted within British (colonial) institutions.

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