World-level ecologists in Chile: Oldtimers, newcomers, and the bypassed

Background A team of 3 scientometrists led by John Ioannidis published in 2020 an extensive and updated database (ca. 6.9 million researchers in 22 disciplines and 176 sub-disciplines), ordering them according to a composite bibliometric index that measures their whole trajectory (career-long) impact and their annual impact at year 2019. They reported the top 100,000 scientists (1.45% across all disciplinary fields) or the top 2% of each subfield discipline, thus publishing the ranking of ca. 150,000 researchers worldwide. Methods and findings We filtered that information for the disciplinary and sub-disciplinary areas corresponding to Ecology and identified a total of 14 ecologists with residence in Chile that appear in either of those two worldwide rankings. We report their measured productivity as both whole trajectory (career-long) and as annual impact at year 2019. We attribute their high registered productivity to their training at the doctoral level in prestigious foreign universities, their academic positions in internationally recognized Chilean universities, and their participation in state-funded research centers of scientific excellence. Exceptions to the rule are presented. Conclusions The 14 ecologists identified with the scientometric algorithm proposed by Ioannidis and coworkers include, but are not restricted, to the most cited ecologists in Chile. We put forth possible reasons for some puzzling omissions from these rankings.

Self-as-Subject for Doctoral Research

This chapter presents reflections on the use of self-as-subject research within doctoral education as a pathway to explore meaning of study phenomena to uncover new knowledge from the individual of the self. Knowledge is contextual and discoverable from within this rich internal experience of the researcher-participant and extant and contemporary perspectives are presented to illustrate the importance and appropriateness of the selection of self-as-subject research methods including autoethnography and heuristic inquiry for doctoral-level research. The importance of the relational aspects of the doctoral researcher and doctoral research supervisor is briefly considered as well as contextual and institutional aspects necessary to inform doctoral researchers who may choose these methods of inquiry.

Learning Presence and the Reconceptualization of Language and Literacy Teachers’ Online Professional Development

Besides teaching the way they were taught, teachers teach the way they learned (Oleson & Hora, 2014). Thus, if teachers are to be guided to teach online effectively, their learning experiences and the ways they learn online need to be understood. This study focused on second/foreign language and literacy teachers’ (LLTs) Learning Presence (LP) as they engaged online to update their teaching expertise in a formal, doctoral-level professional development program (PD). LP is defined as individuals’ self- and co-regulation of their behaviors in online environments in order to be effective learners (Shea et al., 2014). We undertook a mixed-method study involving a content analysis of 9 weeks of online seminar discussions, a 27-question survey that corresponded to Shea et al.’s (2014) LP framework and interviews with the LLTs. The prevalent patterns in the LLTs’ online engagement that emerged were in the Strategy Use and Monitoring LP categories. They demonstrated the nature of the engagement amongst LLTs, including peer-to-peer and heterarchical learning. The findings also provided evidence that when supported by the affordances of the online medium, the LLTs’ straddled “professionalization and professionalism” goals. In terms of the implications, the findings suggested a reconceptualization of three existing teacher PD models, including that of Darling-Hammond et al.’s (2017). The research’s limitations were also identified, pertaining to the way the study was structured, its instruments and their implementation, as well as the constraints of the LP framework itself. Finally, the study concluded with the next steps in research to address the limitations.

Meet the Journal’s Editorial Review Board Members

I am honored to take on the role as Editor-in-Chief (EIC) of the International Journal of Orofacial Myology and Myofunctional Therapy (IJOM).To prepare for my role as EIC, I set two major goals to address today’s quickly evolving publication standards and the expansion and growth of the discipline of orofacial myofunctional disorders. The first was to establish an on-line submission and review process and an on-line archive for all past articles. The second critical goal was to recruit and enlist an international group of highly respected scientists and doctoral-level practitioners who represent diverse topics related to orofacial myofunctional disorders and therapy to serve on the journal’s Editorial Review Board (ERB). I am proud to introduce this new slate of ERB members.

Neonatal nursing led research activity in the UK: a survey of current practice

Background Neonatal nurses are ideally placed in practice to undertake research enhancing the care of families. More information is required, however, around neonatal nursing led research to advance leadership in this area. The aim of this study was to determine neonatal nursing led research activity within the UK. Methods The study used a web-based survey design and neonatal nurses were eligible if they were working at or towards Masters or Doctoral level qualification in the UK. The survey was distributed to members of the Neonatal Nurses Association, UK Schools of Nursing and shared on social media pages of authors and professional organisations. Results were analysed using descriptive and frequency statistics and content analysis. Results Of the 56 respondents, 14% (n = 8) had a Doctoral level qualification and 43% (n = 24) of participants held a Masters qualification. Lack of time and funding knowledge was the largest barrier to research. Only 30% (n = 3) of participants had a research mentor and only 18% (n = 3) were from a neonatal nursing background. Conclusions There are limited numbers of neonatal nurses undertaking or leading nursing research in the UK. Further support is required to enhance clinical academic career trajectories to ensure research is a viable pathway for future generations of neonatal nurses.

Research Capability: Early-Career Academics’ Perception of Doctoral Studies

<p style="text-align: justify;">The purpose of doctoral education is not only to produce a thesis but also to develop graduates who are highly competent in research, publications and the norms and values of being a researcher. Only a handful of studies have examined early-career academics’ perceptions of doing research at the doctoral level. This exploratory qualitative study sought to fill the gap and contribute to understanding of factors contributing to early career academics’ research capability development. Semi-structured interviews were used to explore in-depth the issues concerning research, publication, supervision, and networking among early career academics. The data were collected from 19 early-career academics in the first year of their career, who are attached with different universities and in different disciplines in Malaysia. The findings from the thematic analysis identified that supervision, individual’s participation in scholarly research activities, and institutional formal learning supported the development of the participants’ research capabilities. Although the PhD programme lay emphasis on independent learning, it should be seen as a process that occurs in phases; hence, the research courses offered and support from the supervisor are important to assist the transition to becoming an independent scholar. Based on the findings of the study, it is recommended that universities be more sensitive to the demands and expectations of academic career so that the PhD programmes offered do not merely focus on research but also develop the skills required of future academics at university.</p>

Resilience, coping, and distress among healthcare service personnel during the COVID-19 pandemic

Background The COVID-19 pandemic has a detrimental effect on the health and well-being of health care workers (HCWs). The extent to which HCWs may differ in their experience of depression and anxiety is unclear, and longitudinal studies are lacking. The present study examined theorized differences in distress between resilient and non-resilient HCWs over time, as reported in a national online survey. We also examined possible differences in distress as a function of sex and doctoral-level status. Methods A national sample responded to an online survey data that included the study measures. Of the HCWs who responded, 666 had useable data at the two time points. A longitudinal structural equation model tested an a priori model that specified the relationship of a resilient personality prototype to self-reported resilience, coping, depression and anxiety at both measurement occasions. Additional invariance models examined possible differences by sex and doctoral-level status. Results The final model explained 46.4% of the variance in psychological distress at Time 1 and 69.1% at Time 2. A non-resilient personality prototype predicted greater depression and anxiety. A resilient personality prototype was predictive of and operated through self-reported resilience and less disengaged coping to effect lower distress. No effects were found for active coping, however. The final model was generally invariant by sex and HCWs status. Additional analyses revealed that non-doctoral level HCWs had significantly higher depression and anxiety than doctoral-level HCWs on both occasions. Conclusions HCWs differ in their susceptibility to distress imposed by COVID-19. Those who are particularly vulnerable may have characteristics that contribute to a lower sense of confidence and efficacy in stressful situations, and more likely to rely on ineffective, disengaged coping behaviors that can exacerbate stress levels. Individual interventions and institutional policies may be implemented to support HCWs at risk.

Local perspectives on landslide prevention and management in Kalimpong district, West Bengal, India

PurposeThis paper is joint reflection on the role of research assistants (RAs) in fieldwork for disaster risk research, particularly at the doctoral level. The paper has been co-authored by Gurung, who worked as a RA with the other author McGowran during his doctoral field research in Kalimpong from May 2019 to January 2020. The piece allows Gurung to voice his ideas on the research in a published research output and allows both authors to reflect on how the collaborative approach taken helped to make the research more responsive to, and reflective of, the problems people affected by landslides in Kalimpong face. The paper aims to highlight the benefits of working with RAs on landslide prevention and management in areas that may be unfamiliar and to provide a space for the RAs to voice their opinion on the research.Design/methodology/approachThe paper is split into sections written by and in the voice of the authors. This reflects a compromise between wanting Gurung's voice to be clearly heard in the piece and the challenges of non-academically trained RAs contributing to academic outputs that require specific training. Brief outlines of Kalimpong district disaster research in the region are set out by McGowran initially. Gurung then outlines how he became involved in the research and how this affected the research methodology. He reflects on how the research played out and presents some brief reflections on the findings. McGowran then concludes the piece.FindingsThe authors discuss how landslides in Kalimpong are related to locally specific political, economic, cultural and physical processes. It is only through discussing these processes with the people who live with and are affected by these landslides that this more holistic understanding can be gained, even though complete explanations are never usually found. Ideas for further research into landslides in Kalimpong and elsewhere are presented, centering on the involvement of people affected by disasters in this research.Originality/valueThe authors hope the publication of the paper might set more of a precedent for the voice of RAs – and those who are affected by disasters – to be more clearly heard in disaster risk research and practice in future. More of this type of research could help to address some of the issues this special issue raises.

Revealing shifts from mastery of knowledge to problem solving in assessments of a tertiary physics programme

There is an increasing pressure on lecturers to work with two goals. First, they need to ensure that their undergraduate students have a good grasp of the knowledge and skills of the intellectual field. In addition, they need to prepare graduates and postgraduates for careers both within and outside of academia. The problem we address in this paper is the way in which assessments may reveal a shift of focus from a mastery of knowledge to a work-focused orientation. We examine this shift through a case study of physics and the sub-discipline of theoretical physics as intellectual fields. The evidence is comprised of assessment tasks given to students at different points of their studies from first year to doctoral level. By examining and analysing the assessment tasks using concepts from Legitimation Code Theory (LCT), we demonstrate how the shifts in the assessments lead students incrementally from a pure disciplinary focus to one that enables them to pursue employment potentially both within and outside of academia. In doing so, we also highlight the usefulness of LCT as a framework for evaluating the preparation of science students for diverse workplaces.