Academic career development: A review and research agenda

Zacher, Hannes; Rudolph, Cort W.; Todorovic, Tara; Ammann, Daniel

doi:10.1016/j.jvb.2018.08.006

Cited by 108 publications

(70 citation statements)

References 121 publications

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“…grants), publications and/or citations contribute to promotion, prestige, and income. A second dominant theme is gender [52,53]. The common assumption that women's careers in research are less likely than men's to resemble an uninterrupted linear pattern, due to women's typically larger share in care responsibilities, is both a rationale for and a finding of studies looking at gender in research career.…”

Section: Plos Onementioning

confidence: 99%

Mapping career patterns in research: A sequence analysis of career histories of ERC applicants

et al. 2020

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Despite the need to map research careers, the empirical evidence on career patterns of researchers is limited. We also do not know whether career patterns of researchers can be considered conventional in terms of steady progress or international mobility, nor do we know if career patterns differ between men and women in research as is commonly assumed. We use sequence analysis to identify career patterns of researchers across positions and institutions, based on full career histories of applicants to the European Research Council frontier research grant schemes. We distinguish five career patterns for early and established men and women researchers. With multinomial logit analyses, we estimate the relative likelihood of researchers with certain characteristics in each pattern. We find grantees among all patterns, and limited evidence of gender differences. Our findings on career patterns in research inform further studies and policy making on career development, research funding, and gender equality. Data on the career paths of young researchers would help [.. .]. There is a pressing need for greater transparency about the likelihood of PhD students and postdocs following an academic career to the higher levels. [.. .]. vn[1].

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Section: Plos Onementioning

confidence: 99%

Mapping career patterns in research: A sequence analysis of career histories of ERC applicants

et al. 2020

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“…In 21 centuries, many studies related to career counseling and career education focus on assistance to career decision of college students (Farnia, Nafukho & Petrides, 2018;Fearon, Nachmias, McLaughlin & Jackson, 2018;Li, Ngo & Cheung, 2019;Penn & Lent, 2018;Zacher, Rudolph, Todorovic & Ammann, 2018). Career decisions are about the ability of an individual in dealing with the influence of various factors in the career decision-making process.…”

Section: Career Decision-making and Career-planning Coursesmentioning

confidence: 99%

Evaluation a Career Planning Course with Case-based Teaching Modelon College Students’ Career Decisions and Learning Satisfaction

Peng¹,

Wei²

2019

IJPS

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This study aims to investigate the impact of the case-based teaching model on college students' career decision making and learning satisfaction. The study conducted both a pre-test and a post-test on a single group of subjects. Thirty-two freshmen (8 males and 24 females) taking the class "Career Planning in Finance" in the department of finance of a business university. The researcher developed case-based teaching model materials for an 18-week career planning courses in one semester. There are two-hour classes per week for a whole semester. The results are as follows: (1) There are significant differences in the pre-test and the post-test on career decisions measured with career decided scores (t=-4.05, p=0.0028). The differences in career indecision scores are also statistically significant (t=-3.85, p=0.0001); (2) The questionnaire on learning satisfaction reports high scores in general (M=4.73, SD=0.40). Meanwhile, the university's teaching assessment also indicates high satisfaction in this elective course(M=4.89, SD=0.48). Results suggest that college students' career decision making and learning satisfaction can be increased through their participation in the cased-based career planning courses.How to effectively assist college students by meeting various needs in career education or career counseling has been one of the key issues in higher education. The life-career development theory developed by Super (1980) posits that 15-24 years old are in a career exploration stage. College students are in the transformation phase of the exploration stage. They need to know what they are looking for and embark on career actions. They also need to establish self-identities and absorb information about career planning in order to make suitable career decisions (Herr, 2001;Savickas, 2011).Career counselors and teachers in colleges should formulate the teaching ijps.ccsenet.org

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“…Our study’s contributions are twofold: First, we extend previous research, which has consistently shown that universities are gendered institutions and that gender bias exists on several levels, hindering women from reaching tenure ( van den Brink and Benschop, 2012 ; Treviño et al, 2015 ; Conesa Carpintero and González Ramos, 2018 ; Lansu et al, 2019 ; Teelken et al, 2019 ). Second, we shed light on the previously neglected senior career stage, which has been described as opaque and predominantly associated with the male stereotype ( Bleijenbergh et al, 2012 ; Evans, 2017 ; Ooms et al, 2019 ; Zacher et al, 2019 ). Our findings offer practical implications for early career support as well as organizational initiatives for the selection, promotion, and development of (female) scholars that aim to contribute to further convergence toward gender balance in academia.…”

Section: Introductionmentioning

confidence: 98%

“…Overall, the perceived lack of fit between women and professorships results in disadvantages that hinders women from applying, being selected, or promoted to professorships ( Heilman, 2012 ; Zimmerman et al, 2016 ; Zacher et al, 2019 ). Not only do gender stereotypes result in negative expectations about a woman’s performance in those positions, but concurrently women themselves perceive a lower fit with professorships ( Knipfer et al, 2017 ; Ysseldyk et al, 2019 ).…”

Section: Introductionmentioning

confidence: 99%

“…Choosing an academic career is a unique career path with context-specific requirements for each career stage ( Zacher et al, 2019 ). To progress from Ph.D. level to professorship, high discipline-specific expertise and maximization of research output is relevant ( Bedeian, 2004 ; McGrail et al, 2006 ; Braun et al, 2013 ; Seibert et al, 2017 ; Zacher et al, 2019 ). Only few scholars reach a tenured professorship due to the highly demanding requirements at junior stages.…”

Section: Introductionmentioning

confidence: 99%

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What Got You Here, Won’t Help You There: Changing Requirements in the Pre- Versus the Post-tenure Career Stage in Academia

2021

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Despite efforts to foster gender equality in academia, women are vastly under-represented in tenured professorships, specifically in STEM disciplines. While previous research investigated structural and organizational barriers for women in academia, we explored professors’ subjective view on attributes required before and after reaching tenure. The perspective of professors is needed as they are gatekeepers when it comes to the career advancement of junior researchers. Hence, we interviewed 25 tenured STEM professors in Germany about which attributes they personally consider to be required pre- versus post-tenure and analyzed whether these attributes are associated with gender stereotypes. We found that different attributes are mentioned in the pre- versus the post-tenure career stage and that the required attributes can be associated with gender stereotypes: While agentic–stereotypically male–attributes were mentioned more frequently than communal attributes in the pre-tenure career stage, communal–stereotypically female–attributes were reported slightly more often than agentic attributes after reaching tenure. Based on these novel findings, we discuss important implications for gender research and practice to contribute to more diversity and transparency in academic career advancement.

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Academic career development: A review and research agenda

Abstract: We thank Clara Mildenberger and Laura Sturm for their help with the literature search.

Cited by 108 publications

References 121 publications

Mapping career patterns in research: A sequence analysis of career histories of ERC applicants

Mapping career patterns in research: A sequence analysis of career histories of ERC applicants

Evaluation a Career Planning Course with Case-based Teaching Modelon College Students’ Career Decisions and Learning Satisfaction

What Got You Here, Won’t Help You There: Changing Requirements in the Pre- Versus the Post-tenure Career Stage in Academia

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