Exploring and testing the predictors of new faculty success: a mixed methods study

Stupnisky, Robert H.; Weaver‐Hightower, Marcus B.; Kartoshkina, Yuliya

doi:10.1080/03075079.2013.842220

Cited by 71 publications

(65 citation statements)

References 40 publications

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“…Across international HE contexts, ECAs believe success in research, as opposed to teaching, to be a stronger predictor of career development and success (Acker and Webber 2017;Bosanquet et al 2017;Castelló, McAlpine, and Pyhältö 2017;Sutherland 2017). Furthermore, the ability to manage academic workload is perceived to predict success in research, but not teaching (Stupnisky, Weaver-Hightower, and Kartoshkina 2015). In a further study, Stupnisky, Pekrun, and Lichtenfeld (2016) reported that teaching produced more adaptive emotions, specifically enjoyment and pride, along with greater boredom.…”

Section: Early Career Development In Higher Educationmentioning

confidence: 90%

‘Overwhelmed at first’: the experience of career development in early career academics

Hollywood

McCarthy

Spencely

et al. 2019

Journal of Further and Higher Education

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The higher education sector is undergoing considerable changes to its working conditions. From regular scrutiny of individual research and teaching quality, audits of individual academic performance, to growing expectations arising from the culture of 'student experience', it is widely recognised that higher education is a turbulent sector. Amongst Early Career Academics (ECAs), initial transitions into this sector of work can have considerable consequences for career development and willingness to remain within the higher education profession. Drawing on a mixedmode survey exploring the experience of UK-based ECAs, we highlight distinct intrapersonal and experiential factors which relate to variations in the perceived potential for career development and wellbeing. The data suggest that it is not just situational factors such as the departmental environment and job security that relate to the 'imagined futures' of ECAs; it is also important to gain a deeper understanding of how intrapersonal dimensions, such as an individual's personality, shape the experience of the early stages of an academic career. Our qualitative data shed further light on the experiences that can influence the job satisfaction of ECAs. The findings are discussed in the context of a growing body of international research on ECAs, and the rapidly changing Higher Education sector in the UK. ARTICLE HISTORY

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Section: Early Career Development In Higher Educationmentioning

confidence: 90%

‘Overwhelmed at first’: the experience of career development in early career academics

Hollywood

McCarthy

Spencely

et al. 2019

Journal of Further and Higher Education

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show abstract

“…Some researchers have looked at the factors that affect academic career success (Stupinsky, Weaver-Hightower, and Kartoshkina 2015) and the competing expectations that new academics often encounter in pursuit of their career (Meyer and Evans 2005). However, few empirical studies directly consider just what constitutes success in academia.…”

Section: What Is Success In Academia?mentioning

confidence: 99%

“…However, few empirical studies directly consider just what constitutes success in academia. Stupinsky, Weaver-Hightower, and Kartoshkina (2015) summarise the predominantly North American literature on faculty success and identify about 10 studies that define success variously as research productivity, teaching success, low stress, job satisfaction, and career commitment. They acknowledge, however, that definitions of success in the literature are inconsistent.…”

Section: What Is Success In Academia?mentioning

confidence: 99%

Constructions of success in academia: an early career perspective

Sutherland

2015

Studies in Higher Education

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Expectations around success in academia vary, and early career academics often receive conflicting messages about what they should concentrate on to achieve promotion or tenure. Taking a social constructionist approach, this paper considers the constructs of objective and subjective career success in academia and shares the perspectives of early career academics in three countries in relation to these narratives. Key findings are that objective career success in academia dominates the literature but remains ill-defined in the minds of the early career academics to whom the measures are applied, and that subjective career success in academia needs both more research attention and more consideration in promotion, tenure, and workload deliberations and policies.

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“…A doctorate per se is not the end, but rather an essential entry point to a career in academia. Academic progression after a PhD strongly correlates with published papers and research grants . PhD graduates will require mentoring and support to become independent researchers.…”

Section: Introductionmentioning

confidence: 99%

“…Academic progression after a PhD strongly correlates with published papers and research grants. 10 PhD graduates will require mentoring and support to become independent researchers. Successful transition from PhD to early career, then midcareer research is also a crucial stage in the development of any researcher.…”

Section: Introductionmentioning

confidence: 99%

Doctoral profile of the medical radiation sciences: a baseline for Australia and New Zealand

et al. 2017

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IntroductionResearch is critical to evidence‐based practice, and the rapid developments in technology provide opportunities to innovate and improve practice. Little is known about the research profile of the medical radiation science (MRS) profession in Australia and New Zealand (NZ). This study provides a baseline of their doctoral activity.MethodsA cross‐sectional survey of MRS professionals in Australia and NZ holding a doctorate or undertaking doctoral studies, was performed using an online tool (Bristol Online Survey®, Bristol, UK). A chain‐referral sampling technique was adopted for data collection. An email invitation with a link to the survey was generated and distributed through email and social media. The survey contained questions related to participant demographics, doctoral status, qualification route, funding and employment.ResultsThere were 63 responses to the survey comprising 50.8% diagnostic radiographers (DRs; n = 32), 23.8% radiation therapists (RTs; n = 15), with the remaining 25.4% (n = 16) equally split between sonographers and nuclear medicine technologists (NMTs). A total of 40 (63.5%) of respondents had completed their doctoral qualification. In NZ, only DRs held a doctoral award constituting 0.3% of DRs and 0.2% of the total registered MRS population. In Australia, there was a greater proportion of doctoral NMTs (n = 8/1098; 0.7%) than RTs (n = 15/2394; 0.6%) and DRs (n = 27/12,001; 0.2%).ConclusionSimilar to other countries, findings show a very small percentage of doctoral MRS professionals in Australia and NZ. Strategies to engage and support individuals in research, up to and beyond doctoral study, need to be embedded in practice.

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Exploring and testing the predictors of new faculty success: a mixed methods study

Cited by 71 publications

References 40 publications

‘Overwhelmed at first’: the experience of career development in early career academics

‘Overwhelmed at first’: the experience of career development in early career academics

Constructions of success in academia: an early career perspective

Doctoral profile of the medical radiation sciences: a baseline for Australia and New Zealand

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