Global Perspectives on the Postdoctoral Scholar Experience

Holley, Karri A.; Kuzhabekova, Aliya; Osbaldiston, Nick; Cannizzo, Fabian; Mauri, Christian; Simmonds, Shan; Teelken, Christine; Weijden, I.C.M. van der

doi:10.1016/b978-0-12-813169-5.00009-4

Cited by 8 publications

(16 citation statements)

References 27 publications

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“…These assumptions did not always fully address the needs of all doctoral students, raising questions about how students who might not be perceived as traditional or central to doctoral programming are supported by institutions and faculty. Another example focused on the postdoctoral experience, noting how such scholars are a common but too frequently overlooked aspect of the global higher education landscape (Holley et al , 2018). The ways in which the experiences of these scholars vary by national systems and context is important to understand, especially in light of changing professional outcomes by those holding graduate degrees and the reliance on postdoctoral labor by academic institutions.…”

Section: Current and Future State Of Researchmentioning

confidence: 99%

Editorial: Studies in Graduate and Postdoctoral Education during a decade of change

Holley

2023

SGPE

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In the spring of 2013, I received an email from Sharon Parkinson, who at the time was publisher of International Journal for Researcher Development (which would later become Studies in Graduate and Postdoctoral Education). The journal, as I would soon learn, originated as a small publication in 2009 based in the UK, published by University of Cambridge and acquired by Emerald Publishing shortly thereafter. After the acquisition, the journal had been led by a vibrant editorial team but was now in a time of transition. Sharon reached out to me because of my then-role as chair of the Graduate and Postdoctoral Education across the Disciplines special interest group, part of the American Educational Research Association (AERA). She asked if I might be interested in serving as editor of the journal. After several conversations with Sharon as well as with my colleagues at The University of Alabama and in the graduate education research community, I said yes.So began my nine-year role as editor of what is now Studies in Graduate and Postdoctoral Education. As I transition out of the role, I am honored by the invitation of the current editorial team (Drs Jamie Buford, Katrina McChesney and Maree Martinussen) to reflect on lessons learned during my editorial tenure, the current and future status of the journal and the journal's role in the scholarly community. I acknowledge the innumerable contributions made by other people over the past decade that have supported my editorial work and contributed to the growth and success of the journal, including Dr Tony Bromley, Dr Carmen McCallum, Sharon Parkinson, the Emerald Publishing staff, my colleagues at The University of Alabama, members of the journal's editorial board, graduate students at The University of Alabama who worked as editorial assistants, authors who submitted their work and countless reviewers for the journal. The thoughts and reflections presented in this article are solely my own, but they would not be possible without the efforts of many others.I structure this article in four parts: reflections on the history of the journal during my time as editor, reflections on the content of the journal, potential futures of the journal and comments on the current and future state of research related to graduate and postdoctoral education. In this opening section, I intend for the reflections to serve as an account not just to the journal's growth and trajectory, but also to what the journal means for the global community of scholars who care about the field and seek to foster a space for scholarly conversation and engagement. A history of the journalThe journal originated from the work and interests of scholars focused on researcher development, with the goal of sharing experiences and ideas in the public domain and with the initial guidance and commitment of Dr Denise Dear and Dr Linda Evans (Evans, 2011a(Evans, , 2011b. In its earliest years, the journal was online and open access with an editorial board consisting of scholars from Australasia and the UK. Emerald began...

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Section: Current and Future State Of Researchmentioning

confidence: 99%

Editorial: Studies in Graduate and Postdoctoral Education during a decade of change

Holley

2023

SGPE

Self Cite

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“…The decline was sudden and sharp to the extent that the publication requirements were somewhat relaxed in 2015. Kazakhstan only recently started expanding its postdoctoral system in its leading university (Holley et al, 2018). Postdoctoral fellows were not present in Soviet science, and related positions were seemingly either non-existent or rare in other countries of Central Asia as of 2020.…”

Section: Soviet Legacymentioning

confidence: 99%

Applying quantified indicators in Central Asian science: can metrics improve the regional research performance?

Ovezmyradov

2022

Scientometrics

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Quantified indicators are increasingly used for performance evaluations in the science sectors worldwide. However, relatively little information is available on the expanding use of research metrics in certain transition countries. Central Asia is a post-Soviet region where newly independent states achieved lower research performance relative to comparators in key indicators of productivity and integrity. The majority of the countries in this region showed an overall declining or stagnating research impact in the recent decade since 2008. This study discusses the implications of research metrics as applied to the transition countries based on the framework of ten principles of the Leiden Manifesto. They can guide Central Asian policymakers in creating systems for a more objective evaluation of research performance based on globally recognized indicators. Given the local conditions of authoritarianism and corruption, the broader use of transparent indicators in decision-making can help improve the positions of Central Asian science in international rankings.

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“…Furthermore, there is a change in the academic employment position. In the 1980s, a two-tier structure in education was introduced, making a clear cut between the education in general scientific skills in the first phase (available for all people), and the training in research skills in the second phase (restricted to a group of excellent students) (Hazue & Sprangenberg, 1991;Hulshof, Verrijt, & Kruijthoff., 1996). From that moment doctoral candidates in the second phase were hired as employees with a fixed-term contract, because the employee status would make it easier to control the recruitment and development of candidates (Hulshof et al, 1996).…”

Section: The Changing Academic Organization and Its Staffmentioning

confidence: 99%

“…For all universities, finding the most talented people is a key strategic issue (Van den Brink, Fruytier, & Thunnissen, 2013), but the competition for highly educated and academic talents is fierce because other organizations are also involved in this "war for talent" (Holley et al, 2018;Stahl et al, 2012). The question arises if, and how, universities attract, retain, and deploy their human resources to win this battle for talent.…”

Section: Introductionmentioning

confidence: 99%