How might we better design support for postdocs?

McAlpine, Lynn; Wilson, Natacha; Turner, George F.; Saunders, Sharon; Dunn, Bill

doi:10.1080/1360144x.2017.1375414

Cited by 6 publications

(4 citation statements)

References 5 publications

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“…Quality appraisal scores for qualitative studies and qualitative components of mixed method studies ranged from low (n � 7), medium (n � 2), to high (n � 4) ( Supplementary Table S1). While a number of the qualitative studies described clear objectives and appropriate methods to collect qualitative data, three studies had unclear objectives [34,51,54]. e methods of data analysis were often unclear, and there was a lack of thick descriptions of events and circumstances of professional learning and development, reducing our ability to generate an in-depth understanding of professional learning and development of postdocs.…”

Section: Resultsmentioning

confidence: 99%

“…We concur that the same recommendation should be made for postdoctoral scholars. Knowing that postdocs often experience feelings of isolation [51], having opportunities to come together to participate in professional learning and development may help postdocs to develop a positive sense of community and decrease their feelings of isolation. Postdocs aim to advance their research profiles, often with minimal guidance or clarity [71,72], and professional learning and development may help postdocs purposefully plan individualized learning and development goals.…”

Section: Discussionmentioning

confidence: 99%

“…McAlpine et al [51] recently conducted a need assessment of postdoctoral scholars and identified the need for professional learning activities focused on positive coping strategies in developing resilience and exploring how personal lives (e.g., partner and childcare) can influence work choices. Similarly, Matyas et al [50] found participants wanted to learn more about balancing family and career.…”

Section: Work-life Balancementioning

confidence: 99%

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Professional Learning and Development of Postdoctoral Scholars: A Systematic Review of the Literature

Nowell

Ovie

Berenson

et al. 2018

Education Research International

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Increasing numbers of postdoctoral scholars are pursuing diverse career paths that require broad skill sets to ensure success. However, most postdoctoral professional learning and development initiatives are designed for academic careers and rarely include professional skills needed to flourish in nonacademic settings. The purpose of this systematic review was to comprehensively examine and synthesize evidence of professional learning and development pertaining to postdoctoral scholars. The systematic search resulted in 7,571 citations, of which 162 full-text papers were reviewed and 28 studies met our inclusion criteria and were included in this review. This paper synthesizes and classifies studies exploring professional learning and development of postdoctoral scholars. The findings may be used to inform the objectives of professional learning and development initiatives for postdoctoral scholars and contribute to a more rigorous approach to studying professional learning and development.

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Section: Resultsmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Work-life Balancementioning

confidence: 99%

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Professional Learning and Development of Postdoctoral Scholars: A Systematic Review of the Literature

Nowell

Ovie

Berenson

et al. 2018

Education Research International

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“…In a growing body of literature, researchers have examined postdocs’ career experiences, including faculty expectations and the treatment of international postdocs (Cantwell & Lee, 2010; Cantwell & Taylor, 2013); career satisfaction (van der Weijden et al, 2015); minority postdocs’ career experiences (Yadav et al, 2020); the transition of university postdocs to non-academic careers (Dorenkamp & Weiss, 2018; Hayter & Parker, 2019); the choice, selection, and recruitment of postdocs (Herschberg et al, 2018; Knaub et al, 2018); academic career prospects and postdocs’ motivation (Fitzenberger & Schulze, 2014; Sauermann & Roach, 2016); research training and attaining faculty careers in the social sciences and STEM fields (Wang & Main, 2021); postdocs’ experiences with faculty and student mentoring relationships (Blaney et al, 2020; Noel et al, 2021) and published outcomes (Ahmed et al, 2015; Cerca, 2016). Furthermore, some research shows concern for postdocs’ well-being and support, such as salaries and other factors (Main et al, 2021; McDowell et al, 2018), the supporting environment and policies (Alund et al, 2020; McAlpine et al, 2017; Puljak & Sharif, 2009; Schneider & van Leeuwen, 2014; Yadav & Seals, 2019), and the relationship between postdocs’ employment and research funds (Cantwell & Taylor, 2015). Compared to the numerous studies on the postdoctoral career experience, few studies mention postdocs’ roles.…”

Section: Introductionmentioning

confidence: 99%

Striving Transition for University Academics: The Academic Role Identity of Young Postdocs at Universities in China

Song

Yang

2023

SAGE Open

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Since implementing the postdoctoral system in China, the number and quality of postdocs have improved greatly. Under the policy of creating world-class universities, most universities have focused unprecedentedly on recruiting postdoctoral fellows, and the management regulations for postdocs have become increasingly diverse. Through in-depth interviews with postdoctoral fellows at three universities in a metropolitan city, we found that postdoctoral roles have been multidimensional and sometimes conflicting, including the quasi-role of university teacher, the rigid role of independent researcher, the inertial role of student and the unofficial role of associate supervisor. Sociocultural norms, institutional contexts, and professional community shape these role identities.

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Significant events and the role of emotion along doctoral researcher personal trajectories

Weise

Aguayo‐González

Castelló

2020

Educational Research

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Background: This study focuses on furthering the understanding of doctoral researcher development, through the examination of significant events and application of the trajectories analysis framework. Conducting doctoral studies requires a high level of cognitive, personal and emotional competency. Students experience positive and negative emotions that affect their confidence and their performance, in both their doctoral studies and their personal life. Purpose: The aim of the study was to analyse, in depth, the emotional experiences of doctoral students when faced with different significant events throughout their doctoral studies and examine associations between their emotions and their trajectory. Methodology: A sub-sample of participants from a wider European study of 10 Spanish doctoral students was analysed. To delve into the emotional aspects of the PhD trajectories, a deeper analysis of three cases was carried out. A qualitative interpretative approach of a transversal nature was adopted to analyse, in detail, the type of events and the type of emotions associated along the students' PhD trajectories. Findings: The analysis suggested that, despite the high negative emotions they felt, the participants valued the experiences lived throughout their doctorates and perceived them as mainly positive rather than negative. The most critical situations were linked to methodological and research design decisions that forced the participants to reassess their competencies and address the implications of these decisions in the final outputs of their research. The relationship with their supervisors was valued as crucial for their emotional well-being. The results highlight the relevance of the meaning-making process of the experience and the effect of previous emotions on how students interpret and cope with future events. Conclusions: Identifying specific issues that are emotionally significant and having a better understanding of the role of emotions experienced during the PhD can help to support and enable programme directors and supervisors to establish clearer monitoring and supervision strategies that promote reinforcement, personal validation, visibility of achievements and sustained motivation.

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How might we better design support for postdocs?

Cited by 6 publications

References 5 publications

Professional Learning and Development of Postdoctoral Scholars: A Systematic Review of the Literature

Professional Learning and Development of Postdoctoral Scholars: A Systematic Review of the Literature

Striving Transition for University Academics: The Academic Role Identity of Young Postdocs at Universities in China

Significant events and the role of emotion along doctoral researcher personal trajectories

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