Research productivity and academic lineage in clinical psychology: Who is training the faculty to do research?

Roy, Kimberlee M.; Roberts, Michael C.; Stewart, Peter K.

doi:10.1002/jclp.20271

Cited by 14 publications

(15 citation statements)

References 16 publications

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“…Clinical teaching faculty, especially those in teaching and research roles, often are under multiple pressures to obtain grants and publish quality outputs while at the same time doing supervision, maintaining their own clinical practice, and devoting some time to professional organisations and other external bodies. The pressures of publishing and the pursuit of tenure have been documented in the literature (see Brems, Johnson, & Gallucci, 1996; Roy, Roberts, & Stewart, 2006). Adjunct faculty within clinical psychology training programs often play a pivotal role in training, at times with little recognition or remuneration.…”

Section: Faculty Within Training Programsmentioning

confidence: 99%

Attainment of Competencies in Clinical Psychology Training: Ways Forward in the Australian Context

Pachana

Sofronoff

Scott

et al. 2011

Australian Psychologist

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Debates over models of professional training have occurred in several health disciplines, including psychology. Currently, clinical competencies form the backbone of training in clinical psychology and in standards for the accreditation of such training programs, with sample domains including ethical and legal issues, assessment, intervention, and experience with a diversity of clients across cultures and the lifespan. We review a range of models for clinical competencies that have been put forth in the international literature and report on results of a survey of students undertaking clinical training as to the methods of assessment used in their training programs. Results showed that direct competency assessment was less commonly used than expected from the stated accreditation standards. One factor behind the results may be that ways to assess such competencies remain elusive. In this article, several models of clinical competencies are put forward, along with a method of assessing such competencies within an Australian context.

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Section: Faculty Within Training Programsmentioning

confidence: 99%

Attainment of Competencies in Clinical Psychology Training: Ways Forward in the Australian Context

Pachana

Sofronoff

Scott

et al. 2011

Australian Psychologist

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show abstract

“…The focus of such handbooks is biased towards the role of the supervisor in supporting thesis production and pays limited attention to how supervisors can assist candidates in the process of becoming a researcher. Moreover, although publishing during doctoral candidature is increasingly expected and receiving more attention (Aitchison, Kamler, & Lee, 2010;Cuthbert & Spark, 2008;Raddon, 2011), publishing productivity is not yet deemed an explicit measure of doctoral success, nor is subsequent productivity of candidates widely deemed a measure of the quality of doctoral programmes, although some studies have begun to use publication productivity as an indicator of the value of doctoral programmes as an alternative to other ranking criteria (see, e.g., Roy, Roberts, & Stewart, 2006). Thus, there is a conceptual and practical disjunction between what is required for doctoral completion and subsequent researcher productivity.…”

Section: Introductionmentioning

confidence: 99%

The entrepreneurial subjectivity of successful researchers

Sinclair

Cuthbert

Barnacle

2014

Higher Education Research & Development

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This article begins the work of examining what kind of doctoral experiences positively influence researcher development, and what other attributes may contribute to a successful research career. It reports preliminary findings from the analysis of survey responses by a sample of successful mid-career researchers. Positive doctoral experiences and the early establishment of research activity are found to be important to researcher development. Successful researchers were also found to be able to acknowledge the importance of their 'soft skills', and to have flexible, responsive and adaptive dispositions. We term this disposition 'an entrepreneurial subjectivity' and argue that it is an important and underexamined characteristic of the successful researcher.Successful mid-career researchers are an ideal cohort to begin the work of identifying what in the doctoral experience contributes to the development of a successful researcher and the qualities and attributes of successful researchers. To this end, we surveyed recipients of Australian 'Future Fellowships', competitive four-year research grants awarded to those with between 5 and 15 years post-doctoral experience. Future Fellowships are awarded by the Australian Research Council (ARC), the premier national research funding organisation.The survey was designed to investigate how successful researchers are developed with a particular focus on the role and influence of the doctorate in this process. Preliminary findings from an analysis of survey responses are outlined in this article. After introducing the study and outlining characteristics of the cohort, findings are discussed thematically concerning motivations for research, the doctoral experience, publication and preparation for a research role, and to what factors participants in the survey attribute their research success.The findings point overwhelmingly to a positive doctoral experience and early establishment of research efficacy as important to researcher development; and to successful researchers having a repertoire of 'soft skills', including a reflective capacity to recognise the importance of soft skills to their success as researchers. In addition, a key finding of this study is that successful researchers appear to have flexible, responsive and adaptive dispositions; what we call 'an entrepreneurial subjectivity'. We argue that an 'entrepreneurial subjectivity' is an important and under-examined characteristic that may be the making of, as well as what is required of, successful researchers.

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“…The third article, logically speaking, is about our academic offspring (Roy, Roberts, & Stewart, 2006). Did we sire good stock?…”

mentioning

confidence: 99%

My dog's better than your dog: Publication counts and quality of clinical psychology PhD training.

Heesacker

Elliott

2007

Clinical Psychology: Science and Practice

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As a potential indicator of program quality, publication counts are of interest to colleagues who are invested in this activity, generally, and ultimately of little use in evaluating doctoral training. Quality programs are inherently multidimensional and complex, as is our profession; therefore, determinations of quality must explicitly define the essential elements of doctoral training and improve upon existing evaluation systems.

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Research productivity and academic lineage in clinical psychology: Who is training the faculty to do research?

Cited by 14 publications

References 16 publications

Attainment of Competencies in Clinical Psychology Training: Ways Forward in the Australian Context

Attainment of Competencies in Clinical Psychology Training: Ways Forward in the Australian Context

The entrepreneurial subjectivity of successful researchers

My dog's better than your dog: Publication counts and quality of clinical psychology PhD training.

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