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Journal articles on the topic 'Research careers'

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Author: Grafiati

Published: 4 June 2021

Last updated: 19 February 2022

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1

Inkson, Kerr, Dale Furbish, and Polly Parker. "Fast Forward: Careers Research in New Zealand." Australian Journal of Career Development 11, no. 3 (October 2002): 36–45. http://dx.doi.org/10.1177/103841620201100315.

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This article describes and discusses developments in careers research in the past few years in New Zealand. While detailing some important mainstream research in the ‘career development’ tradition, it focuses on research conducted largely in New Zealand business schools, which may have been prompted by the country's rapid deregulation in the 1980s and 1990s. Particular attention is paid to the destabilisation of careers and the development of ‘boundaryless’ and other new forms of career. This work provides a framework enabling us to understand career adaptation, and ‘mobile career’ phenomena such as careers based on project work and the role of overseas experience in career development.

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2

Akkermans, Jos, Anne Keegan, Martina Huemann, and Claudia Ringhofer. "Crafting Project Managers’ Careers: Integrating the Fields of Careers and Project Management." Project Management Journal 51, no. 2 (November 7, 2019): 135–53. http://dx.doi.org/10.1177/8756972819877782.

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Project managers experience unique careers that are not yet sufficiently understood, and more people than ever before are pursuing such careers. The research on project management and careers is therefore urgently needed in order to better understand the processes and systems shaping the careers of project managers. We address this gap by reviewing several key career theories and constructs and examining how these are mobilized to understand project managers’ careers in existing research. Our main conclusion is that boundaryless career theory has been the dominant career perspective in project management research, whereas other career theories—specifically protean career theory, social cognitive career theory, career construction theory, and sustainable career theory—are far less often mobilized as a basis for studies. We also find that some of the most popular constructs in careers research, such as career success and employability, have been used in recent project management research. However, their use in these studies is often implicit and does not necessarily leverage existing work from the careers field. We argue that there is strong potential for further and more systematic integration between project management and careers research in order to enrich both fields, and we offer a research agenda as a starting point.

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3

Tomlinson, Jennifer, Marian Baird, Peter Berg, and Rae Cooper. "Flexible careers across the life course: Advancing theory, research and practice." Human Relations 71, no. 1 (November 13, 2017): 4–22. http://dx.doi.org/10.1177/0018726717733313.

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This introductory article sets out a framework for conceptualizing flexible careers. We focus on the conditions, including the institutional arrangements and the organizational policies and practices, that can support individuals to construct flexible and sustainable careers across the life course. We ask: What are flexible careers? Who are the (multiple) actors determining flexible careers? How do institutions and organizational settings impact upon and shape the career decisions and agency of individuals across the life course? We begin our review by providing a critique of career theory, notably the boundaryless and protean career concepts, which are overly agentic. In contrast, we stress the importance of institutions, notably education and training systems, welfare regimes, worker voice, working-time and leave regulations and retirement systems alongside individual agency. We also emphasize the importance of various organizational actors in determining flexible careers, particularly in relation to flexible work policies, organizational practices, culture and managerial agency. Finally we argue for the importance of a life course framing taking into account key transition points and life stages, which vary in sequence and significance, in the analysis of flexible careers. In concluding remarks, we urge researchers to use and refine our model to the concept of flexible careers conceptually and empirically.

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4

McKenna, Steve, and Amanda Peticca-Harris. "Globalization, academic knowledge interests and the global careers discourse." critical perspectives on international business 12, no. 4 (October 3, 2016): 331–47. http://dx.doi.org/10.1108/cpoib-02-2015-0007.

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Purpose This paper aims to present two objectives. The first objective is to identify the academic knowledge interests (managerial, agentic, curatorial and critical) prevalent in research on global careers. The second objective is to consider and critique the discourse constructed and perpetuated in academic texts on global careers concerning globalization, global careers and the global careerist. Design/methodology/approach Using a critical discourse analysis, the paper analyzes 66 articles and book chapters and one book on the subject of a global career. The authors positioned the texts into one of the four academic knowledge interests – managerial, agentic, curatorial and critical. The texts were also analyzed with respect to the discourse manifested in relation to globalization, global careers and the global careerist. Findings The authors found that the texts were driven by primarily managerial academic knowledge interests, followed by agentic and curatorial interests. Very few reflected critical knowledge interests. In addition, texts on global careers accept the globalization of business as natural and unproblematic and, consequently, construct a discourse about the global career and the global careerist which fits the idea that global business expansion in its current form is inevitable and inescapable. Originality/value This paper is the first to analyze the academic knowledge production and discourse on “global careers” and the “global careerist” as it is emerging among career scholars. It is also one of the very few articles offering a more critical perspective on global careers specifically and careers more generally.

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5

Collins, Mary B., William D. Lipe, and Diane C. Curewitz. "Curating Research Careers." Heritage Management 3, no. 2 (September 2010): 233–54. http://dx.doi.org/10.1179/hma.2010.3.2.233.

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6

Boutros, Nashaat. "Building Research Careers." Psychiatric News 38, no. 17 (September 5, 2003): 26. http://dx.doi.org/10.1176/pn.38.17.0026a.

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7

Carpenter, S. "SCIENCE CAREERS: Carving a Career in Translational Research." Science 317, no. 5840 (August 17, 2007): 966–67. http://dx.doi.org/10.1126/science.317.5840.966.

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8

Kahn, James S., and Ruth M. Greenblatt. "Mentoring Early-Career Scientists for HIV Research Careers." American Journal of Public Health 99, S1 (April 2009): S37—S42. http://dx.doi.org/10.2105/ajph.2008.135830.

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9

Smith, Theresa, and Alison Sheridan. "Organisational careers versus boundaryless careers: Insights from the accounting profession." Journal of Management & Organization 12, no. 3 (November 2006): 223–34. http://dx.doi.org/10.1017/s1833367200003977.

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ABSTRACTMuch of careers research in recent times has focused on the so called move away from traditional ‘organisational careers’ to what Arthur (1994) coined the ‘boundaryless career’. This paper discusses research that challenges the applicability of the boundaryless career and the claim that ‘organisational careers are dead’. Drawing on interviews with nearly 60 accountants in Australia, the research demonstrates that employees are pursuing an organisational career. For this occupational group, the lack of proactive HR involvement in career development and the emphasis on self-direction was not appreciated. Rather, the research highlighted that the lack of organisational career management had negative implications for employee attitudes and motivation. The issues raised by the participants suggest it is timely to consider whether the unique characteristics of the accounting profession represent an ideal environment for the maintenance of an ‘organisational career’.

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10

Smith, Theresa, and Alison Sheridan. "Organisational careers versus boundaryless careers: Insights from the accounting profession." Journal of Management & Organization 12, no. 3 (November 2006): 223–34. http://dx.doi.org/10.5172/jmo.2006.12.3.223.

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ABSTRACTMuch of careers research in recent times has focused on the so called move away from traditional ‘organisational careers’ to what Arthur (1994) coined the ‘boundaryless career’. This paper discusses research that challenges the applicability of the boundaryless career and the claim that ‘organisational careers are dead’. Drawing on interviews with nearly 60 accountants in Australia, the research demonstrates that employees are pursuing an organisational career. For this occupational group, the lack of proactive HR involvement in career development and the emphasis on self-direction was not appreciated. Rather, the research highlighted that the lack of organisational career management had negative implications for employee attitudes and motivation. The issues raised by the participants suggest it is timely to consider whether the unique characteristics of the accounting profession represent an ideal environment for the maintenance of an ‘organisational career’.

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11

Akkermans, Jos, and Stella Kubasch. "#Trending topics in careers: a review and future research agenda." Career Development International 22, no. 6 (October 9, 2017): 586–627. http://dx.doi.org/10.1108/cdi-08-2017-0143.

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Purpose Virtually all contemporary scientific papers studying careers emphasize its changing nature. Indeed, careers have been changing during recent decades, for example becoming more complex and unpredictable. Furthermore, hallmarks of the new career – such as individual agency – are clearly increasing in importance in today’s labor market. This led the authors to ask the question of whether these changes are actually visible in the topics that career scholars research. In other words, the purpose of this paper is to discover the trending topics in careers. Design/methodology/approach To achieve this goal, the authors analyzed all published papers from four core career journals (i.e. Career Development International, Career Development Quarterly, Journal of Career Assessment, and Journal of Career Development) between 2012 and 2016. Using a five-step procedure involving three researchers, the authors formulated the 16 most trending topics. Findings Some traditional career topics are still quite popular today (e.g. career success as the #1 trending topic), whereas other topics have emerged during recent years (e.g. employability as the #3 trending topic). In addition, some topics that are closely related to career research – such as unemployment and job search – surprisingly turned out not to be a trending topic. Originality/value In reviewing all published papers in CDI, CDQ, JCA, and JCD between 2012 and 2016, the authors provide a unique overview of currently trending topics, and the authors compare this to the overall discourse on careers. In addition, the authors formulate key questions for future research.

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12

Bridgstock, Ruth. "Australian Artists, Starving and Well-Nourished: What Can we Learn from the Prototypical Protean Career?" Australian Journal of Career Development 14, no. 3 (October 2005): 40–47. http://dx.doi.org/10.1177/103841620501400307.

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Recent literature documents the demise of traditional linear careers and the rise of protean, boundaryless, or portfolio careers, typified by do-it-yourself career management and finding security in ongoing employability rather than ongoing employment. This article identifies key attributes of the ‘new career’, arguing that individuals with careers in the well-established fields of fine and performing arts often fit into the ‘new careerist’ model. Employment/career data for professional fine artists, performing artists and musicians in Australia is presented to support this claim. A discussion of the meta-competencies and career-life management skills essential to navigate the boundaryless work world is presented, with specific reference to Australian artists, and recommendations for future research.

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13

Mohtar, Lilia Ellany, Lilia Halim, Norshariani Abd Rahman, Siti Mistima Maat, Zanaton H. Iksan, and Kamisah Osman. "A MODEL OF INTEREST IN STEM CAREERS AMONG SECONDARY SCHOOL STUDENTS." Journal of Baltic Science Education 18, no. 3 (June 10, 2019): 404–16. http://dx.doi.org/10.33225/jbse/19.18.404.

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Studies have shown that various factors (the role of formal education, informal education, and community) contribute to the lack of participation in STEM and STEM careers. This research aimed to understand the multi pathways of factors contributing to the interest in STEM careers (STEM careers in physical sciences and STEM careers in life sciences). This research was a survey research which administered a questionnaire randomly to 1485 secondary school students (14 years of age). Data analysis was based on the Structural Equation Modeling (SEM) approach using Analysis of Moment Structures (AMOS) to test the hypothesized model. A model containing five constructs, namely environmental factors (learning experiences, media, social influences), self-efficacy in science, technology, engineering and mathematics respectively, perceptions of STEM careers and interest in physical sciences and life sciences STEM careers was proposed in this research. The results show that students’ interest in life sciences based careers is influence by their self-efficacy and perceptions of the career. Meanwhile, students’ interest in physical sciences based careers is influence only by their self-efficacy and not influence by their perceptions of the career. The need to improve students’ self-efficacy through STEM learning experiences is imperative to ensure continued interest in STEM careers. Key words: environmental factors, life sciences STEM careers, perceptions of STEM careers, physical sciences STEM careers, self-efficacy, social cognitive career theory.

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14

Delhvi, Schazia Sara, and Stefan Süß. "Careers and career research in Germany: a literature review." Management Review Quarterly 66, no. 1 (August 2, 2015): 1–31. http://dx.doi.org/10.1007/s11301-015-0114-3.

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15

Jackson, Sue. "Women, Research and Careers." Women's Studies International Forum 23, no. 2 (March 2000): 263–64. http://dx.doi.org/10.1016/s0277-5395(00)00082-0.

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16

Smith, Judith A., Kari L. Olson, and Kevin M. Sowinski. "Pharmacy Practice Research Careers." Pharmacotherapy 29, no. 8 (August 2009): 1007–11. http://dx.doi.org/10.1592/phco.29.8.1007.

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17

Salo, Markus. "Career Transitions of eSports Athletes: A Proposal for a Research Framework." International Journal of Gaming and Computer-Mediated Simulations 9, no. 2 (April 2017): 22–32. http://dx.doi.org/10.4018/ijgcms.2017040102.

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eSports has boomed, the number of eSport athletes has grown rapidly, and many teenagers aspire to a have career in eSports. However, eSports athletes' careers involve many problems, such as career-entry difficulties, straining life habits, burnout, premature retirement, and post-career dilemmas. Despite a growing research interest in eSports, a void of knowledge exists regarding eSports athletes' career aspects. To address the gap in research, this paper aims to take an initial step by proposing a framework for eSports athletes' career transitions. The framework combines two approaches from sport psychology and sport literature. The framework can help eSports athletes, coaches, and other stakeholders have and maintain long-lasting and healthy careers.

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18

Vipond, Rebecca Ann, and Rebecca Vipond. "Global Futures: Building Interdisciplinary Postdoctoral Research Careers." Exchanges: The Interdisciplinary Research Journal 4, no. 1 (October 31, 2016): 140–46. http://dx.doi.org/10.31273/eirj.v4i1.152.

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On 19and 20 May 2016 the Institute of Advanced Study convened a two-day conference entitled Global Futures: Building Interdisciplinary Postdoctoral Research Careers. This symposium was attended by 100 postgraduate students, postdoctoral researchers and early career academics from across the University of Warwick. Seven workshops throughout the two days covered current sources of funding, testimony on building a successful research career, developing an excellent academic track record, engaging with non-academic audiences, and advice on writing successful proposals. Additionally nine attendees competed in a flash talk competition, where they were challenged to speak for five minutes each about the core message of their research.

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19

Buljan, Ivan, and Esther Park. "Predictors of medical students’ research degree pursuit." St open 1 (2020): 1–9. http://dx.doi.org/10.48188/so.1.2.

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Aim: The evidence about factors predicting the desire of medical graduates for pursuing research careers are inconsistent. Identification of factors which influence decision for pursuing research career would be important information to medical schools to improve research environment for students. For that reason, we performed an international survey of medical students to analyze the factors predicting research careers in medicine. Methods: An international online survey of undergraduate and graduate medical students was performed, using the using the data from Res Medica student journal database, about their research activities, future interests and plans and desire to pursue research careers. Results: In total, 486 students took the survey. Logistic regression revealed a single significant factor influencing medical students’ desire to pursue a research degree: in-creased motivation for participation in research in future (R2=0.33). Conclusion: In order to encourage students and training doctors to more readily engage in research, exposure to re-search and research participation could have an incremental value to existing research education in medical schools.

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20

Lopatto, David. "Survey of Undergraduate Research Experiences (SURE): First Findings." Cell Biology Education 3, no. 4 (December 2004): 270–77. http://dx.doi.org/10.1187/cbe.04-07-0045.

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In this study, I examined the hypothesis that undergraduate research enhances the educational experience of science undergraduates, attracts and retains talented students to careers in science, and acts as a pathway for minority students into science careers. Undergraduates from 41 institutions participated in an online survey on the benefits of undergraduate research experiences. Participants indicated gains on 20 potential benefits and reported on career plans. Over 83% of 1,135 participants began or continued to plan for postgraduate education in the sciences. A group of 51 students who discontinued their plans for postgraduate science education reported significantly lower gains than continuing students. Women and men reported similar levels of benefits and similar patterns of career plans. Ethnic groups did not significantly differ in reported levels of benefits or plans to continue with postgraduate education.

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21

Dyer, W. Gibb. "Toward a Theory of Entrepreneurial Careers." Entrepreneurship Theory and Practice 19, no. 2 (January 1995): 7–21. http://dx.doi.org/10.1177/104225879501900202.

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Parallel streams of theory and research regarding entrepreneurship and careers has led to a dearth of comprehensive theories regarding the careers of entrepreneurs. This article describes four core dimensions of theory that are essential in developing a comprehensive theory of entrepreneurial careers: (1) a theory of career choice; (2) a theory of career socialization; (3) a theory of career orientation; and (4) a theory of career progression from entry to exit. A general model is presented that articulates various aspects of theory building along each of these four dimensions. Implications for both theory and practice regarding entrepreneurial careers is also discussed.

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22

B. Arthur, Michael. "The boundaryless career at 20: where do we stand, and where can we go?" Career Development International 19, no. 6 (October 7, 2014): 627–40. http://dx.doi.org/10.1108/cdi-05-2014-0068.

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Purpose – The purpose of this paper is to reflect on a broad body of work that responds to the boundaryless career concept, first introduced in 1993, and to anticipate new theory-building and research. Design/methodology/approach – Covers the origination of the concept, its meaning and definition, the underlying influence of an earlier group of careers scholars from Massachusetts Institute of Technology (MIT), and the importance of an interdisciplinary perspective. Findings – Identifies three categories of activity – involving internal debates, fresh theoretical contributions, and new collaborative opportunities – that have occurred citing boundaryless career scholarship. Research limitations/implications – Suggests how scholars can build on the legacy of both organizational and boundaryless careers research in their future work. Originality/value – Links between foundational MIT work on careers, boundaryless careers and current debates to suggests future research directions.

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23

Lehmann, Robert G. "Environmental Research Careers in Industry." Journal of Environmental Quality 22, no. 3 (July 1993): 519–20. http://dx.doi.org/10.2134/jeq1993.00472425002200030016x.

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24

Ilon, Lynn. "Research careers as managed learning." Higher Education 62, no. 2 (September 4, 2010): 253–55. http://dx.doi.org/10.1007/s10734-010-9365-z.

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25

Bloch, Kenneth D. "Careers in Basic Cardiovascular Research." Circulation 119, no. 18 (May 12, 2009): 2526–30. http://dx.doi.org/10.1161/circulationaha.107.752709.

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26

Kosiborod, Mikhail, and John A. Spertus. "Careers in Cardiovascular Outcomes Research." Circulation 120, no. 1 (July 7, 2009): 76–81. http://dx.doi.org/10.1161/circulationaha.107.752733.

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27

Shannon, Moria D. "Educational counseling for research careers." Journal of Professional Nursing 4, no. 6 (November 1988): 399. http://dx.doi.org/10.1016/s8755-7223(88)80087-5.

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28

Kidd, Jennifer M., and Frances Green. "The careers of research scientists." Personnel Review 35, no. 3 (May 2006): 229–51. http://dx.doi.org/10.1108/00483480610656676.

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29

Behrend, Tara S., Lori Foster Thompson, Adam W. Meade, Dale A. Newton, and Martha S. Grayson. "Measurement Invariance in Careers Research." Journal of Career Development 35, no. 1 (September 2008): 60–83. http://dx.doi.org/10.1177/0894845308317936.

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30

Sullivan, Mercer. "Ethnographic Research on Criminal Careers." Journal of Research in Crime and Delinquency 53, no. 3 (April 13, 2016): 392–405. http://dx.doi.org/10.1177/0022427815624735.

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31

Hoffmann, Heath C. "Recovery Careers of People in Alcoholics Anonymous: Moral Careers Revisited." Contemporary Drug Problems 30, no. 3 (September 2003): 647–83. http://dx.doi.org/10.1177/009145090303000306.

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The concept of the “moral career” has been used to study the normative sequence of statuses that the mental patient (Goffman, 1959), the marijuana user (Becker, 1953), and the psychiatric resident (Light, 1980) experience as they develop a new identity. This work is limited, though, because these three authors do not discuss variations from the normative model of the moral careers they describe. In this paper I reexamine the moral career looking at participants in Alcoholics Anonymous (AA). While a wealth of research has been devoted to studying the recovery careers of AA participants, the primary focus has been on the moral career of the member who abstains from alcohol, commits herself to AA activities, and embeds herself in social networks that largely consist of other AA members. As a result, we learn mostly about the ideal career path that people should follow in recovery, and not the range of moral careers that members actually exhibit. I compensate for this shortcoming by analyzing the range of roles and statuses occupied by AA Insiders, including AA Regulars, Rank and File members, Bleeding Deacons, Elder Statesmen, and Circuit Speakers. I also discuss the alternative moral careers that depart from the ideal Insider recovery career, including the Tourist, the Relapse career, and the Graduate career. These moral careers reflect variation in AA members' commitment to and participation in AA-related activities.

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32

Moloney, Breda, Thilo Kroll, and Attracta Lafferty. "An exploration of young carers’ experiences in school and their perceptions regarding their future career - a scoping review protocol." HRB Open Research 3 (June 25, 2020): 41. http://dx.doi.org/10.12688/hrbopenres.13074.1.

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Background: Young carers are individuals under 18 years who care for a relative with an illness, disability, a mental health issue or addiction. Across the world, it is challenging to calculate the exact numbers due to the invisible nature of their role that can exist due to stigmatisation and fear of authoritative intrusion. As young carers reach 16 years and over, future career prospects become more significant. Young carers are more likely than their peers not to be in education, employment, or training and are more likely to do poorly at school or college than their non-caregiving peers due to the demands of caring. Recognising that positive engagement at school is a vital correlate of positive employment outcomes, young carers are at risk as their caring role can limit the range of employment opportunities open to them. This paper outlines the protocol for a robust synthesis of the literature surrounding young carers and their career perceptions. The scoping review will address the research question ‘What is known from the literature about young carers in school and their career perceptions?’ The overall aim of this paper is to present a protocol for the scoping review to map the key concepts, types of evidence, and gaps in research related to young carers in school and their future careers. Methods: The review will follow Arksey and O’Malley (2005) and Levac et al.’s, (2010) Scoping Review Framework. The steps involved include: (1) research question identification; (2) relevant studies identification; (3) selection of studies; (4) data charting; (5) collating, summarising and reporting the results; and (6) stakeholders consultation. Conclusions: The scoping review is an appropriate first step to employ in presenting the literature to inform a larger research study on young carers’ experiences in school and their perceptions regarding their future careers.

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33

Moloney, Breda, Thilo Kroll, and Attracta Lafferty. "An exploration of young carers’ experiences of school and their perceptions regarding their future career - a scoping review protocol." HRB Open Research 3 (November 20, 2020): 41. http://dx.doi.org/10.12688/hrbopenres.13074.2.

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Background: Young carers are young people who care for a relative or a friend with an illness, disability, frailty, a mental health issue or addiction. Across the world, it is challenging to calculate the exact numbers due to the invisible nature of their role that can exist due to stigmatisation and fear of authoritative intrusion. As young carers reach 16 years and over, future career prospects become more significant. Young carers are more likely than their peers not to be in education, employment, or training and are more likely to do poorly at school or college than their non-caregiving peers due to the demands of caring. Recognising that positive engagement at school is a vital correlate of positive employment outcomes, young carers are at risk as their caring role can limit the range of employment opportunities open to them. This paper outlines the protocol for a robust synthesis of the literature surrounding young carers and their career perceptions. The scoping review will address the research question ‘What is known from the literature about young carers in school and their career perceptions?’ The overall aim of this paper is to present a protocol for the scoping review to map the key concepts, types of evidence, and gaps in research related to young carers in school and their future careers. Methods: The review will follow Arksey and O’Malley (2005) and Levac et al.’s, (2010) scoping review framework. The steps involved include: (1) research question identification; (2) relevant studies identification; (3) selection of studies; (4) data charting; (5) collating, summarising and reporting the results; and (6) stakeholders' consultation. Conclusions: The scoping review is an appropriate first step to employ in presenting the literature to inform a larger research study on young carers’ experiences in school and their perceptions regarding their future careers.

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34

Moloney, Breda, Thilo Kroll, and Attracta Lafferty. "An exploration of young carers’ experiences of school and their perceptions regarding their future career - a scoping review protocol." HRB Open Research 3 (December 7, 2020): 41. http://dx.doi.org/10.12688/hrbopenres.13074.3.

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Background: Young carers are young people who care for a relative or a friend with an illness, disability, frailty, a mental health issue or addiction. Across the world, it is challenging to calculate the exact numbers due to the invisible nature of their role that can exist due to stigmatisation and fear of authoritative intrusion. As young carers reach 16 years and over, future career prospects become more significant. Young carers are more likely than their peers not to be in education, employment, or training and are more likely to do poorly at school or college than their non-caregiving peers due to the demands of caring. Recognising that positive engagement at school is a vital correlate of positive employment outcomes, young carers are at risk as their caring role can limit the range of employment opportunities open to them. This paper outlines the protocol for a robust synthesis of the literature surrounding young carers and their career perceptions. The scoping review will address the research question ‘What is known from the literature about young carers in school and their career perceptions?’ The overall aim of this paper is to present a protocol for the scoping review to map the key concepts, types of evidence, and gaps in research related to young carers in school and their future careers. Methods: The review will follow Arksey and O’Malley (2005) and Levac et al.’s, (2010) scoping review framework. The steps involved include: (1) research question identification; (2) relevant studies identification; (3) selection of studies; (4) data charting; (5) collating, summarising and reporting the results; and (6) stakeholders' consultation. Conclusions: The scoping review is an appropriate first step to employ in presenting the literature to inform a larger research study on young carers’ experiences in school and their perceptions regarding their future careers.

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35

Kichloo, Asim. "Early Mentoring for Research and Academic Careers." Journal of Investigative Medicine High Impact Case Reports 8 (January 2020): 232470962094931. http://dx.doi.org/10.1177/2324709620949316.

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Research stands at the foreground of modern advances in medicine. Doing clinical research helps you become a good clinician, and doing good clinical work in turn makes you a better researcher. Being a good researcher and being a good clinician, most of the times, has one thing in common, a good mentor. When student at some point in medical school contemplates a research rotation, and this first rendezvous with the processes and, more important, the people involved in the project, determines how much interest one generates to carry forward in their medical career. This editorial focuses on the early mentoring for research and academic careers.

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36

Thiry, Heather, Sandra L Laursen, and Heidi G. Loshbaugh. "“How do I get From Here to There?” An Examination of Ph.D. Science Students’ Career Preparation and Decision Making." International Journal of Doctoral Studies 10 (2015): 237–56. http://dx.doi.org/10.28945/2280.

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Drawing on developmental networks theory, this qualitative research study explores the professional preparation and career decision-making processes of doctoral students in the sciences. The study is based on 95 semi-structured interviews with informants at three research universities in the United States. Though many students were interested in non-academic career tracks, they were largely unaware of the breadth of their choices or how to best prepare for these careers. Unable to cultivate networks in non-academic careers, many students turned to peers to fill the career development gap. Due to their lack of knowledge about career options, among other factors, students often delayed selecting and preparing for careers until the end of their graduate studies. Implications for doctoral education practice are discussed.

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Saxon, Tyler, and Stephan Weiler. "Defence spending and women in research: A cross-country comparison." Science and Public Policy 46, no. 5 (May 5, 2019): 679–88. http://dx.doi.org/10.1093/scipol/scz021.

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AbstractThis article explores whether greater levels of national defence spending effectively push women away from research careers in science and engineering due to the biases that defence spending can foster in research and development (R&D) institutions. Defence R&D spending shapes the orientation of R&D both through the direct subsidisation of R&D, as well as through procurement, which creates demand for military technologies. These biases created by defence spending potentially alter and shape career tracks in ways that may be more antithetical to feminine gender norms and job values than those of men, thus reducing women’s participation in research careers and reducing gender diversity among developers of new technology. We evaluate this gender asymmetry empirically through a panel dataset of thirty-three nations. Our findings indicate that greater levels of defence spending are indeed associated with lower participation of women in research careers, particularly in government and higher education.

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Domino, Steven E., Joann Bodurtha, Joan D. Nagel, and the BIRCWH Program Leadership. "Interdisciplinary Research Career Development: Building Interdisciplinary Research Careers in Women's Health Program Best Practices." Journal of Women's Health 20, no. 11 (November 2011): 1587–601. http://dx.doi.org/10.1089/jwh.2011.3165.

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Angervall, Petra, and Jan Gustafsson. "The Making of Careers in Academia: Split Career Movements in Education Science." European Educational Research Journal 13, no. 6 (January 1, 2014): 601–15. http://dx.doi.org/10.2304/eerj.2014.13.6.601.

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In this article the authors discuss developments in the Europeanisation of higher education policy context of Sweden, and in particular certain changes within the field of education science. Detailed career narratives from 30 interviews have been produced and analysed. These narratives illustrate how research careers in education are formed and conditioned by institutional demands, forms of career capital and the actions of researchers. In the making of careers in academia, the authors point out how some researchers get access to resources that make them competitive and influential, and that those with an already strong research career capital tend accumulate more of this. They also point out that researchers with a background in teaching seem to find it harder to develop research careers as they seem to be bound to forms of career capital that are seen as more needed in teaching. Accordingly, two career profiles have been identified: the successful and the supportive researchers, respectively.

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Lloyd-Walker, Beverley, Lynn Crawford, and Erica French. "Uncertainty as opportunity: the challenge of project based careers." International Journal of Managing Projects in Business 11, no. 4 (September 3, 2018): 886–900. http://dx.doi.org/10.1108/ijmpb-04-2017-0044.

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Purpose Current literature acknowledges the growth of careers in project management. The purpose of this paper is to provide a better understanding of the characteristics of those who choose and continue in project-based careers. Design/methodology/approach Using social cognitive career theory as the lens to explore project management career journeys, 74 project practitioners were interviewed from across three broad industry sectors. A qualitative research approach was utilized and Atlas.ti was used to analyze and categorize the interview data collected. Findings Those who choose to continue in project-based roles demonstrate high levels of self-efficacy and coping efficacy and see uncertainty as opportunity. They value challenge, flexibility and variety and take responsibility for their own career progression. Desire for employment security may vary according to personal circumstance. These findings are of value to employers in guiding selection and retention of people for project roles. Research limitations/implications This is a qualitative and exploratory study covering only three industry sectors and results are not generalizable. SCCT was found useful as a lens for understanding the nature of project-based careers. Practical implications Findings of this research provide valuable guidance for employers and HR practitioners in project-based organizations. For practitioners the study provides a useful framework for reflecting upon their own careers in projects. Social implications The nature of careers is changing. Project-based careers are indicative of this change. This study therefore provides insight into an evolving phenomenon. Originality/value This study expands our understanding of careers in projects, going beyond technical skill development to gain a deeper understanding of personal attributes that contribute to selection into and retention in project-based careers.

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Nauta, Margaret M. "A Career Research Project for Undergraduate Psychology Students." Teaching of Psychology 29, no. 4 (October 2002): 288–91. http://dx.doi.org/10.1207/s15328023top2904_06.

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I describe a career research project designed to increase students' knowledge of careers in psychology. Following a detailed outline, undergraduates enrolled in a senior seminar conducted research on a career of their choice, prepared a written summary of the career information, and presented the summary orally to their classmates. Reactions to the activity were quite positive, and students indicated that the project should be retained for future semesters. I provide an outline of areas I required students to investigate, and I offer recommendations to enhance the activity based on my experiences and students' feedback.

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Kinash, Shelley, Linda Crane, John Capper, Mark Young, and Ashley Stark. "When do university students and graduates know what careers they want: A research-derived framework." Journal of Teaching and Learning for Graduate Employability 8, no. 1 (August 23, 2017): 3–21. http://dx.doi.org/10.21153/jtlge2017vol8no1art584.

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This paper reports on research which was conducted to explore how university students and those who had graduated and been subsequently employed, made career decisions. Specifically, through interviews and focus group discussions with 22 university students and 28 graduates from Australian undergraduate and postgraduate courses in a variety of disciplines, four questions were explored: Do university students know their own desired post-course employment, or in other words, what they want to be after graduation; if so, at what point in their student experience do they come to this decision; what elements come into play in university student career decision-making; and to what extent do students and graduates feel that their career decision-making is supported by their universities? Research was grounded in, and results aligned with, the ‘chaos theory of careers.’ The main findings were that at the enrolment-stage of university and during their studies, most students were pessimistic about their career outcomes and felt largely unsupported in identifying suitable career goals. However, the outcomes after graduation were unexpectedly positive in that, by this point most had identified career goals and were in careers they had desired. Most of the research participants who had been in their careers for an extended length of time were casual academics who were dissatisfied with their career progression and status. Although they had identified academic career goals and secured employment in their chosen industry, they were disappointed by continuous short-term contracts and what they perceived as poor career supports extended by their university employers. A ‘university student and graduate career-knowledge framework’ was derived. The key takeaway from this research was a set of recommendations for universities regarding how to better support students to make career choices.

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Rukmini, Elisabeth, and Kevin Jonathan Bogar. "EXPLORATORY STUDY ON MEDICAL GRADUATES WITH NONCLINICIANS CAREER." Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education 10, no. 1 (March 31, 2021): 86. http://dx.doi.org/10.22146/jpki.61406.

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Background: Medical graduates have diverse career choices. Various factors trigger the motivation and interest of alumni to choose non-clinician careers. Research towards medical graduates who chose non-clinician careers was less than doctors with clinicians. This study aims to explore the reasons for choosing non-clinicians as careers for medical graduates. Methods: This research is a descriptive exploratory study. A total of 10 medical alumni subjects, batch 2011, were selected through purposive sampling. They were rich in information. We performed semi-structured interviews to collect qualitative data. Data were analyzed using content analysis. To ensure transferability and dependability of the data, we performed inter-raters meetings and an audit trail. Triangulation between three inter-raters was administered to get an inter-rater agreement. An external auditor performed an audit trail after the data analysis. Results: This study discussed the reasons for choosing non-clinician careers for medical graduates. Three main themes influence the graduates’ reasons: (1) motivation, (2) experiences, and (3) comparative factors between clinician and non-clinician careers. The motivation could be divided into internal and external motivation. Strong motivation, together with experiences, form a firm decision to take non-clinician careers. When comparing clinician and non-clinician careers, subjects mentioned the condition, including financial situation, risk factors, and seniority. Conclusion: The reasons for choosing non-clinician careers related closely to subjects’ motivation, experiences, and comparative factors between careers as clinicians versus non-clinicians. This research showed the importance of medical education to prepare students for mentorship, the risks factor of and the career choices of clinicians and non-clinicians

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Gibbs, Kenneth D., John McGready, and Kimberly Griffin. "Career Development among American Biomedical Postdocs." CBE—Life Sciences Education 14, no. 4 (December 2015): ar44. http://dx.doi.org/10.1187/cbe.15-03-0075.

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Recent biomedical workforce policy efforts have centered on enhancing career preparation for trainees, and increasing diversity in the research workforce. Postdoctoral scientists, or postdocs, are among those most directly impacted by such initiatives, yet their career development remains understudied. This study reports results from a 2012 national survey of 1002 American biomedical postdocs. On average, postdocs reported increased knowledge about career options but lower clarity about their career goals relative to PhD entry. The majority of postdocs were offered structured career development at their postdoctoral institutions, but less than one-third received this from their graduate departments. Postdocs from all social backgrounds reported significant declines in interest in faculty careers at research-intensive universities and increased interest in nonresearch careers; however, there were differences in the magnitude and period of training during which these changes occurred across gender and race/ethnicity. Group differences in interest in faculty careers were explained by career interest differences formed during graduate school but not by differences in research productivity, research self-efficacy, or advisor relationships. These findings point to the need for enhanced career development earlier in the training process, and interventions sensitive to distinctive patterns of interest development across social identity groups.

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McKee, T., and L. Hashemi-Beni. "DEVELOPING GEOSPATIAL SCIENTISTS – USING STUDENTS AS PARTNERS IN DRONE RESEARCH." ISPRS - International Archives of the Photogrammetry, Remote Sensing and Spatial Information Sciences XLIV-M-2-2020 (November 17, 2020): 69–72. http://dx.doi.org/10.5194/isprs-archives-xliv-m-2-2020-69-2020.

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Abstract. The U.S. Department of Labor Occupational Outlook Handbook predicts geospatial careers to increase much faster than average (15%) from 2018 to 2028 with no additional on-the-job training expected. Geospatial professionals can assist in promoting these career opportunities by mentoring high school students through real-world and transferable-skill building activities. The aim is to enhance students’ awareness and stimulate their interest towards STEM education and careers, especially in geospatial data analytics. This area of study incorporates a variety of modern-day tools for analyzing and mapping the Earth. The technology used offers a radically different way in which geospatial scientist produce and use the geospatial information required to manage a large variety of communities and industries.

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Powell, Gary N., and Lisa A. Mainiero. "Cross-Currents in the River of Time: Conceptualizing the Complexities of Women's Careers." Journal of Management 18, no. 2 (June 1992): 215–37. http://dx.doi.org/10.1177/014920639201800202.

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Womenface a complex panorama of choices and constraints in their career and life development. This article presents an approach to the understanding of women's careers that (a) takes into account non-work as well as work issues; (b) incorporates subjective as well as objective measures of career and life success; (c) incorporates the influence of personal, organizational, and societalfactors on women's choices and outcomes; and (d) does not assume that women's careers go through a predictable sequence of stages over time. Such an approach is vastly differentfrom traditional models of men's careers. Implications of this approach for research, organizations, and men's careers are discussed.

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Petroni, Alberto. "Strategic career development for R&D staff: a field research." Team Performance Management: An International Journal 6, no. 3/4 (June 1, 2000): 52–62. http://dx.doi.org/10.1108/13527590010731970.

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Explores the evolution of career management systems for industrial researchers. Based on case studies of experimental career development systems for industrial researchers, combined with a survey of 151 researchers and engineers employed at a large public research institution, alternative approaches toward managing professional careers are discussed. The results indicate that the researchers’ personal career orientations, as measured by Schein’s Career Anchors Inventory, may serve as a useful predictor of their career preferences. In addition, the research enables an evaluation of alternative modes of career development for industrial R&D to be developed.

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Ono, Izumi. "Women Chemists Reconsidering Careers at Research." TRENDS IN THE SCIENCES 1, no. 7 (1996): 41. http://dx.doi.org/10.5363/tits.1.7_41.

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Parker, Polly, and Michael B. Arthur. "Bringing "New Science? into Careers Research." M@n@gement 5, no. 1 (2002): 105. http://dx.doi.org/10.3917/mana.051.0105.

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Jackson, Keith. "Research handbook of diversity and careers." Asia Pacific Business Review 25, no. 3 (May 13, 2019): 442–50. http://dx.doi.org/10.1080/13602381.2019.1614372.

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