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Purpose: The competition in the academe has always been tough, but today, the academe seems to be more like an industry than an academic community as academics are evaluated through quantified and economic means. Design/methodology/approach: This article leans on Heidegger's thoughts on the essence of technology and his ontological view on being to show the dangers that lie in this quantification of researchers and research. Findings: Despite the benefits that information systems (ISs) offer to people and research, it seems that technology has made it possible to objectify researchers and research. This has a negative impact on the academe and should thus be looked into especially by the IS field, which should note the problems that exist in its core. This phenomenon of quantified academics is clearly visible at academic quantification sites, where academics are evaluated using metrics that count their output. It seems that the essence of technology has disturbed the way research is valued by emphasising its quantifiable aspects. The study claims that it is important to look for other ways to evaluate researchers rather than trying to maximise research production, which has led to the flooding of articles that few have the time or interest to read. Originality/value: This paper offers new insights into the current phenomenon of quantification of academics and underlines the need for critical changes if in order to achieve the academic culture that is desirable for future academics. [ABSTRACT FROM AUTHOR]

We examined a large sample of Polish science, technology, engineering, mathematics, and medicine (STEMM) scientists (N = 16,083) to study rank advancement and productivity in the past 40 years. We used two previously neglected time dimensions – promotion age and promotion speed – to construct individual lifetime biographical and publication profiles. We followed a classificatory approach and the new methodological approach of journal prestige–normalized productivity. All scientists were allocated to different productivity, promotion age, and promotion speed classes (top 20%, middle 60%, and bottom 20%). The patterns found were consistent across all disciplines: scientists in young promotion age classes (and fast promotion speed classes) in the past were currently the most productive. In contrast, scientists in old promotion age classes (and slow promotion speed classes) in the past were currently the least productive. In the three largest disciplines, the young-old promotion age productivity differential for associate professors was 100–200% (150–200% for full professors), and the fast-slow promotion speed productivity differential for associate professors was 80–150% (100–170% for full professors). Our results were partly supported by a regression analysis in which we examined odds ratio estimates of belonging to top productivity classes. To examine the sample, we combined biographical and demographic data collected from the national register of all Polish scientists and publication metadata on all Polish articles indexed in Scopus (N = 935,167). [ABSTRACT FROM AUTHOR]

The successful exploitation of the intellectual and relational potential of the mentor-mentee relationship is at the heart of doctoral education, and it is supported by a rich literature. However, the maintenance of mentor-mentee relationship after obtaining a PhD degree is a rather under-researched topic. This paper aims to reduce the gap by exploring the features of the mentor-mentee relationship in the context of public body members registered with the Committee on Regional Sciences of the Hungarian Academy of Sciences. Using network analysis, bivariate and partial rank correlation, dimension reduction, Cox and ordinal logistic regression analyses, and survival random forest analysis, we find that 1) the volume of PhD supervision concentrated in a single mentor positively influences the transition of former PhD students to supervisors and ultimately the development of the scientific community; 2) the maintenance of a mentor-mentee relationship has a positive impact on academic career indicators and the achievement of certain milestone of the career path, while at the same time, engagement with PhD students prolongs the time spent on the path. [ABSTRACT FROM AUTHOR]

Despite limited opportunities for tenured academic positions, the number of PhD graduates in Social Sciences has steadily risen in countries with developed research systems. The current literature predominantly portrays PhD graduates as victims, either of the higher education system or of their own optimism in pursuing an academic career. This paper takes an alternative stance by spotlighting the agency exhibited by PhD graduates in Social Sciences as they deftly navigate their career pathways amid the constrained academic job market. Specifically, we adopt an ecological perspective of agency to explore how PhD graduates in Social Sciences exercise their agency in navigating their career from the beginning of their PhD candidature until up to 5 years after graduation. We employ a narrative approach to delve into the employment journeys of twenty-three PhD graduates. Within this cohort, we select to report four participants from four Australian universities, each possessing distinct career trajectories. Our analysis highlights agency as the link between various personal and institutional factors that shape our participants' career trajectories. Based on this finding, we offer recommendations for practice and policy changes that appreciate PhD graduates' agency. [ABSTRACT FROM AUTHOR]

This paper employs the notion of a "career script" as a conceptual basis to examine how age-based academic career norms are internalized, strategized, and reproduced among PhD students aspiring to become academics. It draws on interviews with 70 PhD students at leading universities in mainland China, Hong Kong, and Macau that were organized and explored using narrative inquiry. The findings suggest that the tournament-like, age-based career scripts are primarily shaped by institutional policies on recruitment and funding applications and reinforced through social interactions. Doctoral students internalize the established criteria for success defined by the career scripts and stigmatize those who lag behind in the attainment of institutionally predetermined milestones, thus discouraging any attempt to rescript career norms. While enacting successful career scripts, students experience age and temporal anxiety at a fairly young age, exacerbating ageism in the academic labor market. [ABSTRACT FROM AUTHOR]

This interview with Dr. Joan V. Gallos, 2023 recipient of the David L. Bradford Outstanding Educator Award from the Management and Organizational Behavior Teaching Society (MOBTS), explores the four components of what Gallos considers the "soul of teaching"—insights she wished she had understood when she began her teaching career more than 50 years ago. Her four insights advise educators to: (1) work with what they've got—and own it!, (2) fail in the right way (think progress, not perfection), (3) dive into the magic at the heart of teaching and learning, and (4) relax and take your time: becoming the best educator you can be is a journey of never arriving. The interview is presented to encourage others to both find the soul of their teaching and guide their individual and collective discovery of the connection, authenticity, and magic at the heart of all teaching and learning. [ABSTRACT FROM AUTHOR]

The Chinese government has been actively recruiting foreign-trained Chinese scholars to return to China since the Chinese brain drain began. Japan is among the most popular destinations for Chinese scholars seeking to receive doctoral training. This study explores the factors contributing to the stratification of Japanese-trained Chinese PhDs' academic career attainments using the Mertonian norm of universalism. The results indicate that the norm of universalism can partly explain the stratification of Japanese-trained Chinese PhDs. The reason for this is that their higher pre-graduation productivity enhances the chance that Japanese-trained Chinese PhDs have of obtaining an academic position at a top university in China. In addition to pre-graduation academic productivity, other factors, including the prestige of the university attended, the duration of the academic sojourn in Japan, and the ethnicity of the supervisor influence employment outcomes. [ABSTRACT FROM AUTHOR]

Women's underrepresentation in top political science journals has been a central concern of both the American Political Science Association and the European Consortium of Political Research, which have promoted studies to assess the extent and features of the gender gap. However, so far in Southern Europe, research on this topic has been scarce. Our work adds to the literature by presenting new data on three journals: the Italian Political Science Review, the Spanish Political Science Review and South European Society and Politics. The research has three main goals: to gauge the gender gap in the three journals; to examine whether gender influences publication preferences; and to investigate how career intersects with gendered publication strategies. The analysis is built on a database of almost 800 articles and about 1400 authors, published in these three journals in 2011–2022. Our main findings are that South European journals reveal a gender gap similar to other international journals, where just one-third of authors are women; that this publication gap is accompanied by gendered publication strategies; and that the routes men and women follow to succeed in academic publishing diverge at every career stage. Finally, we argue that women's preferred strategies may not offer the optimum path to career success. [ABSTRACT FROM AUTHOR]

Objective: To investigate whether a gap year for either research or a master's degree is associated with interview offers or match outcomes among otolaryngology applicants. Methods: Using the Texas Seeking Transparency in Application to Residency (Texas STAR) database, we conducted a cross-sectional analysis of otolaryngology applicants from 2018 to 2022. Applicants were stratified based on the presence and type of gap year during medical school. Applicant characteristics, signaling, research productivity, and application costs were analyzed, with primary outcomes including number of interview offers and match status. Results: Among 564 otolaryngology applicant respondents to the Texas STAR survey, 160 (28%) reported a gap year, including 64 (40%) applicants participating in a research year, 65 (41%) completing a Master of Public Health or Science (MPH and MSc), and 31 (19%) completing a Master of Business Administration, Education, or other degree (MBA and MEd). Gap-year applicants who completed a research year or MPH/MSc degree received more interview offers (P <.01) than MBA, MEd applicants, or those without a gap year. Applicants with a research year had the most publications, oral presentations, abstracts, posters, and research experiences (all P <.01). When controlling for USMLE scores, clerkship honors, and applications submitted, applicants completing a research year or an MPH/MSc-degree received increased interview offers (P <.01). No significant differences were seen in expenditures or match rates. Conclusions: Research and MPH/MSc gap years were associated with increased residency interview offers but not increased match success. Further longitudinal studies are needed to assess how yearlong experiences affect long-term career outcomes. [ABSTRACT FROM AUTHOR]

This study explores how policy discourses on academic career are articulated in Swedish higher education. Discourses on academic career are often expressing meritocracy and the necessity of competition, but also include demands for flexibility and global participation. Recent decades of higher education policy have also stressed the importance of gender equity, which is particularly evident in the Nordic countries. Yet, how these discourses interact and impact on contemporary ideas on academic career remains unclear. We analyse a selection of Swedish government bills to explore present policy discourses on academic career mobility, and how these discourses express and create tensions for different staff groups. The findings shows that the notion, and promotion of career mobility in Swedish higher education features tensions between career advancement, transnational mobility and work life stability. It is also clear that some scholars are defined as more career mobile and successful than others. Hence, discourses on career mobility tend to give legitimacy to already existing work divisions and hierarchies partly undermining gender equity. In conclusion, our findings show tensions and contradictions in these policies, which give base for further nuanced and critical discussions on the current conditions and possibilities in Swedish higher education and academic career. [ABSTRACT FROM AUTHOR]

Dr. Thomas K. Ricento is a professor emeritus of education at the Werklund School of Education at the University of Calgary in Canada. In 1987, he received his PhD degree in applied linguistics from the University of California, Los Angeles. Around his research interest in language policies in the context of minority languages in North America, he has conducted numerous international projects. He is the editor of the foundational reference work An introduction to language policy: Theory and method. Also, he is the author of the recent book Refugees in Canada: On the loss of social and cultural capital and has numerous books published in international venues. He has co-edited special issues in well-established journals such as TESOL Quarterly and Language Policy. Furthermore, his articles appeared in venues such as Journal of Sociolinguistics, Discourse & Society, and Journal of Language, Identity & Education. On 17 April 2023, Dr. Huseyin Uysal conducted this interview with Dr. Ricento virtually. Later, he transcribed the recorded audio and edited the text to maximize the readability. [ABSTRACT FROM AUTHOR]

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The landscape of higher education continues to evolve in ways that have significant implications for the academic profession, including the shaping of academic identities. In a context of increasing marketisation, it is essential to understand more about the complex relationship between academic identities and structural change within the tertiary education sector. This study sought to review research evidence to gain insight into how academics are experiencing change in higher education environments, and how this may influence their work and identities. A literature review, which focused on empirical studies involving academics working in higher education, was conducted to examine the relationship between academic identities and the changing higher education context. A search identified 44 relevant articles and these were analysed using a content analysis approach. According to the analysis of literature, a growing number of empirical studies is exploring how academics respond to, adapt to, and are vulnerable to changes in the higher education context. Studies drew attention to the fluid nature of identity processes during these changes, with academics sometimes developing hybrid identities, prioritising certain activities and/or seeking to achieve balance. Issues evident included high workload, with increases linked to administrative tasks and performance expectations. The review of literature raises important questions about the core of the academic profession and the potential risk of detachment from its central principles. In a context of transition within higher education, it points to the need to value the agency of academics in their work and recognise this as integral to, rather than peripheral to, institutional decision-making. [ABSTRACT FROM AUTHOR]

This study explores the dynamic journey of women as they become academics in non‐elite Chinese public universities. It focuses on their aspirations and the evolving subjectivity that accompanies this process. Ten participants from the Humanities and Social Sciences (HSS) fields, aged 28–57, were interviewed; the transcripts were analysed using reflexive thematic analysis. Adopting a Butlerian perspective, our findings identify two distinct subjectivities that shape Chinese women's decision to become academics: autonomous subjectivity driven by intrinsic desire and strategic subjectivity driven by instrumental desire. We argue that becoming an academic is a complex process influenced by regulatory power, including market forces, institutional and societal constraints, and gender norms, which shape the context in which the desire is pursued. It is essential to view this decision not only from the individual's perspective but also from the larger context within which it is made. This study contributes to the literature on gender equality in academia by interrogating the complexities of the decision‐making processes for Chinese women pursuing academic careers in non‐elite Chinese universities. [ABSTRACT FROM AUTHOR]

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The proliferation of questionable publishing practices has raised serious concerns in academia, prompting numerous discussions and investigations into the motivations behind researchers' preference for such journals. In this study, we aimed to explore the impact of current academic performance evaluation systems on scholars' questionable journal preferences in Turkey. Utilizing data from the comprehensive study conducted by Kulczycki et al. (2021) on questionable journals, we analyzed the academic careers of 398 researchers who authored 417 articles in this context. Our findings reveal a clear association between current research evaluation systems and journal selection, particularly during the process of applying for associate professorship. Notably, 96% of the articles published in questionable journals were listed in scholars' academic profiles, indicating their use in academic promotion or incentive portfolios. While this study contributes valuable insights into the relationship between academic performance evaluation systems and questionable journal preferences, additional research is required to comprehensively understand the motivations behind scholars' publishing choices and to devise effective strategies to combat questionable publishing practices in academia. [ABSTRACT FROM AUTHOR]

Objective: The aim of this study is to investigate whether the changing associate professorship criteria makes a difference in the scientific presentations in terms of author number, presentation type and scientific research type in The Turkish National Congress of (ORL-HNS). Material and Methods: The Turkish National Congress of ORL-HNS held in the 3 years before and after the change of criteria for associate professorship were included in the study. For evaluation, past congress proceedings books on the website of the Turkish Ear-Nose-Throat Head and Neck Surgery Association were used. Results: When oral presentations were evaluated according to the number of authors per study, the number of study by a single author was 50 (8.7%) in the period after the change in criteria and 10 (2.0%) in the period before. When oral presentations were evaluated according to the type of study, the number of retrospective studies increased significantly after the varying criteria compared to before When the poster presentations were evaluated according to the number of authors per study, there was no statistically significant difference in the number of studies by a single author between the 3 years before and after the change of the criteria (p=0.338). Conclusion: The findings of our study do not show that the studies after the changes in the criteria are scientifically less valuable or there are ethical problems in the studies. However, it clearly shows that new criteria cause some changes in the behavior of researchers in scientific activities. [ABSTRACT FROM AUTHOR]

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Research studies on academic work and the COVID-19 crisis have clearly shown that the pandemic crisis contributed to exacerbating pre-existing gender gaps. Although the research has been extensive in this regard, it has focused more on the widening of the "motherhood penalty", while other groups of academics are blurred. Even more underinvestigated and not yet fully explained are the intersections between further axes of diversity, often because the research conducted during the pandemic was based on a small volume of in-depth data. By drawing on interview data from a wider national research project, this article aims to contribute to this debate by adopting an intersectional approach. In investigating daily working life and work–life balance during the pandemic of a highly heterogeneous sample of 127 Italian academics, this article sheds light on how gender combines with other axes of asymmetry, particularly class (precarious versus stable and prestigious career positions) and age (individuals' life-course stage), to produce specific conditions of interrelated (dis)advantage for some academics. The analysis reveals three household and family life course types that embody the interlocking of gender, class, and age within a specific social location with unequal, and possibly long-term, consequences for the quality of working life, well-being, and careers of academics, living alone or with parents, couples without children or with grown-up children, and couples with young children and other family members in need of care. [ABSTRACT FROM AUTHOR]

This longitudinal study explores persistence in research productivity at the individual level over academic lifetime: can highly productive scientists maintain relatively high levels of productivity. We examined academic careers of 2326 Polish full professors, including their lifetime biographical and publication histories. We studied their promotions and publications between promotions (79,027 articles) over a 40-year period across 14 science, technology, engineering, mathematics, and medicine (STEMM) disciplines. We used prestige-normalized productivity in which more weight is given to articles in high-impact than in low-impact journals, recognizing the highly stratified nature of academic science. Our results show that half of the top productive assistant professors continued as top productive associate professors, and half of the top productive associate professors continued as top productive full professors (52.6% and 50.8%). Top-to-bottom and bottom-to-top transitions in productivity classes occurred only marginally. In logistic regression models, two powerful predictors of belonging to the top productivity class for full professors were being highly productive as assistant professors and as associate professors (increasing the odds, on average, by 179% and 361%). Neither gender nor age (biological or academic) emerged as statistically significant. Our findings have important implications for hiring policies: hiring high- and low-productivity scientists may have long-standing consequences for institutions and national science systems as academic scientists usually remain in the system for decades. The Observatory of Polish Science (100,000 scientists, 380,000 publications) and Scopus metadata on 935,167 Polish articles were used, showing the power of combining biographical registry data with structured Big Data in academic profession studies. [ABSTRACT FROM AUTHOR]

While inequalities in scholarly productivity have long existed, the long-term implications on productivity due to the COVID-19 pandemic are not well documented. Using data from a survey of policing scholars, we conduct a mixed-methods analysis to determine the differential impacts of the pandemic on scholarly productivity, focusing on the intersectional effects by gender, childcare responsibilities, academic rank, and teaching load. Findings suggest that the effects of the pandemic were not evenly experienced by criminal justice and criminology researchers with the effects of productivity influenced by gender, rank and childcare responsibilities. We specifically discuss the longer-term implications of the pandemic on academic careers. [ABSTRACT FROM AUTHOR]

Since the twenty-first century, universities in many countries, including China, have introduced tenure-track employment to attract outstanding faculty. Through a survey of 1099 faculty members from 21 high-level research universities in China, this study used a quasi-experimental method to examine the effect of the tenure track on faculty members' academic performance. The results suggest that the implementation of the tenure track led to an increase in the number of academic publications, but a decrease in the number of high-quality academic articles. The study further analyzed the underlying mechanisms by which the tenure track affected faculty members' academic performance, and found that introducing the tenure track increased cross-institutional collaboration, thereby promoting academic productivity. However, it resulted in a reduction in research collaboration within the institution, which hindered academic publication in high-impact journals. In terms of disciplinary heterogeneity, this study shows that the negative effect of the tenure track on publication quality was more significant in science than in engineering. Based on the research results above, this paper proposed several suggestions for improving the tenure system to ensure research excellence. [ABSTRACT FROM AUTHOR]

University-based teacher educators are key agents of educational and societal change. Yet their academic careers across institutions and countries have received insufficient attention. To bridge this gap, our empirical study collected data from 12 teacher educators in different Chilean and Finnish research-oriented universities. Drawing from Archer's social theory, we examine teacher educators' reflexivity as a decision-making process, offering them directional guidance to act in and over their (professional) lives. We identify three agentic approaches to career path development triggered by reflexivity modes -- we-relationship, excellence-driven and value-oriented -- that Chilean and Finnish teacher educators practice amidst workplace structural and cultural conditions. These approaches explain their diverse professional trajectories, even under similar circumstances, and contradict ideas of linear progression and 'one-size-fits-all' solutions to career development. This study contributes to promoting more equitable career pathways for teacher educators in Chile, Finland and elsewhere. [ABSTRACT FROM AUTHOR]

Publishing prior to completing graduate school is increasingly institutionalised through institutional policies in ways that pressurise doctoral students to publish as a graduation requirement or encourage them to do so to gain advantages in the academic job market. However, no systematic review of the role predoctoral publications play in shaping future career has been undertaken to date. This paper summarises and synthesises findings from studies examining the association between predoctoral publications and career outcomes while also outlining a research agenda to increase our understanding of how predoctoral publications influence scholars' future career. [ABSTRACT FROM AUTHOR]

National policies used to advance gender equality in academic careers in higher education in Sweden, Norway, and Finland, are examined based on publicly available documents from 1990 to 2023. Drawing on theoretical perspectives from public policy research and feminist political theory, we investigate to what extent policies are likely to lead to organizational transformation, in line with the intentions of gender mainstreaming. The analysis maps the policy instruments according to their behavioral assumptions, as well as the type of gender equality strategy they entail. The analysis suggests that policies aiming at organizational transformation typically are associated with weak policy instruments where it is up to the individual institution to decide how to implement them. This makes policy instruments particularly sensitive to contestations over the prioritization of goals and power relations in the organization. The analysis suggests that gender mainstreaming policies lack sufficient constraint and/or accountability to lead consistently to organizational transformation. [ABSTRACT FROM AUTHOR]

Introduction: We examined the history of the Endourological Society through the lens of its fellowship programs in the United States (U.S.). Methods: A review of the list of fellowship programs published annually in the Journal of Endourology from 1987 to 2015 allowed us to track the growth in fellowship programs over time. We reviewed the Endourological Society fellowship database and the websites for each of the fellowship programs for the names of graduates from each program. A survey was sent to each fellowship program director with a list of their graduates asking them to verify the names and to identify those graduates who had pursued a career in academic urology, and whether they had served as fellowship program director, residency program director or department chairperson. Seventeen of the 52 U.S. program directors (33%) responded to the survey. For those programs that did not respond to the survey each graduate's name was searched via Google, LinkedIn, and/or Doximity to determine if they had pursued a career in academic urology and served in a leadership position. Results: The number of U.S. Endourological Society fellowships has increased from 11 in 1987 to 52 in 2021. Five hundred and seventy-seven fellows have graduated from an Endourological Society Fellowship in the United States from 1987 to 2021. Two hundred and fifty fellows have pursued a career in academic urology (43.3%), 46 have served as fellowship program director (8.0%), 9 as residency program director (1.6%), and 13 have served as department chairperson (2.3%). Conclusions: The progress of the Endourological Society can be directly tied to the historical growth of its fellowship programs and the pursuit of an academic career by many of its graduates leading them to become the current and future educational leaders in the field. [ABSTRACT FROM AUTHOR]

In 2020 I was promoted to Professor at Waipapa Taumata Rau the University of Auckland (UoA), joining the small circle of women (now three, the others being Kathleen Campbell and Philippa Black, also from UoA) who had achieved promotion to Professor in Geology in Aotearoa New Zealand, and the first ever in the field of volcanology. This promotion was a gratifying and somewhat unexpected achievement for me considering that I had started out studying languages and linguistics! In this contribution, which is based on my "inaugural" lecture as Professor in 2021, I provide an overview of my journey, framed primarily through the work of my doctoral students. I pay particular focus on the Andes where I worked on large silicic caldera systems, the Lesser Antilles, characterised by andesite and dacitic dome complexes and stratovolcanoes, and the distributed basaltic volcanism in Auckland and Saudia Arabia. I share some insights gained along the way and describe how these have influenced a shift in my research from more fundamental petrology to more applied volcanology over the course of my career. [ABSTRACT FROM AUTHOR]

International doctoral students are an indispensable part of the increasingly globalized Higher Education Institutions and play a vital role in continually refreshing the host country's research base and fostering cross-national research collaborations. Despite their contributions, most international student employability experiences have been centered on undergraduate and master's students, and fewer studies have been undertaken to explore the employability experiences of those who study for a doctoral degree. The research team conducted two focus groups with Chinese international doctoral students studying social sciences at two British universities. The focus groups examined the students' perceptions of their employability development within the PhD programs and identified areas for enhancing international doctoral student employability. Results highlight an urgent need for UK universities to develop effective channels to support Chinese doctoral student employability, focusing on supervisors as career mentors, developing graduate skills through fieldwork and teaching opportunities, and co-publications. [ABSTRACT FROM AUTHOR]

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The article presents the results of the author’s research aimed at identifying the peculiarities of employment of postdocs, a relatively new labor category for the Russian academic labor market. Due to several difficulties associated with forming a sample of postdocs (difficulty in identifying key persons responsible for the development of postdoctoral programs; direct, but not always justified, refusals to provide data, difficulties in identifying potential respondents due to their occupation of various scientific positions in Russian universities), the “snowball” method was used. As a result, the empirical basis of the study was formed based on the results of an online survey of 44 postdocs. As part of the study, tasks related to compiling a socio-economic portrait of a postdoc based on economic, socio-demographic characteristics and indicators of research efficiency, identifying the characteristics of the employment and placement experience of postdocs, objective factors and individual motives for making decisions in the field of choosing postdoctoral programs were solved, as well as diagnostics of tools and channels for young researchers to search for vacancies. The authors distinguish between types of academic mobility (educational and labor) and consider postdoctoral studies as a promising form of external labor academic mobility aimed at attracting and retaining high-potential young researchers planning a long-term career in the academic labor market.Shifting the emphasis from the inbreeding model of university development (internal labor mobility) to the model of external labor academic mobility of young specialists allows those universities that can effectively manage the flow of academic human capital to receive additional socio-economic preferences and return on investment. There are very few similar empirical studies that analyze the features of the development of postdoctoral institutions in Russia and abroad and are based on quantitative and qualitative data from surveys of direct participants in external labor academic mobility – postdocs, which determines the scientific novelty and practical value of the proposed results.

The paper presents the results of a theoretical with elements of empirical research aimed at identifying the key factors of building an academic career, disclosed in the works of sci- entists with a proposal to visualize the construct of multifactorial conditionality of career growth in the academic environment. The study was conducted on the basis of a systematic bibliographic analysis of the most cited works on the topic, published in the Scopus and RSCI abstract databases, from an empirical point of view. The method of analyzing the digital footprint in online systems for collecting data on the scientific competitions winners (the results of the RNF competitions for 2021, n=146 projects), narrative interview and written survey of university teachers to clarify the moti- vation and awareness of their choice of academic career (n=52 people). The conducted research allows us to form a model of key factors in the development of an academic career, including 4 main, equivalent groups – personal, reputational, systemic factors and factors of social capital, as well as the luck factor, which is highlighted in a number of studies as influencing the quality and speed of building a career trajectory in the field under study. The paper suggests that the development or stagnation of one group of factors will lead to similar movements in other groups. As a result, the author actualizes the use of career lift technology, which taking into account the indicated factors of influence on academic career development indicators, will contribute to the involvement of young people in science and teaching.

In 2020 I was promoted to Professor at Waipapa Taumata Rau the University of Auckland (UoA), joining the small circle of women (now three, the others being Kathleen Campbell and Philippa Black, also from UoA) who had achieved promotion to Professor in Geology in Aotearoa New Zealand, and the first ever in the field of volcanology. This promotion was a gratifying and somewhat unexpected achievement for me considering that I had started out studying languages and linguistics! In this contribution, which is based on my “inaugural” lecture as Professor in 2021, I provide an overview of my journey, framed primarily through the work of my doctoral students. I pay particular focus on the Andes where I worked on large silicic caldera systems, the Lesser Antilles, characterised by andesite and dacitic dome complexes and stratovolcanoes, and the distributed basaltic volcanism in Auckland and Saudia Arabia. I share some insights gained along the way and describe how these have influenced a shift in my research from more fundamental petrology to more applied volcanology over the course of my career.

An increasing number of Black females pursue post-baccalaureate degrees to make academia their professional career. However, they frequently face multiple layers of systemic oppression that marginalize their identity as Black females. Systemic oppression in the programmatic, departmental, and university context shapes Black females' experiences and affects their view of themselves. In light of the political structure of higher academia, this can create further systemic barriers to their successful pursuit of an academic career. In this article, attention is concentrated on how institutional and systematic oppression works against Black females in developing professional identity as they pursue their professional careers in higher education. Specifically, this article will cover how various contexts can influence their identity at multiple stages of career development. An intensive discussion on the history of institutional oppression towards Black females in academia and multiple case studies will help readers understand how social inequalities are perpetuated by institutional oppression. [ABSTRACT FROM AUTHOR]

Professor Chen Jianhua has made significant achievements in the field of teaching and research of foreign literature. In the late 1970s, he stepped into the door of Russian literature research, and he continuously yielded fruitful results as long as the new world was opened up. Especially, the outcome of his "study on the relationship between Chinese literature and Russian literature" has uncovered the new chapter for the study of related areas. Based on it, he has continued to open up new fields and actively engaged in the construction of teaching materials on the history of foreign literature with the innovative ideas. On the perspective of academic history, he adheres to think on a series of important issues, such as the history of Russian-Soviet literature studies in China, the academic course of studies of foreign literature in China, and the study of academic history of Leo Tolstoy, and makes outstanding contributions to the promotion the development of foreign literature studies in China. [ABSTRACT FROM AUTHOR]

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The article is devoted to the peculiarities of professional development, employment and academic career in the USA. It is emphasized that for the successful development of an academic career, it is necessary to apply a systematic approach, in particular, to take into account personal development, continuous learning and career management. The practice of the American National Association for Career Development is considered, the prerequisites and resources for career growth are determined. Presented are practical tools for self-assessment and diagnosis of career paths, an opportunity for researchers at various career stages to participate in a mentoring program for leadership development, sharing experiences, planning and achieving goals, supporting continuous career growth and lifelong learning. The article analyzes the experience of organizing professional development and of support for career of employees in leading USA universities: Harvard University, Stanford University, and the Massachusetts Institute of Technology. Attention is focused on the joint mission of the institutions, which consists in the value for human capital development through the comprehensive realization of the potential of each individual, the creation of favourable conditions for life and professional growth, decent financial support and career growth prospects. It is noted that the main trends in the development of the academic career and employment of graduates of the mentioned institutions in the USA include internal mobility, professional development, continuous training and professional development, organization and activity of professional networks, career coaching, mentoring program.