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Purpose: This paper aims to identify the documented effects of the COVID-19 pandemic on early career researcher (ECR) activity, development, career prospects and well-being. Design/methodology/approach: This is a systematic literature review of English language peer-reviewed studies published between 2020 and 2021, which provided empirical evidence of the impact of the pandemic on ECR activity and development. The search strategy involved online databases (Scopus, Web of Science and Overton); well-established higher education journals (based on Scopus classification) and references in the retained articles (snowballing). The final sample included 11 papers. Findings: The evidence shows that ECRs have been affected in terms of research activity, researcher development, career prospects and well-being. Although many negative consequences were identified, some promising learning practices have arisen; however, these opportunities were not always fully realised. The results raise questions about differential effects across fields and possible long-term consequences where some fields and some scholars may be worse off due to priorities established as societies struggle to recover. Practical implications: There is a need for revised institutional and national policies to ensure that sufficient measures are implemented to support ECRs' research work in a situation where new duties and chores were added during the pandemic. Originality/value: This paper provides insights into the impacts of the initial societal challenges of the pandemic on ECRs across disciplines that may have long-lasting effects on their academic development and well-being.

Prior studies have reported high levels of PhD stress resulting in exhaustion and cynicism related to negative institutional factors. Yet, we know little of the possible influence of personal lives on exhaustion/cynicism. This mixed-methods study examines the interrelation. We drew on exhaustion, cynicism, life-work relation scales and free-write responses about managing life and work of 123 Swiss PhD students. Respondents typically reported positive life-work relations, with this experience particularly buffering exhaustion, which can lead to cynicism and possibly burnout. The analysis of free-write responses supported this view. Respondents reported they largely balanced/managed to balance life and work, with family most frequently referenced in this regard. Finally, we combined the scaled and free-write responses. Individuals, even if reporting exhaustion and negative aspects in their life-work relations, consistently reported being able to combine their career and life goals. This alignment may serve as a mechanism for buffering other life-work and institutional challenges.

Over the past two decades, identity has emerged as a concept framing studies of early career researcher experience. Yet, identity is an amorphous concept, understood and used in a range of ways. This systematic review aimed to unpack the underpinnings of the notion of researcher identity. The final sample consisted of 38 empirical articles published in peer-reviewed journals in the last 20 years. Analyses focused on (a) identifying the dimensions used to define researcher identity, and (b) characterising the meta-theories--the underlying assumptions of the research--in relation to these dimensions. We identified four different stances towards researcher identity (clusters), based on variation on the identity dimensions in relation to the meta-theories. We characterised these as (1) transitioning among identities, (2) balancing identity continuity and change, (3) personal identity development through time and (4) personal and stable identity. These stances incorporate thought-provoking nuances and complex conceptualisations of the notion of researcher identity, for instance, that meta-theory was insufficient to characterise researcher identity stance. The contribution of the study is first to be able to differentiate four characterizations of researcher identity--important given that many studies had not clearly expressed a stance. The second is the potential of the four dimensions to help characterise identity, in past as well as future research--thus a useful tool for those working in this area. Many questions remain, but perhaps the biggest is to what extent and under what conditions is identity a productive notion for understanding early career researcher experience?

Purpose: Teamwork has long featured in social science research. Further, with research increasingly "cross-national," communication becomes more complex, for instance, involving different cultures, languages and modes of communication. Yet, studies examining team communicative processes that can facilitate or constrain collaboration are rare. As a cross-national European team representing varied disciplines, experiences, languages and ethnicities, we undertook to examine our communication processes with the aim to promote better qualitative research practices. Design/methodology/approach: Viewing reflection as a tool for enhancing workplace practices, we undertook a structured reflection. We developed an empirically derived framework about team communication, then used it to analyse our interaction practices and their relative effectiveness. Findings: The results highlighted two under-examined influences, the use of different modes of communication for different purposes and the need for face-to-face communication to address a particularly challenging aspect of research, negotiating a shared coding scheme to analyse diverse cultural and linguistic qualitative data. Practical implications: The study offers a procedure and concepts that others could use to examine their team communication. Originality/value: The communicative processes that can constrain and facilitate effective cross-national research team collaboration are rarely examined. The results emphasise the need for careful negotiations around language, epistemologies, cultures and goals from the moment collaboration begins in formulating a project, through applying for grant funds, to when the last paper is published -- timely in a context in which such work is increasingly expected.

This study examines the impact of career uncertainty on post-PhD researchers' experiences. Drawing on an identity-trajectory approach and a qualitative design, we analysed experiences of post-PhDs from the UK and Switzerland. Our findings show that in the course of their work experiences, career uncertainty takes two different forms: intellectual uncertainty and occupational uncertainty. On a daily basis, both forms strongly impact the participants' work and personal lives and can limit their ability to plan for the future, restrict their developing research expertise and networks and induce tension in trying to reconcile work and personal lives. While often struggling with a blurred institutional status, participants 'hang tough' despite their uncertain situation, notably by clinging to the academic researcher identity. Contributing to the previous work on the increasing casualisation of post-PhD positions and the resulting challenges, our study offers new insights into how different aspects of career uncertainty influence post-PhDs' work and identity.

Over the past two decades, identity has emerged as a concept framing studies of early career researcher experience. Yet, identity is an amorphous concept, understood and used in a range of ways. This systematic review aimed to unpack the underpinnings of the notion of researcher identity. The final sample consisted of 38 empirical articles published in peer-reviewed journals in the last 20 years. Analyses focused on (a) identifying the dimensions used to define researcher identity, and (b) characterising the meta-theories-the underlying assumptions of the research-in relation to these dimensions. We identified four different stances towards researcher identity (clusters), based on variation on the identity dimensions in relation to the meta-theories. We characterised these as (1) transitioning among identities, (2) balancing identity continuity and change, (3) personal identity development through time and (4) personal and stable identity. These stances incorporate thought-provoking nuances and complex conceptualisations of the notion of researcher identity, for instance, that meta-theory was insufficient to characterise researcher identity stance. The contribution of the study is first to be able to differentiate four characterizations of researcher identity-important given that many studies had not clearly expressed a stance. The second is the potential of the four dimensions to help characterise identity, in past as well as future research-thus a useful tool for those working in this area. Many questions remain, but perhaps the biggest is to what extent and under what conditions is identity a productive notion for understanding early career researcher experience?, Author(s): Montserrat Castelló [sup.1] [sup.2] , Lynn McAlpine [sup.3] [sup.4] , Anna Sala-Bubaré [sup.1] , Kelsey Inouye [sup.3] , Isabelle Skakni [sup.5] Author Affiliations: (1) grid.6162.3, 0000 0001 2174 6723, [...]

Intellectual abilities alone are not sufficient to successfully progress through doctoral studies. Research indicates that modes of training and the context and conditions in which doctoral studies take place also have a significant impact on the process. However, few studies examine how taken-for-granted and self-evident practices in academia likely impede students' progress. To address this gap, a qualitative inquiry was conducted according to an instrumental case study design. Six human and social sciences faculties at a Canadian university were selected to define the case. In addition to analysing institutional documents pertaining to doctoral studies in this specific context, semi-structured interviews were conducted with 36 PhD students, 14 thesis supervisors and five academic administrators. Based on Giddens' theory of structuration, the analysis revealed an enduring perception of doctoral studies as an 'initiatory trial' that affects both the formal and tacit organisation of the process, and consequently its underlying challenges.

Prior studies have reported high levels of PhD stress resulting in exhaustion and cynicism related to negative institutional factors. Yet, we know little of the possible influence of personal lives on exhaustion/cynicism. This mixed-methods study examines the interrelation. We drew on exhaustion, cynicism, life-work relation scales and free-write responses about managing life and work of 123 Swiss PhD students. Respondents typically reported positive life-work relations, with this experience particularly buffering exhaustion, which can lead to cynicism and possibly burnout. The analysis of free-write responses supported this view. Respondents reported they largely balanced/managed to balance life and work, with family most frequently referenced in this regard. Finally, we combined the scaled and free-write responses. Individuals, even if reporting exhaustion and negative aspects in their life-work relations, consistently reported being able to combine their career and life goals. This alignment may serve as a mechanism for buffering other life-work and institutional challenges. [ABSTRACT FROM AUTHOR]