• The impact of the COVID-19 pandemic on early career researcher activity, development, career, and well-being: the state of the art

      Lokhtina, Irina A.; Castelló, Montserrat; Lambrechts, Agata Agnieszka; Löfström, Erika; McGinn, Michelle K.; Skakni, Isabelle; van der Weijden, Inge (Emerald, 2022-06-01)
      DESIGN/METHODOLOGY/APPROACH. This is a systematic literature review of English-language peer-reviewed studies published 2020–2021, which provided empirical evidence of the impact of the pandemic on early career researcher (ECR) activity and development. The search strategy involved (a) online databases (Scopus, Web of Science, and Overton); (b) well-established higher education journals (based on Scopus classification), and (c) references in the retained articles (snowballing). The final sample included 11 papers. PURPOSE. The aim of this paper is to identify the documented effects of the COVID-19 pandemic on ECR activity, development, career prospects, and well-being. FINDINGS. The evidence shows that ECRs have been affected in terms of (a) research activity, (b) researcher development, (c) career prospects, and (d) 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.
    • Remote doctoral supervision experiences: Challenges and affordances

      Wisker, Gina; McGinn, Michelle K.; Bengtsen, Søren S. E.; Lokhtina, Irina; He, Faye; Cornér, Solveig; Leshem, Shosh; Inouye, Kelsey; Löfström, Erika (Informa UK Limited, 2021-11-25)
      The global pandemic has forced academics to engage in remote doctoral supervision, and the need to understand this activity is greater than ever before. This contribution involved a cross-field review on remote supervision pertinent in the context of a global pandemic. We have utilised the results of an earlier study bringing a supervision model into a pandemic-perspective integrating studies published about and during the pandemic. We identified themes central to remote supervision along five theory-informed dimensions, namely intellectual/cognitive, instrumental, professional/technical, personal/emotional and ontological dimensions, and elaborate these in the light of the new reality of remote supervision.