A few questions to the article's first author Catharina Melander, senior lecturer at SWEAH's partner university Luleå University of Technology and SWEAH alumna, who defended her thesis in 2018. The others are SWEAH's former study coordinators Charlotte Löfqvist and Maria Haak, Søren Smedegaard Bengtsen, who has served on SWEAH's board, and Gudrun Edgren, who has been an expert in SWEAH's pedagogical group for many years.
What surprised you most about the interviews with the 18 SWEAH alumni?
– It was how similar the experiences were, despite the fact that the participants were in such different contexts and had such different circumstances. A recurring theme was uncertainty, but its origins could differ. For the tenured lecturer it could be about the opportunity to conduct research and further qualify, while for the postdoc it was about getting a permanent position, teaching and thus qualifying. In addition, almost everyone expressed a need for support and guidance in their careers.
What concrete examples of personal guidance did they express?
– They highlighted the importance of receiving support in applying new methods and adapting to different research contexts. They appreciated being included in research groups and participating in grant applications and other rewarding activities, such as teaching. In addition, the importance of receiving strategic guidance in order to be able to prioritize and plan their career in an advantageous way was mentioned, especially since researchers working in interdisciplinary fields often need to navigate between several different fields of knowledge. Furthermore, the support needed to be not only about professional development, but also about finding a balance between work and other important parts of life, something that can be particularly challenging in a dynamic and cross-border research environment.
What skills do you need to succeed in your research career?
– The results show that a combination of several competencies and identities is required to have a successful research career and be able to conduct research that leads to utilization and impact. Some of these are strategic career planning, networking and collaboration, being adaptable and able to move between different research fields, applying different perspectives and collaborating across disciplinary boundaries. It is also important to be patient, persistent and able to handle uncertainty, that is, to deal with competition, rejection and uncertainty about funding and employment, while maintaining motivation and commitment.
"manage competition, rejection, and uncertainty around funding and hiring, while maintaining motivation and engagement."
You are introducing the new concept of “career ecologies” – why is it needed?
– It is needed to change the way we look at academic careers. Instead of thinking that careers start late and follow a straight path, we need to see it as an interconnected and dynamic process, where universities and society are interconnected from the very beginning. As a doctoral student, you are already part of this ecosystem, and by integrating career thinking into doctoral education, we can reduce uncertainty without increasing pressure. This approach gives PhD students a clearer picture of the future, strengthens their self-confidence and encourages them to use their knowledge and influence in society from the very beginning.
What shortcomings of the graduate school SWEAH emerged in the study?
– The study did not identify any concrete shortcomings of the graduate school, but a recurring reflection from the alumni was a desire to be able to continue to stay in touch and receive support even after their doctoral studies. There was a desire for a more structured continuation, where previously affiliated PhD students could continue to be part of the graduate school and receive support in their continued careers. SWEAH was already perceived to offer some such activities, but more initiatives were requested.
Why was this particular study important to conduct?
– It provides insight into how researchers at the beginning of their careers experience their preparation for working with interdisciplinary research – especially when they move from being PhD students to becoming postdoctoral researchers. Interdisciplinary research places specific demands on them, both in terms of methodological knowledge and the ability to collaborate across subject boundaries. By sharing alumni’s experiences and insights, we and others who run graduate schools gain a better picture of the challenges and opportunities that affect their career transition and continued development. The study contributes new knowledge about how support and structures can be adapted to provide better preparation and a more favorable research environment for junior researchers – both during their doctoral studies and after their public defense.
The study was conducted by researchers who were partly funded by the graduate school SWEAH.
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