Early-Career Researcher Development

As academics, we have the greatest vocation. We get to teach, theorize, and test our ideas. We get to challenge (and be challenged) by our students and peers. We get to consistently carry out research for the arts, humanities, and social sciences. Mostly, we get to do this with time and place flexibility. This year, although being based in South Korea, the six of us as individuals and in smaller groups, traveled across the globe visiting Turkey, the UK, and the US. We presented our research to thought-provoking audiences. We published books and more than 20 papers in top peer-reviewed journals, including SSCI, Scopus, and KCI. We consulted with schools and international organizations; and we received research funding. In the process, we learned much from our students, peers, and the broader academic community. While that sounds like the idyllic dream of an academic career, in reality the stress of balancing the increasing demands placed upon professors (and aspiring professors) is sometimes overwhelming. Moreover, the training provided in graduate school can never fully prepare new researchers for the practical demands of academia: managing research projects, supervising students, completing administrative tasks, applying for funding, preparing syllabi, teaching, crafting assessment tools, navigating the publishing landscape, and so on. So, in this brief essay we will focus primarily on the demands of research, writing, and publishing that PhD students and early-career academics face, emphasizing the Korean context. We will offer tips that should

The second regional GloSYS study was the GloSYS Africa, including 14 focal countries that were divided in four areas: North Region (Marocco, Tunisia, Egypt), East Region (Kenya, Uganda, Rwanda), West Region (Cameroon, Ghana, Nigeria, Senegal) and South region (Mauritius, Mozambique, South Africa, Zimbabwe). The project sought to answer two main research questions, namely (1) what the opportunities and challenges for early career researchers (ECR) in Africa are, and (2) whether these differ by region, discipline, employment sector, highest qualification, gender and/or academy membership. In order to shed light on these questions, six central topics were established: Motivation, job satisfaction and promotion, inequities, mentoring, funding as well as international mobility and collaboration.

While there is a burgeoning literature on the experiences and career trajectories of ECRs in Europe, North America and Oceania, there are, in fact, very few documented experiences of young African researchers. Yet Africa is a huge continent of 54 countries with a population of over one billion people in 2018, and a growing demand for researchers – both to advance knowledge and to increase university participation rates.  e purpose of writing this book is to o er narratives that highlight the on-the-ground experiences of African ECRs who are trying to navigate their careers while dealing with personal and work challenges and a ordances. Due to their personal nature, these accounts can o en speak to us in ways that statistical reports and summaries may not.
e 61 stories presented here recount the successes and challenges of navigating individual careers and lives.  e stories encompass those who have stayed in the academy and those who have le , those who live in their home countries and those who don’t.  e stories do not dwell on the global and continental structures that other reports may – though you will see some of these described in the individual stories. Rather, these global forces are background, as each of these individuals negotiates work amidst personal goals and values and the ‘rest of life.’  us, while most accounts of ECRs focus on their academic journey and careers, we also report broader life perspectives and the influence that family and children have on decisions.

Starting with its founding in 1985, the American Real Estate Society (ARES) has a long and distinguished tradition of supporting and fostering innovation within the community of real estate research and practice.  From its journals and support of research to its annual conference and doctoral seminar, the organization continues to advance its mission of producing and disseminating knowledge related to real estate decision-making and the functioning of real estate markets.  Where previous literature has documented and reflected on the history and growth of ARES, this paper highlights the creation of a new network within ARES called the Future Leaders of the American Real Estate Society (FLARES).  The purpose for FLARES is to complement and enhance the doctoral program’s implicit role in leadership recruitment and to create a structural pathway to involvement in senior leadership.  This paper focuses on the opportunity and need for FLARES, its organization, and a discussion of its fit within and strategies to complement and amplify current ARES programming.