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Although the benefits of clinician researchers for health services are now more clearly recognised, their career development is not well understood. Hence, the purpose of this paper, a scoping review, is to determine what has been discussed in the literature about career opportunities for allied health (AH) clinician researchers in health services.

A structured literature search was completed in December 2020 for literature published 2010–2020 in English. A total of 2,171 unique abstracts were found and screened by two reviewers and 206 articles progressed to full text screening.

Forty-six studies were ultimately included; however, only two of these had aims directly related to AH clinician researcher careers, with the remainder containing only incidental data on this topic. Over half (56.5%) of the included studies were conducted in Australia, with a variety of AH professions represented. In terms of research design, 52.2% used cross-sectional survey designs, while case studies and qualitative research designs were also common. Key observations were that varying terminology and definitions were used, and there was little information about the inclusion of research in clinical positions or opportunities for formal clinical researcher positions in health services. There was some evidence to support that there are limited career opportunities after PhD completion, and that current career pathways are insufficient. There was conflicting evidence on whether engagement in research is beneficial for clinical career progression.

This review highlights a lack of research on this topic and outlines future directions to better support career pathways for AH clinician researchers.

The authors passively apply a researcher profile pitch (RPP) template tool in accounting and across a range of Business School disciplines.

The authors document a diversity of worked examples of the RPP. Using an auto-ethnographic research design, each showcased researcher reflects on the exercise, highlighting nuanced perspectives drawn from their experience. Collectively, these examples and associated independent narratives allow the authors to identify common themes that provide informative insights to potential users.

First, the RPP tool is helpful for accounting scholars to portray their essential research stream. Moreover, the tool proved universally meaningful and applicable irrespective of research discipline or research experience. Second, it offers a distinct advantage over existing popular research profile platforms, because it demands a focused “less”, that delivers a meaningful “more”. Further, the conciseness of the RPP design makes it readily amenable to iteration and dynamism. Third, the authors have identified specific situations of added value, e.g. initiating research collaborations and academic job market preparation.

The RPP tool can provide the basis for developing a scalable interactive researcher exchange platform.

The authors argue that the RPP tool potentially adds meaningful incremental value relative to existing popular platforms for gaining researcher visibility. This additional value derives from the systematic RPP format, combined with the benefit of easy familiarity and strong emphasis on succinctness. Additionally, the authors argue that the RPP adds a depth of nuanced novel information often not contained in other platforms, e.g. around the dimensions of “data” and “tools”. Further, the RPP gives the researcher a “personality”, most notably through the dimensions of “contribution” and “other considerations”.

The purpose of this paper is to report results from an evaluation of an online abstract mentoring programme to support early career and less experienced human immunodeficiency virus (HIV) researchers improve their chances of acceptance to International HIV/Acquired Immunodeficiency Syndrome Conferences.

An evaluation study was conducted on the impact of this programme over two conferences. Survey questionnaires also gathered data on the perceptions of users and mentors on the value of online mentoring.

Results from the evaluation show that online mentoring increased the motivation and acceptance rate of early career and less experienced researchers, especially from low‐ and middle‐income countries.

This study shows that the use of online mentoring at a distance can make access to desirable literacy practices for researchers’ professional development more equitable, and enhance the added value of informal learning in today's lifelong learning context. It also shows a cost‐effective way to use technology to widen participation of early career researchers from resource‐limited settings, and improve their understanding of the practice of writing up and publishing research for competitive international conferences or journals.

With a situated and constructivist view of online teaching and learning, the paper considers the implications for redesigning future global conferences as collaborative capacity‐building spaces, via the use of Web 2.0 technologies.

This paper provides research capacity builders with insights into the use of online mentoring to not only build writing skills, but also to enhance the induction of novices into a global learning community. It aims to inform decision makers of issues in effective online mentoring design to consider for impact and quality.

Research impact has taken on increased importance at both a micro- and macro-level and is a key factor today in shaping the careers of real estate researchers. This has seen a range of research impact metrics become global benchmarks when assessing research impact at the individual academic level and journal level. Whilst recognising the limitations of research impact metrics, this paper uses these research impact metrics to identify the leading research impact researchers in real estate, as well as the leading real estate journals in the real estate impact space. The nexus between research quality and research impact is also articulated. As well as focusing on research quality, strategies are identified for the effective incorporation of research impact into a real estate researcher's agenda to assist their research careers; particularly for Early Career Researchers in real estate.

The research impact profile of over 150 real estate researchers and 22 real estate journals was assessed using Google Scholar and Publish or Perish. Using the research impact metrics of the h-index, total citations and i10, the leading high impact real estate researchers as well as the high impact real estate journals are identified.

Based in these research impact metrics, the leading real estate researchers in impactful real estate research are identified. Whilst being US focused, there is clear evidence of increasing roles by ERES, AsRES and PRRES players. The leading real estate journals in the impact space are identified, including both real estate-specific journals and the broader planning/urban policy journals, as well as being beyond just the standard US real estate journals. Researcher career strategies are also identified to see both research quality and research impact included as balanced elements in a real estate researcher's career strategy.

With research impact playing an increased role in all real estate researchers' careers, the insights from this paper provide strong empirical evidence for effective strategies to expand the focus on the impact of their real estate research agendas. This sees a balanced strategy around both research quality and research impact as the most effective strategy for real estate researchers to achieve their research career goals.

Research impact has taken on increased importance globally and is an important factor in shaping real estate researchers' careers. Using research impact metrics, this is the first paper to rigorously and empirically identify the leading research impact players and journals in real estate, as well as identifying strategies for the more effective inclusion of impact in real estate researchers' agendas.

Purpose: This study examines the relationship between gender, nationality, care responsibilities for children, and the psychological work climate of researchers.

Basic Design: Based on a dataset of approximately 2,900 cases, the main effects of gender and nationality, their interaction effect and the interaction effects of gender with care responsibilities for minor children, and with hierarchical position are considered in relation to work climate. Dummy regressions and t-tests were performed to estimate and compare the means and regression parameters of the perceived group climate and the view of leaders as evaluated by researchers. The dataset used was taken from a full survey of employees of the Max Planck Society, which is one of Germany’s largest research organizations with over 80 facilities and institutes in various disciplines and a focus on basic research.

Results: Gender differences concerning the evaluation of the work climate are particularly pronounced among doctoral candidates and researchers who have a non-EU nationality. Gender gaps increasingly level out with each successive career step. Additionally, a main effect of gender and a weak interaction of gender and care responsibility for minor children was supported by the data. A main effect of nationality on work climate ratings was found but could not be meaningfully interpreted.

Interpretation and Relevance: The interaction effect between gender and the position of a researcher can be interpreted as being a product of the filtering mechanism of the research system. With this interpretation, the results of the study can plausibly be explained in the light of previous research that concludes that female researchers face higher career hurdles than male researchers.

The literature demonstrates how the environment for and value of research is changing. The purpose of this paper is to explore the narratives of 30 UK researchers and academics to consider how they learned about the nature and value of research through the researcher development process and within this broader context of change.

A biographical‐narrative approach is adopted, emphasising subjective experience and meaning and how this is shaped by wider social structures.

Respondents' stories highlight the continued informality of much of the development process and how a lack of systematic support can leave much to chance, potentially undermining future views of professional development. Data from respondents across generations also enable examination of some of the changes that have taken place over time in the higher education (HE) environment and the impact this has had on individuals' understanding of research. In particular, changes such as the introduction of the Research Assessment Exercise/Research Excellence Framework appear to have had a significant – and not entirely positive – shaping influence on how individuals perceive, and experience, research and its aims, leading to an emphasis on outputs over knowledge building.

A biographical‐narrative approach necessarily involves a smaller sample, nevertheless, shared themes were generated by this size of sample and inferences can be drawn.

Despite increased emphasis on research and publishing in the UK, these stories across generations suggest that training and development for researchers often remain very informal, with much left to chance. A more overt approach to researcher development, such as through a “scaffolded” learning process, in which an experienced colleague guides development activities, could help to avoid negative early experiences and increase the likelihood that individuals will develop their own sense of a “culture of developmentalism”.

Focusing on what individuals learn about the nature and value of research as they go through the development process adds to our understanding of researcher development and how this is situated within the wider HE context. Data from respondents across generations equally enable examination of some of the changes that have taken place over time, and how these re‐shape researcher development.

Journals are the essential tools of researchers, especially academicians, to present their scientific findings. So, choosing the right journal helps not only science development but also their academic promotion. The purpose of this study is to examine the factors that Iranian medical researchers consider when selecting scholarly journals in which to submit their work.

A self-administered online questionnaire was emailed in May 2021, with 101 responses received. The sample included all the faculty members with the role of “lecturer” in Iranian medical universities and who have 1–5 articles in the Scopus database as early-career Iranian medical researchers. The questionnaire consisted of 36 items, divided into five sections: basic information, attitudes and beliefs, ways to choose a journal, problems and familiarity with the components of scientometrics/validity metrics related to journals.

The findings indicate that these researchers value the expertise of experienced researchers and professionals, like librarians, when selecting publication venues. They often use journal indexes to guide journal selection. They also consider factors like the length of typical peer review and the complexity of submission guidelines when making decisions.

The study of one country, though detecting requirements of journal selection behavior, cannot be generalized to the entire region.

The current study has academic implications as far as decisions on journal selection are concerned. University policymakers in Iran may consider re-examining their emphasis on academicians’ promotion policies at Iranian universities of medical sciences.

These findings may support the work of early-career researchers and those individuals (e.g., librarians) that serve them, as well as publishers and editors of scholarly journals.

The purpose of this paper is to evaluate the use of a framework and planner for researcher development introduced into the United Kingdom in 2010 by Vitae: an organisation whose purpose is to support the development of UK researchers.

Qualitative and quantitative data from two cohorts participating in an accredited researcher development course designed and delivered by the Centre for Academic Practice and Learning Enhancement at the University of Strathclyde were analysed.

Participants reported that the Vitae Researcher Development Framework (RDF) personal development planner (PDP) was useful in facilitating career development. Most found it relatively easy to use once initial perceptions of the tool as being overly detailed and complex were overcome. In addition, some technical problems with the software were identified. There was great variation in the manner in which the RDF was used (for instance in the number of descriptors selected). Although use was highly individualised, the full range of descriptors was used between the course participants.

The results suggest that the RDF PD planner has great potential in supporting researcher development, provided certain specified conditions are met – in particular the need to ensure individualisation, support, and researcher ownership of the outcomes. Further evaluation is necessary.

This is the first report on the RDF PDP being used in a researcher development course.

In this review paper, the authors are particularly interested in the growth in the scholarly investigation of the efficacy of developmental interventions for doctoral and early career researchers. This paper aims to provide a “State of the Art” overview of the emerging fields of research and suggest areas that command more research.

A foundation of key disseminations relating to the new discipline has become established, and it is the outputs of these that the authors look to first in their review. However, much of the work is reported in the proceedings of two specific conferences, known to the authors and does not appear in database searches, which results in a concentration of research in two specific countries, namely, the UK and Australia. Relatively little is found from database searches, however approached, but the authors also report on this work.

There is a general gap in the depth of the body of work in all areas of literature relating to research on the practice of developing researchers. We have identified specific areas as the most limited in terms of the body of published research including research governance; work life balance; engagement influence and impact training and creativity and innovation training.

There is much work as yet unpublished and the practice of rigorous study and publication is not yet generally embedded in this research discipline.

Without the depth of rigorous and robust findings of research to provide us with evidence of good practice, the emergent discipline will struggle to have integrity in its practice. Continued growth in research in this emergent discipline is essential.

To the best of the authors’ knowledge, this is the first review of its kind looking at the published research in respect of the development of researchers.

In the highly gendered academic sector, womens’ high participation rates have not translated into equal career progression with men. Existing literature suggests that early career publication success is a good indicator of long-term publication success. This research is intended to provide a better understanding of whether the notions of success espoused by neo-liberal universities align with the subjective measures of what constitutes academic success for women ECRs (early career researchers).

The study examines the perceptions of nine successful women ECRs at an Australian university. It uses collaborative autoethnography with thematic analysis of participants’ self-reflective narratives on being a successful ECR.

Five themes were identified. One focussed on objective academic success, which included publications, grants and citations. The other four themes – living a balanced life, making a difference, labour of love and freedom and flexibility – offered more subjective views of success. These included: research making a contribution to society, undertaking research they are passionate about, having autonomy in their role and achieving work-life balance.

The findings demonstrate that women define success in broader terms than neo-liberal universities, and future studies should consider these divergent definitions. Universities committed to equality should understand differences in how women may approach career progress and incorporate this into support processes and in alignment of individual and university goals.

This research offers unique insights into the experience of post-doctoral employment for women in the academic environment and the factors influencing their success in this early career phase.