toward self-empowerment for research career development brooke hallowell, ph.d. college of health...
TRANSCRIPT
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Toward Self-Empowerment for Research Career
Development
Brooke Hallowell, Ph.D.
College of Health and Human Services and
School of Hearing, Speech and Language Sciences
OHIO UNIVERSITY
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research quality and productivity
Institutional infrastructure
•Start-up funds•Intramural research funds
•Technology and equipment•Laboratory space
•Personnel (e.g., research administrators, technicians,
programmers, statistical consultant, clerical and grant
support)•Financial and material incentives for scholarly
achievements
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research quality and productivity
Supportive environment•Values pertaining to research
clearly articulated prior to hire and reiterated consistently following hire
•Promotion and tenure guidelines consistent with strong scholarship
•Praise and recognition•Scholarship-friendly approaches to
teaching assignments, course scheduling, service demands, etc.
•Director/chair and dean advocacy•Friendly working conditions
•Willing senior mentors with strong research careers
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research quality and productivity
Professional research infrastructure
•Local, state and federal funding opportunities
•Post-doctoral opportunities•Faculty positions within research-intensive
programs•Strong research-intensive PhD programs
•Primary school, secondary school, undergraduate and masters-level programs
entailing solid research education
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research quality and productivity
Self-Empowerment•Self-Advocacy and Initiative
•Organization, planning and timing•Enjoyment and attitude
•Self-identification and vision as a researcher
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Premise
As we work to enhance our capacity for a greater evidence base and research quality it is important that we also consider:
• Individual intrinsic values, concerns, and
motivations• Individual affective orientation to research • Methods to help each individual researcher
engage in strategic action planning – and action –
to address areas needing improvement
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Self-Empowerment Process: Five steps
1.Assess2.Summarize and diagram to visualize3.Reflect 4.Action Plan5.Act
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BACKGROUND
• Derived from literature on motivation, productivity, and faculty development• Theoretical foundation in: •Cognitive Evaluation Theory (c.f., Ilgen, & Klein, 1988)•Social Learning Theory (c.f., Bandura, 1977a)•Self-Efficacy and Efficacy Expectation Theory (c.f., Bandura, 1977b)•Locus of Control Theory (c.f., Silverman, 1999)•Change Theory (c.f., Prilleltensky & Prilleltensky, 2006)
• Consonant with experience in fostering career development in others• Framed affirmatively • Geared toward identifying areas for reflection leading to “invigoration” and action planning (Hall, 2002)
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BACKGROUND
• Takes the focus away from blaming and whining about extrinsic factors• Assumes the researcher wants to improve his or her individual intrinsic research capacity
• Criterion-referenced• Allows for individualized interpretation of results
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BACKGROUND
• Does not address antecedent personal characteristics, e.g.:
• physical constitution• spiritual and aesthetic fulfillment• training, education or experience
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BACKGROUND
Organized into four basic construct areas:• Self-advocacy and initiative• Organization, planning and timing• Enjoyment and attitude• Self-identification and vision as a researcher
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Step 2: Summarize and diagram to visualize
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Organization, Planning and Timing
1. I am able to describe clearly my focused area of research.2. My focused area of research has highest priority in my
use of research time.3. I am aware of how the way I choose to spend my time on
a daily basis influences my research.4. I have a solid plan for dedicating time to research on a
regular basis and I stick to that plan.5. I use my research time efficiently and effectively.6. I keep my research materials, books, papers, and
computer files highly organized.
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Self-identification and vision as a researcher
1. I can imagine myself becoming a highly successful researcher.
2. I feel highly motivated to become a successful researcher.
3. I am confident that I have the intrinsic abilities to succeed as a researcher.
4. I see myself as responsible for the amount and quality of my research accomplishments
5. I can and do handle any personal stress and anxiety related to my research because I know I will succeed.
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Enjoyment and attitude
1. I enjoy engaging in the research process.2. I like my area of research.3. I like designing research studies.4. I enjoy implementing research studies.5. I enjoy analyzing the results of my research
studies.6. I enjoy the publication process.7. I enjoy grant writing.
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Self-Advocacy and Initiative1. I am aware of my weaknesses as a researcher
and can clearly articulate what those are.2. I work proactively to address my weaknesses as
a researcher.3. I use criticism about my work constructively,
responding to the content of feedback I receive.4. I persist with my research with a focus on
positive thinking in the face of adversity, rejection and criticism.
5. I actively seek opportunities to meet with more senior colleagues who may offer mentorship, advice and guidance that will help my research career.
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Organization, planning and timing
Enjoyment and attitudeSelf-Advocacy and
Initiative
Self-identification and vision as a researcher
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Organization, planning and timing
Enjoyment and attitudeSelf-Advocacy and
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Self-identification and vision as a researcher
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Organization, planning and timing
Enjoyment and attitudeSelf-Advocacy and
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Self-identification and vision as a researcher
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Organization, planning and timing
Enjoyment and attitudeSelf-Advocacy and
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Self-identification and vision as a researcher
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Organization, planning and timing
Enjoyment and attitude Self-Advocacy and initiative
Self-identification and vision as a researcher
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Organization, planning and timing
Enjoyment and attitudeSelf-Advocacy and
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Self-identification and vision as a researcher
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Step 3: Reflect (write and discuss)
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Step 4: Action Plan
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Step 5: Act
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Recognize reasons not to succeed, many of which are valid.
We just don’t have the infrastructureNot enough grant funding
No spaceNo equipmentNo supplies
No collaboratorsInsufficient clinical populations
No mentorsBad politics
Unfriendly environmentFaculty overworkedWomen excluded
Minority faculty members serve on too many committeesChildbearing, illness, caregiving roles not accounted for
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“Light a candle instead of cursing the darkness.”Richard Carlson
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“Be the change you wish to see in the world.”Ghandi
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