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Early coauthorship with top scientists predicts success in academic careers.

ABSTRACT: We examined the long-term impact of coauthorship with established, highly-cited scientists on the careers of junior researchers in four scientific disciplines. Here, using matched pair analysis, we find that junior researchers who coauthor work with top scientists enjoy a persistent competitive advantage throughout the rest of their careers, compared to peers with similar early career profiles but without top coauthors. Such early coauthorship predicts a higher probability of repeatedly coauthoring work with top-cited scientists, and, ultimately, a higher probability of becoming one. Junior researchers affiliated with less prestigious institutions show the most benefits from coauthorship with a top scientist. As a consequence, we argue that such institutions may hold vast amounts of untapped potential, which may be realised by improving access to top scientists.

SUBMITTER: Li W

PROVIDER: S-EPMC6858367 | biostudies-literature | 2019 Nov

REPOSITORIES: biostudies-literature

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Early coauthorship with top scientists predicts success in academic careers.

Li Weihua W Aste Tomaso T Caccioli Fabio F Livan Giacomo G

Nature communications 20191115 1

We examined the long-term impact of coauthorship with established, highly-cited scientists on the careers of junior researchers in four scientific disciplines. Here, using matched pair analysis, we find that junior researchers who coauthor work with top scientists enjoy a persistent competitive advantage throughout the rest of their careers, compared to peers with similar early career profiles but without top coauthors. Such early coauthorship predicts a higher probability of repeatedly coauthor ...[more]

PMID: 31729362

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Project description:ObjectivesTo examine and synthesise current evidence on the factors that affect recruitment, retention, participation and progression within the clinical academic pathway, focusing on equitable participation across protected characteristics including gender, ethnicity and sexual orientation.DesignScoping review and meta-thematic synthesis.Data sourcesWeb of Science, Google Scholar.Article selectionWe conducted a scoping review of English language articles on factors affecting recruitment, retention, progression and equitable participation in clinical academic careers published in North America, Australasia and Western Europe between January 2005 and April 2019. The most recent and relevant 39 articles were selected for meta-thematic synthesis using detailed inclusion/exclusion criteria.Data extractionThe articles were purposively sampled to cover protected characteristics and career stages and coded for factors related to equitable participation. 17 articles were fully coded. No new themes arose after nine papers. Themes and higher level categories were derived through an iterative consensual process.Results13 discrete themes of factors impacting on equitable participation were identified including societal attitudes and expectations; national and organisational policies, priorities and resourcing; academic and clinical workplace cultures; supportive, discriminatory and compensatory interpersonal behaviours and personal factors related to social capital, finances, competing priorities, confidence and ambition, and orientation to clinical, academic and leadership roles.ConclusionsThe broad and often interconnected nature of these factors suggests that interventions will need to address structural and cultural factors as well as individual needs. In addition to standard good practice on equality and diversity, we suggest that organisations provide equitable support towards early publication success and targeted mentoring; address financial and role insecurity; address the clinical workplace culture; mitigate clinical-academic-personal role conflicts and overload; ensure that promotional structures and processes encourage diverse applicants and promote family-friendly, coherent and transparent national career pathways.

Project description:Early research on the impact of COVID-19 on academic scientists suggests that disruptions to research, teaching, and daily work life are not experienced equally. However, this work has overwhelmingly focused on experiences of women and parents, with limited attention to the disproportionate impact on academic work by race, disability status, sexual identity, first-generation status, and academic career stage. Using a stratified random survey sample of early-career academics in four science disciplines (N = 3,277), we investigated socio-demographic and career stage differences in the effect of the COVID-19 pandemic along seven work outcomes: changes in four work areas (research progress, workload, concern about career advancement, support from mentors) and work disruptions due to three COVID-19 related life challenges (physical health, mental health, and caretaking). Our analyses examined patterns across career stages as well as separately for doctoral students and for postdocs/assistant professors. Overall, our results indicate that scientists from marginalized (i.e., devalued) and minoritized (i.e., underrepresented) groups across early career stages reported more negative work outcomes as a result of COVID-19. However, there were notable patterns of differences depending on the socio-demographic identities examined. Those with a physical or mental disability were negatively impacted on all seven work outcomes. Women, primary caregivers, underrepresented racial minorities, sexual minorities, and first-generation scholars reported more negative experiences across several outcomes such as increased disruptions due to physical health symptoms and additional caretaking compared to more privileged counterparts. Doctoral students reported more work disruptions from life challenges than other early-career scholars, especially those related to health problems, while assistant professors reported more negative changes in areas such as decreased research progress and increased workload. These findings suggest that the COVID-19 pandemic has disproportionately harmed work outcomes for minoritized and marginalized early-career scholars. Institutional interventions are required to address these inequalities in an effort to retain diverse cohorts in academic science.

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Early coauthorship with top scientists predicts success in academic careers.

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Early coauthorship with top scientists predicts success in academic careers.

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