Fostering Inclusive Spaces for Early Career Researchers: Exploring the Anti-Stigma Potentials of Institutional Support Systems
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| Title: | Fostering Inclusive Spaces for Early Career Researchers: Exploring the Anti-Stigma Potentials of Institutional Support Systems |
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| Language: | English |
| Authors: | Umaira Tabassum (ORCID |
| Source: | European Journal of Education. 2025 60(2). |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 9 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Inclusion, Universities, Foreign Countries, Stress Variables, Educational Researchers, Teacher Researchers, Novices, Teacher Responsibility, School Schedules, Publications, Research Projects, Cultural Influences, Barriers, Coping, Social Support Groups, Career Development |
| Geographic Terms: | Pakistan |
| DOI: | 10.1111/ejed.70111 |
| ISSN: | 0141-8211 1465-3435 |
| Abstract: | The institutional environment places high expectations on early-career researchers (ECRs), particularly when dealing with anti-stigma potential. The objective of the present study was to explore the mental health stigmas and the approach to getting work-life balance among young researchers in Pakistan's top-ranked universities. The design of the current qualitative research was phenomenology. Using purposive sampling, ten participants were selected from ten top-ranked universities in Pakistan per the QS ranking 2023. Data were collected with the help of a semi-structured interview protocol using online platforms like Zoom and WhatsApp. After transcribing the interview data, it was analysed using NVivo 12 Pro software. We found that stressors related to academic responsibilities, inflexible academic schedules, research publications, finding funded projects and cultural factors (family management, social health) were the leading stumbling blocks influencing the mental health of ECRs. Most ECRs followed self-driven stress coping strategies (physical activity, peer support). Institutional support was not witnessed to help ECRs manage these mental health challenges. We suggest universities develop a support system to help ECRs nullify the effect of personal, academic and cultural stressors and help them develop careers. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1472838 |
| Database: | ERIC |
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