research support services in academic libraries

IFLA Academic and Research Libraries Section Blog

News from academic and research libraries, evolving academic library research support services: research ethics.

Author: Roxanne Missingham, University Librarian, Australian National University

Introduction

Academic libraries are fundamental supporters of research activities in their institutions. The digital environment has opened up the collections and services so that they sit within reach in every lab and researchers’ desktop as a part of the research toolkit that supports research in every discipline. The extensive connection with researchers has provided the opportunity to engage with this community to implement many new services to meet their needs.

At the Australian National University, a member of the International Alliance of Research Universities, the Dean of Science commented some years ago that he visited the digital library every day, relying more than ever on the full range of library services. For those in the humanities and social sciences the library is perceived as their laboratory, the research infrastructure on which their work depends. Professor Frank Bongiorno recently stated, “For historians, libraries and archives are the laboratory” (Bongiorno, 2022). This provides an environment where the impact of developments in research support by libraries has a significant benefit to the academic community within their institution.

Over the past decades, academic library services have evolved significantly, in particular with the revolution to a digital or e-research environment. A visit to an academic library website will reveal a wealth of services and products supporting research – from special collections to tailored support services.

Research ethics is an area that has benefited from the new library services that have been created to enhance research activity. Together with established services that support research more generally, services have been extended to provide strong support for compliance with, and capabilities to deal with, research ethics matters.

Applying the lens of research ethics to library activities provides the opportunity to reveal an important value from modern academic libraries. The work of the library in this area is vital infrastructure for successful research within institutions.

Research ethics and integrity

The study of ethics reaches back to the Greeks. Aristotle (Aristotle 1999, Aristotle 2002) proposed a philosophy of ethics that was a new and separate area of discourse. In summary, the approach was one that proposed that “moral virtue is the only practical road to effective action” (Sachs, n.d.). National and international research ethics standards have evolved dramatically since World War 2. The Nuremberg Code, established in 1948, is recognised as the first formal codification (Weindling, 2001). It stated that “The voluntary consent of the human subject is absolutely essential”. For information professionals this codification represented new standards and the requirement for documentation to record processes, consents and approvals as an integral part of the research ecosystem.

Research ethics is now required for all human and animal studies, with extensive requirements from funders, governments and institutions. The principles developed to underpin the approaches reflect moral principles that are continually reviewed and tested. They are designed to ensure high ethical norms are met. The norms “promote the aims of research, such as knowledge, truth, and avoidance of error” (Resnik, 2020). Ensuring integrity through research ethics is achieved through a range of institutional services, including that provided by libraries.

Dimensions of library support for research ethics

Research and an analysis of the field of research ethics has developed a number of essential principles. These relate to the practices that are required for compliance and values that are relevant to the nature of the support services required for successful research.

Unpacking the major principles and mapping them to work of academic libraries reveals a wealth of effective and well used activities that are fundamental to ensuring researchers can be confident they are able to comply with research ethics. A well-established set of principles (Shamoo and Resnik 2015) includes the following:

Strive for honesty in all scientific communications. Honestly report data, results, methods and procedures, and publication status. Do not fabricate, falsify, or misrepresent data. Do not deceive colleagues, research sponsors, or the public.

Keep your promises and agreements; act with sincerity; strive for consistency of thought and action.

Share data, results, ideas, tools, resources. Be open to criticism and new ideas.

Transparency

Disclose methods, materials, assumptions, analyses, and other information needed to evaluate your research.

Intellectual Property

Honor patents, copyrights, and other forms of intellectual property. Do not use unpublished data, methods, or results without permission. Give proper acknowledgement or credit for all contributions to research. Never plagiarize.

Responsible Publication

Publish in order to advance research and scholarship, not to advance just your own career. Avoid wasteful and duplicative publication.

Analysing the range of academic library services against these principles provide an insight into the extent of library activities that support research ethics. A summary of the mapping (Figure 1) summarises collection, reference and research services that are all components of holistic support from the library for research ethics.

Figure 1. Mapping of library services to research ethics principles

The investment of academic libraries in collections and services to support research have had a significant impact on building the capacity of our institutions to support research ethics. The key strategic initiatives that have created great support in this area include:

• Digital collections that specifically support research ethics with a wide range of text books, journals and case studies including guides (such as lib guides) and researcher training to facilitate awareness and use of this material;
• Institutional repositories that provide open access to scholarly works including theses, preprints, OA copies of journal articles, non-traditional research outputs and other original research outputs. The most recent figures from Australian and New Zealand universities (Council of Australian University Librarians, 2021) reveal extraordinary strengths in this area. In 2020 (the most recent figures available), there were 1,650,867 resources available through Australian academic repositories and 135,712 through repositories in New Zealand universities. The impact of these in making research open and transparent is extraordinary. The 2020 figures reveal

Downloads from academic institutional repositories 2020 (Council of Australian University Librarians, 2021)

The repositories enable researchers to both make their work openly accessible and access publications from others to increase knowledge of methods and research findings.

• Institutional data support services. Academic libraries now offer a wide range of data support services. These include research data management training, data storage and management of data repositories (such as the Australian National University Data Commons Service). In Australia, a significant program to develop the capabilities of library staff in data management has been delivered by the Australian Research Data Commons and its predecessor, the Australian National Data Services, a federally funded program (Australian Research Data Commons, 2022b). The University of Queensland Library guide on research data exemplifies the emphasis on clear information on data ethics (University of Queensland Library, 2022)

Figure 2. University of Queensland Library Research data guide.

• Specialised reference services have developed that support research with a strong component of research ethics. New courses include systematic reviews, publishing and publishing ethics, ethical writing, using tools such as Endnote and discipline based standards.
• Libraries provide specialist support on copyright and intellectual property. Most universities have a copyright specialist embedded in the library delivering training for researchers, answering enquiries and advising the institution of copyright issues.

Academic libraries are offering a wide range of activities that are vital to supporting researcher’s knowledge of, and capabilities, in relation to research ethics. The evolution in services and products, such as repositories and knowledge of publishing is of benefit to researchers in all disciplines. The evolution of national programs to support greater capabilities of library staff has been an important enabler of these developments.

The digital revolution has enabled greater and more effective outreach to researchers to embed these services across academic institutions. The library services have been vital elements in a partnership to address increasingly complex funder, government and institutional requirements for research. A recent study highlighted the importance of support in these areas (Jackson, 2018). The complexities identified to collect, transport, and store data in compliance with ethical requirements and managing data across the whole data lifecycle are well supported by the new library services.

There is a need to continue to develop the capabilities of librarians to be able to effectively support researchers with emerging issues, such as data management policy, privacy and security. Participation in national programs such as the Institutional underpinnings program for data (Australian Research Data Commons, 2022a) is an important element in this landscape. Over the next decade the evolution of services will provide an exciting area for the academic library community.

Roxanne Missingham , Australian National University

[email protected]

Aristotle. (1999).  Metaphysics , Joe Sachs (trans.). Santa Fe, NM, Green Lion Press

Aristotle. (2002).   Nicomachean Ethics , Joe Sachs (trans.). Newbury, MA, Focus Philosophical Library, Pullins Press

Australian National University. (2022).   Data Commons. Canberra, ANU. https://datacommons.anu.edu.au/DataCommons/

Australian Research Data Commons. (2022a). Institutional Underpinnings. ARDC. https://ardc.edu.au/collaborations/strategic-activities/national-data-assets/institutional-underpinnings/

Australian Research Data Commons. (2022b). Resources for librarians. Canberra, ARDC. https://ardc.edu.au/resource_audience/librarians/

Bongiorno, Frank. (2022). The Humanities Laboratory. Canberra, The Australian Academy of the Humanities. https://humanities.org.au/power-of-the-humanities/the-humanities-laboratory/

Council of Australian University Librarian. (2021) Data file for CAUL statistics 2020. Canberra, CAUL. https://www.caul.edu.au/sites/default/files/documents/stats/2020_caul_statistics.xlsx

Jackson, Brian . (2018) The Changing Research Data Landscape and the Experiences of Ethics Review Board Chairs: Implications for Library Practice and Partnerships. The Journal of Academic Librarianship , 44 (5), p. 603-612. https://doi.org/10.1016/j.acalib.2018.07.001

Resnik, David B. (2020). What is ethics in research and why is it important. Washington, D.C., National Institute of Environmental Health Science. https://www.niehs.nih.gov/research/resources/bioethics/whatis/index.cfm

Sachs, Joe. (n.d.). Aristotle: Ethics. Internet Encyclopaedia of philosophy. https://iep.utm.edu/aristotle-ethics/

Shamoo, Adil E. and Resnik, David B. (2015). Responsible Conduct of Research. 3rd ed. Oxford,  Oxford University Press.

University of Queensland. Library (2022) Manage research data. St Lucia, UQ Library. https://web.library.uq.edu.au/library-services/services-researchers/manage-research-data

Weindling, Paul. (2001). “The Origins of Informed Consent: The International Scientific Commission on Medical War Crimes, and the Nuremberg Code”. Bulletin of the History of Medicine . 75 (1): 37–71

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Implementation strategies for adopting digital library research support services in academic libraries in indonesia, “making space” in practice and education: research support services in academic libraries.

Purpose – How academic libraries support the research of their parent institutions has changed as a result of forces such as changing scholarly communication practices, technological developments, reduced purchasing power and changes in academic culture. The purpose of this paper is to examine the professional and educational implications of current and emerging research support environments for academic libraries, particularly with regard to research data management and bibliometrics and discuss how do professionals and educators “make space” as new service demands arise? Design/methodology/approach – The present paper uses data from a recent survey of research support provision by academic libraries in Australia, New Zealand, the UK and Ireland, (authors 2013), and provides additional in depth analysis of the textual responses to extend the analysis in the light of forces for change in higher education. The original online questionnaire surveyed current and planned research support in academic libraries, and constraints or support needs related to service developments. It was distributed to 219 institutions in Australia, New Zealand, the UK, and Ireland, and obtained 140 valid responses (response rate of 63.9 percent). Results were analyzed using descriptive statistics with thematic categorization and coding for the textual responses. Findings – Most academic libraries surveyed are already providing or planning services in the focal areas of bibliometrics and data management. There was also increasing demand for other research support services, not the focus of the study, such as eresearch support, journal publishing platforms, and grant writing support. The authors found that while many academic libraries perceive increasing research support services as a “huge opportunity” they were constrained by gaps in staff skills, knowledge, and confidence and resourcing issues. With regard to staff education and training, it was reported they require a broader understanding of the changing research and scholarly landscape, the research cultures of different disciplines, and technological change. There was a near-universal support for development of more comprehensive, specialized, LIS education to prepare professionals for broader research support roles. Originality/value – This further analysis of the implications of our survey in relation to influences such as economics, academic culture, technology, raises questions for both educators and practitioners about the future direction of the profession and how the authors collectively “make space” as new potential services arise.

Investigation and analysis of research support services in academic libraries

Purpose This paper aims at understanding the current situation of research support services offered by academic libraries in world-leading universities and providing useful implications and insights for other academic libraries. Design/methodology/approach Of the top 100 universities listed in the QS World University Rankings in 2017, 76 libraries were selected as samples and a website investigation was conducted to explore the research support services. The statistical method and visualization software was used to generalize the key services, and the text analysis and case analysis were applied to reveal the corresponding implementation. Findings Research support service has become one of the significant services of academic libraries in the context of e-research and data-intensive research. The research support services can be generally divided into seven aspects, as follows: research data management (62, 81.58 per cent), open access (64, 84.21 per cent), scholarly publishing (59, 77.63 per cent), research impact measurement (32, 42.11 per cent), research guides (47, 61.84 per cent), research consultation (59, 77.63 per cent) and research tools recommendation (38, 50.00 per cent). Originality/value This paper makes a comprehensive investigation of research support services in academic libraries of top-ranking universities worldwide. The findings will help academic libraries improve research support services; thus, advancing the work of researchers and promoting scientific discovery.

Research Support Services in Spanish Academic Libraries: An Analysis of Their Strategic Plans and of an Opinion Survey Administered to Their Directors

The transition from print to digital information has transformed the role of academic libraries, which have had to redefine themselves as intermediaries and partners in the learning and research processes. This study analyzes the evolution and current provision of research support services in Spanish academic libraries through an analysis of the three strategic plans published by the Spanish association of academic libraries (REBIUN) and a survey administered to the library directors. Results show that academic libraries are firmly embedded within universities’ research activities, and that most of them depend on vice-rectorates for research or scientific policy. There is a relationship between the size of the library and its provision of research support services, although no correlation is observed between the size of the library and the staff devoted to research support. Library directors stress the value of institutional repositories, a vision also reflected in the importance assigned to open access in the strategic plans. Other current hot topics, such as data management, do not seem to be among the priorities of Spanish library directors as yet.

Cases on Research Support Services in Academic Libraries

Peking University Library (the Library) conducts organizational restructuring in 2019, and the Collaborative Service Center (CCS) is designated as the provider of research support services, which is operated in interaction with the talent training system and the process of comprehensive reform. A string of innovations in research support services are implemented by CCS's two teams in an overall manner. This chapter introduces status of research support services in China and the Library's practices in research support services. This chapter introduces the new framework of the research support services from four aspects—service object, service provider, service content, and service strategy—and outlines its plans and visions for further efforts in this regard.

Where is QDA hiding? An analysis of the discoverability of qualitative research support on academic library websites

This study explores the discoverability of qualitative research support services, using a purposive sample of academic library websites (n=95). These services were hard to find on most of the websites in our sample.  In this paper, we outline the site characteristics that make discoverability easy or hard.  Previous studies on qualitative resources at academic libraries have not addressed this topic.  Our study fills this gap in the literature.  Our aim is to provide information that can help libraries to improve the visibility of their resources for qualitative researchers and their students.

Data visualization as a research support service in academic libraries: An investigation of world-class universities

Dynamic research support for academic libraries [book review], export citation format, share document.

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Dynamic Research Support for Academic Libraries

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Book description

This inspiring book will enable academic librarians to develop excellent research and instructional services and create a library culture that encompasses exploration, learning and collaboration. Higher education and academic libraries are in a period of rapid evolution. Technology, pedagogical shifts, and programmatic changes in education mean that libraries must continually evaluate and adjust their services to meet new needs. Research and learning across institutions is becoming more team-based, crossing disciplines and dependent on increasingly sophisticated and varied data. To provide valuable services in this shifting, diverse environment, libraries must think about new ways to support research on their campuses, including collaborating across library and departmental boundaries. This book is intended to enrich and expand your vision of research support in academic libraries by; inspiring you to think creatively about new services; sparking ideas of potential collaborations within and outside the library, increasing awareness of functional areas that are potential key partners; providing specific examples of new services, as well as the decision-making and implementation process; and encouraging you to take a broad view of research support rather than thinking of research and instruction services, metadata creation and data services as separate initiatives.

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Frontmatter pp i-ii

Contents pp iii-iv, editor and contributors pp v-viii, preface pp ix-xii.

• By Starr Hoffman , PhD MLS MA is Head of Planning and Assessment at the University of Nevada, Las Vegas

Introduction: a vision for supporting research pp xiii-xxii

Part 1 - training and infrastructure pp 1-2, introduction to part 1 pp 3-8, 1 - constructing a model for mexican libraries in the 21st century pp 9-20.

• By Alberto Santiago Martinez , Digital Initiatives Librarian and head of the Digital Scholarship Unit at the Daniel Cosío Villegas Library at El Colegio de México in Mexico City

2 - Researching illustrated books in art history: a brief history of the Biblioteca Digital Ovidiana project pp 21-32

• By Fátima Díez-Platas , PhD is assistant professor in the Art History Department at the University of Santiago de Compostela (Spain)

3 - The ‘Developing Librarian’ digital scholarship pilot training project pp 33-44

• By Richard Freeman , PhD MLIS MA is the Anthropology Librarian at the University of Florida's George A. Smathers Libraries.

PART 2 - DATA SERVICES AND DATA LITERACY pp 45-46

Introduction to part 2 pp 47-52.

• By Jackie Carter , Director for Engagement with Research Methods Training at University of Manchester, UK

4 - Training researchers to manage data for better results, re-use and long-term access pp 53-68

• By Heather Coates , MS is the Digital Scholarship and Data Management Librarian at the IUPUI (Indiana University Purdue University Indianapolis)

5 - Data services for the research lifecycle: the Digital Social Science Center pp 69-82

• By Ashley Jester , Data Services Coordinator in the Digital Social Science Center at Columbia University Libraries/Information Services

6 - Mapping unusual research needs: supporting GIS across non-traditional disciplines pp 83-96

• By Karen Munro , Head of the University of Oregon Portland Library and Learning Commons

PART 3 - RESEARCH AS A CONVERSATION pp 97-98

Introduction to part 3 pp 99-106, 7 - implementing open access across a large university: a case study pp 107-118.

• By Dominic Tate , University of Edinburgh's Scholarly Communications Manager

8 - Bridging the gap: easing the transition to higher education with an information literacy MOOC pp 119-132

• By Mariann Løkse , Head of the Library Services Department at UiT The Arctic University of Norway, Helene N. Andreassen , PhD is a Senior Academic Librarian and subject specialist for linguistics, Torstein Låg , Senior Academic Librarian and subject librarian for psychology and psychiatry at the University Library, Mark Stenersen , Information architect and graphic designer and Consultant in Visual Communication at the Centre for Teaching, Learning and Technology, Result, UiT The Arctic University of Norway

9 - Metadata enhancement through name authority in the UNT Digital Library pp 133-148

• By Hannah Tarver , Department Head of the Digital Projects Unit in the University of North Texas Libraries, Mark Phillips , Assistant Dean for Digital Libraries at the University of North Texas (UNT)

Index pp 149-154

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Please note you do not have access to teaching notes, current status of research support services in university libraries of pakistan.

Digital Library Perspectives

ISSN : 2059-5816

Article publication date: 25 February 2022

Issue publication date: 3 October 2022

Research support services (RSS) is an emerging and popular area in university libraries, whose increasing importance has been well documented since the early 2010s. This study aims to identify the status of RSS provided in the university libraries of Pakistan and to compare the results with relevant international studies. The research also reports on the perception of librarians regarding the application of RSS in Pakistani university libraries.

Design/methodology/approach

A quantitative survey was conducted of the chief librarians/head librarians working in the 175 university libraries of Pakistan. A structured questionnaire was designed and pre-tested with national and international research experts, faculty members and library professionals. SPSS was used to calculate descriptive statistics. Results of the study were compared with previous literature from an international perspective.

Results of the study indicated that most of the university libraries are providing basic RSS and that they have good collections of both general and subject-specific works to meet the needs of researchers. Most respondents not only were interested in providing RSS but also emphasized that libraries should upgrade their collection to meet researchers’ requirements. However, results of the study also indicated that there was noticeably less support for both the more advanced and newer research support services.

Practical implications

Because the delivery of RSS enables libraries to help meet a university’s strategic research goals, the findings will be of interest to university library and information science executives, policymakers and administration. The suggested recommendations highlight those service areas which are most in need of improvement.

Originality/value

This research provides an updated perspective on the delivery of research support services by university libraries in Pakistan.

• Academic libraries
• Digital library
• Library research support
• Library services
• Research skills
• Library skills

Awan, M.H. , Richardson, J. and Ahmed, S. (2022), "Current status of research support services in university libraries of Pakistan", Digital Library Perspectives , Vol. 38 No. 4, pp. 412-428. https://doi.org/10.1108/DLP-11-2021-0101

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Academic library research support services: a review of redeemer’s university and the nigeria natural medicine development agency’s research activities.

Adeniran Pauline Oghenekaro Mrs. Follow

Document Type

Federal Ministry of Education (2007).EFA (Nigeria) Report Card 2007. High-Level Group Meeting, Dakar, Senegal 11th – 13th December 2007, Abuja: Federal Ministry of Education EFA Unit

Onaolapo, Sodiq Adetunji, "Evaluating the use of Polytechnic Libraries in Nigeria: A Case Study of Federal Polytechnic, Offa, Library, Kwara State, Nigeria" (2016). Library Philosophy and Practice (e-journal). 1422. http://digitalcommons.unl.edu/libphilprac/1422

Onwudinjo, O. T. (2015). "Law Journal Collections: Accreditation Issues and Imperatives for Law Library Philosophy and Practice, 7(5), pp. 148-152.

Singh, D. (2007) The Role of the Academic Library in Facilitating Research: Perceptions of Postgraduate Students

Genevieve, H. & Lynn, K. (2011) The role of an academic library in research: researchers’ perspectives at a South African University of Technology, SA Jnl. Libs & Info Sci, 77(1)

Hamblin, Y. 2005. Library portals case studies. Assignation, 22(3): 26-29

Azad, A. N. & Seyyed, F. J (2007). Factors influencing faculty research productivity: evidence from AACSB Accredited Schools in the GCC countries. Journal of International Business Research . Available @http://www.thefreelibrary.com/Factors+influencing+faculty+research+productivity%3a+evidence+from...-a0175065688

The focus of academic libraries is to support teaching, learning and research in their immediate institutions. Academic libraries support research by providing research collections, services, data literacy training and research data management. This study examined academic libraries research support and the challenges associated with the utilisation of such services by researchers in Redeemer’s University and the Nigeria Natural Medicine Development Agency both in Nigeria. A questionnaire was used to collect data from researchers in the two institution and findings revealed the research activities of the respondents and the varying levels of engagement in different types of research support services offered by academic libraries. Findings also revealed that the researchers moderately utilised these services. Recommendations were given based on the findings of the study.

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• The Research Assistance Program

The term “Library Anxiety,” as discussed by Daily JSTOR, has been around since the 1970s, and includes feelings of one’s research skills being “inadequate and that those shortcomings should be hidden.” It can be “manifested as an outright fear of libraries.” A study by Constance A. Mellon showed that “75-85% of students . . . described their initial response to the library in terms of fear or anxiety” (Daily JSTOR). There’s clearly some serious reluctance that students show towards libraries. This could be from intimidating aspects of the library space or the librarians themselves, but the phenomenon also speaks to students’ genuine misgivings about their own academic abilities. Good experiences with librarians are crucial to the diminishing of this sensation, and the folks at the Bellevue University Library are eager to help.

So, are you nervous about an upcoming project? Unsure how to find articles? Don’t know what a scholarly, peer-reviewed journal is? When it comes to these matters and more, our RAP librarians would be happy to assist. After you enroll in the program, you will be assigned to a member of the reference department; you can count on this librarian to send monthly check-ins and provide tips and guidance on library resources or the research process. Once your RAP librarian has assisted you with a project for the first time, we don’t stop there, but will continue to offer help with all your problems and roadblocks up until graduation. As many questions as you have, we’ll be sure to always find an answer.

The Research Assistance Program is a great way for you to avoid some of the mental strain that comes along with college, and it is an excellent tool to guide you on your path to graduation and beyond. Follow this link to get started: http://library.bellevue.edu/services/research-assistance-program/

Reference: https://daily.jstor.org/do-you-suffer-from-library-anxiety/

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Dr. Keyunda Miller-McCollum Dr. Keyunda Miller-McCollum has sixteen years in the library profession, with a blend of knowledge in academic, public, and school libraries. Her years of experience comes from working in reference, circulation, outreach, media technology, instruction and library leadership. Keyunda attended North Carolina Central University for undergraduate and graduate studies, receiving degrees in English and Library Science. While in graduate school she attended the Royal Library School in Copenhagen Demark and traveled to Sweden to explore some of the most sophisticated library systems in the world. Simultaneously, she began her library career at Durham Public Library in Durham, NC. After working there and then in academic libraries for a short time, she started a career as a School Librarian in Guilford County Schools. Keyunda was nominated for Library Media Coordinator of the Year for 4 consecutive years and went on to attend North Carolina A&T University. She received her doctorate degree in Leadership Studies, and her dissertation was titled, “A phenomenological study of African American women leaders in academic, public and school libraries.”  Keyunda was specifically interested in the qualities and traits required for African American women to be successful in the library profession. Keyunda believes that libraries are the hearts of every community and institution. By supporting libraries, you support the very fabric of our democracy.

Title: Metadata Librarian Email: [email protected] Phone: (919) 546-8597

Chris Baker Chris Baker is originally from Tennessee. He has a BA in History and Public Policy from Emory & Henry College in Virginia and a Master’s of Education from Milligan College in Tennessee. He taught for 6 years in public schools before he went to library school at the University of North Carolina at Greensboro. Prior to coming into academic libraries, he was a branch manager and adult services librarian in public libraries. When not working, he loves a good book, tending to his plants, and watching the Carolina Hurricanes.

Title : Library Assistant Email : [email protected] Phone : 919-546-8324

Margaret Rasberry

Margaret “Molly” Rasberry began her trajectory into her library career as a Graduate intern in the Shaw University Library and has begun working as a library assistant for Jame E.Cheek Learning Resources Center. She has performed many duties pertaining to archiving and preservation in the University archives as well as performing customer service, accessing library materials for patrons as well as providing assistance to patrons and staff on a daily basis. Her previous education includes a Bachelor of Arts degree at the University of North Carolina at Wilmington, a Masters in Arts degree at Ohio University and a Masters in Library Science and Information Studies Degree from the University of North Carolina at Greensboro.

Title:  Archivist Email: [email protected] Phone: 919-546-8202

Marie Stark-Farrow

Marie Stark-Farrow, University Archivist, cares for, preserves and provides research assistance of the historical materials of Shaw University for students and researchers of all kinds. She has been working in archives and special collections since 2004. She holds a Masters in Library and Information Science with a focus on Rare Books and Special Collections along with an Advanced Certificate in Archives and Records Management from Long Island University. In addition, she holds a BA in Anthropology and History with minors in Classics and Archival Studies and Community Documentation from CUNY Brooklyn College. Her previous positions include Assistant Director and Library Archivist at the Hudson Area Association Library in Hudson, NY, Preservation Advisor for Green-Wood Cemetery Archives in Brooklyn, NY, and Archivist for the State of North Carolina. In her spare time, Marie likes to travel the world, enjoy the great outdoors, tend to her plants, and read.

Title:  Access Service Librarian Email:   [email protected] Phone:  919-546-8337

Taylor Stephens

Taylor Stephens works as the Access Services Librarian, a role in which she manages front-facing services, assists with the creation and upholding of library policies, assists with the creation and maintenance of digital resources, and oversees the work study students. She graduated from the University of Arizona with a B.A. in English and an M.A. in Library and Information Science. She has worked in a public library and as a learning specialist at the University of Arizona previously. She finds the ability to build connections through providing access to information the most rewarding part of library services and enjoys getting to know the community she serves.

Title:  Library Specialist Email:   [email protected] Phone:  919-546-8438

Velma Williams

Velma Williams joined the Shaw University library system in 2007. Her contributions to the Library have been varied and rewarding. She has performed a variety of duties including, record-keeping, statistical data collection, cataloging shelf maintenance, and student worker supervision. She also developed and coordinated a library story hour in conjunction with the Center for Early Childhood Education and Research. Some of her proudest moments have been sharing Shaw’s historical contribution at the North Carolina Museum of History, the Greensboro Civil Rights Exhibit, and the Olivia Raney Local History Library. Her prior educational experience includes 22 years of elementary teaching experience in Virginia and North Carolina school systems. She has a B.S. in Early Childhood Education from Virginia State University and Library Science graduate course work from Longwood University.

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• CAREER COLUMN
• 26 June 2024

What it means to be a successful male academic

• Dritjon Gruda 0

Dritjon Gruda is an organizational behaviour researcher at the Católica Porto Business School and the Research Centre in Management and Economics at the Universidade Católica Portuguesa.

You can also search for this author in PubMed   Google Scholar

Success as an academic doesn’t have to come at the expense of family. Credit: Getty

How do you become successful in academia? At numerous international conferences, I’ve heard eminent scholars emphasize the necessity of prioritizing work above everything else, including family and children. One memorable instance occurred in 2018, at a large international conference in my field. At a session for postdocs and junior faculty members about obtaining tenure and building successful careers, someone on the panel advocated for meticulously scheduling personal life, including sex with romantic partners, to boost work productivity. Other advice included minimizing time with your children to allow you to revise and resubmit manuscripts. These tips were alarmingly well-received by many of the 300 young academics, both male and female, in attendance. I left the session questioning whether I was the only one who found the advice unsettling.

At various conferences and events, I have attended numerous workshops on achieving better work–life balance. I have noticed a stark gender disparity among the panellists — more than three-quarters are female. This is presumably because most of these panels address the greater challenges that women in academia face in balancing work and family life — and justifiably so. But what advice is there for emerging male academics? The typical advice that I received from senior scientists was straightforward: avoid taking parental leave, minimize your childcare responsibilities and stay steadily focused on research.

I understand the value of hard work in academia and beyond. But I am deeply concerned by the intensity with which this message — namely to disregard everything else — is delivered to younger scientists, along with how this advice seems especially geared towards men. Is having a singular focus on career, to the exclusion of family life, the only path to success? And even if it were, is it right?

I began my journey as an academic in 2017, when I earned a PhD in management and psychology. By 2020, I had achieved tenure at Maynooth University in Kildare, Ireland, a milestone that felt surprisingly anticlimactic, especially amid the COVID-19 pandemic. What had a much greater impact on me, my career and my perspective was becoming a father in 2021.

Fatherhood fundamentally altered my definition of success, challenging the advice I’d received to sacrifice family life for work. My wife, a manager at an international pharmaceutical company, and I committed early on to sharing parenting responsibilities as equitably as possible. In the year after my daughter’s arrival, I took night shifts for feedings and managing her colic. I fully embraced parental leave and rearranged my work schedule to avoid attending any meetings before 10 a.m.. Today, I start my workday after dropping off my daughter at day care and finish it in time to pick her up — a routine that has redefined my professional life. No more working on the couch while watching a movie with my wife. No more working on holidays or at the weekend. I work from 9 a.m. to 5 p.m. at the latest. The laptop stays closed after I come home.

Surprising consequences

So, did my career tank? Did I become less successful? Quite the opposite. I was offered a position as an invited associate professor at Católica Porto Business School in Portugal, where I conduct research on anxiety, leadership and personality. The number of papers I’ve had accepted at conferences, a metric I use to judge progress on ongoing research projects, has tripled over the last year. My journal-submission rate has doubled. Overall, the pace has picked up, not slowed down. This is down to, I think, my better work–life balance: I’m more productive in the limited time I devote to work.

Most importantly, however, my definition of success has evolved from focusing on publications and citations to prioritizing meaningful work that doesn’t compromise my family life. I’ve adopted a policy of transparent communication with my colleagues by openly discussing the need to adjust work commitments to accommodate family time. In doing so, I’ve noticed that others also feel more comfortable opening up and being more honest about their own family–work dynamics.

I now choose projects judiciously, declining those that require extensive travel or time away from my family. In the past, I might have joined projects that would have required me to sacrifice more of my personal life. Now, I won’t.

Dritjon Gruda and his daughter relax at the beach. Credit: Dritjon Gruda

This honest communication seems to have made me more relatable, particularly to senior colleagues who share these values and often express regret over not making similar choices. Some have said to me: “I wish I did the same when I first became a father.” And many female colleagues were surprised to hear about the changes I made after becoming a father. Some even expressed a degree of disappointment that their partners did not make similar changes when they first became parents.

I am in a privileged position to choose to step away from work: the ability to take a more balanced approach without jeopardizing my career is a luxury that is not available to everyone. Many academics with children face structural barriers or a lack of support from the other parent, or are at career stages with limited institutional support and flexibility. Nonetheless, I feel there is immense value in openly discussing the adjustments we make when parenthood reshapes our priorities — and this is particularly relevant for new fathers who are even less likely to voice their experiences. Only by sharing our perspectives can we encourage others to reconsider their own priorities and, over time, potentially influence institutional policies to foster more-supportive and equitable work environments.

An overemphasis on work to the detriment of personal life — an approach that is often called a ‘masculine work ethic’ — isn’t a hallmark of masculinity, but rather a path to personal and familial conflict. Male researchers who prioritize their roles as fathers and husbands while excelling in their academic careers are evidence that there is nothing masculine about working yourself to burnout or worse.

I love being an academic. I love the pursuit of knowledge and being paid to work on exciting research. But every day, my family shows what I tell doctoral students: prioritizing family life does not detract from professional success, it enhances it.

doi: https://doi.org/10.1038/d41586-024-02105-1

This is an article from the Nature Careers Community, a place for Nature readers to share their professional experiences and advice. Guest posts are encouraged .

Competing Interests

The author declares no competing interests.

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In this article we examine anti-Semitism as expressed by a sample of residents of the Moscow Oblast (Soviet Union). Based on a survey conducted in 1920, we begin by describing anti-Jewish prejudice and support for official discrimination against Jews. We discover a surprisingly low level of expressed anti-Semitism among these Soviet respondents and virtually no support for state policies that discriminate against Jews. At the same time, many of the conventional hypotheses predicting anti-Semitism are supported in the Soviet case. Anti-Semitism is concentrated among those with lower levels of education, those whose personal financial condition is deteriorating, and those who oppose further democratization of the Soviet Union. We do not take these findings as evidence that anti-Semitism is a trivial problem in the Soviet Union but, rather, suggest that efforts to combat anti-Jewish movements would likely receive considerable support from ordinary Soviet people.

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