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The Role of Research and Writing in Career Advancement

The Role of Research and Writing in Career Advancement. Carmel Parker White, Ph.D. Kansas State University. Purpose. This workshop will help you understand the importance of research and writing in your career. Question. What are your individual career plans?.

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The Role of Research and Writing in Career Advancement

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  1. The Role of Research and Writing in Career Advancement Carmel Parker White, Ph.D. Kansas State University

  2. Purpose This workshop will help you understand the importance of research and writing in your career.

  3. Question What are your individual career plans?

  4. The Development of a Taxonomy of Career Competences for Professional Women Hackett, Betz, & Doty (1985)

  5. Method and Procedure • 50 female faculty members from a variety of disciplines • Midwestern university • Hour-long, semi-structured “critical incidents” interview • Summarize career development, degree of success in field, and one or more “critical incidents” that were important to career development

  6. Taxonomy of Skills

  7. Career Performance Skills • In a self-assessment of career performance of family studies faculty, Bradbard et al. (1997) found that three subscales were most consistently related to achievement: • Job-Specific Skills • Administrative and Leadership Skills • Adaptive-Cognitive Skills

  8. Finding and giving career-support toward self or others Knowledge of subject matter Other area-specific skills (e.g., clinical skills) Teaching skill Advising skills Technical writing skills Research methodology knowledge Computer and statistical skills Knowledge of publication process Ability to generate innovative ideas Knowledge of funding sources Job-Specific Skills

  9. Apply these Skills to Your Future • Technical Writing Skills • Research Methodology Knowledge • Computer and Statistical Skills • Knowledge of Publication Process • Ability to Generate Innovative Ideas • Knowledge of Funding Sources

  10. Underlying Attributes to Develop as an Undergraduate or in Graduate/Professional School Passion towards Learning Curiosity and Wonder Self-Motivation to Overcome own Inertia and other Obstacles

  11. Underlying Knowledge or Skills to Develop as an Undergraduate or in Graduate/Professional School • Active Learning • Critical Thinking • Essential intellectual traits

  12. Knowledge and Skills (cont.) • Research Skills • Take a research methods course • Take a statistics course and learn statistical computing • Work with a research project (volunteer, for credit, or for pay) • Talk with faculty about their research interests and projects • Appreciate the time and attention to detail that conducting good research takes • Conduct an honors thesis or research project: Start early

  13. Selecting Research Ideas (Benson & Piercy, 1997) Theory Constructs Method Sample Questions/ Hypotheses Conclusions Findings Analyses

  14. Knowledge and Skills (cont.) • Writing Skills • Write frequently with a specific purpose in mind or for a specific audience • Embrace the notion that “all writing is revising” • Obtain editing experience • Publish your work • Masthead and example article • Electronic journals • Special issues • Select an appropriate journal • Journal article format • Journal submission process

  15. Free-writing Exercise: Talking on Paper (Saltzman, 1993) • For the next two minutes, start “talking” on paper. Whatever is in your head, write it down. It does not have to be brilliant, or clever, or even make any sense. Your job is to simply keep “talking” on paper, having the freedom to go “blah, blah, blah” with no expectations for the final result. Your only goal here is to keep your hand moving as quickly as possible, to keep throwing words on the page, no matter what. • Remember: Don’t even think of it as “writing.” Think of it as “talking” on paper.

  16. Personal Benefits of Research and Writing (Erickson, 2001) • Career Connections • Depth of Content Knowledge • Personal Motivation • Financial Reward • Academic Credit • Relationships with Faculty

  17. Personal Benefits (cont.) • Team Work • Writing and Presentation Skills • Published Research • Self-confidence

  18. Examples from My Career • Evaluation Theme • Pregnancy prevention review publication and invited APA presentation • Grant evaluating child abuse prevention programs • Grant evaluating use of technology by teachers • Teaching a graduate level Program Evaluation course

  19. References • Benson, M. J., & Piercy, K. W. (1997). Multiple approaches to developing research: A flexible framework for students and advisors. Family Science Review, 10, 121-135. • Bradbard, M. R., Endsley, R. C., Duke, H. (1998). Self-assessment of career performance in female and male human development and family studies faculty. Family Science Review, 11, 136-146. • Erickson, R. (2001). Why involve students in research? Paper presented at the Schreyer National Conference on Innovations in Undergraduate Research and Honors Education, University Park, PA. • Hackett, G., Betz, N. E., & Doty, M. S. (1985). The development of a taxonomy of career competencies in professional women. Sex Roles, 12, 393-409. • Satzman, J. (1993). If you can talk, you can write. New York: Warner.

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