Precarity and progression during a pandemic. Preliminary findings from a study of early career academics’ information behaviour during COVID-19

Abstract

COVID-19 has increased research, teaching and administrative pressures for all academics and, by doing so, exacerbated inequalities experienced by early career academics, who were already dealing with several sources of uncertainty in trying to establish their careers. This study sought to understand the experiences of the academics during the pandemic. We conducted semi-structured remote interviews with 18 participants (PhDs awarded in past 6 years), from a variety of countries; Canada, US, Australia, UK, New Zealand, and South Africa. Interviews were analysed using a reflexive inductive Thematic Analysis approach. Preliminary findings demonstrate that the pandemic has disrupted information acquisition and sharing among ECAs. The increasing amount of incorrect and irrelevant information disseminated by universities, alongside the de-prioritisation of information that is particularly valued by these academics (e.g., information related to professional development and career development) has led some to avoid information.The COVID-19 pandemic has further exacerbated the precarious situations faced. Universities need to acknowledge uncertainty, reduce information overload by providing relevant and useful information and provide useful information on and support for career progression.