Insights into the impact of the pandemic on early career researchers: the case of remote teaching
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
The study presents comparative qualitative findings from a longitudinal exploration of the impact of the pandemic on early career researchers (ECRs) from the sciences and social sciences. Using qualitative methodologies, it focuses on the increasing demands of remote teaching made on ECRs and the potentially negative effects these had on their research. The study also sheds light on ECRs’ country-specific teaching commitments and the extent to which these play a role in their assessment. Data comes from the first of three rounds of in-depth interviews, conducted with 177 ECRs from China, France, Malaysia, Poland, Russia, Spain, UK and US. The main findings, which are set against the published literature, were: a) over half ECRs teach and most of them are assessed on their teaching; b) there are significant differences between countries, with, for instance, French researchers hardly teaching and nearly all Polish researchers doing so; c) around a quarter of ECRs felt research was hindered during the pandemic because online teaching was increasingly demanding of their time; d) a preliminary analysis of ECRs’ gender-specific attitude to teaching in the pandemic-incurred new realities indicates that women experience more difficulties.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.001 |
| Research integrity | 0.000 | 0.002 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it