In recent years, there have been increasing calls for the development and growth of the biosocial as a paradigm through which to tackle complex problems. The use of birth cohorts, mixed methods frameworks, and interdisciplinary work are common in biosocial research. However, these practices are also theoretically and practically complex due to epistemic, methodological, and academic challenges – particularly for early career researchers (ECRs) who face time constraints, funding limitations, and disciplinary expectations.

This paper draws on lessons from the experiences of ECRs in biosocial research by reflecting on theoretical heterogeneity, the necessity of translation and negotiation across disciplines and methodologies, and the practicalities of funding, collaboration, and dissemination. Throughout, the paper discusses strategies to overcome common challenges and provide suggestions for fellow ECRs and those interested in biosocial ECR training and development. The paper highlights the importance of strong networks with senior biosocial researchers and peers, the value of practical support, and the importance of formal and informal learning opportunities. The authors call for the enthusiasm for biosocial research to be matched with investment in the development and support for ECRs.

The COVID-19 pandemic has exposed several inequalities worldwide, including the populations' access to healthcare systems and economic differences that impact the access to vaccination, medical resources, and health care services. Scientific research activities were not an exception, such that scientific research was profoundly impacted globally. Research trainees and early career researchers (ECRs) are the life force of scientific discovery around the world, and their work and progress in research was dramatically affected by the COVID-19 pandemic. ECRs are a particularly vulnerable group as they are in a formative stage of their scientific careers, any disruptions during which is going to likely impact their lifelong career trajectory. To understand how COVID-19 impacted lives, career development plans, and research of Developmental Origins of Health and Disease (DOHaD) ECRs, the International DOHaD ECR committee formed a special interest group comprising of ECR representatives of International DOHaD affiliated Societies/Chapters from around the world (Australia and New Zealand, Canada, French Speaking DOHaD, Japan, Latin America, Pakistan and USA). The anecdotal evidence summarized in this brief report, provide an overview of the findings of this special interest group, specifically on the impact of the evolving COVID-19 pandemic on daily research activities and its effects on career development plans of ECRs. We also discuss how our learnings from these shared experiences can strengthen collaborative work for the current and future generation of scientists.

The Association of Polar Early Career Scientists (APECS) is an important legacy of the International Polar Year (IPY). APECS continues to foster engagement in education, outreach and communication (EOC) activities relating to the polar regions and provide training for early career researchers (ECRs). We highlight opportunities for training, leadership and skills development, such as the annual Polar Weeks and Antarctica Day celebrations. Participation and engagement in EOC activities actively contributes to career development by enabling ECRs to develop valuable soft skills such as networking, communication and interdisciplinary knowledge. A pilot survey on EOC engagement highlighted that those who organise events also gain leadership skills such as team management. We discuss several factors contributing to the success of APECS in training the next generation of polar leaders. These include the geographical rather than discipline-specific focus of the organisation, utilisation of online resources, including social media, and the strong links with partner organisations. These examples demonstrate how the EOC legacy of IPY has continued due to APECS’ targeted efforts to create EOC opportunities and provide skills and leadership training for ECRs.

We are living in an era of market-driven, globalised economies characterised by reduced public investments in what, until now, have been considered public goods and services. In Australia and elsewhere, education, and higher education in particular, has seen steady declines in government funding. This has prompted universities to become much more entrepreneurial and to seek out new funding opportunities to support their teaching and research activities. This paper reflects on the personal and professional dilemmas and challenges we faced as two early career environmental education researchers who were commissioned to undertake research for a private corporation. As a result of issues raised during this process, we engaged in a critical reflection of our perceptions and feelings about our involvement in the project. In essence, dilemmas and challenges centred around two issues: (1) control/ ownership of the research; and (2) the clash between corporate and university values. This paper explores these issues and suggests that greater mindfulness on the part of individual researchers as well as the development of better university-corporate partnership processes and protocols might provide useful starting points for overcoming such dilemmas and for moving forward with university-corporate research partnerships.

In this phenomenologically influenced study, three early career researchers share their lived experiences of engaging with grounded theory as either a ‘methodology’ or ‘method’ in their respective research projects. The three lived experiences were interpreted using a constructivist grounded theory approach. The study provides insights into their experiences associated with ‘learning about’ and ‘doing’ grounded theory. Based on these three early career researchers' experiences, learning to be a grounded theory researcher is constituted of three inter-connected processes: learning about and doing grounded theory (and qualitative research); researchers as socially situated and embodied, corporeal beings; and experiences of grounded theory learning contexts and curricula. Additionally, learning about and doing grounded theory is a multi-faceted social experience involving knowledge building, meaning making, skill development, reflexivity, axiology, conducive learning conditions, communities of practice principles as well as influences from researchers' affective domains.