Beyond ‘publish or perish’: rethinking success, well-being, and inclusion for early career

Abdullah, D ORCID: https://orcid.org/0000-0001-7249-8512 and Shahrin, F ORCID: https://orcid.org/0000-0002-0134-0686, 2025. Beyond ‘publish or perish’: rethinking success, well-being, and inclusion for early career. In: BERA: Beyond publish or perish: cultivating excellence in scholarly publishing, 11 June 2025.

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Abstract

The prevailing publish-or-perish culture shapes the high-pressure academic landscape, reinforcing the notion that research productivity, particularly in the form of peer-reviewed publications, is the primary measure of scholarly success. However, academic career pathways are increasingly diverse, encompassing Teaching and Research, Teaching and Scholarship, and Teaching and Practice (Henkel, 2009; Whitchurch, 2024). While research-focused academics have clear expectations—peer-reviewed publications, grant acquisition, and measurable research impact—those in other pathways often struggle with ambiguity regarding the legitimacy of their knowledge contributions. This raises critical questions: what constitutes valid knowledge production in non-traditional academic pathways, and how does this uncertainty impact well-being?

This presentation critically examines the evolving nature of academic identities and knowledge production while foregrounding its impact on well-being, resilience, and mental health. Literature suggests that early career researchers (ECRs) navigating diverse career trajectories often experience identity tensions, particularly when institutional expectations remain rigidly focused on research outputs over broader contributions (Yang, Shu, & Yin, 2022). As universities increasingly value impact-driven scholarship, policy engagement, and community partnerships, scholars must navigate between traditional measures of success and alternative knowledge dissemination routes (Parker, 2024; Watermeyer, 2015). However, these contributions remain undervalued within institutional frameworks, leading to anxiety, frustration, and burnout, particularly among those in non-research-intensive roles (Nicholls et al., 2022).

The lack of clarity surrounding academic roles and impact measurement diminishes resilience and mental well-being. ECRs, already facing precarious employment conditions, experience significant emotional and professional setbacks due to institutional pressures (Hollywood et al., 2020). Studies highlight that resilience, perseverance, and adaptability are crucial in academia, yet the absence of structured guidance, mentorship, and supportive policies exacerbates stress levels (Merga & Mason, 2021; Wisker & Robinson, 2016). Consequently, the emotional toll of rejection, imposter syndrome, and career instability leads to academic disengagement (Kutsyuruba et al., 2019).

A key mechanism for addressing these systemic issues is Athena SWAN, a framework promoting gender equity and inclusive academic cultures. While initially focused on gender representation in STEM fields, Athena SWAN has evolved into a broader institutional tool for promoting diversity and improving workplace well-being (Murphy, Bishop, & Sigala, 2014). Institutions committed to Athena SWAN principles implement policies that alleviate workplace stressors, improve work-life balance, and enhance academic mental health support (Barnard, Dainty, & Hassan, 2016). However, critics argue that Athena SWAN’s focus on compliance and award metrics sometimes diverts attention from genuine cultural change, requiring a more embedded approach to institutional transformation (Wilson, Vinnicombe, & Seidlitz, 2021).

Beyond individual coping strategies, higher education institutions must redefine how academic success is measured and supported (Stratford et al., 2021). This presentation explores practical approaches to fostering resilience, including developing a growth mindset, seeking mentorship, and creating supportive peer networks. Additionally, we examine how institutional frameworks, such as Athena SWAN, support equity, inclusion, and well-being in academia.
As academia evolves, redefining knowledge production beyond peer-reviewed outputs is imperative, ensuring that all academic contributions—research, practice, or impact—are recognised and valued. Addressing these systemic challenges will foster a more inclusive, sustainable, and mentally healthy academic environment.

Item Type:	Conference contribution
Creators:	Abdullah, D. and Shahrin, F.
Date:	9 June 2025
Identifiers:	Number Type 2451407 Other
Divisions:	Schools > Nottingham Business School Schools > School of Architecture, Design and the Built Environment
Record created by:	Jeremy Silvester
Date Added:	12 Jun 2025 08:26
Last Modified:	12 Jun 2025 08:26
Related URLs:	Publisher
URI:	https://irep.ntu.ac.uk/id/eprint/53728

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