Introduction

Being an early career researcher implies diverse challenges, and has been described as a time permeated with insecurity and stress, partly due to a lack of support and precarious employment situations [1]. Maintaining realistic career expectations, preparing for diverse career paths, and adopting strategies to navigate these challenges effectively have been highlighted [2]. While such navigation is a skill that should be developed by the individual researcher, it is the responsibility of higher education institutions to support academic career development. Aspiring to contribute to the development of effective support for early career researchers during and after doctoral education, this paper focuses on the experiences of alumni who had graduated from an interdisciplinary graduate school which explicitly aimed to support the academic career of future research leaders.

The early career as a researcher begins after graduating from doctoral education. Doctoral education has gone through several changes in recent decades, such as improved supervision, better conditions for students, an increased interest in transferable skills, and quality assurance [3–7], resulting in a growing formalization, and growth in the number of graduate schools [3,4]. Still, early career researchers encounter challenges in career transitions, such as bridging the gap between their specialized research skills and the broader competencies required in diverse professional environments [cf. 8,9]. Doctoral education is integrated with ongoing research, where increased competition for funding and a growing focus on societal challenges have led to the development of interdisciplinary team science [cf. 10]. Interdisciplinary approaches to research are common in the field of ageing and health, which is the main interest of the present paper.

As problem-oriented interdisciplinary approaches are the foundation for many research fields, preparing early career researchers to synthesize information and knowledge from diverse disciplines and knowledge sources into coherent wholes is important [cf. 11]. Interdisciplinary research requires the complex and close connections between epistemic, institutional, social, and ideological perspectives to be addressed and taken into considerations [12,13], and there is often a negotiation of identities. For example, because conceptual and methodological models for interdisciplinary research are often lacking, challenges include collaborating with other researchers to establish a common epistemic foundation [e.g., 11,14,15].

Studies striving to deepen the understanding of former doctoral students’ perceptions of their early career experiences are scarce. Studies addressing the career transition from doctoral student to early career researcher are often framed from the perspectives of completion outcomes, supervision, and peer support [16]. There is a paucity of knowledge regarding doctoral students’ exposure to interdisciplinary perspectives during their education, which has been described as an iterative and reflexive journey and accomplishing a shared mindset with colleagues [17,18]. Interdisciplinary career paths are increasingly called for, in which complex problem-oriented societal challenges are addressed [cf. 13] and diverse methodological approaches and epistemological perspectives are needed [17]. Preparing for a research career in line with the needs of the 21^st century is not without its challenges [eg. [19]]. Interdisciplinary environments have been related to feelings such as a lack of cohesion, a lack of orientation, and unclear expectations [cf. 20,21], and could generate unintended conflicts that may hinder students’ progress [22].

Turning to opportunities, affiliation with an interdisciplinary graduate school can provide doctoral students with an academic connection to a specialized training program focused on a particular research field. Interdisciplinary graduate schools can be organized in various ways. For example, all doctoral students may be admitted to the same university, or the graduate school may function as a complement to the graduate education provided at the students’ home universities. Such complementary structures provide access to broader resources and networks across institutions, potentially enhancing students’ academic and professional development. Overall, the impact of being affiliated with an interdisciplinary graduate school during doctoral education on the early stages of a postdoctoral research career remains unclear. This study focused on the initial career progression of alumni of an interdisciplinary graduate school focusing on ageing and health, organized as a partnership between 13 universities.

Early career researchers have been defined in diverse ways, but most definitions include the first five years after the doctoral degree [23]. Conventional doctoral programs may not adequately prepare students for the diverse roles they must take on as early career researchers [24], and the transition from doctoral student to early career researcher might bring feelings of uncertainties related to career development. Such uncertainties are related to doubts about being able to develop original ideas and rigorous science, and to secure satisfying positions within or outside academia [2,25,26]. The early career phase includes developmental stages such as becoming confident, being recognized as a researcher, and becoming more productive and sophisticated in research [27,28], all of which can be influenced by the characteristics of a research field, such as its impact on the likelihood of pursuing geographic mobility [29]. While doctoral education aims to prepare graduates for employment in the wider labor market, many embark on doctoral programs with an interest in a university career, although securing a permanent job in academia is often challenging [cf. 2,25,26]. Hence, early career researchers may work in the public (governmental), private (business/industry), non-profit, or higher education sectors, with career paths varying by country, labor sector and discipline [16].

Moreover, interdisciplinary approaches imply additional challenges when it comes to career development. The academic labor market typically operates in disciplinary terms, and early career researchers need to provide outputs that can be recognized by future employers representing traditional academic disciplines [13]. Successful interdisciplinary careers require flexible structures that consider the unique challenges and benefits of interdisciplinary work [30]. Still, while institutions may promote interdisciplinary education, this support rarely extends to practice. Organizational structures, especially in academia, can still favor traditional, discipline-specific work, making it harder for interdisciplinary scholars to find spaces in which to apply their skills [cf. 28,31]. Studies exploring perceptions of early career experiences among students who focused on interdisciplinarity during their doctoral education are scarce. To strengthen the preparation for interdisciplinary research, there is a need to explore how such career preparation is perceived by early career researchers and how insights and experiences influence their career transition and their development as researchers. Accordingly, the aim of this study was to examine the experiences of the transition to early career researcher after affiliation with an interdisciplinary graduate school.

Theoretical underpinnings

We applied an ecological approach, building on Ronald Barnett’s theory of the ecological university and ecological learning in higher education [32,33]. Barnett argues that in the 21st century, universities and higher education are inextricably interlinked with the wider societal contexts in which they are entangled and nested. Thus, it is important to understand universities not as separate, removed, or distanced from the wider societal (professional, political, cultural) contexts. Instead, universities continuously move within their ecological fields and establish new ecological configurations [32]. The generation of knowledge about how career transitions become both meaningful and possible depends on the understanding of a university’s institutional and societal spaces for agency, which Barnett [32, p. 27] referred to as “ecological agency”.

With Barnett’s theory, we get to understand early career researchers not as separate, individual entities moving from one realm (university) into another (societal, professional), but that they are already ecologically interlinked through their doctoral education and subsequent academic positions. Envisioning universities and higher education as an interconnected system that dynamically interacts with multiple ecosystems – epistemic, institutional, social, and ideological – makes this theoretical reasoning highly relevant to studying interdisciplinary career transitions for doctoral students. Barnett argues that to further qualify the university–society interconnections, while also being situated mainly within the university realm, we need to see how “the learner is also a learning ecology at a further level; namely, that of the interlocking of her/his own learning ventures with the learning processes of the wider world” [32, p. 108]. Thus, we move away from understanding learning as an isolated and individual trajectory. Instead, we integrate into our higher and doctoral education pedagogies the notion that students, and later early career researchers, should not be cast in the role of life-long learners, but as “lifewide learners”. These learners are “engaged in learning across multiple learning sites and seeking to make a continuing and integrated life-story out of those manifold experiences” [32, p. 111]. Ecological learning can be viewed as requiring reflexivity, adaptability, and negotiation between different knowledge systems, which is consistent with the challenges faced by interdisciplinary early career researchers in bridging disciplinary gaps and integrating broader competencies into different professional settings. If ecological agency is not developed and guided until postdoctoral level, it will be more difficult to enable successful career transitions than if an ecological pedagogy had been applied earlier in the process. By situating interdisciplinary research and career development within the perspective of the ecological university, Barnett’s theory highlights the need for flexible academic structures that support identity negotiation, epistemic foundations for collaboration, and resilience in navigating the labor market.

In addition, we drew inspiration from Inouye and Bengtsen [34], who built on Barnett’s theory of ecological agency in relation to academic career transitions. They point out that to develop an ecological curriculum in doctoral education, the ecological dimensions have to be integrated into academic practices such as genres of writing, research practices and methods, and supervision pedagogies, but also wider researcher horizons including “notions of citizenship and social justice” [34, p. 219]. To enable successful academic career transitions, the doctoral and postdoctoral researcher must be enabled pedagogically to understand herself as a key stakeholder not only in the university but also in society, who “may influence the surrounding societal contexts through her research, whether it be via structural external partnerships, research collaborations, or researching into a specific public or private institutions, civil initiatives, professional practices, social or cultural histories, and value systems” [34, p. 220].

Building further on Barnett’s ecological theory, Bengtsen [35] coined the concept of doctoral ecologies to include the pedagogical, curricular, and institutional preparation and support of doctoral and postdoctoral researchers long-term academic trajectories. Bengtsen [35, p. 151] underlines that it is central to encourage and sustain the understanding as early as from doctorate level that “the ecological power lies in the embeddedness and linkage itself” between academic and surrounding societal contexts. Pedagogy and mentoring alone cannot make this development successful; it will also depend “on forms of graduate school leadership that ensure synergy and links between formal, informal, and nonformal learning domains” [35, p. 157]. This, together with Barnett’s theory of the ecological university, provides a conceptual basis for understanding the tensions and opportunities inherent in interdisciplinary careers and outlines a vision to foster cohesion, guidance, and clear expectations throughout doctoral education and into the transition to an early career researcher. In this way, fostering and sustaining ecological learning and agency among early career researchers hinges on a more profound and thorough re-thinking and re-enacting of the doctoral and postdoctoral curriculum and connected forms of institutional leadership. By emphasizing iterative and reflexive learning, this approach offers a pathway to more sustainable and inclusive career paths, countering the disciplinary rigidity of traditional academic organizations.

Methods

Participants

We recruited participants who had been affiliated with SWEAH during doctoral education, with the inclusion criterion being that they had completed their PhD degree at least one year ago. We conducted recruitment in January 2021, inviting 22 alumni who met the inclusion criterion to participate. The first author (CM) approached them via e-mail with written information about the study and an invitation to participate. After presumptive participants indicated their interest, we contacted them by phone or via a video conferencing tool for additional information and an opportunity to answer their questions. Four declined due to health issues, heavy clinical workload, or childcare, leaving us with 18 early career researchers who gave their written consent to participate. These 18 participants had been affiliated with the graduate school during the first or second year of their doctoral studies, and continued their affiliation until graduation. They graduated during 2018–2020 and represented a variety of disciplines such as health and medical sciences, information and communication technology, packages logistics, psychology, and sociology. See Table 1 for details.

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Table 1. Characteristics of the participants at the time of the interviews, N=18.

https://doi.org/10.1371/journal.pone.0321039.t001

Findings

We identified three contextual categories: Well prepared, but still learning and in need of career support and personal guidance; Uncertain, while striving toward a balanced and secure working life situation and Confident and open-minded, though remaining patient when collaborating and networking. The participants experienced increased freedom and independence while realizing that they were still in need of support. They strived to find a desired career path, but adapted to available opportunities. Navigating via networking and interdisciplinary collaborations was perceived as a crucial challenges in their present situation.

Discussion

The findings of this study suggest that early career researchers who participated in the study valued the skills they developed during their prior affiliation with an interdisciplinary graduate school focused on ageing and health. Developing an open mindset permeates the findings as a crucial aspect when it comes to career development in interdisciplinary environments. As reflected in our findings, interdisciplinary graduate schools can be important foundations for nurturing and equipping forthcoming generations of early career researchers with essential skills to navigate and succeed in their career transitions. Based on these findings, and reaching back to the theoretical underpinnings, we suggest the new conceptual coinage of “career ecologies”, in which university–society interconnections are embraced pedagogically and institutionally early in the lives and minds of early career researchers.

While our findings do concur with previous research to some extent, little is seen of the disciplinary academic struggles reported by others [e.g., 13,20]. The graduate school alumni in our study felt well prepared for the career transition following graduation, but were still learning and in need of career support and personal guidance. The former graduate school affiliation implied having established a network within the interdisciplinary ageing and health research field, as well as having the skills and courage to network and make new research contacts. Thus, skills fostered during the graduate school affiliation prepared the participants for work in interdisciplinary research environments.

In contrast to the findings of Balaban [24], where doctoral students were perceived as insufficiently equipped, in terms of their readiness both for professional roles and for their transition to postgraduate life, our study shows that early career researchers who had been affiliated with an interdisciplinary graduate school felt well prepared for their role and responsibilities. Still, our findings imply the need to continue to have opportunities to learn new skills and build on interdisciplinary experiences from doctoral education. That is, even though early career researchers may feel well equipped and prepared for interdisciplinary research collaborations and environments during their doctoral education, this does not seem to be sufficient. To be able to really effectuate the skills developed, they need to be practiced and adapted to the reality early career researchers face after graduation. For example, annual meetings, early career workshops, research visits to other institutions, and inclusive, diverse, and international collaborations have been described as effective learning mechanisms for interdisciplinary research in the early career phase [41,42].

Interdisciplinary researchers move between and across disciplines, which may raise uncertainties related to moving outside the safe space of known areas [43]. Our findings show that interdisciplinary career transitions for early career researchers involve navigating diverse skills and professional networks, which requires adaptability and strategic planning to establish a coherent and sustainable career path. As seen in our study and as supported by Dupont et al. [44] and Lyall and Meagher [45], this entails a need for structure and guidance in the early career stage, especially when there are requirements and expectations to navigate the space between disciplines [cf. 46]. These findings offer valuable insights for interdisciplinary academic mentoring and leadership practices, potentially shaping career counseling and personal development strategies within educational institutions.

Our findings are very much in line with aspects that are important for career development as described in the Vitae Researcher Development Framework [8], such as communication, collaboration, self-confidence, and networking. Still, the findings also implied struggles with uncertainty and how to strategically prioritize and balance working life. Being an early career researcher has been described as an emotional journey that requires commitment and resilience [1,25,47]. Career resilience, especially for early career researchers in interdisciplinary fields, is crucial for managing the uncertainties and pressures associated with the academic transition from student to researcher. As interdisciplinary career paths often lack the structured support typically found in traditional disciplines, researchers have to rely on self-motivation, adaptability, and strategic networking [30]. Being resilient is crucial during the career transition, as it enables individuals to maintain self-belief, persist through challenges, work hard, and stay motivated to seize opportunities for vital meritorious career steps [48]. Related to our findings, interdisciplinary graduate schools can play a crucial role in fostering resilience by preparing students to navigate these challenges. Building resilience in interdisciplinary contexts not only helps early career researchers navigate through emotional challenges and career uncertainties, but also helps them make thoughtful, strategic decisions that align with both personal and professional growth trajectories [30]. This support empowers early career researchers to manage career transitions and development with greater confidence and adaptability, ultimately contributing to healthier and more successful career paths.

Our study shows that participants felt part of a community due to their graduate school affiliation, which inspired them to develop their network in a confident and open-minded manner. Gardner et al. [21] have shown that support from peers is essential for doctoral students to have opportunities to build a community and navigate challenges concerning interdisciplinary research training. Our study contributes to the understanding of how structured interdisciplinary graduate schools shape the transition from graduate student to early career researcher, and provides insights into the role of such schools in fostering a strong sense of community, interdisciplinary confidence, and professional identity. Related to the findings of the present study, one factor supporting this may be the shared foundation in research on ageing and health. The sense of belonging and common purpose cultivated within the graduate school contributed to building a community among the doctoral students that extended beyond the doctoral student period. This lasting sense of community with other alumni and mentors may serve as an important resource for navigating the early career researcher stage [cf. 30]. The support of a larger community has the potential to strengthen individuals’ adaptability and resilience. Strengthening these skills is important for career preparation, and to face challenges confidently. Moreover, being part of a connected community fosters shared growth, mentorship, and a collective resilience that enhances personal development [30].

Related to our findings and turning to the literature [e.g., 11,14,15,28,31], interdisciplinary identity formation is shaped by continuous negotiation between disciplinary boundaries, professional networks, personal experiences, and adapting to evolving career paths. What an interdisciplinary graduate school adds might be a community with shared values, collaborative exchanges, mutual support, and the exchange of diverse perspectives fostering personal and professional development, nurturing interdisciplinary identity formation. Thus, the potential to feel a sense of belonging to a like-minded community may support individual growth and building on these shared interests together [cf. 46]. Hence, this sense of belonging cultivated within the graduate school may foster resilience and a shared commitment to interdisciplinary problem solving – outcomes less often addressed in previous research.

The findings and conceptual development contribute to the literature by moving the understanding of career transitions away from a linear and step-by-step way of thinking, where the career dimension only begins to play a part late in the academic learning trajectory. With the concept of career ecologies, we argue that academic careers should be understood in an entangled or interlinked way, where universities and their various curricula are intertwined and nested within wider societal contexts from the very beginning. Rather than adding further pressure to an already complex and demanding academic journey, our point is that the consciousness of career ecologies has the potential to reduce complexity and create stronger cohesion and focus in the academic formation process. The concept of career ecologies should ideally encourage, empower, and energize doctoral students and early career researchers, urging them to activate and make use of their societal voice, influence, and value right from the early formative doctoral years.

Methodological strengths and limitations

Using the comprehensive Researcher Development Framework [8] to cover a diversity of domains of academic skills and developments, the explorative study design made it possible to ask graduate school alumni complex and integrative questions about their career transition after graduation. Content analysis [36] provided opportunities to gain a comprehensive understanding of the topics at target.

Data were collected and analyzed by a former study coordinator (CL) and an alumna (CM) from the graduate school that constituted the study context. Their prior beliefs and familiarity with the learning environment could be seen as both a strength and a weakness. On the one hand, they were well-versed in the context of the graduate school, but on the other hand they may have held biases. For example, their pre-understanding might have influenced the data by eliciting responses that were less critical and inclined toward positivity. Throughout the study, CM and CL maintained a reflexive approach to critically examine how their own social position, experiences, and assumptions may have influenced the co-construction of knowledge with participants [cf. 36]. Trustworthiness and credibility were strengthened through the involvement of co-author MH, who applied a critical review and validity check of findings, as well as through member checking with the participants. Maintaining reflexivity within the entire team of authors, the involvement of senior researchers representing different types of expertise as co-authors strengthened the trustworthiness and credibility even further.

While the findings suggest that the graduate school offered opportunities for interdisciplinary engagement among the participants, it is possible that some of the distinctive characteristics attributed to their experiences were, in fact, shaped by the specific context of their professional environments after graduation. Additional research might consider whether or how different work environments shape interdisciplinary researchers early in their career.

The interviews were conducted during the COVID-19 pandemic, which may have impacted on participants’ experiences of their early research career and transition, for example due to restrictions related to travelling and the possibilities to start research projects with new collaborators.

Conclusions

The present study shows that being affiliated with an interdisciplinary graduate school has the potential to foster a future generation of scholars and appears to create a supportive environment that endures even after their doctoral studies. Introducing a new conceptual coinage of “career ecologies”, we suggest that academic careers should be understood in an entangled or interlinked way from the very beginning of the academic journey. This implies that doctoral students and early career researchers should be encouraged, empowered, energized, and invited to activate and make use of their societal voice, influence, and value right from the early formative doctoral years. The findings indicate that structured interdisciplinary programs are critical platforms for cultivating the skills and identities necessary for impactful research and collaboration in a complex, interconnected world. Moreover, this study emphasizes the need for continued support considering the diversity of challenges met by early career researchers. The need for support after graduation is considerable, and calls for explicit and strategic attention.

Supporting information

Acknowledgments

The authors wish to thank the former SWEAH doctoral students who shared their experiences and insights about the graduate school and their current situation.