Abstract
Context: The contemporary academic landscape poses significant challenges for doctoral students and early-career researchers, who must balance scientific development with career preparation beyond academia. In the response to emerging needs universities have entrusted certain doctoral career-support responsibilities to specialised units, among which Academic Career Offices (ACOs) play a pivotal role. While doctoral education within doctoral schools may delay participants from the labour market, this effect is highly individual and influenced by multiple factors. Some doctoral candidates engage in employment outside the university, contingent upon their field of study, availability, motivation for pursuing doctoral studies, family circumstances, and institutional employment policies.
Approach: This article presents a literature review and document analysis concerning the support for doctoral students solely within the Polish academic system, emphasizing the key role of Academic Career Offices in organizing and implementing career counselling and support processes at Polish universities. This article aims to discuss possible strategies for supporting young researchers in developing career paths both within and beyond academia, with special attention given to recommendations for career counselling and the role of career offices in the academic community (particularly doctoral students) integration, with the labour market. References to European regulatory frameworks and practices are cited solely to situate the Polish analysis within a broader international context; however, they do not constitute the primary focus of this detailed study.
Findings: The results from literature reviews, document analyses, and online resource evaluations reveal that early-stage researchers require comprehensive support in career planning both within and beyond academia. The essential needs include developing soft and managerial skills, advising on of scientific research commercialization, and facilitating collaborations with industry and NGOs. Academic Career Offices (ACOs) offer diverse resources such as personalized career counselling, skills workshops, digital tools, and internship and grant programs. Effective practices include mentoring, webinars, consultations, and concise educational modules known as “knowledge pills.” Nonetheless, institutional barriers - such as limited awareness of services, a scarcity of career advisors, and inadequate cooperation between university and external entities - constrain the impact of these initiatives.
Conclusions: The effective support for doctoral students through Academic Career Offices requires an integrated approach that combines scientific skill development with preparation for non-academic careers. Key priorities include enhancing awareness of available services, expanding cooperation with industry and NGOs, and ensuring a sufficient number of qualified advisors. Strengthening collaboration among faculties, doctoral schools, and external partners, as well as regular evaluation of initiatives, is also vital. Such measures are essential for better equipping early-stage researchers to navigate contemporary labour market challenges both within and beyond academia
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