Dr Sara Vasconcelos is an Associate Professor based at the University of Toronto in the Institute of Biomedical Engineering with a research team in the Toronto General Hospital: University Health Network (UHN). Her research focuses on tissue engineering approaches to address cardiovascular problems. Imagine getting your first grant as a PI and not been able to take it because of visa issues for your partner. That’s the arduous path Sara found herself on, before moving to Canada.

Imagine getting your first grant as a PI and not been able to take it because of visa issues for your partner. This is what happened to Sara, who had gained her first grant as a PI while working in the US. Sara had the modesty and courage to go back to a Postdoc position, before applying for a second time to gain independent funding and be able to start a research group in Canada.

Her early experience of the research process at the start of her PhD in Brazil taught her to be meticulous in the planning of experimental work. The level of funding for research is highly uneven across the world and the more limited access to research funding in these early years of her PhD shaped her discipline in being thoughtful during experimental design.

The scope of her learning expanded during her PhD as she was given the opportunity to work in part in the US; the more generous funding situation in the US allowed her to think differently about her research.

As a foreign scientist, learning to work and write in English were important stages in her professional development; she enjoyed learning about different cultures.

Her US PhD mentor in Alabama invited her to come back for an additional research visit before she transitioned to a Postdoc in Kentucky. The Postdoc period was a transition for her work from in vitro to in vivo research.

An ongoing source of support has been a buddy group she is part of, with other women. They meet once a month and support each other to navigate the wave of challenging situation in their academic progression. Protecting time and managing priorities remain one of the biggest challenges. Her buddy peer group is an important anchor when facing the tumultuous time of a building a research team.

Sara feels that the early years of building her team were easier when she still had a small team. Now, with an expanding team, finding a way to manage the many institutional and research demands whilst maintaining a high level of support for her team means revisiting her approach to leading her group.

As a busy research group leader who still wants to hear the details of each research project she supervises, but with new global responsibilities as a team leader on larger multi strand projects, Sara’s approach to supervision, delegation and research leadership is fast evolving.

Sara shares that for her, managing well researchers is about starting from a mindset of curiosity in the way she engages her team member, not assuming that what would work for her will work for others.

Questions are the pivots of good supervision and research management.

Questions take us away from making assumption.

Questions create a space for others to think.

Questions build ownership.

Questions allow clarity in communication.

As a more senior academic, Sara is now involved in institutional committee work. Making change happen in committee work can be incredibly challenging. Sara has learned that having partners/ champions on committees and steering groups help to promote the agenda of what you think need to change. Creating partnership with others to build more voices to influence change is part of what Sara is doing in furthering her leadership involvement.

Listening to our conversation will prompt your thinking:

• What is your approach to adapting to setbacks when things your really wanted to

Prof. Thushan de Silva is an Infectious Diseases Clinician Scientist at The University of Sheffield.

His research journey started during his medical training and continued thanks to several clinical fellowships that have allowed him protected time to build his research portfolio alongside continuing clinical work.

Thushan is currently working as a Senior Clinical Lecturer at The University of Sheffield. He was heavily involved in SARS-CoV-2 research through the COVID-19 pandemic and was recognised with an MBE in 2021 for services to COVID-19 research.

It took Thushan several attempts to obtain a funded Clinical PhD but this did not deter him from following a mentor to undertake a PhD at an MRC centre in the Gambia. This was the perfect hub for a clinician interested in infectious diseases to experience both field work and laboratory research.

This extended period of research in the Gambia during an MRC Clinical Research Training Fellowship and a Wellcome Trust Intermediate Clinical Fellowship provided a fertile terrain to build his research portfolio, but also to understand the culture of undertaking research in a Global South context. This gave him the time to build a strong network of colleagues and collaborators committed to undertake work in the African context.

Researchers often worry about changing research topics at the end of their PhD or Postdoc. Thushan did change his research direction and accepts that it can be difficult to articulate a congruent and powerful narrative about a shift in research direction to the funders. His logic of choice came from feeling more inspired to continue his work on vaccine development instead of remaining in the area of pathogenesis of HIV-2 infection and the molecular epidemiology of HIV-1 and HIV-2 in West Africa.

Identifying the right balance for compartimentalising research and clinical practice is a crucial step for Clinical academics. It is likely that it will require substantial negotiations in the clinical setting and the academic department.

It may be worth encouraging new clinical academics and clinical PhD students to explore what is working and not working for them. They may not know until they have started. Getting them to become aware of what is going to be manageable in the long term is essential. If a pattern of clinical and academic work has been set but is not working, or is just not manageable, encouraging clinical PGR or clinical academics to not give themselves such a hard time, but go back to the drawing board and explore alternative options for work patterns.

Listening to our conversation will prompt your thinking:

• Are the boundaries between your research and clinical responsibilities working for you?
• Are the boundaries between your research and clinical responsibilities working for you, or are you trying to be a superhuman?
• Could you negotiate an alternative pattern of work that would allow you to be more focused and effective in both area of research and clinical practice?
• How are your clinical and academic environments supporting and valuing your dual career?
• What additional research skills could you consider gaining early on in your clinical research life?

Not everyone can say that their PhD recruitment interview took place from an exotic place; well Rebecca started her research career following a phone interview whilst she was travelling in Borneo. To me, this is an interesting career trait of not seeing limitations in a less than perfect situation, but a positive attitude in believing in positive outcomes.

Dr Rebecca Dumbell is a senior lecturer at Nottingham Trent University. She is steadily building a research team having gained her academic position just when we entered the Covid pandemic. She has already acquired many valuable practices as a new PI, from practising routine reflection to co-producing agreements on communication approaches with her team.

It took Rebecca 2 postdoctoral periods prior to jumping into the PI role as a lecturer at Nottingham Trent University. Her transition to gaining an academic position, from the time she started to apply for position seems to have been fairly quick. This likely stems from the many opportunities she took throughout her PhD and Postdoc positions.

She describes the building of her network as being of particular importance in her career transition. Her strategy in choosing opportunities on the basis of what she enjoys has clearly paid off in her speedy transition. She is all too aware that academics need to make wise choices in the opportunities they take. Her mantra of “what can I say no to, to say yes to” written on a Post-it note on her desk is a reminder that staying focused and strategic is needed to not fall into overwhelm.

Listening to our conversation will prompt your thinking:

• How each small leadership experiences build on each other for a transition into an academic role
• How a simple practice of pausing and reflecting is a powerful habit
• Why building research group practices such as co-creating an approach to communication can help everyone in the team