Emerging researchers: slipping through the net? Helen Bartlett, Cathy Hayles, Tim Henwood, Jacki Liddle, Nancye Peel, James Sharman & Mair Underwood Australasian Centre on Ageing The University of Queensland

Australian Doctorate by Research Students by Sex ERAS Participants by Sex Male Female Male Female

ERAS Participants by Age Australian Doctorate by Research Students by Age

ERAS Participants by Discipline

Issues and Challenges Recruiting older subjects –Ethical concerns –Specific sample requirements or biases –Access and transportation Funding: –“Not enough money to live on” –“next year frightens me. Worried about the costs of collecting and analyzing data.”

Strategies to overcome issues and challenges Finding expertise in ageing Talking with others who are working on similar topics (not necessarily in ageing) Reading widely to understand broader ageing/methods context Changing topic or part of topic to accommodate restricted access to data Collecting data on weekends and meeting some costs personally Attending training courses (computer skills; research skills)

Future concerns Job opportunities –Don’t know what opportunities they’ll have post-PhD –Timing: can’t wait around after completion of PhD –“continued employment!” Funding –Government funding and support, particularly in new areas –Finding alternate sources of funding

Networking: the missing link? “Networking with people interested in a similar “zone of ageing” as me” “To continue to expand the network of like-focused colleagues” “None, I think [ageing] is an interesting and expanding area with many possibilities.” “With support or not, I intend to stay in the field.” “I could make better use of my knowledge if I had more opportunities to share it”

Questions that need strategies How can we integrate students into networks? How can we show students the best ways to make use of contact with people from different groups? What role can contact with an established researcher, or mentor, play in introducing students into networks?