Development Strategy for Scientists in the Early Career Phase

One of the central demands of the #ichbinHanna movement is that employment contracts for academics in the early career phase should be made permanent. Regarding this point, the status quo at FB 08 with regard to predoctoral and postdoctoral researchers is as follows, both overall and in relation to the individual institutes:

There are currently 80 predoctoral researchers in the early career phase working at FB 08. Looking at the individual institutes, the distribution is as follows: IGB 19, IKW 25, Philo 4, Psy 32

44 of the predoctoral researchers in the early career phase at FB 08 have standard positions for the "promotion of early career researchers" (55% "FwN" positions). Looking at the individual institutes, the distribution is as follows: IGB 5, IKW 16, Philo 2, Psy 21

The other predoctoral researchers in the early career phase at FB 08 (45%) work in other types of academic positions (e.g. those financed by third-party funded projects).

Of the 80 predoctoral researchers in the early career phase who work as research associates at FB 08, only one person has a permanent position (1.25%). This individual is employed at the Institute of Psychology.

There are currently 31 postdoctoral researchers in the early career phase working as research associates at FB 08.

Looking at the individual institutes, the distribution is as follows: IGB 5, IKW 9, Philo 1, Psy 16

Of these 31 postdoctoral researchers, 12 have permanent contracts (38.7% of postdocs have permanent contracts). Looking at the individual institutes, the distribution is as follows: IGB 3 positions (60% permanent), IKW 3 positions (33.3% permanent), Philo 1 position (100% permanent), Psy 5 positions (31.3% permanent).

As a doctorate is an academic qualification for further studies or employment, doctoral positions at FB 08 should generally remain fixed-term. The proposed initiatives therefore focus on post-docs, where the current average of just under 40% positions being permanent in this group may be considered a good starting point for further action. Considering the current debates concerning the German Academic Fixed-Term Contract Act (WissZeitVG) and the discussion surrounding #ichbinHanna, however, FB 08 views the proportion of post-docs in permanent positions and a further increase in the proportion of permanent (qualification-level) positions for post-docs as a topic worthy of discussion. Insofar as the overall structural conditions make it appear realistic to do so, the goal of increasing the proportion of permanent positions will be actively pursued, above all for the purpose of increasing post-docs’ ability to reliably plan their career paths. Such initiatives are also in the interests of FB 08: in view of the massive increase in competition for highly qualified postdoctoral researchers (keyword: staff shortage), there is much to be said in favor of optimizing the circumstances surrounding the ability of those in question to reliably plan their professional and personal lives and thus to increase the competitiveness of the university and of FB 08. At the same time, however, it must be borne in mind that rendering positions permanent can have a negative impact on the university's ability to effectively negotiate the conditions of new professorship appointments.

A) Contract periods and scope of employment

As a general rule, doctoral candidates and post-docs are appointed to budgeted positions for at least 3 years for their initial contract, provided their main employment relationship is with the FB 08.

The scope of employment (in terms of contracted hours relative to full-time employment) currently varies depending on the funding of the position and ranges from 50% for doctoral students (budgeted positions) and 75% (DFG-funded positions) to 100% (budgeted positions) for doctoral students and post-docs.

In the future, employees in doctoral positions should be employed at least 65% and post-docs 75-100% if possible, unless the person concerned wishes a lower level of employment or there are objective reasons in favor thereof. The interests of the group concerned must be given appropriate consideration in such cases.

Regular consultations are to be held on the possibility of extending contracts. If contract extensions are possible, expedient, and desired, these should be applied for at the earliest possible time in order to facilitate reliable planning and should generally be issued for at least one year, provided this is in the expressed interests of those concerned.

B) Supervision, arrangements, integration, and utilization of resources

Doctoral students: The implementation, content-related supervision and institutional support of doctoral studies are based on the Quality Standards for Doctoral Studies at Osnabrück University and the applicable doctoral study regulations. The supervisor is obliged to draft a written Individual Development Plan (IDP) in consultation with the employee no later than three months after the start of the cooperation or employment, to update the IDP regularly, and to report on its implementation to the Doctoral Examinations Office. Following completion of the IDP, an application for acceptance must be submitted to the Doctoral Examinations Office. All necessary activities in connection thereto must be carried out. This guarantees a formal framework for doctoral studies with conditions subject to regular review. These include e.g. the supervision of the doctoral studies in general, clarification of mutual expectations, regular discussions on thematic and interdisciplinary topics, all of which are to be recorded in the Individual Development Plan. Secondary supervision is integrated on a continuous (formal) or short-term (more informal) basis if required and/or of interest.

Post-docs: In contrast to doctoral students, the aim for post-docs is not to provide close supervision but to support them in developing their research and teaching profile, which, particularly in the case of an intended academic career, consists in the development of an individual research profile, teaching portfolio, etc. In the future, arrangements will be recorded not only for doctoral candidates in the Individual Development Plan, but also for post-docs in the Guidelines for Career Development  Discussions in the post-doc phase. As with the IDP, the conclusion and regular updating of a corresponding agreement must be documented for the Dean's Office. Depending on the respective disciplinary culture, postdocs may be encouraged and supported to complete their habilitation.

• As set out in the Individual Development Plan/Guidelines for Career Development Discussions, on commencement of employment, attendance times (or laboratory work phases) should be mutually agreed upon and fixed on the basis of the university's "Service Agreement on Working Hours for Academic Staff”, including the extent to which working from home is possible. This agreement should be reviewed every six months in a binding discussion with the supervisor and adjusted if necessary.
• Adequate technical and financial resources are provided at the level of the subject area/project group in order to enable and support activities in connection with scientific cooperation with e.g. (inter)national partners or visits to conferences, workshops, etc. If feasible, postdocs should be allocated a corresponding maximum budget per year as part of the institute's or working group's financial planning, the amount of which should be communicated transparently in advance in order to facilitate reliable planning.
• Doctoral students and post-docs actively participate in colloquia or other activities at their respective institutes. This serves to integrate their work at the institute and department level. Particularly at the beginning of employment, supervisors are to ensure that new employees are welcomed and introduced to the institute promptly at suitable events, are provided with relevant information, and are able to make contacts ("welcoming culture").
• Doctoral candidates and post-docs with the aim of pursuing careers outside academia following their research activities (e.g. as part of externally funded projects) are to be actively supported in their career planning by their supervisor (e.g. via mentoring discussions, by arranging contacts, etc.).
• Experienced post-docs aiming for academic careers are encouraged and actively supported in acquiring third-party funded projects with their own position (e.g. as part of the DFG's Emmy Noether program). They are also encouraged to participate in academic administration tasks to an appropriate extent if they so wish (see above).
• Post-docs with permanent positions usually take on permanent tasks in the institutes.
• After completing the doctorate or post-doc phase, the supervisors should offer exit interviews, in order to summarize and evaluate the early career researchers’ time at the university, among other things.

C) Teaching

• Involvement in teaching activities is also organized at the institute/project level in the context of and within the legal framework and internal regulations of the respective institute.
• Opportunities for gaining teaching experience are generally provided, even for positions without a teaching obligation, as the broadest possible teaching experience is in most cases relevant for the continuation of an academic career. In the case of positions without a contractually stipulated teaching obligation, the supervisor must clearly communicate that the individual is free to decide whether or not to take advantage of this opportunity. It should also be clarified whether and, if so, to what extent the teaching activity will take place within the contractually stipulated working hours.
• Those with or without teaching duties also have the opportunity, in consultation with the research group leader/supervisor, to take part in the (co-)supervision of thesis work by students (and doctoral candidates in the case of post-docs), as experience in this area can be particularly important for a further career path in science.

 [1] Dies steht unter dem Vorbehalt, dass die Finanzierungsquelle der Stelle dies zulässt, was im Einzelfall, etwa bei Drittmittelprojekten, anders durchgeführt werden muss.

 [2] Z.B.: Wenn eine Professur mit nur einer 100% FwN Stelle ausgestattet ist, kann es aus sachlichen Gründen sinnvoll sein, sie zu teilen, um Teamarbeit bei thematisch verwandten Promotionsprojekten zu ermöglichen oder gleichermaßen geeignete Kandidat*innen berücksichtigen zu können.

Junior professorships, heads of junior research groups (e.g. as part of the DFG's Emmy Noether Program), and other comparable positions are generally established at institute level. The main components of support for this group are as follows:

• FB 08 supports the university's efforts to establish these positions on a long-term basis and with tenure-track perspectives. Post holders are to be entrusted with all relevant activities in research and teaching at institute level and are also to be integrated into academic administration tasks. The extent of participation in academic administration (committee activities, organizational tasks, administrative posts, etc.) is to be agreed upon separately in a joint discussion. Corresponding expectations on the part of the institutes/working groups are to be clearly communicated to the persons concerned. The meeting is to be documented for the Dean's Office.

• Support will be offered if required and arranged via the Dean's Office. This includes both formally organized activities (e.g. onboarding measures, kick-off meetings to clarify the overall conditions and expectations, meetings on specific occasions, such as interim evaluations (with consideration of the past overall situation as well as future developments and expectations), as well as support measures depending on the occasion and interest (e.g. in the acquisition and implementation of major third-party funding activities, in the implementation of courses with all that entails, etc.).

• Depending on the focus of the junior professorship, subject-specific support will be provided regarding the entire range of activities (e.g. acquisition of third-party funding, teaching portfolio, etc.) by those colleagues who are best qualified and thematically most suitable in the respective area.

• Resources (provision modalities) are either to be negotiated when filling a corresponding position or are part of the respective funding framework. As a rule, the post holders share in the institute's budget to the extent available each year.

• Centralized services for scientific and interdisciplinary further qualification are offered by the PhD/Postdoc Career Center (ZePrOs), Higher Education Didactics, and Mentoring Programs for Early Career Researchers, which also provide support for planning of academic and non-academic career paths. These activities are complemented on an individual basis by FB 08, for example by facilitating research stays at other institutions, encouraging and supporting the invitation of guest scientists, the preparation of conference presentations, etc.
• Information on various relevant topics is provided on FB 08's website and by the Dean's Office and/or at the individual institute. The supervisors and/or mentors of doctoral researchers and post-docs are responsible for making them aware of the available informational resources (IDP).
• Teaching evaluations are organized by Osnabrück University.
• Measures to promote the compatibility of family and career are actively supported by FB 08 and by the individual institutes. In addition to corresponding offers from the university in general, these include, for example, flexible employment models within the framework of the possibilities provided by labor law, the avoidance of (appointment) conflicts in day-to-day business, and, to the extent possible, no committee appointments after 4 p.m., etc.
• Conflict resolution in the context of doctoral supervision relationships adheres to the corresponding guidelines of Osnabrück University. The Ombudsperson for Conflict Resolution of FB 08 is responsible for resolving conflicts involving doctoral students, post-docs and junior professors. If a resolution is not possible by these means, then further issue-relevant support staff (e.g. Ombudspersons of Osnabrück University) are to be consulted. Information concerning the relevant procedures, options, and contact information are provided on FB 08's website as well as by the Dean's Office. Supervisors and/or advisors of doctoral students and post-docs are responsible for informing them about this information.

FB 08 is aware that strategies for supporting early career researchers can only be effective if 1) they are known to all parties involved, 2) they are implemented in practice, and 3) they are regularly reviewed and, if necessary, adapted to new infrastructural conditions.

To this end, beginning in 2025, FB 08 will invite all early career researchers to an annual round table discussion led by FB 08's Examinations and Dean's Offices in order to familiarize new arrivals with the Development Strategy, to assess the satisfaction of doctoral researchers and post-docs with their supervision and work situation, to identify possible problems and areas for optimization early on as well as to prevent conflicts, to provide information about support services, and to promote mutual exchange. The results of the discussion are to be presented by the head of FB 08's Examinations Office to the School of Human Sciences and discussed with the members of the Dean's Office.