Early Career Researchers Archives

ERG Webinars: Tips for academic publishing and grant application for early career researchers

by Lisa Bugno, Eszter Neumann and Ofir Sheffer | Emerging Researchers' Group, NW 28 Sociologies of Education

Between March and May 2025, EERA Sociology of Education Research Network and the Emerging Researchers’ Group, hosted a three-part webinar series aimed at supporting emerging scholars in navigating key stages of academic life. Each session opened a window into different aspects of early academic careers. Featuring tips on academic publishing and grant application writing, the webinars offered both practical strategies and personal reflections from experienced researchers.

Webinar 1: Meet the editors – Advice from journal editors on academic publishing

There’s a moment right after the PhD ends, when many early career researchers suddenly find themselves standing alone. No longer students, not yet fully established scholars, they’re now expected to publish, write grant applications, and shape an academic identity. But where do you learn how to do any of that? How do you figure out where to submit your article, or why one paper gets accepted while another is rejected? These are not just technical questions. For many of us, they’re questions about belonging, confidence, and finding our voice in a world that often assumes we already know the rules.

That’s why our recent “Meet the Editors” webinar felt so meaningful. It wasn’t just about insider tips on academic publishing, it was about opening the black box of publishing and hearing directly from those who sit on the other side. We had the privilege of hosting two generous and thoughtful editors, Prof. Rachel Brooks, University of Oxford, Editor-in-Chief of the British Journal of Sociology of Education and Prof. Antonio (Ono) Olmedo, University of Exeter, Editor-in-Chief of the Journal of Education Policy. They spoke about the differences between their journals, what kinds of scholarship each is looking for, and how editorial decisions are made.

Building on the spirit of the conversation, the webinar offered more than just practical tips, it opened a window into how experienced editors think about publishing, not only as gatekeepers but as mentors and scholars themselves. They reminded us that before submitting an article, it’s essential to read recent issues of the journal we’re aiming for. What topics are being discussed? What theoretical frameworks and styles of argumentation are common? A strong paper doesn’t just present something new; it actively engages with the existing conversation and signals why its contribution matters in that space and moment.

The editors also emphasized the importance of timing. Don’t rush to submit; ask yourself whether this is truly the best version of your paper, and whether you’re ready for it to be read critically. Too often, early-career researchers focus on showcasing their data or findings without thinking carefully enough about where the paper belongs and why now. Editors are not only looking for originality; they’re also looking for relevance: why this paper, in this journal, at this time?

More than anything, the conversation reminded us that finding your way into academic publishing isn’t just about following rules. It’s about developing a sense of voice, confidence, and connection. And that’s not something you have to figure out alone.

Webinar 2: Publishing your first journal article

This second webinar featured Barbara Gross from the Free University of Bolzano-Bozen, who shared reflections and practical tips on publishing a first academic article. With a particular focus on selecting an appropriate journal, the session offered insights drawn from Prof. Gross’s own experience as a researcher and author. Aimed at emerging researchers, the webinar provided concrete strategies to navigate the complexities of academic publishing and addressed key considerations involved in taking the first steps toward publication.

The session moved from big-picture ideas to practical steps, outlining different publishing options such as book chapters, conference proceedings, and most importantly, peer-reviewed journal articles. Participants explored the differences between national and international publishing cultures, the growing role of English for global visibility, and the ongoing value of publishing in national languages to reach local audiences.

A key focus was on selecting the right journal. Our guest lecturer explained how to evaluate a journal’s scope, audience, mission, and ranking – including impact factors and quartiles – and how to balance national and international outlets. She also touched on open access and the institutional support available to cover related costs.

When it came to writing, Prof. Gross highlighted the importance of identifying a clear research gap, building a well-structured article, and following journal guidelines closely. Ethics were stressed, from transparency in data use to participant privacy and disclosure of AI tools.

Prof. Gross then guided participants through the submission and peer-review process, noting that revisions are a normal and constructive part of publishing. She offered tips on responding to reviewer feedback, even when disagreeing, and reminded attendees to submit to only one journal at a time. Rejection, she said, can be an opportunity to improve and resubmit.

Finally, the webinar closed with strategies to increase the visibility and impact of published work, including conference presentations, networking on platforms, and tracking citations and metrics. By the end, participants had a clear sense of the steps involved in moving from research to publication, along with the confidence to start their own publishing journeys.

Webinar 3: Writing a successful ERC grant application

Our final webinar sought an insider view on how to write a successful European Research Council (ERC) grant application. While numerous webinars address the technical details of the application process, since education research is rather underrepresented amongst the successful applications, we were curious to invite colleagues who can speak from the particular perspective of education researchers.

To our great excitement, two distinguished scholars from the critical education field, Prof. Sotiria Grek and Prof. Miri Yemini accepted our invitation to share their reflections and experiences about the exceptionally competitive application process. Prof. Yemini is leading an ERC Consolidator Grant project exploring youth activism in diverse contexts, including climate crisis and human rights between 2023 and 2028 (See the project website here).

Prof. Grek led an ERC Starting Grant (2017-2022) on the ‘International Organisations and the Rise of a Global Metrological Field’ (METRO), researching the role of international organisations in the quantification of global governance, with a focus on the fields of education and sustainable development. Since 2024, she has been working on an ERC Consolidator Grant entitled ‘Art and Policy in the Global Contemporary: Examining the Role of the Arts in the Production of Public Policy’ (POLART, 2024-2029).

We had a rich and insightful conversation with the two scholars who shared details about their personal journey of developing the project proposal and their experiences about the interview phase in an informal yet right-to-the-point manner. The conversation had three key messages[1].

Grant proposal writing is a specific kind of writing
This can be learnt and should be practised. The best ideas need time and care to hatch. One needs to dedicate time to sit on them, talk about them, cook them, and dream about them.

Timing is key
This helps to successfully get the project together. One needs to block time to read and write, and to schedule a generous amount of time to receive feedback. A strong proposal gives the feeling to the reviewer that the idea is ‘timely’, and the time to do the research is now.

Balance and focus
Being centred and focused from the beginning to the end of the proposal leads to success. One needs to demonstrate a good balance between the project’s feasibility and ambition. From family and friends to mentors and colleagues; the more diverse audience the better. All of this provides a safety harness. Mock interviews with mentors and professional providers prove extremely helpful in the preparation for the interview, because they could accurately predict the reviewers’ questions and allow space to rehearse for them.

On a final note, both scholars emphasised that they realized how important the people they have been working with became for them. Project leadership is about building and valuing the team one creates and co-create researches with.

[1] The key points follow Prof. Grek’s presentation

Unfortunately, due to a technical issue, we do not have a recording of this webinar.

Together, these three webinars offered an insight into the journey of the challenges faced by early-career researchers. From finding one’s voice in publishing, to submitting that very first article, to preparing for ambitious grant applications, the series reflected our commitment as a community to supporting the next generation of scholars. We are grateful to all our speakers and participants, and we look forward to continuing the conversation.

Key Messages

Early-career researchers must learn to navigate academic publishing, journal selection, and grant writing to build their academic identity.
Engaging with journal editors provides essential insights into publishing expectations, peer review, and developing scholarly voice and confidence.
Selecting the right journal, understanding publishing cultures, and responding to feedback are vital steps in publishing your first article.
Successful grant writing requires dedicated time, clear focus, and learning from mentors, with strong project leadership and teamwork.
Community support, mentorship, and sharing experiences are crucial for emerging researchers facing the challenges of early academic careers.

How an ERC bursary opened the door to a transformative research experience

by Laura Kildė | Emerging Researchers' Group, NW 1 Professional Learning and Development

When I received the email confirming that I had been awarded an Emerging Researchers’ Conference (ERC) bursary, I became excited and, at the same time, slightly nervous. As a first-year PhD student in Educational Sciences, I was just beginning to look for my footing in the world of academic research. Indeed, the bursary provided me with the opportunity to attend the Emerging Researcher’s Conference (ERC) and the European Conference on Educational Research (ECER) in August 2024 in Nicosia, Cyprus—an experience that would have been out of reach without this support.

Why this experience mattered

Presenting at a major international conference so early in my PhD journey was both empowering and challenging. I was working intensively on preparing a systematic literature review in order to gain a comprehensive understanding of the existing research in my field. As a result, I delivered my presentation “The Integration of Generative AI in Foreign Language Teacher Education: A Systematic Literature Review” during one of the Emerging Researchers’ sessions. This was my first time presenting my research in such a large and diverse setting. Receiving an abundance of questions made me reflect more deeply on the work I had done and inspired me to make meaningful improvements accordingly.

At the same time, what stood out most was not just the opportunity to speak—but to listen as well. The conference brought together researchers, educators, and professionals from all over Europe and beyond. I had the opportunity to choose freely from a wide range of sessions, where each offered unique insights into different areas of educational research. This diversity introduced me not only to new and unique ideas, but also to different contexts.

Growth beyond the conference room

Moreover, I was able to fully immerse myself in the event. I met fellow PhD students, early-career researchers, and experienced academics. We spoke about everything from research methodology to the emotional highs and lows of academic life.

These conversations—whether in formal sessions or over coffee—helped me reflect on my own research. Some discussions sparked new professional and personal interests, while others helped me realise what I did not want to pursue in my work. This growing sense of clarity was just as valuable as discovering new directions. I left Cyprus with a head full of questions, fresh ideas, and a renewed sense of purpose. I realised that some of the most important learning happens in the spaces between presentations: in informal chats, shared doubts, and collective curiosity.

Reimagining my research focus

Back in Lithuania, I continued the conversations I had started at the conference—with my PhD supervisor, university professors, and peers. One key realisation came into focus: I had spent significant time in Rwanda and Kenya, gaining both personal and professional experience, yet this perspective was not reflected in my research.

Listening to presentations and discussions under the ECER 2024 theme “Education in an Age of Uncertainty: Memory and Hope for the Future” made me reflect on how deeply education is shaped by historical, social, and geopolitical contexts. The theme encouraged me not only to acknowledge the complexities and uncertainties of the present but also to draw from past experiences to imagine more hopeful futures. In this light, I recognised the importance of including my African experience—not just as background, but as a meaningful lens through which to explore and reframe my research. It was a powerful reminder that educational research must remain open to multiple narratives, histories, and hopes – especially in a globalised and interconnected world.

With support from my academic community, I revised my original doctoral topic “Educational–Technology Enhanced Self-Directed Learning in Foreign Language Teacher Education”, which initially focused on how digital tools can enhance self-directed learning within the context of foreign language teacher training. However, with support from my academic community, I reshaped the topic to incorporate a broader and more critical perspective. The revised focus—Self-Directed Learning of Future Lithuanian and Kenyan Foreign Language Teachers in the AI Era—still centers on digital technologies but, at the same time, expands to include a comparative, global dimension. This new direction combines my interest in digital technologies with a deeper and a more global understanding of teacher education.

Indeed, the experience at ERC and ECER, including all the variety of presentations, networking, and critical feedback encouraged me to move beyond a Eurocentric perspective and toward a more comparative, interdisciplinary, and globally relevant dissertation topic.

The real impact of the bursary

The ERC bursary made all of this possible. It was not just some financial support—it was a vote of confidence. It allowed me to:

Present and test my ideas in a professional setting
Connect with researchers from around the world
Discover how international education challenges intersect with my own
Gain the courage to rethink and refine my research direction

Why this matters to others

Whether you are a fellow researcher, an educator, or someone interested in how education is changing, these kinds of international experiences are incredibly valuable. They help us build bridges between ideas, cultures, and communities. They show us that education is never one-size-fits-all, and that our work benefits from being shaped by many voices.

Final thoughts

Research can often feel like a solitary path, especially in the early stages. But my experience in Cyprus reminded me that academic work is a shared journey. With the support of initiatives like the ERC bursary, young researchers like me get the chance to become a part of something bigger—to contribute, to learn, and to even be transformed in the process.

Key Messages

Receiving an ERC bursary enabled me to attend and present at ERC/ ECER 2024 in Nicosia, Cyprus—an eye-opening international research experience early in my PhD journey.
Presenting my first systematic literature review on AI in language teacher education sparked valuable feedback and reflection.
Conversations with global researchers reshaped my research focus to include my African experiences and explore self-directed learning in Lithuania and Kenya.
The ERC bursary was more than financial support—it was a transformative boost in confidence, connection, and clarity.

Laura Kildė

PhD candidate, Vilnius University

Laura Kildė is a university lecturer, book author, and founder of foreign language schools. Her research interests include language education, educational technologies with a focus on generative AI, teacher training, self-directed learning, and postcolonial studies. She has worked internationally in France, Spain, Rwanda, Kenya, the UK, and the USA across various roles in education and research.

ResearchGate: https://www.researchgate.net/profile/Laura–Kilde?ev=hdr_xprf

LinkedIn: https://www.linkedin.com/in/laura-kildė-14826277/

ECER Belgrade 2025

Since the first ECER in 1992, the conference has grown into one of the largest annual educational research conferences in Europe. In 2025, the EERA family heads to Serbia for ECER and ERC.

08 – 09 September 2025 – Emerging Researchers’ Conference
09 – 12 September 2025 – European Conference on Educational Research

Find out about fees and registration here.

Since the first ECER in 1992, the conference has grown into one of the largest annual educational research conferences in Europe. In 2025, the EERA family heads to Serbia for ECER and ERC.

In Belgrade, the conference theme is Charting the Way Forward: Education, Research, Potentials and Perspectives

No doubt that education has a central role in society, but what it is destined to do is contested politically as well as scientifically. Yet more debate is had concerning the question of the way in which educational research should shape the future of educational practice. The important, but sensitive role educational research occupies in that regard should be the promotion of a better understanding of the contemporary and future world of education, as is expressed in EERA’s aim.

Emerging Researchers’ Conference – Belgrade 2025

The Emerging Researchers’ Conference (ERC) precedes ECER and is organised by EERA’s Emerging Researchers’ Group. Emerging researchers are uniquely supported to discuss and debate topical and thought-provoking research projects in relation to the ECER themes, trends and current practices in educational research year after year. The high-quality academic presentations during the ERC are evidence of the significant participation and contributions of emerging researchers to the European educational research community.

By participating in the ERC, emerging researchers have the opportunity to engage with world class educational research and to learn the priorities and developments from notable regional and international researchers and academics. The ERC is purposefully organised to include special activities and workshops that provide emerging researchers varied opportunities for networking, creating global connections and knowledge exchange, sharing the latest groundbreaking insights on topics of their interest. Submissions to the ERC are handed in via the standard submission procedure.

Prepare yourself to be challenged, excited and inspired.

ECER Belgrade 2025

Since the first ECER in 1992, the conference has grown into one of the largest annual educational research conferences in Europe. In 2025, the EERA family heads to Serbia for ECER and ERC.

08 - 09 September 2025 - Emerging Researchers' Conference
09 - 12 September 2025 - European Conference on Educational Research

Find out about fees and registration here.

Since the first ECER in 1992, the conference has grown into one of the largest annual educational research conferences in Europe. In 2025, the EERA family heads to Serbia for ECER and ERC.

In Belgrade, the conference theme is Charting the Way Forward: Education, Research, Potentials and Perspectives

A collective becoming of emerging environmental and sustainability education researchers

by Williams, Römer, Skilton, Kocel, Heikkilä, Iakovidou | NW 30 Environmental and Sustainability Education Research, ESER

It is not surprising that a group of individuals interested in Environmental and Sustainability Education (ESE) would share values and common interests. Yet, it would perhaps be surprising if a meeting of such individuals resulted in the creation of an almost ‘ready-made’ community. And that this community – of people who work in very different fields, with diverse backgrounds and life experiences – would willingly forgo the competitive nature of performative academic events, but rather adopt an openness that disarmed from the outset.

“One of the most important experiences on the PhD journey.”

This may seem like a hyperbolic description of the four days of Transformative Learning in Sustainability: a pluriversal approach Seasonal School in Karlsruhe, funded by EERA’s NW 30 and Karlsruhe Institute of Technology (KIT), but the event enabled interactions that have influenced and informed our lives as Early Career Researchers (ECRs).

To express and perhaps explain the experience, we offer five aspects of researcher identity emergent at the Seasonal School: place and becoming, embodied, connected, brave, and hopeful. We want to share our collective experience to show the importance of participating in in-person Seasonal Schools as ECRs to network, find/create community and engage in exchange through the lens of transformative learning.

We have written collectively and used ‘we’ in most instances. Our individual voices have also been included as ‘I’. The use of ‘we’ refers to the six co-authors – we appreciate the experiences of other participants and mentors may differ.

Image Description: A picture of something symbolising our research from a walk in the Schlossgarten as we got to know the surroundings. This one symbolises emotions one may feel when encountering something new, such as disgust, fear, hope, and joy. Credit: Emma Heikkilä.

Place and becoming

“In less than a week, I felt more at home in Karlsruhe than I do in the town where I was born and raised.”

The fan-shaped city of Karlsruhe was central to our experience. With the embodied experience of journeying to Germany’s early summer, one could not but smile. The trees were already green, people were spending time in the park, and one could easily sit in a Biergarten. There was something homely about Karlsruhe, a peaceful atmosphere – no wonder the name Karlsruhe translates from German to “Karl’s peace”.

Most of us were surprised by how much time we spent outside the formal settings of KIT, having experienced conferences where connection with the surroundings is optional. The first activity was to silently walk in the Schlossgarten. Later, we felt warmly welcomed at Kulturküche – an experimental public space for art and culture- for our first dinner. Another evening, we were led on a beautifully curated ‘sustainable city walking tour’, where we encountered a permanent high-top circus tent, community gardens, and eastern Karlsruhe, which turned our attention to the residents’ lives.

Raised planting beds in a communal garden filled with vegetables and herbs

Image Description: Karlsruhe Community Gardens, May 2024. Credit: Eleftheria Iakovidou

Embodied

“I cannot describe the affective relation to Karlsruhe in other words than “I fell in love with Karlsruhe.”

Often, we find ourselves as minds in front of a computer, but in Karlsruhe, we were learning, participating, and researching in an embodied way. The long, immersive days surrounded us with like-minded individuals as we collectively sought deeper understandings of ESE research and practice.

Beginning with a programme of workshops and talks, including a world café event, we had opportunities to connect, deepened by sharing our vegetarian meals. The programme kept us moving; we took our whole selves outside, made maps, walked, chatted, and wrote. We had moved into a liminal space, set apart from our usual routine and places and were invited into this new space, to think with new objects, people, and ideas.

More uncomfortable learning spaces were those that challenged us, invited us to consider other methodological perspectives, and learn from contextual circumstances in different countries. They also showed us the value of coming together as a diverse group of ECRs. Through conversations with others, with clay, and with ourselves in our diaries, we could sit with feelings of discomfort – physical, emotional and mental – that were raised during the Seasonal School. Slowly, the discomfort faded.

A group of people sit in a park, surrounded by trees

Image Description: Participants writing in their diaries while sitting in Schlossgarten, close to KIT. Credit: Julia Skilton.

Connected

“I will remember Karlsruhe as a defining aspect of my PhD – deepening my thinking, feeling and connections.”

During those four days, we experienced a dual connection between ourselves and with the environment. What started with an outdoor getting-to-know-you activity slowly developed into a sense of community. The variety of structured and unstructured activities created spaces for us to connect over shared use of theoretical frameworks, links between our projects, mutual personal interests and shared ideas. Experiential learning activities in diverse settings, such as the university park, allowed us to connect with the environment. In conversations with clay, we realised the ways we affected the clay and how it affected us; learning to listen to its voice, experiment, and explore creative avenues.

This allowed us to connect with the more-than-human world through embodied experiences, and engage in collective discussions and collaboration. The notion of a network driven by more than impact and outcomes was important to our discussions throughout the four days and in our plans to collaborate in the future. Karlsruhe has been a significant part of our journey of connecting with others and the environment, and ‘becoming’ sustainable education researchers.

Image Description: Selected clay artefacts from our “Conversations with Clay” Session. Credit: Sarah Strachan.

Brave

“Sustainability isn’t all beauty and loveliness – it means facing up to challenging uncomfortable situations and working forward with it.”

As ECRs, there is pressure to present our work. Often before we are comfortable with it ourselves, we share our work with others who usually want to critique (or criticise) our ideas and methods. Despite our shared motivation to build research careers, during the Seasonal School, there was a lack of competition that is often present at similar events. In presenting our research through a poster and small group discussion, we shared concerns and ideas about things that excited us, which we felt would inform each other’s work.

Through activities where no one was an expert, we gained confidence in the support available. In accepting our vulnerability, we were made brave. Our differences enabled us to stand apart together and share without fear. Together, we embraced being in a liminal space on our shared PhD journeys, a place where we set aside our egos without even realising it.

Image Description: Statue of ‘Der Denker’ made by Karl-Heinz Krause in Schlossgarten. Credit: Emma Heikkilä.

Hopeful

What initially connected us is our ESE research, which is entangled with the horrors of climate change, environmental disasters, and gross exploitation. Simultaneously, we are learning to navigate complex and unsustainable structures of academia (continuous competition for resources, high pressure on publishing, and efficiency requirements). Finding ourselves in the midst of working with emotionally challenging topics, we may feel alone and exhausted under the burden of the “publish or perish” mentality. We shared our thoughts on this in a dedicated fishbowl discussion.

We addressed hope and hopelessness, and many agreed that we cannot accept hopelessness. However, it often seems as if the work is left to the individual to not give up. Where do we find hope? Can we research if we are hopeless? Maybe hope should not be seen as a stable, binary matter. Hopelessness may also elucidate valuable insights of what to prioritise, and how to (re)gain hope.

Hope can be found in connections to others – finding a sense of belonging, being with each other and reaching the person behind the professional. Sharing our messy ideas, half-baked thoughts, and insecurities requires courage and vulnerability, but in the community formed, this became possible.

We met like-minded colleagues, and those with different ideas from our own, which deepened our perspectives. We were able to think and be active in embodied, emotional and spiritual ways. This reminds us that we are vulnerable embodied beings, and helps us to embrace that. We realised that we are already part of the ESER community of practice, and that this opens up opportunities for collaboration on future ESE research and beyond.

A group of people sitting at a restaurant table

Image Description: Group of participants sitting at a long table having dinner in a former slaughterhouse now restaurant ‘Fettschmelze’. Credit: Olivia Wohlfart.

Concluding thoughts

To build on this young ESE PhD network formed in four days, we created an online group to keep in touch. The idea of writing and sharing our collective experiences emerged. Putting our thoughts into words – together – has not only helped make our reflections more concrete but has also been a way for us to nurture the connections formed in Karlsruhe. Education is so much more than measurable, tangible ‘outputs’. We didn’t leave the Seasonal School having ticked the boxes of certain learning outcomes. Rather, the process became part of us, and we bring it with us on our evolving paths. We reflect whether the experience will continue to influence us as researchers, educators, and citizens, and if so – how?

The Seasonal School shaped our identity as researchers through place-based, embodied and collective experiences. Being part of a supportive ECR community helped us realise that through collaboration, we can better negotiate the unknown future, whether this relates to our PhD journeys, or sustainability issues generally.

We hope that our reflections inspire future ECRs to experience Seasonal Schools and highlight the enormous value in organising in-person events which bring ECRs from diverse countries, disciplines and backgrounds together.

Key Messages

Sharing our ECR experience, we highlight the value of participating in in-person opportunities to find community and engage in exchange.
Embodied experiences relating with people and place are fundamental to Environmental and Sustainability Education.
Our reflections exemplify the possibility of transformative learning experiences in academia.
Environmental and Sustainability Education is more than measurable outcomes.

Authors

Penelope Williams, University of Bristol, UK https://orcid.org/0009-0002-0511-400X

Julia Römer, Glasgow School of Art, UK https://orcid.org/0009-0000-5986-8478

Julia Skilton, University of Edinburgh, UK https://orcid.org/0009-0002-0292-244X

Caroline Kocel, Anglia Ruskin University, UK https://orcid.org/0009-0004-0740-7783

Emma Heikkilä, University of Helsinki, Finland https://orcid.org/0000-0002-4422-575X

Eleftheria Iakovidou, University of Gloucestershire, UK https://orcid.org/0009-0006-1699-6123

Infobox

Overview: Seasonal School 2024

KIT – Institut für Schulpädagogik und Didaktik (ISD) Kooperationen – International – Seasonal School 2024 – Programme

NW 30. Environmental and Sustainability Education Research, ESER – Seasonal School 2024 | EERA

Reflections on Organizing a Seasonal School: A Postdoc’s Journey by Olivia Wohlfart.

Mentors:
Dr Olivia Wohlfart, Dr Elsa Lee, Dr Jonas Lysgaard, Prof Alan Reid, Sarah Strachan

Serendipity in Action: Being a link convenor for the ERG was a vibrant thread in the vast tapestry of my academic life

by Dr Patricia Fidalgo | 30 Years of EERA

EERA is celebrating 30 years in 2024, and as part of our anniversary celebrations, we have invited people who have been at the heart of the association to share their memories and reflections. In a series of blog posts, which will run throughout 2024, we will share those precious memories, from the people who helped foster the global EERA community.

Dr Patricia Fidalgo reflects on her time as the Link Convenor of the Emerging Researchers’ Group between 2012 and 2016. Dr Fidalgo is an Associate Professor at the Emirates College for Advanced Education, UAE.

As I sit down to share my journey as the Link Convenor for the Emerging Researchers Group from 2012 to 2016, I can’t help but marvel at the serendipitous turn of events that led me to this fulfilling role. It all began in 2011 at the ECER conference in Berlin, where fate, chance, and a bit of luck intertwined to shape a remarkable chapter in my academic career.

In the vast landscape of academic conferences, the ECER gathering in Berlin in 2011 held a special place in my heart. Little did I know that this particular event would set the stage for a series of fortunate events that would change my professional life. During this conference, the European Educational Research Association was searching for a new Link Convenor for the Emerging Researchers Group.

I threw my hat into the ring by sheer chance, not fully comprehending the exciting journey that awaited me. To my surprise and delight, I was chosen for the role, beginning an incredible adventure.

Following my selection, I shadowed the outgoing Link Convenor, Fiona Hallet, for an entire year. This period of apprenticeship allowed me to gain valuable insights into the responsibilities, challenges, and joys associated with the position. As ECER 2012 concluded, I eagerly stepped into the shoes of the Link Convenor for the Emerging Researchers Group.

My tenure as the Link Convenor from ECER 2012 to 2016 was a time of immense learning and personal growth. Coordinating activities, facilitating communication among emerging researchers, and contributing to the vibrant academic community became integral aspects of my role. The exposure to diverse perspectives, methodologies, and research topics enriched my own scholarly journey.

The Emerging Researchers Group serves as a nurturing ground for budding scholars seeking to carve their niche in the vast landscape of educational research. Throughout my tenure as Link Convenor, I witnessed firsthand the countless opportunities the group and its associated conferences provided emerging scholars. These opportunities extended beyond the confines of traditional academic settings, offering a platform for participants to present their work, engage in meaningful discussions, and receive constructive feedback from peers and established researchers alike. The annual ECER conferences became a showcase of cutting-edge research and a dynamic space for networking and collaboration. Emerging scholars had the chance to interact with seasoned academics, attend workshops, and participate in panel discussions that broadened their perspectives.

One of the most rewarding aspects of my time as Link Convenor was meeting and collaborating with many engaging and passionate individuals. The role allowed me to connect with emerging researchers and established scholars, conference organizers, and professionals across the educational research landscape. The network I cultivated during these four years has proven to be an invaluable asset, both personally and professionally, and the friendships forged during this period continue to be a source of inspiration and support.

The role took me on a whirlwind of travels for European meetings and conferences. Each destination brought a unique flavor to the experience, from lively cities to charming college towns. These journeys expanded my horizons and allowed me to witness the diversity and richness of educational research in the European context.

Reflecting on my time as Link Convenor, I cannot help feeling some nostalgia. The camaraderie, the shared passion for research, and the sense of belonging to a more prominent academic family are aspects I deeply miss. The Emerging Researchers Group holds a special place in my heart, and the memories of those years continue to shape my approach to academia.

My serendipitous journey as Link Convenor for the Emerging Researchers Group stands out as a vibrant thread in the vast tapestry of academic life. The chance decision to apply, the unexpected selection, and the subsequent years of learning and growth have left an indelible mark on my professional identity. I carry with me the warmth of connections made, lessons learned, and the gratitude for the serendipity that guided my path. Cheers to the wonderful times, the incredible people, and the enduring spirit of EERA’s Emerging Researchers Group!

Dr Patricia Fidalgo

Associate Professor, Emirates College for Advanced Education, UAE

Patricia Fidalgo holds a Ph.D. in Sciences of Education from Nova’s University of Lisbon, Portugal. Fidalgo is an expert in Technology, Networks and Multimedia in Education and Training and has developed most of her research agenda in those subjects. For several years, she was responsible for the Emerging Researchers’ Group of the European Educational Research Association. She has over 20 years of teaching experience in Europe, Africa and Middle East.

She is currently living in UAE and is an Assistant Professor at the Emirates College for Advanced Education (ECAE), where she teaches in the field of educational technology. Dr. Patricia Fidalgo is also head of the Curriculum and Instruction Division at the ECAE.

The EERA Office – The view from within the spaceship

Angelika Wegscheider explains what it is like to steer the ‘spaceship’ of the EERA office, the changes she has seen over the years, and the lessons she’s learned from her time with the organisation.

A European Space for Educational Research and Dialogue

Past Secretary General of EERA, Professor Lisbeth Lundahl on the importance of EERA as an open and welcoming space for educational research and discourse.

20 Years a-going – Reflecting on two decades with EERA

Past President, Professor Joe O’Hara takes a walk down memory lane to celebrate EERA’s 30th anniversary, and reflects on the developments and achievements of the organisation.

Twenty years of participating in EERA’s 30 years

In this blog post, Professor Emeritus of Educational Sciences at Utrecht University in the Netherlands, and previous EERA president, Dr Theo Wubbels reflects on his involvement in EERA over the years, and where the organisation’s future lies.

My EERA story – from novice doctoral researcher to ERG Link Convenor

ERG Link Convenor Dr Saneeya Qureshi looks back on her journey, from her first conference, to her professional and personal growth with EERA, and the friendships made along the way.

Establishing Network 27 – and trends in didactics of learning and teaching over the past decades

Professor Emeritus Brian Hudson on the establishment and development of Network 27, and the associated trends in didactics of learning and teaching over the past few decades.

EERA’s unique buzz – and the lessons I’ve learned

Professor Emeritus Terri Seddon explains why the European Conference on Educational Research became her ‘first-choice’ academic conference, and worth the long-haul flights from her home in Melbourne.

Experiences and benefits from collaborating in the international ethnography network

Four long-term Network 19 members, currently serving as network convenors, share their stories and insights into what the network means to them.

Developing an EERA Network Identity – NW 20 through the years

As part of our 30th anniversary celebration, Professor Raimonda Brunevičiūtė reflects on her EERA journey, and the development of Network 20, Research in Innovative Intercultural Learning Environment.

Past reflections and future horizons

Growing (with) EERA Network 14

As part of our 30 years of EERA celebrations, Dr Joana Lúcio reflects on her time as Link Convenor of Network 14, and her professional and personal growth.

Pleasure, confusion, and friendship – 30 years of EERA

EERA’s first Secretary General and founding editor of the EERJ, Professor Martin Lawn, looks back at the sometimes rocky road of EERA, the developments into the organisation it is today, and considers where the journey should go next.

Improving the quality of education – EERA Network 11 through the years

To celebrate EERA’s 30th anniversary, Dr Gento takes a look at the activities of Network 11 to improve the quality of education, within EERA and in the wider educational research community.

Serendipity in Action: Being a link convenor for the ERG was a vibrant thread in the vast tapestry of my academic life

For the 30th anniversary celebrations of EERA, Dr Patricia Fidalgo reflects on her time as Link Convenor of the Emerging Researchers’ Group, and the joy this fulfilling role brought her.

A Transformative Journey: Nurturing Emerging Researchers at the European Conference for Educational Research.

In our blog series celebrating 30 years of EERA, Professor Fiona Hallett reflects on the sense of belonging within a supportive community of scholars.

A Transformative Journey: Nurturing Emerging Researchers at the European Conference for Educational Research.

by Professor Fiona Hallett | 30 Years of EERA

In this blog post, Professor Fiona Hallett looks back on her 18 years of engagement with EERA and ECER, and what makes this community of researchers so unique.

In the realm of academic conferences, the European Conference on Educational Research (ECER) stands out as a unique and transformative experience, especially for international students. My first encounter with ECER in 2006 marked the beginning of a journey that not only shaped my early career but also fostered a sense of intellectual camaraderie that set it apart from other conferences.

As an early career researcher navigating the landscape of academic associations, I was fortunate that ECER was my first exposure to this world. Little did I know that this event would not only broaden my horizons but also provide me with a mentorship experience that would become central to my academic growth.

What makes EERA and ECER so special

The distinctiveness of ECER lies not just in its academic sessions but also in the supportive atmosphere fostered by the organizers. During my first presentation, the session chair, doubling as a mentor, played a crucial role in creating an inclusive environment. The network meetings, characterized by their inviting nature, quickly drew me in, prompting a desire to actively contribute to the initiatives established by others.

In 2008, I assumed the role of the convenor for the Emerging Researchers’ Network, succeeding a predecessor whom I had the privilege to shadow. Professor Ian Menter, my appointed mentor during this transition, guided me with wisdom and generosity. The experience of taking over as the main convenor opened other doors, leading me to become a Council Member of the European Educational Research Association (EERA).

The collaborative ethos within EERA extended beyond administrative roles. Other networks offered support across a range of activities from reviewing papers and organizing sessions for early career researchers (including insightful sessions led by the Editors of BERJ); this support was invaluable. The intellectual generosity displayed by colleagues at EERA is a distinctive aspect that I have not encountered in other associations or conferences.

My journey with EERA and ECER

EERA has, undeniably, been pivotal in the trajectory of my academic career. From being an invited tutor at summer schools hosted by the Norwegian University of Science and Technology and the University of Hamburg, to being invited discussants at sessions at the ECER 2023 conference, the opportunities for growth have been immeasurable.

Reflecting on the past 18 years, the wealth of opportunities and the bonds forged with colleagues and friends stand out as a testament to the unique value of my engagement with EERA. The association continues to be part of my academic development, allowing me to contribute as a judge for the Best Paper Competition for the Emerging Researchers’ Group. This role enables me to support the next generation of researchers and assist emerging researchers at my own university in organizing their own research events.

In essence, the journey with ECER has been transformative, offering not only academic enrichment but also a sense of belonging within a community of scholars. As I continue to engage with EERA, I am reminded that this intellectual journey is a shared one, and the generosity of spirit within this community is something that I hope will endure for years to come.

Professor Fiona Hallett

Associate Dean of the Graduate School, Edge Hill University, UK

Professor Fiona Hallett is the Associate Dean of the Graduate School, Edge Hill University, UK. Professor Hallett is also Joint Editor of the British Journal of Special Education.

Webinar 1: Meet the editors – Advice from journal editors on academic publishing

Webinar 2: Publishing your first journal article

Webinar 3: Writing a successful ERC grant application

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