UNISTFEBT: Early-Stage Researchers Share Their Perspectives on Research Careers and Institutional Support
During December and January, the University of Split – Faculty of Economics, Business and Tourism (UNISTFEBT) conducted the SMART Researchers Questionnaire to evaluate institutional practices related to research careers. The survey aimed to assess how these practices align with the principles of the European Research Area (ERA) and the European Charter for Researchers, providing insights to support the continued development of a supportive and transparent research environment.
Sessions with Early-stage Researchers (ESRs)
A total of eight sessions were organised to support the implementation of the SMART Researchers Questionnaire at UNISTFEBT, including seven online sessions and one in-person session.
The respondent sample included 56 participants. Respondents represented different research career stages (R1–R3), with the majority being early-stage researchers (R1: 34 participants; R2: 15 participants), alongside recognised, established, and leading researchers. Participants represented a range of age groups, with the majority falling within the 30–39 age group.
The primary objective of the sessions was to introduce survey participants to the Smart Researchers project, including its goals, objectives, consortium partners, and the activities that will be implemented to support and empower early-career researchers at each partner institution.
The sessions also highlighted opportunities for young researchers to engage in upcoming project activities as a key target group. In addition, participants were introduced to the European Charter for Researchers and its 20 principles, as well as key European initiatives supporting research careers.
Following this introduction to the European research policy framework, the final and key objective of the sessions was to conduct the SMART Researchers survey.
The analysis was structured around the four pillars of the European Research Area (ERA) and integrates quantitative and qualitative data. Quantitative results were derived from Likert-scale statements, while qualitative insights were collected through open-ended questions and facilitated discussions.
The in-person session took place in a computer classroom, allowing participants to complete the questionnaire on-site in the presence of project team members: Prof. Bilić, Prof. Bulog, Prof. Alfirević, and the industry partner Sparky, represented by Mr. Živko Krstić.
After completing the survey, participants had the opportunity to discuss the project in more detail with members of the Smart Researchers project team.
What we learned
The findings indicate that UNISTFEBT benefits from strong individual commitment to ethical research practices, integrity, and supportive mentoring relationships.
Researchers generally demonstrate a high level of awareness of their contractual obligations, ethical standards, and the importance of respectful, trust-based supervision. High scores in areas such as academic freedom, adherence to ethical principles, and access to mentoring highlight important strengths within the institutional environment. Researchers also value flexible working arrangements, opportunities for representation in decision-making, and aspects of work–life balance, suggesting that many experience positive interpersonal and professional dynamics within their work setting.
At the same time, the results reveal inconsistencies in institutional support and partial implementation of several key practices across the ERA pillars. Recruitment, evaluation, and promotion procedures are perceived as only partially transparent, with evaluation systems often relying primarily on traditional academic metrics. Institutional support mechanisms related to career development, mentoring structures, mobility opportunities, and preparation for careers beyond academia were also described as uneven or insufficiently developed.
Next Steps
The findings indicate several priority areas for strengthening institutional support for researchers, with a focus on:
– Structured mentoring and career development support, including formal supervisor training, clear guidance for early-career researchers, and step-by-step career planning.
– Transparent and fair evaluation and promotion processes, recognizing diverse contributions, non-linear career paths, and providing feedback to researchers.
– Increased access to resources and funding, including journals, databases, software, experimental support, mobility programs, and international collaborations.
– Targeted training and professional development, covering ethics, research integrity, Open Science, transferable skills, and preparation for careers beyond academia.
Taken together, the findings across the four ERA pillars point to a set of cross-cutting priority areas for institutional action.