Agbugba, Ikechi and Okoye, Felix Ifeanyichukwu (2024) Early Career Academics’ Development in Africa: Reflections on the Brain Re-Engineering Concept as Formal Institutionalised Mentoring Options. In: Ndofirepi, Amasa, Pietersen, Doniwen, Sepeng, Percy, Fru, Raymond, Felix, Alan and Mapuya, Medson, (eds.) Early Career Academics in Educational Research. African Higher Education: Developments and Perspectives (18). BRILL, pp. 138-162

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Abstract

Developing the next generation of academics is essential due to the changing academic landscape, the need for educators to gain the necessary knowledge and skills to contribute to knowledge creation and dissemination, facilitate teaching and learning, mobilise resources for community transformation, and research. Borrowing from the Brain Re-Engineering Concept and Reimagination (BRECR), this chapter reflects on alternative policy and development options available to higher education institutions (HEI s) management and government for developing countries to create a more effective educational system that meets the needs and aspirations of the early career academics (ECA s). The BRECR concept is based on four pillars: mindset or perception change, ideation and entrepreneurship, technology, and sustainability. This addresses the misconceptions that limit the advancement of scientific and technological solutions and their impact on the development of ECA s in HEI s of Africa and developing nations. ECA s face high expectations from HEI management, including increasing research output, teaching larger classes, supervising and publishing, often without adequate support. This chapter examines the findings of three studies conducted in African HEI s vis-à-vis the BRECR concept and proffers alternative options towards improving the career development strategies of the ECA s and academic mentees in Africa.

Item Type:	Book Section
Status:	Published
DOI:	10.1163/9789004714717_009
School/Department:	London Campus
URI:	https://ray.yorksj.ac.uk/id/eprint/11148

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