![]() ![]() Participants were PhD students (14) and post-docs (2). Data were analysed using Thematic Analysis.įindings: All ACES participants were interviewed (9 male, 7 female). Interviews were recorded and transcribed verbatim. In-depth interviews following a topic guide were conducted with participants. ACES was delivered through face-to-face workshops and via webinar as part of a broader mental health research capacity-building programme. ACES comprised ten modules covering mentoring skills, work-life balance, career strategy, teamwork, presentation skills, teaching, academic writing, engaging policy makers, grant-writing, and digital media. Methods: Sixteen early-career researchers registered at universities in Ethiopia, Zimbabwe, Malawi, and South Africa took part in the year-long Academic Competencies Series (ACES) course. Objective: This study aimed to examine how a group of 16 early-career researchers in sub-Saharan Africa experienced a career development skills course and how they perceived the utility of the course. However, there is a gap in knowledge on their acceptability in low- and middle-income countries. Background: Career development skills are widely advocated as part of research capacity building and strengthening efforts.
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