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-Mobility, scholars move between placements and mentorship relationships may be based at host university.
-Good match
-Clear expectations on both sides (time, needs)
-Reevaluating these expectations as time progresses
-Securing potential mentors, responsiveness of potential mentors
-Securing mentors outside academia
-Funding (needed for research related endeavors, conference)
-Differences between academic systems in different countries (ie, between country of origin of scholars vs. host country), and time needed to bridge differences
-The many logistical challenges scholars can face when they first arrive (housing, financial, visa), especially for first month.
-For scholars, not always clear who to contact for what types of issues.

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-Institutional structure to help address bureaucratic & logistical hurdles faced by researchers at risk
-Trainings for mentors on expectations, best practices.

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-Encourage universities/programs to have clear contacts for bureaucratic issues
-National level contact points and guidance for bureaucratic and legal issue
-Expectation management
-Intercultural training

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1.      What are the main challenges to mentoring and supporting researchers at risk in organisations based on your own experience?

2.      What support schemes or initiatives would help you and your organisations to provide increased support and mentoring to researchers at risk?

3.      If you were to develop a guide to mentoring/ supporting researchers at risk in organisations, what do you consider to be its main components?

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question 3. room 8 :

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researchers at risk not being able to return to their own country after fellowships. Employment sector is very competitive.
Building a network through advisors/mentors. challenge of recruiting mentors, particularly in Europe.
Helping scholars in the psycho-social support.
challenges around culture and job market

language barriers
buy in to research project inside the university
financial support inside the university
limited funding
mentoring challenge between those who want to come to a country compared to those who have to come
Need to be prepared to go through the information several times as it may be more challenging for R@R to absorb info

challenge to get R@R networked into group

Challenge of high level excellence criteria when R@R have track record of disrupted research

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- Challenge competing in international publications
- Uncertainty around immigration status and what to do next
- Highly competitive job market
- Amount of time that academic mentors have to provide support is limited (especially if not in one's job description)
- limited international industry (in certain countries)-- ie difficulty entering market without speaking local language fluently
- managing expectations about reality of opportunities; helping researchers create a realistic plan
- Helping researchers identify publication opportunities (ie. which journals are most appropriate, how to avoid predatory publishers, etc)
- Identifying appropriate networking spaces for researchers

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Administrative issues -VISA -GDPR
Research issues - Perfect Fit between host and SAR

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Q1: Difficulty in adapting to applying for funds

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Q1: Difficulty in adapting to applying for funds

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Q1: Kandidate must adjust to view the position of the review committee
Q1: Communicate time-limitation of stay
Q1: Make sure language and teaching is on their work-plan
Q1: Difference in needs must be handled.
Q1: Even if well integrated, need careful follow-up, fine to address such issues on teams.

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- Mental health support for researchers and for organizations/ university support systems
- Funding support from the university/ state/ federal government
- Funding for complementary needs to stipend (ie language, career support workshops, mentors, etc)

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- Onboarding akin to any new employee--> introduction to academic landscape and research network
- Career planning with academic mentor beginning immediately upon start of placement
- 2 year placements
- Connect researchers with pre-existing programs that help scholars strengthen academic skills/ navigate jobs opps (ie. euraxess, jobs support within uni)
- create opportunities for researchers to network within academia and non-academic industry

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platform for access to hidden job market
Guide for hosting scholars
Academic support network
improving network on different levels - connecting to enterprise/private sector and other research projects

schemes for assisting scholars to translate abstracts of previously published work in other languages and somewhere to post that info

Work on the soft skills and technical skills, like research methods, use of different technologies

highlight research opportunities in the private sectors, secondments

induction into research culture of new uni/country e.g. how long can you be a postdoc. Networking opportunities and using online tools

Use of open science practices to increase visibility - even before coming to the country - including data sets

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Mentors rarely have the time to train researchers on current academic work and also work for future.

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Personal - Family issues (being alone or supporting the family)
Knowledge of foreign language
Accomodation issues
Getting accustomed to the new cultural and academic environment

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Researchers are struggling with their status as a visiting scholar. They may want/need to go home but also need to focus on their academic work on their fellowships. For scholars staying in exile, their "at risk" status might be seen as a stigma. Scholars may be hesitant to take a fellowship with the purpose of supporting at-risk scholars and some may feel they should not take the limited support from other "at-risk" scholars who may need it more than they do.

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Approved support from Higher management level is needed
A lot of help can come from voluntary work as well
Advocacy and communication of the causes for support is also very important
Support of the family of the reseacher should be taken into consideration as well

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Finding the right person.
Mentor may not always be aware of all aspects of support
Financial support for mentoring scheme.
Support for mobility issues: housing, kindergarten, schools, banks etc.
Mentee can help Mentor.
One size does not fit all: some researchers may want to or be able to apply for asylum.
International offices may not have the competence to advise about immigration law.

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Q1 :Candidate fits the hosting department

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Q1 :Candidate fits the hosting department

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lack of knowledge about SAR in the departments

Lack of specific services and certain knowledge (e.g., immigration, employment,  general services)

Lack of long-term perspective. Projects are time limited. No established structure. Relies on motivated and engaged staff rather than top-down.

Regional differences and lack of awareness in some areas (France). E.g., opportunities to work with and engage with labs.
Finance - need complementary budget for post-doc salary.

Need institutional level support/ induction into academic culture. E.g., how to source additional funding

Need umbrella bodies of support

Universities don't feel ready to welcome scholars. They feel they don't have the appropriate structures. But this shouldn't be a problem - can have tailor made solutions and start with just one scholar

Leads should be given points for added value of at-risk scholar being part of a project. Value should be given to the things these scholars bring (should be recognised by funding bodies).

Q2
- Intermediary body that can provide support
- Shelter, possibility to speak and publish. Might need extra guidance or support. Living in new country, language. Opportunities to publish are lessened due to language and lack of support.
- What will happen next year? Need support planning for the future. E.g., teaching, publishing etc.
Best opportunities are publishing rather than teaching (this is easier because of the language).
Peer support is important
Alumni groups

Q3
Consult with scholars. Know how scholars need support. E.g., concerns over family in home country, language, concentrate on publishing, how articles can be translated.

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We are a small univ; when I want to organize seminars, there is limited support to help coordinate on a regional or global level. Tapping into larger networks and individuals to coordinate with.

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1. when dealing with scholars at risk, we have scholars facing real trauma. We don't have the proper training to really support traumatized individuals. Who do we turn to? What professionals can help? What more general support can be offered to start?
2. Can there be a central place for exchange of info on different institutions are involved, what resources are available, interactive info tool to navigate the complicated landscape of support.

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EU Com and other funders should continue to reflect on their calls to increase accessibility for at-risk researchers.
Targeted language classes or classes on scientific writing in English etc. for at-risk scholars are useful.

Needs of scholars may diverge from what institutions expect. Real experiences and needs should be surveyed systematically on a broad scale to extract lessons.

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Q2: National/regional networks are efficient for more broad co-ordination of support and training sessions for both researchers and mentors.

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Q2: National/regional networks are efficient for more broad co-ordination of support and training sessions for both researchers and mentors.

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Q2: Norway has meeting mostly for administrative staff, could benefit from more mentors participating in this digital age.
Q2: Must try to avoid different conditions for candidates and hosts.
Q2: Must capture/emphasize importance of two-way learning to host department
Q2: A group or resource-group of mentors

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start by welcoming one single scholar and do tailormade mentoring. Is increased support the priority or giving "standard" support to more scholars?

Language issue (teaching vs research)

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Support should be designed with the purpose of creating positions for Researchers with the needed scientific knowledge and not just scientists in exile

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A bigger network that provides info would be most helpful.

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Scholars need to know their rights to housing, immigration, right to work. Knowing the laws (both of host country and of international).
Guidelines -- rights of immigrants -- is very needed. Online guide would be most helpful. Campus France has a guide for students, but there doesn't appear to be one for researchers. Perhaps a researcher could pursue a job in another EU country, but they don't know the legal options, their rights.
Researchers also need resources to assess the best time to return home or to move to another country.

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Question 1: Many organizations and institutions are new to hosting scholars at risk and would be interested in more learning opportunities, good practices.

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Question 1: Many organizations and institutions are new to hosting scholars at risk and would be interested in more learning opportunities, good practices.

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A perspective from the U of the Aegean, where a number of at-risk scholars have been hosted: Challenges in obtaining funding, difficulty in reconciliatin the need for academic public attention (publications, conferences etc.) and in protecting yourself as an at-risk researcher (protecting your identity).

CARA are developing a mentoring scheme (to be launched later). One challenge: Setting the boundaries between mentors and mentees - the mentor cannot solve all problems for mentees.
Matching: funding suitable mentors for mentees may be challenge.

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1) Practical issues (visa/accomodation)
2) guide for integration of scholars within the every day life of university
3) learning the local language

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The notion of having a one guide fits all might not always not be applicable since each country might have different educational system prerequisites

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Question 1:
1. The concept of mentoring is not straight forward, so there is not a coherence between institutions that provide mentoring and the mentees

Question 2:
1. Guidelines and ideas for how to adapt available resources to mentoring schemes
2. Support schemes for mental health issues and challenges related to family
3. Digital platforms for those with access or mobility problems

Question 3:
1. Bridging funds and related schemes for accessing them
2. Residential issues
3. Job market info
4. Introducing researchers at risk to specific contact points in higher education eco-system in Europe and respective countries
5. Sustainability toolkit for going on to the next stage from being the "endangered researcher"

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Advice on access to mental health support, as scholars and their families have experienced severe trauma that needs to be adressed urgently.

Inclusivity must be a guiding principle, to provide a sense of welcome to scholars, also those who have experienced marginalization in their pasts.

Many displaced scholars do not have strong international networks, especially youger researchers. They need information on how to identify and get in touch with a suitable mentor.

Divides between research systems need to be bridged, for example the focus on teaching in some MENA systems, in contrast to focus on publications in Western Europe.

An overview of academic landscapes (academic institutions, funding organizations etc.) is needed, ideally country-specific.

Academic mentors and other support staff will need more information on the scholar's country or region of origin in order to understand the needs that the scholar mayhave in terms of academic experiences, expectations -- cultural knowledge.

At BRIDGE II, a group of ca. 20 at-risk scholars from various countries has been created to give voice to the problems they have been facing. Inspireurope should engage with other programmes and projects such as BRIDGE.

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Funding
Rights/knowledge of the law
Guides for researchers about how higher ed is structured and how researchers can navigate the structures.

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Q3: Listen, need to take candidates seriously and respectfully - for values and attitudes.

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Q3: Listen, need to take candidates seriously and respectfully - for values and attitudes.

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Q3: Importance of balance expectations - and handling of expectations - at both sides.
Q3: Importance of normalising work-situation, over a period.
Q3: How to contribute on career-development
Q3: Intro-meeting to develop a personal development plan very early, with candidate and department. As a fixed element.
Q3: How to go about intr9oduction to language, culture and social aspects - even for short stays (one year). Social inclusion (not distancing)
Q3: To know the candidates well at an early stage, in the CV.
Q3: International unit at institution follow candidate through all of stay.
Q3: Combination of more persons follow up is better.

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Let's identify resources that exist without having to reinvent the wheel. If Inspireurope, SAR can share existing resources more widely and make them more available to (esp new) hosts.

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2 main challenges in France in many countries 1. human resources to help them; many are willing to help but are working on a voluntary basis. We should really dedicate resources to the work. 2. Funding is necessary - very few beyond PAUSE to help with financial support.

In Grenoble, we are a big university -- to put scholars at risk in a network is a big challenge.

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Mentors should be given training on how to mentor R@R
Guide to the local culture

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Question 1:
1. The concept of mentoring is not straight forward, so there is not a coherence between institutions that provide mentoring and the mentees

Question 2:
1. Guidelines and ideas for how to adapt available resources to mentoring schemes
2. Support schemes for mental health issues and challenges related to family
3. Digital platforms for those with access or mobility problems

Question 3:
1. Bridging funds and related schemes for accessing them
2. Residential issues
3. Job market info
4. Introducing researchers at risk to specific contact points in higher education eco-system in Europe and respective countries
5. Sustainability toolkit for going on to the next stage from being the "endangered researcher"