Victoria University of Wellington Aotearoa New Zealand Support for new academics: An holistic and relational approach to academic development HERDSA 2017 Conference Presentation Sydney, 29 June 2017 Kathryn.Sutherland@vuw.ac.nz Victoria University of Wellington Aotearoa New Zealand @sutherka http://akoaotearoa.ac.nz/early-career-academics

“Get in behind” Read the poem aloud then give them copies to share and identify key themes that resonate. Get in behind you don’t get anywhere. They look through me when I walk down the corridor. I feel as though they’re saying,   “Get in behind,” I am like a deer in the headlights like we’re a bunch of sheepdogs: with all this stuff happening around me “Get in behind; that somebody actually needs to don’t be thinking you’re so special; come and hold my hand get in behind” and say, and they’re never saying, “Calm down, breathe, this is how you do it.” “Wow, you guys are awesome.” It’s not intimate enough; that’s probably what I’m trying to say. I had an HOD once who said, “You’re not seasoned enough” All of the younger people in my department were like and I thought, “Do I look like a steak?” the blind leading the blind. We were trying We’re the drones to help each other who are tired but we were just of being “consulted” sort of after everything is set in concrete floundering around. by management, who seem light years It’s not mentoring but almost like patronage… away from research opportunities, reality. funding opportunities, being pointed in the right direction; We do not really think we have much of a say. if you don’t have that powerful person behind you, A poem composed entirely from the words of participants in my early career academic project in New Zealand universities

Early career academic interests and time* Interests lie… NZ Primarily in research 27% In both, leaning towards research 40% Equally in research and teaching 22% In both, learning towards teaching 8% Primarily in teaching 4% *n=538

Early career academic interests and time* Interests lie… NZ Victoria Primarily in research 27% 18% In both, leaning towards research 40% 57% Equally in research and teaching 22% 23% In both, learning towards teaching 8% 2% Primarily in teaching 4% Percentage time spent on… NZ Research 44% Teaching 35% Service & admin 21% *n=538 NZ, n=72 Victoria

Early career academic interests and time* Interests lie… NZ Victoria Primarily in research 27% 18% In both, leaning towards research 40% 57% Equally in research and teaching 22% 23% In both, learning towards teaching 8% 2% Primarily in teaching 4% Percentage time spent on… NZ Victoria Research 44% 38% Teaching 35% 39% Service & admin 21% 23% *n=538 NZ, n=72 Victoria

Effectiveness of career/professional development Victoria Early Career Academic Responses (n=72) I settled into my job at this university quickly 67% I settled into my job at this university easily 54% The right infrastructure exists in my university for me to make a career here 45% My university offers adequate professional development opportunities The academic appraisal/review process at my university has been an effective aid to my career development 22% Mismatch between what new faculty perceive is provided, and what managers think is provided and how good it is.

What do early career academics say they need? Item Mean n=72 Imp * Eff** Senior colleagues interested in my progress and well being 1.22 2.09 Informal mentoring relationships or opportunities 1.35 2.11 Recognition of each individual’s contribution to the uni 1.68 2.85 Opportunities to meet other new academics within the uni 2.06 2.84 Regular contact with colleagues in other disciplines 2.18 * 1=Very important to 4=Very unimportant **1=Very effective to 4=Very ineffective

Developing Scholarly Habits: A relational, holistic approach DSH provides opportunities for independent and collaborative learning about all aspects of the academic role, including teaching, research, leadership, academic citizenship, and engagement. The programme encourages individual reflective practice, and enables the creation of supportive communities of peers and mentors.

DSH Components Two 2-day retreats Monthly peer group meetings Monthly task-based group meetings Writing log (4 weeks) Mentoring Additional (optional) workshops Social events

Sample Monthly Tasks Success Interview Time-use Log Preparing for Promotion (Draft application) Peer Observation of Teaching (in threes or fours) Enhancing our Support Networks (logging tool) Service Opportunities Investigation Leadership 1 – A conversation with the Dean Leadership 2 – A letter to next year’s participants

Sample additional workshops Speed Reading Contributing to Academic Journals Preparing a Book Proposal Developing a Social Media Presence Media Training The Importance of Feedback in Academic Life

DSH Outcomes* Increased confidence Research (53% to 78%) Teaching (77% to 100%) Increased research output Average pre: 1.15 Average post: 1.86 Increased peer feedback On writing (50% to 76%) On teaching (61% to 92%) * n=39

DSH Outcomes Work-life Balance % Agree BEFORE I enjoy the challenges of my job 94% I control the role of my work in my life 47% I regularly find time for myself Family and friends comment on my high work hours 69% I seldom find time to relax 59%

DSH Outcomes Work-life Balance % Agree BEFORE % Agree AFTER I enjoy the challenges of my job 94% 97% I control the role of my work in my life 47% 66% I regularly find time for myself Family and friends comment on my high work hours 69% 62% I seldom find time to relax 59% 48%

Satisfaction % BEFORE Well satisfied 16 Satisfied 44 Dissatisfied 13 Very dissatisfied TOTAL 100% Mean 2.25

Satisfaction % BEFORE % AFTER Well satisfied 16 17 Satisfied 44 79 Dissatisfied 13 4 Very dissatisfied TOTAL 100% Mean 2.25 1.86 If you could do it all over again, would you still embark on an academic career? % BEFORE Definitely 66 Probably 22 Maybe not 13 Definitely not TOTAL 100% Mean 1.47

Satisfaction % BEFORE % AFTER Well satisfied 16 17 Satisfied 44 79 Dissatisfied 13 4 Very dissatisfied TOTAL 100% Mean 2.25 1.86 If you could do it all over again, would you still embark on an academic career? % BEFORE % AFTER Definitely 66 79 Probably 22 21 Maybe not 13 Definitely not TOTAL 100% Mean 1.47 1.21

DSH has been absolutely crucial to me feeling like the University values me. It has made the vital difference between high morale and low morale. I appreciate academia in a new way. The programme has made me really evaluate what I am doing—as a life, a career—rather than just a job. It was also helpful and reassuring to hear that other early career academics are having similar challenges as me.

A poetic finale Work-life Balance: A Poem with too many friends. You’ve got to look like you’re busy all the time, I feel burnt out. and you’ve got to have I give 110% and am treated as if I am useless. no time, I feel incredibly isolated. and you’ve got to work in the evenings I am currently having counselling to deal with anxiety and stress. and at weekends, I'm looking to get out of academe. or else you’re not a credible worker Whatever I do is never enough. or you’re not committed or you’re not interested. I feel extremely valued by colleagues. I am extremely curious. So many things get I am happy. put to the side or are Frankly, I think I have the best job in the world. left undone. Mostly you’re so busy that you run past your arse most of the time. Overall, while I love my job, I have no work-life balance. Men can have an academic career and also a family. I have too many kids doing too many activities

References Sutherland, K. A. (2017, forthcoming). Early career academics in New Zealand: Challenges and prospects in comparative perspective. Dordrecht: Springer. ISBN 978-3-319-61829-6 http://www.springer.com/gp/book/9783319618296 Sutherland, K.A. (2017). Constructions of success in academia: An early career perspective. Studies in Higher Education, 42(4), 743-759. DOI: http://dx.doi.org/10.1080/03075079.2015.1072150 Sutherland, K.A. & Willis, D. (2013). A relational and holistic approach to the changing academic environment: A faculty-based academic development programme for early career academics. pp. 39-42 in (ed.) R. Macdonald, Supporting Educational Change: SEDA Special 33. London: SEDA. ISBN: 978-1-902435-55-8 http://akoaotearoa.ac.nz/early-career-academics