Balancing acts: teaching and research priorities, challenges, strategies Dr charlotte mathieson c.Mathieson@Surrey.ac.uk @cemathieson www.charlottemathieson.wordpress.com

Balancing acts: teaching and research The challenges What does an academic career path look like? What are the challenges and competing demands? Strategies and suggestions Prioritising, planning, action Teaching & research as co-productive

1. The challenges

What does an early career path look like? There is no typical path A period of precarity is common, and increasingly longer Multiple, short-term contracts across institutions (simultaneously/successively) typical Most early career jobs are teaching-focused (ECR fellowships available but harder to come by) Applying to numerous jobs, mostly unsuccessful, is the norm

What is expected for a permanent academic job? A strong research profile: **Publications: journal articles, book chapters, monograph *Funding: track record of small grants, building up to larger funding Participation in conferences, symposiums, other research activities A portfolio of teaching activity: *Experience of teaching seminars at Undergraduate level Experience of lecturing, supervision, and teaching at Masters level “Extras” *Administration/ academic service (conference organisation/ serving on a committee/ peer reviewing) Public engagement, communicating with non-specialist audiences

The challenges of meeting expectations Research vs teaching: Strong research profile vs. teaching-heavy contracts Timescales: Long-term goals vs. short-term needs; Planning through precarity Being multi-skilled: Research / Teaching / Administrative skills

2. Strategies and suggestions

Prioritise Understand what’s needed for an academic job: Look at requirements of different types of positions in your field – see jobs.ac.uk Identify CV gaps – what do you need to focus on? Talk to supervisor/ mentors about your skills, and how to prioritise and develop

Planning Short term (6-12 months) vs long-term (2-5 years) Flexible and accommodating but focused on priority areas Helps you focus, make the most of time available, keeps you accountable

Publication strategy Plan what – when – where you will publish PhD to book, or articles? What journals / presses? When and what order? Research Excellence Framework Requirements for Early Career Researchers (new guidelines out late July) Quality not quantity 1-2 high-quality articles better than many book chapters/ conference proceedings

Putting plans into action Set yourself deadlines – stay accountable! Find what works for you: time-blocking / daily writing / weekly target Peer support: writing groups / writing buddy Mentor/ supervisor: guidance Check in: review, revise

Beyond borders – teaching and research as co-productive Research in the classroom: theories, concepts, approaches (place, literature) using materials from your research using technologies from your research e.g. blogs, digital tools Teaching in research: Refreshes research ideas Puts you in touch with “core” concepts, disciplinary basics

c. mathieson@surrey. ac. uk @cemathieson www. charlottemathieson c.mathieson@surrey.ac.uk @cemathieson www.charlottemathieson.wordpress.com