1. 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
Victoria University of Wellington Aotearoa New Zealand
@sutherka

2. “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

3. 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

4. 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

5. 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

6. 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.

7. 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

8. 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.

9. 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

10. 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

11. 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

12. 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

13. 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%

14. 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%

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

16. 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

17. 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

18. 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.

19. 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

20. References
Sutherland, K. A. (2017, forthcoming). Early career academics in New Zealand: Challenges and prospects in comparative perspective. Dordrecht: Springer. ISBN Sutherland, K.A. (2017). Constructions of success in academia: An early career perspective. Studies in Higher Education, 42(4), DOI: 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 in (ed.) R. Macdonald, Supporting Educational Change: SEDA Special 33. London: SEDA. ISBN: