Surviving and Succeeding as an Early Career Faculty Member: Findings From an International Study

Factors influencing successInstitutional support and resourcesPrior experiencesPersonal characteristicsResourcefulnessResilienceRelationships/relational agencyAcademic citizenshipBalancehttp://akoaotearoa.ac.nz/ako-hub/ako-aotearoa-central-hub/resources/pages/success-and-impact-early-career-academics-two-new-z

8The ProjectFactors influencing success, productivity and satisfaction of ECAs

Variations in organisational expectations and personal aspirations

Institutional and personal processes and support

Resources at a national and local level

The project teamAll from Victoria University of Wellington

Dr Kathryn Sutherland, Associate Dean, Humanities and Social SciencesTeam Role: Principal Investigator

Dr Pamela Williams, Sustainability ConsultantTeam Role: Researcher

Dr Marc Wilson, Associate Professor, PsychologyTeam Role: Researcher and Statistical ConsultantThe need for the projectBIG GAP between external/institutional and personal expectationsPersonal constructions of successItemRankWork, life, family balance1Happiness, enjoyment, love of the job2Making a difference/a lasting contribution to human knowledge3Being a good academic citizen4Freedom and autonomy5Sought out as a collaborator6Influencing postgraduates opportunities and job prospects7Grandparenting8Doing challenging teaching changing students lives9Positive feedback on teaching10Building a research niche11Overcoming social/educational barriers12Survival (overcoming nervousness)13Being able to teach less/buy out teaching to focus on research14Being invited to run academic development/teaching workshops15Quote 1 happinessQuote 2 work life balanceQuote 3 making a differenceQuote 4 pursuit of science6BIG GAP between external/institutional and personal expectationsIf successful ECAs report a LACK OF SATISFACTION AND BALANCE, what is happening for the rest?Importance of the FIRST FEW YEARS of learning in any new jobThe need for the project, contdResearch DesignBuilds on already published research

Multi-method approach interviews, questionnaires, focus groups

Includes participants from all eight New Zealand universities (up to 54 interviewees and up to 96 focus group participants, as well as up to 800 questionnaire respondents)

Triangulation and role of reference group

Impact on practice for enhanced learner benefitAcademics are learners too, as Developing Scholarly Habits (DSH) programme at Victoria is demonstrating

Potential new induction and support programmes and resources in universities (and other institutions)

Better balance and satisfaction among academics will flow on to benefits for students, too

Progress to dateEthics approval granted

Interviews conducted at two of the four remaining universities (the other two will happen in May)Next stepsData analysis of Phase One

Literature review

National questionnaire of all ECAs

Focus groups with ECAs

Focus groups with management/admin/reps of the university