Career development workshop for early career researchers


Published on

This workshop is designed for young researchers in the first five years or so of academic employment. It provides advice and discussion on key aspects of building an academic career, such as balancing teaching and research, developing a strong publication track record, how to build research grant activity and success, etc.
The first part of the workshop features a presentation by Prof. Nigel Healey, Pro-Vice-Chancellor and Head of the College of Business, Law and Social Sciences Nottingham Trent University, UK discussing milestones for the first promotion including topics like balancing research and teaching or the value of services to the academic society.

The second part of the workshop focuses on finding research grants and writing grant proposals. Prof. Ross Chapman, Head, Deakin Graduate School of Business, Deakin University will an overview of the various categories of research grants and provides tips and hints from his experiences.

  • Be the first to comment

  • Be the first to like this

No Downloads
Total views
On SlideShare
From Embeds
Number of Embeds
Embeds 0
No embeds

No notes for slide

Career development workshop for early career researchers

  1. 1. Career Development Workshop for Early Career Researchers: Surviving your first five years 25th Annual ANZAM Conference December 8, 2011Professor Nigel Healey, Pro-Vice-Chancellor and Head of College of Business, Law and Social Sciences Nottingham Trent University
  2. 2. Overview? • Why become an academic? (lit. review) • What to expect in your first academic post (methodology) • Surviving your first five years (field work) • How to get promoted (analysis) • Conclusions (conclusions)
  3. 3. Why become an academic?1. Because you sleepwalk – from talented, perpetual student to junior academic2. Because you choose to be an academic – Excitement of curiosity-driven research (“academic freedom”) – Vocational call of teaching – Opportunity to work in a diverse intellectual milieu – Chance to join a global community of scholars (academic vs soccer)
  4. 4. Why not become an academic? Estimates for global demand for higher education 300 250 200 Millions 150 100 50 0 2000 2005 2010 2015 2020 2025
  5. 5. Really, why not become an academic?
  6. 6. What to expect in your first academic post (1)• As a new PhD, you are hired for your research potential• You will have to teach (…the courses incumbents don’t want to teach)• Preparation for teaching – Tutorials and seminars as a postgraduate student – Possibly some formal teacher training – Possibly …nothing• Expect to be overwhelmed – you have crossed to the dark side from elite student to worker bee
  7. 7. Monash guide for new academic staff• How can I manage? – Email / computer needs – Office, keys, telephone – Day to day information – Course / unit materials – Teaching policies, including assessment and support materials – Printing and photocopying – Disposing of confidential material – Online & off campus teaching – Equipment in teaching rooms – Resources in my office – Readings for my course – Research activities – Employment related matters
  8. 8. Deakin general information for newacademic staff • A-Z index for staff • Academic probation - procedure • Acronyms • Academic promotions • Deakin computer and broadband • Career development schemes for staff • Faculty academic mentoring • Deakin Studies Online help guides program • Key dates • Graduate Certificate of Higher • Principles of teaching and learning Education • Staff benefits information • Induction and Orientation • Research supervisor training • Managing units program • Mentoring Partnership Program • Supporting students • Online teaching environment • Teaching and Learning plans (Deakin Studies Online) • Teaching tips • Academic professional development
  9. 9. What to expect in your first academic post (2)• Research – Your goal (dream) is to convert your doctoral research into A* journal articles – Your five year mission is to build a sustainable research agenda and make publishing a habit – Find a work pattern that works for you – everyone is different – Protect your designated research time (a new challenge after life as a research student)
  10. 10. What to expect in your first academic post (3)• Teaching – Your goal is to learn the craft and (in time) develop and teach the courses that most engage you – Accept your lot as a new faculty member – all experiences are opportunities for development! – Be disciplined in time management – teaching can take over your life and it is only part of your job – Use professional development opportunities to improve your teaching – but remember time management – Treat students as you used to want to be treated (Professors: “I don’t have to do that any more”)
  11. 11. What to expect in your first academic post (4)• Administration (aka service) – Many universities use a 40:40:20 model (R:T:A) – Some use teaching remission to make admin more enticing – Avoid taking on heavy admin roles in your early years • “ I’d love to, but I have all this prep and three papers from my PhD under revise and resubmit” • “I think this is a role I’d love to do when I am up for promotion to Associate Prof., like Sean and Becky are” – Resist diversion from your research and teaching priorities while making everyone think you are really collegial (make up on the social side)
  12. 12. Surviving your first five years• Key tips – Find a supportive peer group of other boot campers at your university – you have more in common with a new psych lecturer than a management professor – Find a mentor – Take up running or weights – addictive and obsessive and offsets hours slumped over a PC – If you have any friends left from before grad school, nurture them – Think carefully before picking another academic as your life partner – Note: it gets harder not to as you get older
  13. 13. Getting promoted• Most promotion schemes reflect 40:40:20 model – Need demonstrable evidence of research output – ie, that you have converted your PhD into a sustainable and productive research agenda – Need to show evidence of teaching capability (eg, student survey results, peer review) – Need to show evidence of willingness to gradually build up your university service – Warning: being a “good egg” in the service area will not compensate for weakness in research and teaching
  14. 14. Conclusions • Hardly anyone regrets becoming an academic (although “these are the good old days”) • But universities are ancient and their HRM/HRD practices not much better …although improving • “How hard can Russian be, it’s spoken by 150m peasants?”