What makes for an academic career?
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Plenary presentation at the Lancaster University Researcher Day on 26/09/2013 (http://www.lancaster.ac.uk/hr/development/courses/TeachingResearchRelated/Researcher-Day/index.html)
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What makes for an academic career?
- 1. What makes for an academic career? Dr Emma Gillaspy, Vitae NW Hub Manager @vitaenwhub
- 2. What I‟m going to cover... What an academic career looks like National employment picture for researchers Equipping yourself for an academic career Recognised and valued skills in academics Challenges and solutions in academic careers Thank you to all the sources of data presented in this session (see individual acknowledgements)
- 3. What is an academic career?
- 4. Reader Pathways - Manchester Research Fellow Senior Research Fellow Research focused Lecturer Senior Lecturer Professor Teaching and Research Teaching focused Reader Professor Lecturer Senior Lecturer Professor Reader
- 5. National picture (PhD +3.5y) 92% high level of career satisfaction Doctoral researchers more „recession proof‟ Portfolio working 14% Short FT contracts more common, particularly in HE research www.vitae.ac.uk/wdrd
- 6. Occupational clusters 17% 12% 22% 7% 23% 19% Research (HE) Research (non-HE) Teaching (HE) Teaching (non-HE) Other common doctoral Other
- 8. Impact of doctoral degree
- 9. Getting on the ladder “What do you see as the top 3 key attributes of good lectureship candidates in your discipline?” 1. Research – 77% (publishing, research profile, impact on field or articulation of plans or ability to secure funding) 2. Teaching - 53% (evidence of ability to teach well rather than concrete experience) 3. Personal Attributes (Team/Collaborative & Communication – 31% & 26%) AGCAS survey on getting that 1st lectureship http://bit.ly/15tnraV
- 10. Summary of findings Publications dominate Funding experience varied Collaboration with senior colleagues key (STEMM) Interdisciplinarity & collaboration expected in role Extensive teaching experience not required Looking for collaborative & excellent communicators Aim for a lectureship by 5+ years Career breaks widely seen as challenging AGCAS survey on getting that 1st lectureship http://bit.ly/15tnraV
- 12. Have you got what it takes? Academic achievement What have been your recent achievements? How strong is your publication record/qualifications? Skills & knowledge How appropriate are your research skills & subject knowledge to the field which interests you? Are you developing your ability to compete for funding? Motivation Are you prepared for the demands on your home life? Are you prepared to continue with the uncertainty and pressure? The competition Do you know who your competitors are? What gives you the competitive edge? Strategic focus Where do you see your research going? What are your plans for your next post? www.academiccareer.manchester.ac.uk
- 13. Most important behaviours of research leaders www.vitae.ac.uk/pirls
- 14. Going for promotion Research Teaching and Learning Knowledge transfer Service and Leadership • What is your University‟s promotion criteria/ process?
- 15. Example h-index
- 16. Flickr ID: Krikit ♥ Challenges
- 17. Gender equality 45% Lecturers 35% Senior Lecturer/Reader 20% Professors 56% PSS 51% Senior PSS Similar picture at other HEIs Less so for A&H http://documents.manchester.ac.uk/display.aspx?DocID=16206
- 18. Ethnic origin White Chinese Indian Pakistani Black African Black Caribbean Bangladeshi Other (inc mixed) Other (Asian) Other (Black) Unknown 15990 330 300 60 55 20 20 340 185 5 1200 http://blackbritishacademics.co.uk/statistics/
- 19. Aspirations vs. expectations CROS asked about long-term career aspirations and expectations: 78% aspire to work in HE long term (more than half in combined research/teaching) 62% expect to achieve this <½ will secure a long term academic role What is the impact of unrealistic expectations on career management and sector vitality?
- 21. What‟s your motivation? What do you want from life? (career anchors) What makes you: Happy? Satisfied? Motivated? What gets in the way? What else do you need? Vitae career-wise researcher booklet Take some time to understand your motivation
- 23. Learn how to act confident
- 24. Are you a... Marketing Michael Wallflower Wendy Little Miss Helpful
- 25. You are not an island
- 26. Take the leap... Begin early Engage your manager & head of school Be visible & proactive Know yourself Find mentor(s)
Editor's Notes
- 30min
- This presentation will provide a realistic take on what makes for an academic career in today’s competitive world. I will define the possible academic career pathways a researcher can take. Specifically, I will cover: The national employment picture for researchers using data from the Vitae ‘What Do Researchers Do?’ research How you can better equip yourself to pursue an academic career What factors are recognised and valued in an academic career Strategic academic career planning tips
- 2505 respondents compared with 2075 (2008) and 6720 (2008 6 months)Highest satisfaction in HE teaching, lowest in HE research and other occupationsConsistency in employment compared to Masters & UG (falls 5%) and enjoy salary premium Portfolio working higher in A&H and SS, 70% by choice, 25% could not find FT work of interestShort term contracts (<12 months) rose from 3% to 5%, even higher in HE research (5% to 11%)
- Proportion working in HE research fell from 19% in 2008 to 17% in 2010 graduatesOther common = health professionals, engineering, IT, business/finance professionals
- Key clusters for arts and humanities respondents were teaching and lecturing in HE (37%) and other occupations (31%). For biomedical respondents and physical sciences and engineering respondents the largest cluster was other common doctoral occupations, while for biological sciences respondents it was HE research
- Doctoral graduates consistently perceive positive impact of their doctoral degree experience on their workplace activities, career progression and to a lesser extent their wider lives. Within the workplace this experience helps them to be more innovative and influence the work of others, as might be expected of those with very high level knowledge. Many also report that it enables them to change organisational culture and working practices, presumably reflecting their high competency levels.
- Publications dominate - consistent and developing output – REF cycle influence Funding experience varied from plans/ideas to fellowships. Collaboration with senior colleagues key in STEMM disciplines Interdisciplinarity & collaboration – once in the job Most don’t expect extensive teaching experience & few require formal teaching quals. Candidates who seem collaborative (esp at dept. level) & excellent communicators are sought after Postdocs should be aiming for a lectureship by 5+ years. After 10 it becomes difficult. Career breaks widely seen as challenging for career maintenance – try to keep ‘foot in door’
- Perceptions of most important behaviours in excellent research leaders by REF Panel (N=4427)A (Medical, biological sciences and agriculture) 37%B (Physical sciences, engineering and mathematics) 31%C (Social sciences, including education) 21%D (Languages, humanities and creative arts) 11%
- 2011/12 academic year, number of professors in UK HEIs by ethnic origin (based on Full Person Equivalent)HESA staff records
- RDFKnow yourself
- What is confidence anyway?Confidence is all about impressions, you can be quaking inside but still come across as the most confident networker they ever met!
- >40% people get their jobs through their networkTo be an academic you need to have an influential network, it’s not just about great researchBe visible but helpful
- How many of you have got a mentor?Used to shouldering responsibility but you need a good network to succeed in academiaYou also need a supportive home and friend networkSeek support everywhere you can!