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)
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
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
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
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
26. Take the leap...
Begin early
Engage your manager & head of school
Be visible & proactive
Know yourself
Find mentor(s)
Notas del editor
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!