Striking a Balance: Navigating Teaching and Research Challenges in Academia
Explore the complexities and strategies for juggling teaching and research priorities in academia. Uncover the challenges of academic career paths, meeting job expectations, and co-productive approaches to teaching and research.
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Balancing acts: teaching and research priorities, challenges, strategies DR CHARLOTTE MATHIESON C.MATHIESON@SURREY.AC.UK @CEMATHIESON WWW.CHARLOTTEMATHIESON.WORDPRESS.COM
Balancing acts: teaching and research o The challenges o What does an academic career path look like? o What are the challenges and competing demands? o Strategies and suggestions o Prioritising, planning, action o Teaching & research as co-productive
What does an early career path look like? There is no typical path A period of precarity is common, and increasingly longer Multiple, short-term contracts across institutions (simultaneously/successively) typical Most early career jobs are teaching-focused (ECR fellowships available but harder to come by) Applying to numerous jobs, mostly unsuccessful, is the norm
What is expected for a permanent academic job? o A strong research profile: o**Publications: journal articles, book chapters, monograph o*Funding: track record of small grants, building up to larger funding oParticipation in conferences, symposiums, other research activities o A portfolio of teaching activity: o*Experience of teaching seminars at Undergraduate level oExperience of lecturing, supervision, and teaching at Masters level o Extras o *Administration/ academic service (conference organisation/ serving on a committee/ peer reviewing) o Public engagement, communicating with non-specialist audiences
The challenges of meeting expectations oResearch vs teaching: o Strong research profile vs. teaching-heavy contracts o Timescales: oLong-term goals vs. short-term needs; oPlanning through precarity o Being multi-skilled: oResearch / Teaching / Administrative skills
Prioritise o Understand what s needed for an academic job: o Look at requirements of different types of positions in your field see jobs.ac.uk o Identify CV gaps what do you need to focus on? o Talk to supervisor/ mentors about your skills, and how to prioritise and develop
Planning Short term (6-12 months) vs long-term (2-5 years) Flexible and accommodating but focused on priority areas Helps you focus, make the most of time available, keeps you accountable
Publication strategy o Plan what when where you will publish o PhD to book, or articles? o What journals / presses? o When and what order? o Research Excellence Framework oRequirements for Early Career Researchers (new guidelines out late July) oQuality not quantity o 1-2 high-quality articles better than many book chapters/ conference proceedings
Putting plans into action o Set yourself deadlines stay accountable! o Find what works for you: time-blocking / daily writing / weekly target o Peer support: writing groups / writing buddy oMentor/ supervisor: guidance o Check in: review, revise
Beyond borders teaching and research as co-productive o Research in the classroom: o theories, concepts, approaches (place, literature) o using materials from your research o using technologies from your research e.g. blogs, digital tools o Teaching in research: o Refreshes research ideas o Puts you in touch with core concepts, disciplinary basics
c.mathieson@surrey.ac.uk @cemathieson www.charlottemathieson.wordpress.com
