Challenges for Post-PhD Career Development - Dr Ian Lyne
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Presentations delivered at the AHRC Subject Association Event 2014
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Challenges for Post-PhD Career Development - Dr Ian Lyne
- 1. Challenges for Post-PhD Career Development Subject Association Meeting 25 September 2014 Dr Ian Lyne (AHRC Associate Director)
- 2. Overview… • AHRC and British Academy Report: Support for Arts and Humanities Researchers Post-PhD • What are the issues? • Key findings • How can Subject Associations help? http://www.ahrc.ac.uk/What-We-Do/Research-careers-and-training/Pages/Oakleigh-Report.
- 3. Report: Support for Arts and Humanities Researchers Post-PhD • Commissioned Oakleigh Consulting Ltd • Early career researchers (ECRs) - up to 8 years post-PhD • Focus on those wishing to pursue an academic career
- 4. Respondents • ECR survey: – ECRs not in the HE sector (97) – ECRs on fixed-term contracts (544) – ECRs on permanent contracts (241) • 32 responses from 23 Universities
- 5. Key findings – main concerns • About 92% of ECRs on fixed-term contracts expressed concern about their careers. Compares to 60% on permanent. • Concern about development of the skills needed to obtain a lectureship or to support career progression within or beyond the HE sector • Succession of short-term posts seen negatively with individuals applying for the next position rather than concentrating on publishing, research or developing professional networks
- 6. Key findings – Concordat Concordat to Support the Career Development of Researchers • https:// www.vitae.ac.uk/policy/concordat-to-support-the-career-development-• Implementation cross-institutional • Academics less well informed than Career advisers and staff developers • ECR perceptions do not match university assertions • ECRs on fixed-term and teaching-only contracts least likely to feel valued, recognised and supported
- 7. Good practice identified • Advice and support is made available at an early stage • A broad based approach to identifying ECRs • Advice is provided on a broad range of possible careers • ECRs’ requirements lead and inform the advice and support made available • Senior academics are informed of support available to ECRs. • Mentoring is crucial and needs to be relevant to the needs of the individual • Networks to share experience are valuable and should be supported
- 8. Discussion • How can Subject Associations help? • Are there things which Subject Associations need to work together on to address? • How can AHRC help?
- 9. Some initiatives… • Hortensii Tacking the problems facing PhDs without permanent jobs http://hortensii.wordpress.com/ • Aimed mainly at Classics students with information and resources…. “We take our name from the Roman Quintus Hortensius, who in c. 287 BC sponsored the Lex Hortensia giving civil rights to Roman plebeians” • Run by Eleanor Dickey, a Classicist at Reading
- 10. Some initiatives… • History Lab Plus - a network that supports early career historians and independent researchers. http ://historylabplus.wordpress.com/ - In collaboration with Institute of Historical Research. • Joint Code of Good Practice for Employing Temporary Teachers in History with the Royal Historical Society: https://historylabplus.files.wordpress.com/2014/08/rhscode ofgoodpractice.pdf –Based on the results of a survey of over 200 postdocs and research students carried out by History Lab Plus in late 2012, asking about their experiences as early career historians.
- 11. Key findings – contract type • Fixed term contracts: – Just over 20% on fixed-term contract less than 12m – 25% on contracts of 24m – 30% on contracts of 36m; • 70% on permanent contract had previously held fixed-term • 24% of ECRs on fixed-term contracts hold a term-time contract and 22% have held one previously. • Quarter in HE consider themselves ‘portfolio workers’ - 60% of these hold two contracts currently. • Range of roles and job titles.
Notas do Editor
- AHRC and BA were concerned that they didn’t have a robust picture of issues faced by researchers in the period immediately following doctoral study. In particular those wishing to pursue a career in academia. Increase understanding of number and types of roles and contracts undertaken. How this impacts on career progression. AHRC also wanted advice on how researchers currently or previously on AHRC-funded research projects envisaged the next stage of their career and the impact of team working. We won’t be covering this aspect in today’s workshop. Commissioned Oakleigh Consulting Ltd to undertake the study. Approach was an online survey – open to anyone who identified themselves as an ECR and interviews with ECRs and University staff. Asked a series of questions about their careers and the support that they have received and continue to receive from the University. In this context, the study also looked at the implementation of the Concordat.
- The ECR survey received 882 responses and these were classified into three groups: Individuals employed outside the HE sector – most of whom had an aspiration to return to the sector. Individuals in HE sector on a range of fixed term contracts – this group is main focus of the research Those employed in HE sector on permanent contracts Also had 32 responses from individuals in a range of different roles in 23 different Universities. ECRs and university staff completed online survey. Follow up with interviews for a range of individuals and these are reflected in examples and case studies in the report. One of the issues it that there is no single definition of an ECR and can be multiple definitions in same university – may make these individuals hard to identify and support. In terms of demographics: 63% of respondents were female 7% of respondents were from Black, Asian and Minority Ethnic groups 65% were UK nationals And 3% reported that they had a disability.
- Around 92% of ECRs on fixed-term contracts expressed concern about their careers not and in the future. For the most part, this concerned gaining a permanent academic position. They saw gaining a permanent contract as professional success but perceived that few opportunities were available. They take on short fixed-term, hourly paid and sessional posts to remain in academia but these are not always considered to be contributing to the development of the skills need to obtain a lectureship or to support career progression within or beyond the HE sector. Those on fixed-term contracts who are considering leaving academia worry that the skills they have may not be transferable outside the sector. A career involving a succession of short-term posts is regarded negatively with individuals applying for the next position rather than concentrating on publishing, research or developing professional networks. This compares to 60% of those on permanent contracts whose main concerns were related to opportunities for career progression or workload pressures.
- Implementation of the Concordat tends to be at institutional level but A&H researchers can be in a very different positions to other researchers so there may be a requirement for differentiated support. University respondents were classified into three main groups: Academics; career advisers and staff developers; and, management. Academics were least well-informed about the Concordat and its implementation and this is an issue when it is academics that ECRs look to for advice. ECRs’ perceptions and experiences of the support their receive and how they are valued and recognised does not match the assertions of the research organisations. ECRs were less likely to agree with statements in the survey drawn from Concordat principles. This is the case even for ECRs on permanent or open-ended research-related contracts. As an example, 70% of ROs felt promotion opportunities were transparent and effectively communicated and open to all staff whilst only 30% of ECRs in HE agreed that promotion opportunities are clear and effectively communicated. ECRs in fixed-term or teaching-only contracts, who aspire to a research-related position are least likely to feel they are valued, recognised and supported.
- Early stage advice – those that seek and have access to advice at an early stage may be better equipped to plan their career and achieve their objective. Help to understand that an academic career means in practice. Identifying ECRs – individuals may be excluded from support because they are not identified as ECRs i.e. not identified as researchers. Some ROs allow ECRs to self-identify so they are kept informed of support and advice available to them. Noting that there may be financial constraints on the provision of support. Broad range of careers – support and advice for careers outside academia Suggestion that support provided is driven by the needs of ECRs i.e. they are involved in development of support programmes. The study found that ECRs are most likely to consult colleagues for career advice and support. But, this group is less well-informed about the Concordat. This suggests that either they need to alert ECRs to other sources of advice or they need to be in a better position to provide support. ECRs responded that they value a relationship with a mentor who understands and has had experience of their situation. Also the opportunity to be open without worrying that this will be interpreted as an inability to cope. According to the study, ECRs are making use of social media to network and share experiences. They are interested in being able to identify and communicate with other ECRs in similar circumstances. Further networks could be facilitated.
- A pilot and then a longer follow-up survey were distributed by e-mail and on blogs in March and April 2014, attempting to find out whether there is anything that could be done to alleviate the distressing conditions often experienced by PhDs who do not find permanent academic jobs.
- The results indicated that for those on short-term teaching contracts a few simple things, such as being included on email lists and invited to seminars, could make a big difference to their experience of a department. We hope that this Code of Good Practice will serve as a helpful reminder of policies that can help temporary teachers, many of whom will become permanent academics and all of whom are crucial to the vitality and high standards of the profession. It has been endorsed by the RHS, History Lab Plus and History UK.
- Just over 20% of ECRs on fixed-term contracts were on contracts of less than 12 months. Around a quarter are on a 9 month contract: described as ‘term time’ only by a numbers of respondents. A further quarter are on 6 month contracts. Though ‘contract’ is used, in a small number of interviews it was apparent that a contract didn’t exist in practice. Duration of fixed-term contracts varies, up to 72 months. A small number had contracts renewed on a semester by semester basis. Around 30% had contracts of 36 months and a quarter of 24 months. A higher proportion of male respondents hold contracts between 24 and 37 months but a higher proportion of female respondents hold fixed term contracts of 48 months or over. Two thirds of all respondents in HE had previously held a fixed-term contract and most had held between 1 and 3. 70% of those now on a permanent contract had previously held a fixed-term contract. 14% of ECRs on a permanent contract are on a fractional contract and 24% have held one previously. {fractional = fraction of FTE – can be referred to as ‘term-time’ contract} 24% of ECRs on fixed-term contracts hold a fractional contract and 22% have held one previously. Quarter of ECRs in HE consider themselves to be portfolio workers and 31% of those on a fixed-term contract. 60% of these hold two contracts currently. Suggests there is a reliance on consecutive and often concurrent fixed-term and fractional contracts. Range of roles and job titles not all of which will include research, though this survey was about those wishing to pursue an academic career. In some cases the nature of the role or title may mean their identity as a researcher is not picked up or recognised by university. Around half of ECRs on fixed-term contracts gave negatively or neutrally phrased reasons for taking up their current position or positions. Data suggests individuals are reliant on consecutive and often concurrent fixed-term and fractional contracts to maintain continuity of employment.