Titlebook: Early Career Academics in New Zealand: Challenges and Prospects in Comparative Perspective; Kathryn A. Sutherland Book 2018 Springer Inter

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978-3-319-87173-8Springer International Publishing AG 2018

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The Molecular Mechanism of Photoreceptioney dealing with these? This book attempts to answer these questions through an investigation of the experiences of early career academics in New Zealand universities. The introduction outlines the origins of the research that led to the inclusion of this book in the Changing Academic Profession seri

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https://doi.org/10.1057/9780230510807he performance-based funding era of the 2000s, New Zealand academics have increased both their teaching and their research activities and productivity. This chapter outlines the activities early career academics in New Zealand universities are engaging in on a daily basis, and asks about their prefe

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ng some academics who feel overworked, under-rewarded, and poorly supported. Given that New Zealand’s academics are comparatively underpaid, we should pay attention to the satisfaction levels of our academic staff, and to the conditions that affect satisfaction. This chapter adapts a well-known conc

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e is disputed. This chapter unravels some of the myths around ‘work-life balance’ in academia by looking into the family and household demographics of early career academics, and asks about their ability to live fulfilled lives at work and at home. It concludes that work-life balance is experienced

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d institutional levels, can influence an academic’s satisfaction, and potentially affect their desire to stay at or leave an institution. Consequently, this chapter focuses on the resources, services, relationships, and support that early career academics in New Zealand identify as important to them

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https://doi.org/10.1057/9781403984708cular. It reminds the reader of early career academics’ strengths, experiences, and needs, and outlines ideas for supporting them to thrive in their academic work. Suggestions are made for improving socialisation at the individual, departmental, institutional, and national levels. The chapter also i