Early career researchers: the difficulty of saying ‘no’ as a newbie

Juggling multiple departmental roles on top of teaching and research can leave new lecturers feeling ‘punch-drunk’, explains new appointee Richard Budd

December 4, 2015
ecr chat PhD first job juggling careers
Source: istock

I was warned about this before starting, but one of the hardest things is knowing when to say “no” to stuff. So far, I haven’t turned anything down.

Being new means that you want to help people out and you probably feel more obliged to do stuff. So far I’ve been co-opted on to a committee for doctoral training and a group on research methods for master’s students.

I’m a departmental ethics lead, there’s some master’s and doctoral teaching in the pipeline after Christmas, and then I’m half of a team responsible for revamping and coordinating our departmental research centre.

Oh, and I’m the Departmental Twit(-terer).

A one-off session on education in the UK to international students? Okey-doke.

Can you help us to try to raise the number of students who spend time at universities overseas? Sure, that’s right up my alley.

Then there was that journal review last month, the ongoing meetings and spreadsheets to fill in on student attainment, and an endless range of other things that need tracking, along with chasing up those students who can’t be bothered to come to many (or any) of the taught classes.

I have a bit less teaching than the other new staff, but it’s not like I’ve had the “soft landing” that you get with some lecturing jobs; I have three hours of small group tutorials every Monday morning, and so far I’m delivering about nine lectures or other teaching sessions over the year. 

Read more: Five cities, seven years: my life post-PhD
Read more: Have 'young academics' been betrayed?

I’m also supervising about 30 undergrad and two master’s dissertations. I think that’s where most of my “teaching” hours come in – when deadlines come around, my inbox floods its banks overnight. I have “office hours” twice a week, two-hour blocks where my supervisees/tutees can book slots to come and see me, and these are nearly always full.

But I’m loving being able to develop a relationship with my students, rather than being parachuted in for a few one-off appearances, which is what most of my previous university teaching was like.

There is a bit of space for research. I’ve just resubmitted a paper to a journal, having spent six months not being able to get anywhere near it. A new baby, leaving two jobs, moving house and starting a new job does that.

I’m halfway through finishing a poster for a big conference in just over two weeks, too. Then some colleagues and I have also just drafted an internal grant application.

The elephant in the room at the moment is the postgrad certificate in teaching and learning. I need to do it as part of my first-year probation, and passing it will get me the all-important fellowship of the Higher Education Academy. I want to do it, too, as it’ll help me to develop my teaching.

At the moment, though, I have no idea how I’ll fit it in – and there’s an essay due in January.

It’s funny how you get cross with students for doing things at the last minute, not reading around the subject area, working out what is the minimum that they can get away with. As soon as I was enrolled on the course, I found myself slipping straight back into that mode again – it’s frightening.

I think the best bit about the job is that everything I do is now part of one role. Before I got here, I was working part-time on a research project and had occasional bits of teaching and supervision thrown in.

That was alongside a non-academic role running a few staff development projects. Working on my own publications was what the evenings were for – when I wasn’t applying for jobs.

It’s not that I have less work now or less variety in what I’m doing – far from it – but it all sits under one roof rather than three.

I’m a bit punch-drunk, but mostly happily so.

Richard Budd started as a lecturer in education studies at Liverpool Hope University in September 2015, and previously worked on widening participation and academic staff development projects at the University of Bristol. A longer version of this piece appears on his blog, Stuff About Unis.

You've reached your article limit

Register to continue

Registration is free and only takes a moment. Once registered you can read a total of 6 articles each month, plus:

  • Sign up for the editor's highlights
  • Receive World University Rankings news first
  • Get job alerts, shortlist jobs and save job searches
  • Participate in reader discussions and post comments
Register

Related universities

Reader's comments (6)

I concur with this. I currently work across two faculties, neither of whom speak to each other. It has ended up with me being stretched over three different contracts and doing so much more than one FT Lecturer. I am only just going into my third year and still have not had time to complete my FHEA despite management pushing academic staff to do it- my question is 'when will you give me time to do it?' And to that I am usually greeted with silence.
"I have a bit less teaching than the other new staff, but it’s not like I’ve had the “soft landing” that you get with some lecturing jobs; I have three hours of small group tutorials every Monday morning, and so far I’m delivering about nine lectures or other teaching sessions over the year. " Is this a wind-up? You teach for three hours a week and what amounts to another 45 minutes a week over two semsters and you think you are hard done by? Seriously if this is the typical workload at Liverpool Hope - have you got any jobs going?
To put things into perspective, although 3 hours of tutorials per week sounds like little teaching, supervising 32 dissertations is a lot of work. Even if you just have a very conservative 1 hour per month of supervision/feedback time per student, this would add 7-8 hours per week for this number of students and even more towards the deadline.
One hour per month, at my institution we are allocated one hour of support per dissertation student per academic year. It's totally unrealistic and for the sake of our students no one actually follows it, but it does mean we are placed under considerable pressure to conduct research in our own time.
Nine lectures in a year. Nine! Try 18.5-hours per week of teaching, programme leadership and all of the administrative responsibilities you've described.
This is a ridiculously light teaching load, even for a new lecturer. The idea that the author is struggling is hard to credit. He doesn't have nine hours of supervision contact - he has four hours, he says it in the piece, plus three hours of small-group teaching. And supervisions do not require anywhere near the level of preparation that actual large group, normal teaching needs. God, we all need a job at Liverpool Hope.

Have your say

Log in or register to post comments

Featured Jobs

PhD Position in Archaeology and Cultural History

Norwegian University Of Science & Technology -ntnu

PhD position in Energy and Process Engineering

Norwegian University Of Science & Technology -ntnu

PhD position in Energy and Process Engineering

Norwegian University Of Science & Technology -ntnu

PhD position in Industrial Energy Efficiency

Norwegian University Of Science & Technology -ntnu

Postdoc in Traffic Engineering

Norwegian University Of Science & Technology -ntnu
See all jobs

Most Commented

Doctoral study can seem like a 24-7 endeavour, but don't ignore these other opportunities, advise Robert MacIntosh and Kevin O'Gorman

Matthew Brazier illustration (9 February 2017)

How do you defeat Nazis and liars? Focus on the people in earshot, says eminent Holocaust scholar Deborah Lipstadt

Improvement, performance, rankings, success

Phil Baty sets out why the World University Rankings are here to stay – and why that's a good thing

Warwick vice-chancellor Stuart Croft on why his university reluctantly joined the ‘flawed’ teaching excellence framework

people dressed in game of thrones costume

Old Germanic languages are back in vogue, but what value are they to a modern-day graduate? Alice Durrans writes