work as an academic

COVID-19 has destroyed academic careers & stalled equity in our universities: Death knell or opportunity?

In mid-March, my university sent me and my colleagues home to work remotely for what everyone thought would be a week, maybe ten days. It was meant to be just enough time for Victoria to get on top of the virus that was increasingly in the news. More than 280 days later, most of us still have not been back. It seems we’ll be able to return to our desks soon, but during this time higher education has altered in ways few people could have predicted would happen so quickly.

For the last few years, I have been involved in research that examines the university from two distinct perspectives: one from a leadership and administration position, and the other looking at what it means to be an academic in the twenty-first century.

From a leadership and administration perspective, Professor Jill Blackmore covered these topics in detail when she presented the inaugural AARE Leadership SIG Neil Cranston Lecture. Professor Blackmore expertly outlined that while COVID was completely unpredictable, the way universities reacted was largely unsurprising due to decades of funding changes and increased corporatisation and managerialism within the sector. She argues that government and university management have been careless of international students and academics and their health and wellbeing, with significant equity and long-term effects as to the role of the university in a democracy. Professor Blackmore pointed out that COVID-19 has fractured and exposed the precarious arrangement in Australia where the rising Asian middle-class demand, particularly from China and India, has been cross-subsidising domestic student growth and research in Australian universities.

This post aims to compliment Professor Blackmore’s work by focusing on how COVID-19 has exacerbated issues with academic careers, career progression, and equity in Australian universities.

Precariously employed university workers bear the brunt

Perhaps the first issue to arise in higher education following COVID shutdowns was financial as student numbers regularly dropped and governments elected to provide little financial relief. The first groups to feel the brunt of this were those who are precariously employed. The last few years has been overflowing with researchers asking questions about universities having high numbers of casual employees that were carrying the bulk of teaching work, which minimised their opportunity to research; often considered the surest way to secure ongoing employment.

Rates of precarious employment vary greatly with figures anywhere from 10 to over 70 per cent depending on university and faculty. As finances became an issue during 2020, however, thousands of casual employees lost their jobs and suddenly academic questions around job fairness and employment potential have been replaced with financial survival. For all of the problems with precarious employment, and I was precariously employed for well over five years, the light at the end of the precarious employment tunnel for me and so many others was academic opportunity that could lead to employment, but that has now largely been lost.

Research positions axed

Faculty finances are also deciders of post-doctoral and research fellow numbers and opportunities, and these too have been negatively impacted. Over the last few years, researchers have noted a shift from academics being teaching and research focused, to more heavily being focused on one or the other. Times of prosperity also led some faculties to increased numbers of post-docs and research fellows to help bolster research outputs and grant opportunities. However, these positions often came in addition to the faculty’s operation. Subsequently, a financial downturn quickly sees those additional post-docs and fellowships as superfluous because the faculty is already operating at full capacity without them.

Career progression disappears

The same situation has also occurred for those on grants and fellowships who do not hold continuing positions. Gaining a grant or fellowship was once seen as the pathway to secure employment, but when finances are down and employment opportunities are rare, transferring grant and research success to continuing employment has become more difficult in 2020 than many ever could have predicted.

For similar reasons (and the forthcoming view is entirely anecdotal at this point), 2020 marks the first time I have heard of colleagues from local and international universities, faculties, schools, and departments sometimes being discouraged from applying for research-only grants. This may seem counterintuitive in the university space, however, it makes sense once you consider the financial implications of someone who was carrying out teaching and researching duties, moving to a research-only position for several years. Regardless of their salary being paid as part of the grant, they still need to be replaced within the faculty (to cover their teaching, administration, or leadership duties etc.) and this is an expense some faculties do not want to pay in times of economic difficulty and downturn. 

The above is only a few of the numbers of changes that are taking place in higher education, but there are other repercussions that must be considered. Primarily, what does the job market look like into the future, and who is in the best place to benefit?

Frankly, for some universities and some disciplinary areas, the outlook is not positive. Employment and career prospects in many areas will be paused, or take backwards steps. There will be more competition for jobs, and due to restructures and employment downturns in some institutions and faculties, researchers with years of publications and experience will be vying for positions that only one year ago may have been more likely to be filled by Early Career Researchers who have recently received their PhD, or researchers finishing post-doctoral work or fellowships.

Will only the privileged survive?

Academics are being told this is just a case of things being postponed a little, or that there’s still casual work out there, or that people could use this time to get their publications up for when things settle down in a year or two. So this really becomes a question of, who can survive this postponement? Who can actually publish without work until things settle down and the job market opens again? The answer, I fear, is one that will set back the forward steps universities had made to diversify their workforce. Being able to wait for the job market to settle, being able to survive on the hope of stringing together casual work, or having the ability to write and publish without financial or institutional support, all seem to point to universities returning to their traditional roots of privileging the privileged.

As we try and move past an impossible year, my primary questions surround just how well attempts to increase diversity and inclusion of academic staff have been. Some researchers would say these attempts were never successful, and they might be right. I would hope some areas have been more successful than others. However, I would also question if any system has been successful if an unexpected issue (such as a financial downturn) causes a sector to return to its default mode; and that default mode remains being one that benefits the economically and socially privileged. 

Opportunity to diversify as universities rebuild

As 2021 approaches and many universities are reporting to their staff that the rebuilding process is being planned or starting to get underway, the sector has an opportunity to review how its workforce is constructed. Nothing will undo the damage of COVID within the sector, but the future could be improved if rebuilding included new structures that were no longer at their core centred around privilege.

Dr Troy Heffernan is Lecturer in Leadership at La Trobe University. His research is centred on higher education with a particular focus on policy, leadership, administration, management, and inequalities within the sector. His current work explores vice-chancellors’ approaches to management, the emotional labour involved in higher education leadership, the consequences of precarious employment, the implication of personal networks in academic promotion and hiring, and understanding the repercussions of higher education’s shift to business models and marketized practices. His work has received numerous awards for research excellence, and he regularly participates in public and invited speaking engagements. Troy is on Twitter @troyheff

Our university workforce has become a fragmented, casualised ‘gig economy’. The problems we face

The quality and integrity of higher education in Australia is dependent on the quality of the academics who staff our universities. The supply pipeline of the academic workforce needs careful planning if it is to continue to be effectively renewed by fully rounded academics who are engaged in research and can contribute to sustaining the quality of Australian higher education.

Unfortunately, the higher education sector response to this challenge has been reactive and haphazard. We believe the problems in the sector are wide ranging and can be profoundly destructive to the future of all Australians unless we co-operatively address them and get government and policy action to change what is happening.

Problems facing the future of academic work

Growth demands

For more than a decade demographers and researchers have drawn attention to the impending need to renew the academic workforce in Australia. The Group of Eight (Go8) coalition of Australian universities estimated  that by 2030 an additional 26,600 full-time teaching staff would be needed to meet growth demands, on top of the 16,400 to replace retirements. There is little evidence of policies or support from governments to address this problem.

Changes to the nature of our work in an increasingly competitive environment

Substantial changes in the nature and context of academic work have emerged in the slipstream of commodified higher education. There is now mass participation by students in higher education, with diverse needs, interests and abilities and they are engaged in multiple modes of course delivery.  Academics today need to be agile in learning new technologies and delivery platforms, while they work in loosely co-ordinated teams often with out-of-area teaching allocations.

At the same time, universities have become intensely competitive, with global league tables promoting a hierarchy of institutions, and, in an effort to support high quality teaching and research, increased competition for declining resources. University administrations have sought to reduce the risks of continuing academic staff positions by resorting to sessional, short-term contracts and teaching-only positions. 

Casualised and fragmented workforce under high levels of stress

During the last two decades the conceptualisation, organisation, and nature of academic work has been disrupted, re-designed and transformed, resulting in an increasingly stratified, segmented, and fragmented workforce. A number of major studies have established the Australian academic workforce is experiencing excessive workload demands, intrusive managerialism and bureaucratic reporting requirements, widespread work dissatisfaction, work-related stress and burnout, at higher levels in Australia than elsewhere.

It is also highly casualised, and reliant on sessional academic staff at the lowest appointment levels to undertake face-to-face and online teaching and marking at the undergraduate level.  Concurrently, the on-going academic workforce is disproportionately skewed toward the older end of the age distribution. Impending retirement among the “baby boomer” generation will intensify the gap between on-going senior academic appointments and those occupying insecure, precariously funded positions founded on “soft” money from research grants and tenders.

Struggles of working in the ‘gig economy’

Short-term policy responses to meet staffing demands over the last decade or more have left a climate of career uncertainty and insecurity, lessening the attractiveness of the academic career. In meeting their on-going operational and educational demands in an unpredictable and volatile funding environment created by successive governments, universities have generated a new class of highly flexible and agile academic workers employed on insecure short-term, casual contracts.

They are subject to somewhat arbitrary rules of hiring and firing, income insecurity, and are distinguishable by their job and employment insecurity, lack of negotiating power about working conditions, and lack of career prospects and planning.

These are “the precariat” who find themselves in the “gig” economy. A significant proportion of these people have completed their PhD and then find there are few opportunities for ongoing employment. They piece together teaching and marking contracts at one or more universities without necessarily building the foundations of a career.

The growth of teaching-only positions undermining our future workforce

Early career academics (defined as 5 years post PhD) constitute the future workforce of the academy; yet, many are employed on sessional teaching contracts, concentrated in the lowest appointment levels and teaching-only positions. The percentage of “teaching only” staff rose by 360%, and specialised research roles by 96% in the period from 2001-2014. Casual staff, estimated between 40-60%, experience greater job insecurity, lowered access to support structures, juggle multiple demands and piecemeal contracts, suffer occupational, financial and personal stress, all of which stunt the development of expertise, undermine persistence, and fracture academic career motivations and ambitions.

Workload and burnout

Pressures have intensified with frequent reviews and restructures, standardisation and external regulation, performance measures (of teaching, research, impact, and engagement), unmanageable workloads, and the abandonment of tenure in some universities. Research has suggested that almost 40% of Australian academics aged under 30 were not committed to an academic career, or were planning to pursue other careers within 5-10 years, and 13-18% had immediate plans for departure. In the intervening period the prospects of a career in academia have not got better.

It seems inevitable that universities will not be able to meet the key performance indicators set by government and that academic staff will continue to experience job burnout at high rates.

Struggling with how to help

We need to know more about how early career academics cope with the competing demands of the job and what personal and work-related resources help to sustain healthy and committed academics. Conversely, we need to understand what job-related demands undermine the personal career motivations and goals, reduce work commitment and result in poor personal health and well-being outcomes. These are not trivial questions.

Massive growth of non academic staff in universities and related tensions

Alongside casual academic staff, new types of professional staff appointments have grown exponentially and found secure positions within universities as student advisers, HR managers, teaching and learning advisers, technical staff to manage digital technologies, academic advisers or facilitators to administer teaching programs in “flexible” modes, including technology mediated on-line teacher-less classrooms, and most recently, the emergence of practice professionals who teach but are not expected to contribute to the research endeavour.

There are irrevocable tensions that will continue to build in the university higher education workforce, between academic and professional staff who are appointed to ongoing positions with a career path and prospects, versus the short-term, contracted, sessional academic appointments who are not offered a career path, creating a sense of existential precariousness with few future prospects.

Funding uncertainty

Funding uncertainty and poor long-term planning for higher education more generally and, for universities in particular, is undermining the capacity and contribution of a skilled and committed academic workforce, making hollow the promise of Australia’s future economic productivity, innovation, growth and social stability.

Without due care and attention to the systematic renewal of the academic workforce, we believe Australia’s enviable reputation for high quality university-level education cannot be sustained.

Paul Richardson is Professor of Education at Monash University. Paul’s research interests focus on the career choice motivations of beginning teachers and the career paths, health and wellbeing of mid-career teachers. His interest in the career choice motivations, goals, health and wellbeing of academics, especially early career academics, is a development from his earlier empirical work on teachers and observations made during his time as Associate Dean Research for the Faculty of Education at Monash University.Paul is on Twitter @academiccentral

Dr Amanda Heffernan is a lecturer in Leadership in the Faculty of Education at Monash University. Amanda’s key research interests include educational leadership, social justice, and policy enactment. Amanda also has research interests in the lives and experiences of academics, including researching into the changing nature of academic work. She can be found on Twitter @chalkhands

Paul Richardson (paul.richardson@monash.edu) and Amanda Heffernan (amanda.heffernan@monash.edu)  are beginning a pilot study examining the career motivations and coping strategies among Early Career Academics (within 5 years of PhD) working in Australian Universities. If you would be willing to contribute your experiences to this study, we would be pleased to hear from you.

I was excited to be interviewed for a permanent lecturing job and then this happened

As a doctoral candidate coming to the end of my journey, the ever present need to find a job post studies is a challenging position to be in, as many before me can no doubt attest to. Talking to fellow participants at the 2017 Australian Association for Research in Education (AARE) conference it would seem that insecure work arrangements and opportunism is the only pathway to the ultimate role of a tenured position lecturing. Nevertheless I was filled with quite a bit of excitement at my good fortune last week when I secured a job interview for a permanent lecturing position – a bit of foraging for a job certainly seemed fruitful.

The interview proceeded with the usual back and forth about practice, my experiences and perspectives on educational issues. I was suitably charming and energetic, while the panel played their role in the to and fro of interviewing that we all have had to perform at one time or another. However, when it got to my turn to ask questions, I simply wanted to ask, as any keen AARE conference attendee would want to, about the research component of the position. Curiously, I was told that there was no research role whatsoever.

Considering I had been just asked about how I stayed up to date as an educator, to which I had replied that it was research and links with the academy that gave me a broader perspective on my practice, I wonder how a ‘teaching focussed’ academic is expected to stay abreast of developments in the field if they aren’t ‘in the field’ themselves. I also wonder why early career researchers would take these roles on other than out of desperation, underpaid as they are considering a standard teaching position in a school would offer me $15,000 more than a starting academic. Perhaps more importantly my question is why would incumbent academics actively position their future co-workers in these less than agreeable roles? Not only less agreeable, but I would argue that these role definitions imply, one would think, that research doesn’t matter. One would think this would be anathema to the spirit of the academy itself and importance of research to academic teaching.

In the spirit of the conference (Education: What’s politics got to do with it?) and in sight of the wider unrest of the current moment in Australian politics here in Canberra, one surely has to ask the question, how are we as intellectuals, or at least in my case a ‘wannabe’ intellectual, becoming complicit in our own demise? When do we speak truth to power instead of just writing about it? When do we stay the pen and pick up the pitchfork?

 

George Variyan is a doctoral student with Charles Sturt University working in the sociology of teaching, looking at teachers in elite private schools in Australia. George is also a Maths and Science teacher himself, and has worked in diverse school settings such as independent schools dealing with students at-risk, the elite private school sector as well as further afield in international schools. George currently lives in Perth with his young family, enjoying the warm climate and extended family nearby.

 

 

George is one of the hundreds of educational researchers who attended the 2017 AARE Conference in Canberra all this week.

*NOTE to readers and bloggers. Our Facebook and LinkedIn shares are not showing in some browsers but are showing in Safari. So check us out in Safari. Our tech people are on the case.