Constructions of success in academia: an early career perspective

© 2015 Society for Research into Higher Education. Expectations around success in academia vary, and early career academics often receive conflicting messages about what they should concentrate on to achieve promotion or tenure. Taking a social constructionist approach, this paper considers the constructs of objective and subjective career success in academia and shares the perspectives of early career academics in three countries in relation to these narratives. Key findings are that objective career success in academia dominates the literature but remains ill-defined in the minds of the early career academics to whom the measures are applied, and that subjective career success in academia needs both more research attention and more consideration in promotion, tenure, and workload deliberations and policies

A standards-based framework for orienting new academics

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Holistic academic development: Is it time to think more broadly about the academic development project?

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Cultivating connectedness and generosity in universities: A view of early career academic experiences in Aotearoa New Zealand.

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Engaging tourism students through multimedia teaching and active learning

Teachers of tourism play an important role in assisting students to develop geographical knowledge and a sound understanding of tourism terminology and statistics, coupled with an ability to put these attributes into use in appropriate, creative, and competent ways. This article describes a multimedia-based teaching technique used in a New Zealand university tourism course and presents research findings regarding its impacts. In particular, the technique motivated students to attend and participate in class and contributed to a reported increase in tourism-related knowledge as well as an understanding of and appreciation for other cultures. © 2008 by Taylor & Francis Group, LLC

Wise academic development: learning from the ‘failure’ experiences of retired academic developers

© 2020, © 2020 Informa UK Limited, trading as Taylor & Francis Group. Informed by Constructive Developmental Theory and the Threshold Concepts Framework, we interviewed retired academic developers from four continents and asked them to describe their processes of learning from perceived failures and how they see the role of academic developers in supporting academics through failures. Findings regarding participants’ definitions of failure, ways of making sense of and learning from failure, and recommendations for supporting academic colleagues’ learning from failure are shared through tables, quotations, and poetry. Findings show that ‘wise academic development’ embraces curiosity about failure, integrates the (sometimes) transformative nature of failure, shares the load of sense-making, and cultivates connectedness

He moana pukepuke: navigating gender and ethnic inequality in early career academics’ conference attendance

Drawing on data collected in a cross-disciplinary survey of early-career academics (ECAs) in New Zealand, this article explores the factors influencing ECA conference attendance. Our conceptual framework uses conference attendance as the dependent variable and measures gender, ethnicity, family responsibilities and workload. Three key features affect conference attendance: demographic characteristics (background features and prior experiences that affect an academic’s willingness and ability to attend), accessibility (constraints to attending, such as financing, family responsibilities, institutional support or teaching commitments) and purpose (the value placed on attending conferences by the individual, the institution, or the discipline). In particular, we identify differences for women, Indigenous people, and those born overseas with respect to their ability to navigate and their inclination to attend national and international conferences

Partnership as a civic process

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