Resources, Training, and Support for Early Career Academics: Mixed Messages and Unfulfilled Expectations

  • Kathryn A. Sutherland
Part of the The Changing Academy – The Changing Academic Profession in International Comparative Perspective book series (CHAC, volume 20)


Structural influences such as the provision of appropriate resources and administrative processes, as well as collegial support at the departmental and 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, and their perspectives on how effective this support has been. The chapter starts by outlining the peer groups with whom early career academics most closely identify and where their loyalties lie, showing that not all new academics’ loyalties are to their institution. Considerable energy, leadership, resources, and support are needed for academics to feel adequately socialised into and a valued part of the university community. A questionnaire of academic managers also contributes to our understanding of the interactions of structure and agency in the socialisation process for new academics. This chapter reveals significant gaps that will need to be overcome between the early career academics’ expressed needs and the perceptions of their academic managers.


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© Springer International Publishing AG 2018

Authors and Affiliations

  • Kathryn A. Sutherland
    • 1
  1. 1.Victoria University of WellingtonWellingtonNew Zealand

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