Teaching, Research, and Service Activities and Preferences in the Work Lives of New Zealand Early Career Academics

Sutherland, Kathryn

doi:10.1007/978-3-319-61830-2_4

Cited by 3 publications

(2 citation statements)

References 59 publications

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“…With respect to profession, we have all trained as physiotherapists and have continued to contribute as professionals since the completion of our entry-level training. As academics, we are all employed by universities but have varied responsibilities; we all engage in the core academic activities of teaching, research, and service (Sutherland, 2018a). By describing ourselves as "early career," we signal that we entered our academic roles quite recently (less than six years ago), while either undergoing or having recently completed doctoral studies.…”

Section: Our Shared Positionalitymentioning

confidence: 99%

“…Freeman and Jauvin conceptualised their analytic model for (full-time) clinical professionals, specifying that this applies to clinical care ("service for clients"). For the sake of this analysis, we have chosen to maintain a focus on service, but in the sense in which it is used to describe a category of academic activity (Sutherland, 2018a). The clinical physiotherapy practice of SM and MS is incorporated within this category, as is the institutional committee and community engagement that is not clearly linked to the traditional, quantifiable obligations of research and teaching.…”

Section: Ethicsmentioning

confidence: 99%

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Contagious precarity: A collective biographical analysis of early-career physiotherapist academics’ experiences of the COVID-19 pandemic

Cleaver¹,

Mohapatra²,

Simard³

2020

OPJ

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Background: The COVID-19 global pandemic, and the policies created to respond to it, has had profound and widespread impacts. We -three early career physiotherapist academics aspiring to emancipatory physiotherapy practice -noticed both common and divergent experiences amid the impacts of the initial pandemic response. Aim: To explore the professional contexts in which we operate as physiotherapist academics through an analysis of our COVID-19 pandemic-related experiences. Methods: We used a professional practice analytic framework to systematically explore our individual and collective experiences. The analytic framework consists of three lenses (accountability, ethics, and professional-as-worker), each of which is considered through three questions. Results: The analysis revealed the instability of our working conditions. Among us, there were experiences of the pandemic inducing unmanageable workloads and also experiences of the pandemic providing reprieve. We found that our accountability to departments and funders competed for our professional resources with our ethics of providing quality services. The combination of accountability obligations and ethics commitments often overwhelmed our capacities to sustainably maintain well-being. Caregiver status was an important characteristic determining whether the professional context improved or deteriorated in the early pandemic phase. Conclusion: This analysis can help inform essential changes to professional and academic institutions during and after the COVID-19 pandemic.

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Section: Our Shared Positionalitymentioning

confidence: 99%

Section: Ethicsmentioning

confidence: 99%