Defining and better supporting the Early Career Educator

Coming from a research background, most of us are very familiar with the term ‘Early Career Researcher’ (ECR). Whilst the definition varies (typically those undertaking postgraduate research up to five years post completion of a PhD), consistently ECRs are a well-supported and protected group. Increasingly however, large numbers of academics are on teaching-focussed roles. The Higher Education Statistics Agency (HESA) suggested there were 85,620 teaching focused academics across UK HE institutes, increasing from 66,355 over the past 5 years – an increase of 29%. In contrast, the number of staff on research only contracts decreased by 2% over the same period. Relative to ECRs, those early in their teaching career often begin their careers with less established networks of support. Thus, we would like to be able to define, and in turn, better support the Early Career Educator (ECE).

The early experiences of those in teaching careers

Catriona: Together with colleagues from Brunel (Chinedu Agwu), Brighton & Sussex Medical School (Danya Stone and Luke Reid), UCL (Tom Gurney) and Exeter University (Dominic Wiredu-Boakye) – we are leading a cross-institutional project to better understand the experiences of those early in their teaching careers at HE institutes in the UK, specifically in allied health and/or biological sciences. We would hope to be able to gain insight from those just starting out on a teaching career, but also those much further into their career, to learn whether attitudes and experiences towards teaching staff at HE institutes have changed.

Oli: Currently, the project is with the ethics board for review, but once approved we will begin with a survey disseminated to academics on teaching-focused roles on allied health and/or biological sciences courses. This survey is broken into six distinct sections that will help unpick the demographics, motivations, definitions, challenges, benefits and support. From this, we will then identify key themes that we can explore further in focus groups later in the year. We then hope to be able to synthesise this wealth of information into a definition of, and clear actionable suggestions for better supporting, the Early Career Educator.

What does being an Early Career Educator mean to you and your career?

Catriona:  You’re constantly learning. One of my former mentors (now retired) once described a three-year learning curve for Early Career Educators. In the first year, you’re doing everything for the first time, and it’s challenging. By the second year, you’ve gained some experience, but it doesn’t necessarily feel easier. Then, in the third year, you begin to feel confident in your ability to deliver. I’ve definitely experienced this, but I’d add that, now approaching the end of my fourth year in teaching, I’m still learning and developing.

Oli: For me, the real strength of an Early Career Educator is being able to approach things with a fresh perspective. This could easily be described as inexperienced, but I prefer to look at it as an opportunity to innovate with little pressure. Over the last couple of years, I’ve been fortunate to shadow several excellent educators and have crafted what I consider to be my style through adapting the successful bits from those into something that works for me.

Why are you interested in defining what it means to be an Early Career Educator?

Oli: Personally, I’m interested in this work and see this as important as I’m keen to ensure that others who are early in their teaching career are supported as well as possible to ensure educational standards are as high as possible. Teaching can be an immensely rewarding career, but equally immensely difficult if not appropriately prepared and supported.

Catriona: I agree with Oli. I’ve been exceptionally fortunate to have been well supported and mentored by my colleagues, but that isn’t necessarily the case for early career educators elsewhere. I would also like there to a clearer definition so we can move towards achieving parity with the more established research track.

What are you hoping to achieve through this project?

Oli: Defining the Early Career Educator is important as it allows us to understand better, through looking at the data from those who take part in our survey, what criteria usually define an individual as an Early Career Educator. For example, is it a certain level of qualification or amount of time since getting this qualification? Or as we suspect, a combination of multiple factors.

Catriona: Having a definition of the Early Career Educator will also raise awareness of this important period in an individual’s educational journey. Combined with the insights gained from the project, will enable them to be better supported by organisations and institutions. Through speaking to those currently considered to be an Early Career Educator and those with vastly more experience, we hope to better understand the challenges and opportunities experienced to suggest actionable methods of better supporting Early Career Educators.

Do you have top tips for Early Career Educators ahead of the larger project?

Oli: I’m not sure I feel qualified to offer any advice – I think that’s partly why we’re doing the study in the first place! If I had to say something though I’d probably say networking and questioning. Through networking as part of the Physiological Society’s Education and Teaching Community, I’ve met plenty of other like-minded individuals and been able to pick the brains of those far more knowledgeable than me (Catriona, for example). Don’t be afraid to ask them the questions that are bothering you, it’s almost inevitable they’re being bothered by the same questions!

Catriona: Don’t be afraid to try new things. In my experience, students appreciate it when lecturers have put effort into making a teaching session more interactive and engaging, even if it doesn’t go quite to plan. I would also echo what Oli has said. The education-focussed meetings in particular are a fantastic way to meet people and share ideas. The conversations you have there might lead to future collaborations. This project is proof of that.

Help shape the future of Early Career Educators

Are you interested in helping shape the experiences of future Early Career Educators and/or share your own experiences? If so, then we’d greatly appreciate if you could spare 20 minutes of your time to help improve the experiences of current and future Early Career Educators. The Physiological Society have generously agreed to help disseminate and publicise this work. You can read the participant information sheet and then get involved in the research project by either following this link (https://tinyurl.com/ECESurvey25) or by scanning the QR code below. 

We’d really appreciate it if you could also spread the word about the work we’re doing!