Room for improvement: the experiences of new lecturers in higher education

Abstract

This article is based on the findings of recent research into the experiences of new lecturers at the University of Brighton, UK. Although we initially gathered data for internal purposes, we now know that the issues raised by our project are not unique to Brighton. We therefore wish to share our results with a wider audience, in order to raise awareness of the needs of new university lecturers and to improve the support they are offered as they develop into their roles. We present qualitative data on the experiences of 17 new lecturers at Brighton, focusing particularly on the following themes: induction, teaching, interactions with students, relationships with colleagues, and opportunities for research. Our discussion particularly highlights the importance of induction in properly preparing new lecturers and providing vital information and support. We set our project within the wider higher education context, both UK and international, and within recent literature on new lecturers’ experiences.

Notes

1. It is a one‐year part‐time course based on action learning principles and is highly supportive and developmental. It integrates with participants’ day‐to‐day academic role and links educational theory with practical teaching and support for student learning. Newly appointed staff with less than three years’ teaching experience at higher education level are entitled to participate and are strongly recommended to do so in their first or second year at the university.

2. Induction is the term we use at Brighton for the formal and informal processes of orientation for both staff and students. We acknowledge that this term may be problematic as it potentially positions new staff and students in a passive role, being ‘inducted’ into the system rather than actively participating in the orientation process. This interpretation appears to be reflected in the experiences of many of the new lecturers we spoke to at Brighton.