access to resources such as funding, workload credits, postgraduate students, research teams, technical support, professional networks etc. Those who do not have these advantages must use their basic resources time, labour and skill to make – – themselves valuable to the School. Often this group encompasses level B and C academics, academics entering a new research field, academics that specialise in education and academics with heavy teaching loads. Academic women often fall into this category, but by no means exclusively. Currently, one of the major reasons the School is productive is because teaching and research is unevenly distributed amongst academics, with some academics doing predominantly teaching and others predominantly research. This has been enabled somewhat by the gendered differentiation of academic roles within the School due to women's and men's contrasting career trajectories (traditional versus non-traditional). The development of other mechanisms (resource allocation, networking, decision making), individual work/career strategies and unconscious attitudes have also contributed to the current situation. The fair and equal distribution of resources (funding, technical and administrative support etc.) and responsibilities (teaching, pastoral care etc.) can go some way to supporting academic staff individually and the School as a whole. Ultimately however, academic career progression, the productivity of the University, and its national and international profile, requires a decision to actively and equitably support all members of the University: a decision that should be supported at all levels of University management.
access to resources such as funding, workload credits, postgraduate students, research teams, technical support, professional networks etc. Those who do not have these advantages must use their basic resources – time, labour and skill – to make themselves valuable to the School. Often this group encompasses level B and C academics, academics entering a new research field, academics that specialise in education and academics with heavy teaching loads. Academic women often fall into this category, but by no means exclusively. Currently, one of the major reasons the School is productive is because teaching and research is unevenly distributed amongst academics, with some academics doing predominantly teaching and others predominantly research. This has been enabled somewhat by the gendered differentiation of academic roles within the School due to women's and men's contrasting career trajectories (traditional versus non-traditional). The development of other mechanisms (resource allocation, networking, decision making), individual work/career strategies and unconscious attitudes have also contributed to the current situation. The fair and equal distribution of resources (funding, technical and administrative support etc.) and responsibilities (teaching, pastoral care etc.) can go some way to supporting academic staff individually and the School as a whole. Ultimately however, academic career progression, the productivity of the University, and its national and international profile, requires a decision to actively and equitably support all members of the University: a decision that should be supported at all levels of University management.