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If these generic issues in relation to tutor and senior tutor positions can be addressed, it is anticipated that this will make a positive difference for both male and female position-holders. Specifically, the committee considered the preponderance of women in both tutor and senior tutor roles, and what might be contributing to this situation. While the problem of being trapped in a “non-career” position does not apply only to women, Briar argues that women are more likely than men to have been recruited into academic jobs that have no career ladders 74 and are often fixedterm. Many women attracted to an academic career take one of these positions and it appears it is rarely explained that they do not offer any opportunity for promotion into senior academic positions. Women at Massey University also appear to have a greater sense of barriers that prevent them moving on from these positions than do men, as illustrated by these tutor and senior tutor responses to the PaEE review survey question “There is an obvious career path from my current position at Massey University.” Fifty-four per cent of male tutors and 50% of male senior tutors agreed or strongly agreed to this proposition, compared with 24% of female tutors and 26% of female senior tutors. I am now at the top of the scale for senior tutor and have, at the suggestion of a male colleague, sought through the PRP process to suggest that as I cannot apply for promotion then some other form of remuneration and professional development would be appropriate. This has been ignored in general and a specific request for [career development] turned down as too expensive. To me such a process/reward would affirm my continued commitment to the students and my work. Otherwise I just stagnate at this level. Female, academic staff member Issues of career paths for certain staff such as tutors/senior tutors need to be highlighted and a way forward to establishing a career path developed as soon as possible. Female, academic staff member The committee identified a range of possible organisational factors that may have contributed/be contributing to the over-representation of women tutors and senior tutors, in order to ascertain whether the difference could be a) explained, and b) justifiable. Those factors judged as unlikely to be contributing to women’s over-representation in this area were: Level of qualification Level of experience. An organisational factor that the committee considered likely to be operating in a gendered way at the University, and to be contributing to the preponderance of women in tutor and senior positions is: Gendered organizational or managerial views and assumptions, for example, that women may actively want and choose these positions or that non-career jobs suit women with family responsibilities. 74

Ibid, p. 120.


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