With regard to AUTs and most NZ higher education institutions, collective university contracts are negotiated between higher education institutions and the Higher Education Union (TUE). The TUE represents approximately 10,000 employees of universities, Fachhochschulen, W`nanga and private training institutions in New Zealand. You publish collective agreements on websites for each «branch» of the union, so if you are considering a role at a New Zealand university, you can usually view their collective agreements online. However, permanent university staff are generally employed in collective agreements. This means that their contractual obligations, wages and working conditions are widely standardised. There is a standard pay scale, standard progression procedures and standard leave fees. Salaries and responsibilities vary from university to university and careers vary from discipline to discipline. That said, if you are considering joining the university staff after the PhD (and if you are lucky enough to have a stable role), you would generally be in favour of a teacher level and a starting salary in the range of NZ$70,000 to NZ90,000, although there are still many exceptions. Academic salaries can increase on a ballpark $150,000 for professors on collective agreements; but at this level negotiate a lot of individual contracts that can pay more. EU members are negotiating a minimum of livelihoods, $20.55, which will be paid to the university`s lowest paid staff from 1 January next year, and a 3% increase for employees.
Since 19 October, members of the Tertiary Education Union (EVP) have been no longer giving student grades in collective bargaining actions. If you have followed the news, you will know that primary and secondary teachers have recently had a «mega-strike» to protest their wages and working conditions. AUT is looking for a later date to continue negotiations, Bundy said. The digital age is also changing the workload of higher education, as more and more courses move online. Studies at Waikato University have shown that most teachers who have converted to e-learning models have found that «the time spent on e-learning is equivalent to or longer than e-learning through personal education» (Bright, 2012, p. 2). Most also found that much of their online teaching took place outside traditional office hours «to force teachers to play the role of teachers 24/7» (Bright, 2012, p.3). This could mean that higher education is further away from the normal working day from 9 to 5. Houston, D., Meyer, L. H., Paewai, S. (2006).
The workload ends with academic staff and job satisfaction: expectations and values at the Academy. Journal of higher education policy and management, 28 (1), 17-30. doi: 10.1080/13600800050002837344 If you are thinking about other career paths, look at our contribution to alternative academic career options or visit one of our postgraduate career workshops within the AUT, where you can prepare for non-academic roles.