Progression through academic ranks. A longitudinal examination of internal promotion drivers.

Autor/inn/en	Dobele, Angela R.; Rundle-Theile, Sharyn
Titel	Progression through academic ranks. A longitudinal examination of internal promotion drivers.
Quelle	In: Higher education quarterly, 69 (2015) 4, S. 410-429Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0263-9769; 0951-5224; 1468-2273
DOI	10.1111/hequ.12081
Schlagwörter	Lehre; Studium; Hochschule; Student; Ausland; Australien
Abstract	The last 20 years have brought major workload changes for academics globally, with the feeling that an academic in today's global higher education industry has three full-time jobs (research, teaching and service). Following recent Government reforms, the Australian higher education sector has been forced to redefine itself in a more commercial context. The need to research workloads over time is recommended owing to changes as a result of growth, internationalisation and increasing competition. This longitudinal study comprises 5 years of observable teaching and research workloads capturing the teaching and research output of more than 85 individuals in two Australian university business faculties. Our results reinforce the axiom 'publish or perish' as it is the number of research papers published which increases the chances of internal promotion. Other observed workload characteristics, number of courses taught, number of students, research income and the number of research grants awarded, did not increase the likelihood of internal promotion. Suggestions for policy reforms and further research are identified. (HRK / Abstract übernommen).
Erfasst von	Hochschulrektorenkonferenz, Bonn
Update	2016/2