University Academics' Preferences for Hiring and Promotion Systems

Autor/inn/en	Sanz-Menéndez, Luis; Cruz-Castro, Laura
Titel	University Academics' Preferences for Hiring and Promotion Systems
Quelle	In: European Journal of Higher Education, 9 (2019) 2, S.153-171 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sanz-Menéndez, Luis) ORCID (Cruz-Castro, Laura)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2156-8235
DOI	10.1080/21568235.2018.1515029
Schlagwörter	College Faculty; Teacher Attitudes; Preferences; Teacher Selection; Teacher Promotion; Accreditation (Institutions); Foreign Countries; Eligibility; Teaching Experience; Job Satisfaction; Socialization; Spain + Suchen Sie Ihr Suchwort? Fakultät; Lehrerverhalten; Accreditation; Institution; Institutions; Akkreditierung; Staatliche Anerkennung; Institut; Ausland; Eignung; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Socialisation; Sozialisation; Spanien
Abstract	Academic employment systems have recently been subjected to policy-driven changes in many countries, but the university sector is still governed by collegial dynamics in which academics' views and attitudes are important. The present study, based on data from questionnaire survey responses from 4460 faculty members in public universities in Spain, attempts to account for the preferences of academics for the current system of accreditation for hiring and promotion. Following two previous reforms and more than ten years of operation of the accreditation system, over fifty per cent of academics would prefer a different model for hiring and promotion. We identify four sets of explanatory factors linked to: academics' self-interest, beliefs and values, personal experience and learning, and socialization and institutional factors. We find that academics' preferences are neither solely nor primarily explained by their career advancement interests. Our results show that preferences regarding the hiring and promotion systems are strongly associated with a set of beliefs and values, especially the belief in the relative suitability of accreditation to guarantee merit-based selection. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01