The Contemporary Professoriate: Towards a Diversified or Segmented Profession?

Autor/inn/en	Stromquist, Nelly P.; Gil-Anton, Manuel; Colatrella, Carol; Mabokela, Reitumtse Obakeng; Smolentseva, Anna; Balbachevsky, Elizabeth
Titel	The Contemporary Professoriate: Towards a Diversified or Segmented Profession?
Quelle	In: Higher Education Quarterly, 61 (2007) 2, S.114-135 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-5224
DOI	10.1111/j.1468-2273.2007.00342.x
Schlagwörter	Foreign Countries; Public Sector; Governance; Cross Cultural Studies; Teacher Salaries; College Faculty; Higher Education; Diversity (Institutional); Brazil; Denmark; Mexico; Peru; Russia; South Africa + Suchen Sie Ihr Suchwort? Ausland; Öffentlicher Sektor; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Cultural comparison; Kulturvergleich; Lehrerbesoldung; Lehrervergütung; Fakultät; Hochschulbildung; Hochschulsystem; Hochschulwesen; Brasilien; Dänemark; Mexiko; Russland; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	On the empirical basis of six national studies (Mexico, Brazil, Peru, Denmark, Russia and South Africa), this paper examines the phenomenon of segmentation, defined as the solidification of deep hierarchies with little crossover between categories of institutions or individuals. The massification of higher education has brought about a great diversity of institutions and, concomitantly, stark differences among the professoriate. While the public sector has to some extent been able to protect its academic personnel, the for-profit sector is moving towards an unstable professorial, poorly paid, hired mostly on a per-hour basis, and for whom sharing in academic governance is a distant dream. Some of this differentiation is emerging also within institutions and a new kind of academic who could be termed "just-in-time knowledge worker" is on the rise. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10