Promotion of academic staff

Moses, Ingrid

doi:10.1007/bf00138097

Cited by 57 publications

(37 citation statements)

References 3 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Various two-factor theory-based studies in the higher education context noted that job satisfaction is influenced by intrinsic-motivational factors, in particular academic autonomy, while job dissatisfaction is associated with extrinsic-hygiene factors, such as pay and conditions of employment (Pearson & Seiler 1983;Hill, 1986;Moses, 1986). This section reviews studies on organizational culture and job satisfaction in both the higher education settings in order to provide a context to this study.…”

Section: Relationship Between Organizational Culture and Job Satisfacmentioning

confidence: 99%

Organizational culture and job satisfaction among academic professionals at a South African university of technology

Chipunza

Malo

2017

Problems and Perspectives in Management

View full text Add to dashboard Cite

The South African higher education sector introduced structural changes, which resulted in the creation of universities of technology, (hereafter referred to as UoTs). There, however, has the not been any known studies that investigated organizational culture and job satisfaction among academic professionals at these new types of institutions in the country. This study’s main objective was to determine perceptions of organizational culture and their impact on job satisfaction among academic professionals at a University of Technology in the Free State Province, South Africa. The study’s respondents had positive perceptions of the organizational culture with academic professionals showing satisfaction with co-worker relations, supervision support and the work itself, as well as moderate satisfaction with the available advancement opportunities. Academic professionals were, however, dissatisfied with the salaries they were receiving. A significant correlation between overall organizational culture and job satisfaction was found.

show abstract

Section: Relationship Between Organizational Culture and Job Satisfacmentioning

confidence: 99%

Organizational culture and job satisfaction among academic professionals at a South African university of technology

Chipunza

Malo

2017

Problems and Perspectives in Management

View full text Add to dashboard Cite

show abstract

“…26 Good publishers gain a good reputation and are more likely to gain recognition through promotion. 26 In an interview study at an Australian university, Moses (1986) 27 found that many perceive the university as interested more in publications than in scholarship. He also found that some adjust their activities accordingly.…”

Section: Institutional Reward Structuresmentioning

confidence: 99%

“…What earns a promotion will be seen as what is valued by the university, staff will notice the attributes of those being promoted and strive to emulate the same things. 27 Though some universities have made an effort to increase their emphasis on teaching performance in promotion rounds, this does not seem to have had an effect on the ground. ''What actually happens on promotions committees is inaccessible data; what staff believe happens is not.''…”

Section: Institutional Reward Structuresmentioning

confidence: 99%

“…''What actually happens on promotions committees is inaccessible data; what staff believe happens is not.'' 27 In the absence of explicit changes to policy and actual process, those academics who are seeking promotion still have a strong incentive to focus on publishing.…”

Section: Institutional Reward Structuresmentioning

confidence: 99%

“…32 Promotion as an incentive increases competitiveness, and a weighty emphasis on evaluation is likely to have the effect of encouraging academics to meet the expected requirements for promotion without striving further. 27 This can result in a loss of efficiency, and once again, researchers are likely to choose topics based on the ease with which they are published as opposed to what stimulates them as researchers. 8 In the highly competitive environment of scientifically advanced countries, the incentive to improve one's rankings will always be more motivating than pursuing research driven by curiosity.…”

Section: Institutional Reward Structuresmentioning

confidence: 99%

See 2 more Smart Citations

Over-Competitiveness in Academia: A Literature Review

Carson¹,

Bartneck²,

Voges³

2013

Disruptive Science and Technology

View full text Add to dashboard Cite

This study focuses on the negative effects of the highly competitive academic environment. We summarized the literature on what consequences an over-competitive system has on the people involved and on the productivity of the system as a whole. We conclude that negative effects outweigh the potential gains which competitive systems bring about. The literature suggests that not only do constant rejections demotivate the majority of academics, but also the funding allocation process in itself seems inefficient. The pressure on academics is so high that we tend to systematically over-estimate our success chances of our funding proposals, manuscripts and promotion requests.

show abstract

Educational development units: A cross-cultural perspective

Moses

1987

High Educ

Self Cite

View full text Add to dashboard Cite

This paper examines the institutionalisation of educational development in universities in Australia, Britain, USA, West Germany and Sweden. Centres for staff, instructional, educational or academic development were established in these countries in the sixties and seventies, following expansion of the higher education systems. But the triggers for the establishment in each country were different, as are the institutional integration of centres and provisions in general. The institutional reward systems in all of these countries favour research performance over excellence in teaching, regardless of whether the universities see themselves as research or teaching centred.In Australia, educational development has been institutionalised to the highest degree; most of the universities have centres with permanent staff, some of whom are tenured faculty with a research and development function. In Britain there has been strong national support for training of university teachers and individual universities are providing this in a larger variety of settings. In the USA institutionalisation has taken many forms. But educational development is also funded on a short term basis, and due to the ample availability of grants there is continuous experimentation and influx of new people. In Germany the original connection between university reforms and educational development centres and the strong research orientation of universities has put these centres into a vulnerable position and limits their effectiveness. In Sweden central legislation provides for compulsory teacher training in the universities, but much of the general educational development work is organised centrally. The importance of educational development is generally acknowledged in these countries, its effectiveness largely accepted in faith.The period of rapid expansion in higher education, the sixties and early seventies, is sometimes called the "Golden Years of higher education". The period certainly appears full of promise, of bold reforms and innovation from the perspective of the "steady state" era, when contraction and financial exigencies often direct change rather than visions and ideas.The sixties with their emphasis on civil liberties, on equality and democratic decision-making saw an increasing involvement in higher education of youth, women and other relatively powerless groups in society. It also brought a reexamination of university teaching and learning by those who were concerned with communal needs and by those who engaged in the processes of teaching and learning. As a result, universities in most Western countries established educational development activities.

show abstract

Promotion of academic staff

Cited by 57 publications

References 3 publications

Organizational culture and job satisfaction among academic professionals at a South African university of technology

Organizational culture and job satisfaction among academic professionals at a South African university of technology

Over-Competitiveness in Academia: A Literature Review

Educational development units: A cross-cultural perspective

Contact Info

Product

Resources

About