2016
DOI: 10.1016/j.respol.2016.01.019
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Who becomes a tenured professor, and why? Panel data evidence from German sociology, 1980–2013

Abstract: Prior studies that try to explain who gets tenure and why remain inconclusive, especially on whether non-meritocratic factors influence who becomes a professor. On the basis of career and publication data of virtually all sociologists working in German sociology departments, we test how meritocratic factors (academic productivity) as well as nonmeritocratic factors (ascription, symbolic, and social capital) influence the chances of getting a permanent professorship in sociology. Our findings show that getting … Show more

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Cited by 120 publications
(125 citation statements)
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“…McEvily, Jaffee, and Tortoriello 2012), which then affect academics long-term career paths as well. Third, the access to the mentors' networks proves important for the career development of mentees, because mentees become visible in the mentors' network of colleagues and gain access to their social capital (Johnson 2007;Scaffidi and Berman 2011;Lutter and Schröder 2016).…”
Section: Mentor-mentee Heterogeneity: the Role Of Phd Supervisorsmentioning
confidence: 99%
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“…McEvily, Jaffee, and Tortoriello 2012), which then affect academics long-term career paths as well. Third, the access to the mentors' networks proves important for the career development of mentees, because mentees become visible in the mentors' network of colleagues and gain access to their social capital (Johnson 2007;Scaffidi and Berman 2011;Lutter and Schröder 2016).…”
Section: Mentor-mentee Heterogeneity: the Role Of Phd Supervisorsmentioning
confidence: 99%
“…First, earlier studies have concentrated only on early stages of academic careers (e.g. Fox and Stephan 2001;Roach and Sauermann 2010;van der Weijden et al 2015), or they have focused on getting tenure (Lutter and Schröder 2016). In contrast, we investigate how specific factors affect academics' progress and success throughout their entire careers.…”
Section: Introductionmentioning
confidence: 99%
“…Yet, although scholars widely acknowledge the need to improve research productivity metrics, an agreement on what variables should be included and how to estimate productivity has not yet been reached. In the absence of a widely accepted definition of research productivity, policy makers-and, consequently, universities-in the US and Europe continue to evaluate scientists' productivity using publication metrics (Berbegal-Mirabent, Lafuente, & Solé, 2013;Lissoni et al, 2011;Lutter & Schröder, 2016;Quimbo & Sulabo, 2014).…”
Section: Contract Policy In Universities and The Research Productivitmentioning
confidence: 99%
“…2 While the UK university system shares most characteristics of the US system aforementioned, other contexts-e.g., France, Finland, Germany, Hungary, Italy or Spain-have a centralized system in which public universities cannot differentiate openly their orientation, and in which job calls are conditioned by governmental policy (Lissoni, Mairesse, Montobbio, & Pezzoni, 2011;Lutter & Schröder, 2016). Also, scientists' working conditions are defined by national laws, and regulatory procedures govern recruitment and promotion processes.…”
Section: Introductionmentioning
confidence: 99%
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