Table 9 - uploaded by Alessandro Cavalli
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Despite the tendency to create a European Higher Education and Research area, academic systems are still quite different across Europe. We selected five countries (Finland, Germany, Italy, Norway and the UK) to investigate how the differences have an impact on a number of aspects of the working conditions of academic staff. One crucial aspect is th...
Contexts in source publication
Context 1
... lating the average duration in number of years from the attainment of first degree to the accession at the actual position, it is possible to measure for each national sample the ratio of respondents below and above the average. Labelling the first group 'anticipators' and the second 'laggards', we get the distribution in Table 9. ...
Context 2
... has the largest share of 'anticipators' and the UK of 'laggards'; Italy, Norway and Finland are in between the two polar positions (see Table 9). It should be noted, however, that at German universities (not necessarily in the Fach- hochschulen) the number of full-time tenured professors is quite limited compared with the number of research and teaching staff on a fixed terms contract. ...
Citations
... Evaluation systems in higher education institutions have evolved significantly under the influence of the NGP, adopting a more quantitative and outcomes-based approach. This development has changed the way both teaching and research are evaluated, with an increasing emphasis on transparency and accountability for performance (Cavalli and Moscati 2010). ...
This article analyses academics' perceptions of work management and their job satisfaction in Chilean universities, using a multi-level approach (macro, meso and micro) to study changes in the academic environment. It is based on the survey ‘The Academic Profession in the Knowledge-Based Society’ (APIKS) with data from 11 universities and 1258 valid responses. Three groups of academics are identified according to whether they are engaged in research, teaching or a balance of both. The results of the study show that, at the university level, resource allocation favours teaching, while individual recognition tends to favour research. Institutionally, teaching is prioritised because of its economic impact, but individually, research is more highly valued. This picture reflects a hybrid management model, with tendencies towards de-professionalisation in teaching and entrepreneurialisation in research. Despite these pressures, academics report high levels of job satisfaction, an aspect that requires further research.
Access to article: https://onlinelibrary.wiley.com/share/author/TAUBFXJDXIUJYKP68TS4?target=10.1111/ejed.12798
... Laterza et al., 2020, in the case of digital transformation). As such, discourses emphasising change in Nordic HE should also be tempered with a recognition of resilience within HEIs (Geschwind et al., 2022) and in the academic profession (Cavalli and Moscati, 2010), where change and continuity co-exist in complex ways. Change may be happening, but it is perhaps not as stark as is often first assumed. ...
... However, not all academic profession surveys in the Global North gave positive results about this career as the academic career worldwide has been made less appealing or at least less stable, given increasing parttime employment of teaching staff and decreasing tenure prevalence. A cross-national study on academic profession in five European countries, including Finland, Germany, Norway, Italy and the UK, revealed a mixed result about this career (Cavalli and Moscati, 2010). A descriptive statistic from this survey indicated the UK had the highest number of dissatisfied faculty (35.4%), followed by Finland (23.2%) while 42.8 and 33.5%, respectively, of academics in Norway and Germany reported the highest level of satisfaction. ...
Purpose
The purpose of the article is to examine the motivation of the academics in a developing country, Cambodia, which is an under-researched country in order to look into the satisfaction level of the academics in various aspects of academic profession. This study helps inform policy makers and other stakeholders in higher education in Cambodia about the current status quo of academic profession in Cambodia, which acts to impede the quality of higher education in this country.
Design/methodology/approach
This study employed a survey design to examine the motivation of academics in a periphery country, Cambodia. The result from an online survey via Microsoft Form of 278 academics currently working at three public universities and four private universities across the country revealed that academics in higher education institutions in Cambodia were satisfied with their job (Mean = 4.1, SD = 0.74) and the organizational culture and value (Mean = 3.9, SD = 0.77), but dissatisfied with their salary (Mean = 3.1, SD = 0.90). The mean score of other variables also skewed toward happiness, yet this mean score remained low (between 3.2 and 3.8). Furthermore, the result from t -test and one-way ANOVA showed no significant difference in job satisfaction between public and private academics and among academics from different employment statuses. Job satisfaction of academics in this study did not come from salary or work environment, but may have come from the flexibility and status quo of academic career in Cambodia, in which the majority of academics have additional job while many others (38% of the participants) treat teaching as their secondary job and at the same time maintain the title as academic or even professor, which is relatively well-respected in Cambodia society, despite poor salary. The complexity of academic career in this context may present major setbacks to the quality of higher education in this periphery country.
Findings
This study revealed that although academics in higher education in Cambodia were satisfied with their job and organizational culture and value, they were not satisfied with their work environment and salary. The result from this study indicated that the reason why salary did not determine the satisfaction level of academics was that most of the academics in Cambodia higher education have additional job or business in addition to teaching. Moreover, they have other full-time jobs outside higher education and they can still teach part-time to earn extra income.
Research limitations/implications
Since this study generated only 278 responses from academics, these data remain small compared to the whole population. Thus, this may affect the generalization of the finding to the larger population.
Practical implications
This study helps fill the existing gaps in literature on higher education in Cambodia and the findings from this study can be used to make informed decision regarding quality of higher education in Cambodia.
Social implications
Higher education is a social institution that helps maintain professionalization of all professions and improve students competitiveness. Improving quality of higher education means that academics themselves need to be professional and ethical toward teaching. This research pointed out the unethical practices of academic procession, which in turn, de-professionalize academics and downgrade the quality of higher education in Cambodia.
Originality/value
This study provides a fresh insights into the motivation of academics in Cambodia higher education. This study also provides the framework for academic motivation in a developing country.
... The US idea of academic tenure and its underlying ideas and values were exported worldwide (Engwall, 2007). However, TTS was not widely adopted across Europe, where differences in the national higher education system prevailed (Cavalli & Moscati, 2010). ...
Pakistan introduced the Tenure Track System (TTS) as a new performance‐based reform in public universities in 2005. The purpose of this study is to understand the experiences of higher education authorities, university leaders and tenure‐track faculty about the implementation of this reform. This is a qualitative interpretive study and utilised a nested case study design, focusing on two cases—Science Faculty and Social Sciences and Humanities Faculty in a large provincial university. It utilises three perspectives taken from organisation theory—instrumental, cultural and myth perspectives. The main results show instrumental problems of hierarchical authority and horizontal coordination, lack of expertise to implement, cultural compatibility problems through active resistance from some groups and active use of symbols to modify the impression of a challenging reform implementations. Summing up, this is a Western‐inspired reform that meet challenging conditions in Pakistan, making is rather less successful. پاکستان نے 2005 میں ٹینور ٹریک سسٹم (TTS) کو سرکاری یونیورسٹیوں میں کارکردگی پر مبنی ایک نئی اصلاحات کے طور پر متعارف کرایا۔ اس تحقیق کا مقصد اس اصلاحات کے نفاذ کے بارے میں اعلیٰ تعلیمی حکام، یونیورسٹی کے رہنماؤں اور ٹینور ٹریک فیکلٹی کے تجربات کو سمجھنا ہے۔ . یہ ایک معیاری تشریحی مطالعہ ہے اور اس نے ایک نیسٹڈ کیس اسٹڈی ڈیزائن کا استعمال کیا ہے، جس میں ایک بڑی صوبائی یونیورسٹی میں دو کیسز—سائنس فیکلٹی اور سوشل سائنسز اور ہیومینیٹیز فیکلٹی پر توجہ دی گئی ہے۔ یہ تنظیم کے نظریہ سے لیے گئے تین نقطہ نظر کا استعمال کرتا ہے — آلہ کار، ثقافتی اور افسانوی نقطہ نظر۔ اہم نتائج درجہ بندی کی اتھارٹی اور افقی ہم آہنگی کے اہم مسائل، نفاذ کے لیے مہارت کی کمی، کچھ گروہوں کی جانب سے فعال مزاحمت کے ذریعے ثقافتی مطابقت کے مسائل اور ایک چیلنجنگ اصلاحات کے نفاذ کے تاثر کو تبدیل کرنے کے لیے علامتوں کے فعال استعمال کو ظاہر کرتے ہیں۔ خلاصہ یہ کہ یہ ایک مغر بی متا ثر زدۃ اصلاحات ہے جس کیپا کستا نی یونیورسٹی کے زمینی حقا ئق کے سا تھ ہم آ ہنگی قا ئم کرنے کا کا ميا بی کا تنا ثر بہت کمہے۔
... Por un lado, se reconoce la existencia de un número importante de profesores que gozan de óptimas condiciones, lo cual incluye salarios diferenciales, recursos para la investigación, oportunidades de desarrollo y libertad para generar análisis crítico (Ladd, 2007). Por otro, se resalta la disminución de la titularidad del profesorado, y la sustitución de contratos estables y duraderos, por contratos a término fijo o por horas, que restringen el desarrollo de la carrera profesoral (Bosi, 2007;Cavalli y Moscati, 2010;Jones, 2013;Tamez y Pérez, 2009). ...
Psicología en Colombia. Una mirada de la investigación doctoral es un libro que reúne los avances de las investigaciones en Psicología que se desarrollan en los Doctorados en Psicología en las Instituciones de Educación Superior de nuestro país, los cuales fueron presentados en el VI Encuentro Nacional de Doctorados en Psicología realizado en el 2018 en la ciudad de Cali organizado por Universidad del Valle, la Universidad de San Buenaventura, y la Pontificia Universidad Javeriana de Cali. En los capítulos se recogen temáticas de mayor vigencia y relevancia, en las diferentes áreas de formación de los participantes que incluyeron: “Psicología Social y Crítica”; “Psicología Organizacional y del Trabajo”; “Neuropsicología y Psicología Clínica”; “Psicología Educativa”; “Psicología del Desarrollo”, “Psicometría”; así como los temas de “Psicología de la Violencia y Paz”. En los diferentes capítulos se encuentran síntesis de tesis doctorales en psicología concluidas o textos derivados de ellas, otros que presentan avances de resultados con discusiones importantes, y aquellos que se encuentran en fase de formulación de preguntas de investigación, cada uno en el marco de las líneas de reflexión, formación, y temáticas específicas trabajadas en cada programa doctoral de los participantes. Así mismo, encontrarán capítulos de académicos docentes y creadores de los programas doctorales donde se desarrollan temáticas conceptuales y metodológicas, así como sobre la historia de los doctorados en psicología en Colombia y la discusión sobre el proceso de doctorarse.
https://libros.univalle.edu.co/index.php/programaeditorial/catalog/book/670
... Some have been moved to continuous employment contracts, but others increasingly face fixed-term appointments, which are often part-time, or are even paid an honorarium by the hour. The balance of stability of academic contracts versus the flexibility sought by institutions to respond to changes in the market for their services and changes in the way they are funded is giving rise to dual academic labour markets (Cavalli & Moscati, 2010;Fanghanel, 2012;Ylijoki & Ursin, 2013;Pinheiro, 2016;Aarrevaara, Dobson, & Wikström, 2015;Santiago & Carvalho, 2008;Carvalho & Diogo, 2018b). There is a marked difference between academics in the career, often research active and full-time, and casual academic staff, often part-time, in teaching-only contracts, or research-only fixed-term contracts associated with project funding for research, and with little prospect of integrating the academic career and progress in the traditional academic ladder from assistant, associate to full professor. ...
... A higher workload is also due to the increasing number of students, as a consequence of the introduction of short-cycle degrees (Viola 2014) and to the general advent of mass university education (Perotti 2007). Moreover, the number of fixed-term contracts for both teaching and research has increased, including the growing recruitment of academic staff from external professional fields (Cavalli and Moscati 2010). ...
Universities have become key elements in building regional innovation systems. However, even though academic research is important when firms choose universities as collabora- tion partners, a still open question in the literature is whether only top-tier universities are relevant for firm innovativeness. This paper investigates the effect of the volume of scien- tific publications on firm’s propensity to develop new product and processes and to what extent academic research has to be excellent in order to enhance local industrial innovation, taking into account that education may act as a channel of local university-based knowl- edge spillovers. Using data on manufacturing firms in seven European countries covering the period 2007–2009, a multivariate probit model is estimated to relate firm’s propensity to develop innovation to the level of provincial academic research and education. Results show that academic research has a direct impact on the firm’s propensity to develop inno- vation. Research at the second-tier university impacts product innovation more than that at first-tier one. Furthermore, the research output of the first-tier university exerts a det- rimental effect on the development of process innovation whereas the research output of third- and lower-tier universities is beneficial. Research excellence, although very impor- tant, is not sufficient to explain university-based knowledge spillovers. It may be the case that academic research may enhance radical innovation of relatively few firms working on cutting-edge research, whereas less advanced academic research may be directly useful to incremental innovation of most local firms.
... Although once considered a small population, contingent workers now constitute the majority of academic appointments in the United States (Kezar & Sam, 2010). Similar trends can be seen in the increase of casual contracts in the United Kingdom and Australia (Cavalli & Moscati, 2010;Loveday, 2018). Broadly speaking, contingent academics have experienced an otherness that separates them from tenure-track academics (Haviland et al., 2017). ...
Using a qualitative interview design and the conceptual framework of an engaged campus (Furco, 2010), this article examines the engaged scholarship of contingent academics in a university-community partnership with several professional development schools in the United States. This article highlights some facets that make their engaged scholarship different from traditional scholarship, and the challenges in meeting responsibilities to both the community and university. The purpose of this article is to extend our understanding of community-engaged scholarship and help higher education institution administrators think about policies to support contingent academics participating in other community partnerships.
... Conversely, though there is evidence of convergence and stratification, pattern variation continues. Marginson (2016) Hence, despite international convergence pressures, universities display notable local variations, which may restrict international mobility for academic career formation Cavalli & Moscati, 2010;Musselin, 2004;Paasi, 2005). Many of these are customary, cultural, or tacit, and hard for international participants to discern and perform for career advancement. ...
... Sometimes employment is secured before completing the PhD, though completion may be a requirement of probation. Recently, the period between acquiring a PhD and gaining permanent employment has become more precarious, often involving multiple fixed-term postdoctoral awards and/or periods of casualised employment and unemployment (Cavalli & Moscati, 2010). ...
... Career progression in the UK is usually achieved by the publication of advanced research, the raising of external grant income, consistently excellent performance in teaching undergraduates and postgraduates, and competence and innovation in university administration. Although some universities are regarded as research intensive, for example the 24 Russell Group institutions, 6 or teaching intensive, such as the so-called Post-1992 institutions, around half to two thirds of positions in UK universities are research and teaching posts with the above described range of duties (Cavalli & Moscati, 2010;EUI, 2018), which would therefore require demonstration of both at the application stage. In addition, each institution develops its own systems of progression that fit within national structures and norms. ...
Career formation in professional occupations is heavily influenced by national institutional contexts. In common with many professions, however, in academia international exposure is attractive to employers and valued by employees. This national-international dualism presents early career academics (ECAs) with potentially contradictory challenges in navigating their career development. Drawing on multidisciplinary approaches we researched international mobility in academic career formation. We designed a rigorous five-stage mixed methods quantitative and qualitative methodology to question whether a lengthy early career sojourn in Japan assists British-trained scholars in pursuing an academic career in Japanese studies in the UK. Further, we ask whether and why a lengthy sojourn might hinder academic career formation. Although we researched experiences in Japanese studies, our research is relevant to any discipline where significant periods are spent overseas. We found that early career international mobility caused scholars to experience significant challenges of distanciation and socialisation in navigating their imagined career paths, including the potential to become marooned in Japan. Fortunately, our informants are adaptive in the best use of their circumstances and decisions. We conclude with a brief discussion of theoretical implications and provide advice for ECAs in managing international career transitions.
... For instance, Germany has worse employment security for younger staff compared to other European countries (Enders and Teichler 1997). Other studies emphasize the existence of more general differences in academic traditions and institutions across European countries, which determine different career paths in academia (Bennion and Locke 2010;Brechelmacher et al. 2015;Cavalli and Moscati 2010;Frølich et al. 2018). The online appendix A1 of this paper provides a brief discussion of different academic labour market models and permanent contract definitions in European countries. ...
... Such good working conditions make the HEI sector highly attractive for many young workers, who may prefer to undertake an academic career and take a PhD instead of working in the private sector (Frølich et al. 2018). However, in recent years, there has been a growing mismatch in these countries between the number of young and middle-aged researchers aspiring to an academic career, on the one hand, and the number of available permanent positions, on the other (Bennion and Locke 2010;Brechelmacher et al. 2015;Cavalli and Moscati 2010). In the same period, HEIs in these countries have therefore increasingly made use of temporary forms of employment (which the trends towards deregulation and labour market reforms have facilitated). ...
Temporary contracts are increasingly used in academia. This is a major concern for non-tenured researchers, since weak job security may hamper job satisfaction. This paper presents an empirical analysis of the role of academic tenure for job satisfaction of researchers in European countries. The work uses data from the MORE2 survey, a large-scale representative survey of researchers in all European countries. The results show that, ceteris paribus, academics with a permanent contract are on average more satisfied with their job than those that are employed on a temporary basis. We also show that academic tenure is a relatively more important factor of job satisfaction for researchers at an intermediate stage of the career. Finally, we point out some important differences in the working of the model among European countries.
