The Changing Academic Profession: Major Findings of a Comparative Survey

265 Pages·2013·1.9 MB·English

by  Ulrich Teichler

The Changing Academy – The Changing Academic Profession
in International Comparative Perspective 1
Ulrich Teichler
Akira Arimoto
William K. Cummings
The Changing
Academic
Profession
Major Findings of a Comparative
Survey
The Changing Academic Profession
The Changing Academy – The Changing Academic Profession
in International Comparative Perspective 1
Series Editors
William K. Cummings, The George Washington University, Washington, USA
Akira Arimoto, Kurashiki Sakuyo University, Kurashiki City, Okayama, Japan
Editorial Board
Jürgen Enders, University of Twente, Enschede, the Netherlands
Amy Metcalfe, the University of British Columbia, Vancouver, Canada
Christine Musselin, CSO Research Interests Higher Education and Research, Paris, France
Rui Santiago, University of Aveiro, Portugal
Simon Schwartzman, Institute for Studies and Labour and Society, Rio de Janeiro, Brazil
Ulrich Teichler, University of Kassel, Germany
Charles Wohluter, Northwest University, South Africa
Scope of the series
As the landscape of higher education has in recent years undergone signifi cant changes,
so correspondingly have the backgrounds, specializations, expectations and work roles of
academic staff. The Academy is expected to be more professional in teaching, more productive
in research and more entrepreneurial in everything. Some of the changes involved have raised
questions about the attractiveness of an academic career for today’s graduates. At the same time,
knowledge has come to be identifi ed as the most vital resource of contemporary societies.
The Changing Academy series examines the nature and extent of the changes experienced by
the academic profession in recent years. It explores both the reasons for and the consequences
of these changes. It considers the implications of the changes for the attractiveness of the
academic profession as a career and for the ability of the academic community to contribute
to the further development of knowledge societies and the attainment of national goals.
It makes comparisons on these matters between different national higher education systems,
institutional types, disciplines and generations of academics, drawing initially on available
data-sets and qualitative research studies with special emphasis on the recent twenty nation
survey of the Changing Academic Profession. Among the themes featured will be:
1. Relevance of the Academy’s Work
2. Internationalization of the Academy
3. Current Governance and Management, particularly as perceived by the Academy
4. Commitment of the Academy
The audience includes researchers in higher education, sociology of education and
political science studies; university managers and administrators; national and institutional
policymakers; offi cials and staff at governments and organizations, e.g. the World Bank.
For further volumes:
http://www.springer.com/series/8668
Ulrich Teichler (cid:129) Akira Arimoto
William K. Cummings
The Changing Academic
Profession
Major Findings of a Comparative Survey
Ulrich Teichler Akira Arimoto
INCHER, University of Kassel Research Institute for Higher Education
Kassel, Germany Kurashiki Sakuyo University
Kurashiki, Okayama, Japan
William K. Cummings
Graduate School of Education and HD
George Washington University
Washington, DC, USA
ISBN 978-94-007-6154-4 ISBN 978-94-007-6155-1 (eBook)
DOI 10.1007/978-94-007-6155-1
Springer Dordrecht Heidelberg New York London
Library of Congress Control Number: 2012956295
© Springer Science+Business Media Dordrecht 2013
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Contents
1 Introduction ............................................................................................... 1
1.1 The Scope of the Study ...................................................................... 1
1.2 The Predecessor Survey of the Early 1990s ....................................... 2
1.2.1 The Carnegie Initiative and the Design of the Study ............. 2
1.2.2 The Synthesis of Results ........................................................ 3
1.2.3 An Additional Interpretation .................................................. 5
1.2.4 Follow-Up Thoughts .............................................................. 6
1.3 Diverse Issues to Be Addressed in the Analysis
of the Academic Profession ............................................................... 7
1.3.1 ‘Academic’ ............................................................................. 7
1.3.2 ‘Profession’ ............................................................................ 9
1.3.3 Academic Work and the Functions of Higher Education ....... 11
1.3.4 The Issue of ‘Academic Freedom’ ......................................... 12
1.3.5 Speci fi c Models of the University and Global Trends ........... 13
1.3.6 Academic Careers .................................................................. 15
1.4 Recent Major Changes Affecting the Academic Profession .............. 16
1.4.1 Relevance ............................................................................... 16
1.4.2 Internationalisation ................................................................. 16
1.4.3 Management ........................................................................... 17
1.5 The Second Comparative Survey of the Academic Profession.......... 18
1.6 This Volume ....................................................................................... 20
References ................................................................................................... 20
2 The Design and Methods of the Comparative Study ............................. 25
2.1 Introduction ........................................................................................ 25
2.2 The Target Group ............................................................................... 26
2.2.1 Countries ................................................................................ 26
2.2.2 Institutions .............................................................................. 27
2.2.3 The Academic Profession ...................................................... 27
2.3 Conceptual Framework and Themes Addressed ................................ 28
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2.4 Sampling Design and Number of Respondents ................................. 30
2.4.1 Analytic Goals ...................................................................... 30
2.4.2 Design Effect (Deff Coef fi cient) .......................................... 30
2.4.3 Structure of Higher Education ............................................. 31
2.5 Data Coding and Analysis ................................................................. 33
2.6 Utilisation of Data .............................................................................. 35
3 The Variety of Countries Participating in the Comparative Study ...... 37
3.1 Introduction ........................................................................................ 37
3.2 Indicators on Economy, Labour Market and Technology .................. 39
3.3 Indicators on Educational and Research Expenditures ...................... 41
3.4 Enrolment ........................................................................................... 42
3.5 Academic Productivity ....................................................................... 42
3.6 Basic Information on Higher Education Systems .............................. 43
3.6.1 Canada .................................................................................. 43
3.6.2 United States of America ..................................................... 45
3.6.3 Finland.................................................................................. 46
3.6.4 Germany ............................................................................... 48
3.6.5 Italy ...................................................................................... 49
3.6.6 The Netherlands ................................................................... 50
3.6.7 Norway ................................................................................. 52
3.6.8 Portugal ................................................................................ 53
3.6.9 United Kingdom ................................................................... 54
3.6.10 Australia ............................................................................... 56
3.6.11 Japan ..................................................................................... 58
3.6.12 Korea .................................................................................... 59
3.6.13 Hong Kong ........................................................................... 61
3.6.14 Argentina .............................................................................. 62
3.6.15 Brazil .................................................................................... 63
3.6.16 Mexico .................................................................................. 65
3.6.17 South Africa ......................................................................... 66
3.6.18 China .................................................................................... 67
3.6.19 Malaysia ............................................................................... 68
References ................................................................................................... 70
4 The Academic Career ............................................................................... 75
4.1 Introduction ........................................................................................ 75
4.2 Biography and Career ........................................................................ 78
4.2.1 Gender Distribution .............................................................. 78
4.2.2 Quali fi cations ....................................................................... 80
4.2.3 Professional and Institutional Mobility ................................ 81
4.2.4 International Mobility .......................................................... 84
Contents vii
4.3 Employment Conditions ................................................................... 88
4.3.1 Part-Time and Short-Term Employment .............................. 88
4.3.2 Income .................................................................................. 91
4.4 Work Situation.................................................................................. 94
4.4.1 Quality of Facilities and Resources ...................................... 94
4.4.2 Perceived Change of Working Conditions ........................... 97
4.5 Time Budget ..................................................................................... 98
4.5.1 Time Committed to Work and Time Distribution
Across Work Tasks ............................................................... 98
4.5.2 Weekly Working Hours ........................................................ 99
4.5.3 Work Time Spent on Teaching and Research ...................... 102
4.5.4 Work Time Spent on Other Assignments ............................. 105
4.6 Assessment of the Professional Situation ........................................ 106
4.6.1 Re fl ection of the Professional Situation ............................... 106
4.7 Commitment to the Discipline, Department and Institution ............ 109
4.8 Job Satisfaction ................................................................................ 111
4.9 Summary of Major Findings ............................................................ 113
References ................................................................................................... 116
5 Research and Teaching: The Changing Views
and Activities of the Academic Profession .............................................. 117
5.1 Conceptual Framework .................................................................... 117
5.2 Preferences for Research and Teaching ........................................... 119
5.3 Factors Underlying Research and Teaching Orientation .................. 124
5.4 Allocation of Working Time to Research and Teaching .................. 126
5.5 Perceived Links Between Research and Teaching Orientation ........ 127
5.6 Factors Affecting Compatibility Between Research
and Teaching .................................................................................... 130
5.7 Teaching Approaches ....................................................................... 131
5.8 Teaching Modes ............................................................................... 135
5.9 Notions and Approaches to Research and Scholarship .................... 137
5.10 Research Activities ........................................................................... 140
5.11 Research Output ............................................................................... 146
5.12 Concluding Observations ................................................................. 151
Appendix ..................................................................................................... 153
References ................................................................................................... 162
6 Faculty Perceptions of the Ef fi cacy of Higher Educational
Governance and Management ................................................................. 165
6.1 Introduction ...................................................................................... 165
6.2 The CAP Approach .......................................................................... 166
6.3 A Framework for Analysis ............................................................... 166
6.4 Decision-Making and the Academic’s Perception
of Their Participation ....................................................................... 167
6.5 The Evaluation of Teaching and Research ....................................... 171
6.6 In fl uence ........................................................................................... 173
viii Contents
6.7 Perceptions of Teaching and Research Strategies ............................ 175
6.8 Communication-Oriented Management ........................................... 176
6.9 Operationally Oriented Management Style ...................................... 180
6.10 Protection of Academic Freedom..................................................... 185
6.11 Institutional Af fi liation and Engagement ......................................... 185
6.12 Conclusion: Variations in the Model’s Applicability ....................... 190
Appendix ..................................................................................................... 192
References ................................................................................................... 211
Appendix ......................................................................................................... 213
The Changing Academic Profession: Questionnaire ................................... 213
Bibliography .................................................................................................... 231
Publications of the Project “The Changing Academic
Profession” (CAP) ........................................................................................ 231
About the Authors
Ulrich Teichler is professor since 1978 and former director of the International
Centre for Higher Education Research, University of Kassel (INCHER-Kassel),
Germany; he also was dean and vice-president for some period at his university.
Born in 1942, he was a student of sociology at the Free University of Berlin and a
researcher at the Max Planck Institute for Educational Research, Berlin. His doctoral
dissertation was on higher education in Japan. He has had extended research periods
in Japan, the Netherlands and the USA. For a period each, he was professor on
part-time/short-term basis at the Northwestern University (USA), College of
Europe, Bruges (Belgium), Hiroshima University (Japan), and Open University
(UK) and had other teaching assignments in Argentina, Austria, Germany and
Norway. Key research areas include higher education and the world of work,
comparison of higher education systems, international mobility in higher education
and the academic profession. Ulrich has more than 1,000 publications to his name;
he is (co-)author and (co-)editor of about 50 books each; publications are translated
into 20 languages. He is a member of the International Academy of Education (IAE)
and the Academia Europaea (AE), and he served key functions in both academics;
he is former chairman of the Consortium of Higher Education Researchers (CHER),
former president and distinguished member of EAIR, vice-president of the Society
for Research into Higher Education (SRHE) and honorary member of the
Gesellschaft für Hochschulforschung (GfHf)—the association for higher education
research in the German-speaking countries. He was honoured with the Comenius
Prize of UNESCO, the Dr. h.c. of the University of Turku (Finland) and a Festschrift
each in the English and the German language. He is sponsor of the Ulrich Teichler
Prize for the best doctoral and master theses on higher education submitted to
universities in German-speaking countries.
Akira Arimoto is the president and trustee of Kurashiki Sakuyo University (KSU)
in Japan and professor and director at Research Institute for Higher Education
(RIHE) at KSU. Prof. Arimoto was professor and director of RIHE at Hiroshima
University and also at Hijiyama University. Dr. Arimoto is professor emeritus of
Hiroshima University, associate member of the Japan Council of Science and
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