Towards a New Academic Career Framework for Latvia : Achieving Excellence Through Professional Development and Good Human Resource Management (original) (raw)
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The Changing Paths in Academic Careers in European Universities: Minor Steps and Major Milestones
In: Tatiana Fumasoli, Gaele Goastellec and Barbara M. Kehm (eds.), Academic Careers in Europe – Trends, Challenges, Perspectives. Dordrecht: Springer, 41-68, 2014
The academic career in Europe used to be much more unstructured and much less competitive than today. Currently, as reflected in interviews carried out throughout Europe, “each step in a career is competitive” (CH_18-MAN), from doctoral and postdoctoral to junior academic and senior academic positions. There are significant variations across the European countries studied regarding the level of competition, often different in different places occupied in the academic hierarchy. But increasing competition has come to the academic profession and is bound to stay: the competition for part-time and full-time academic positions, for research grants and research funding, and tokens of academic prestige. The academic progression today has to be made systematically, in increasingly clearly defined timeframes, and the academic career seems to be sliced into comparable time periods across European systems. Usually, the timeframes are doctoral studies, employment in postdoctoral and junior positions, employment in lower-level senior positions and, finally, in higher-level senior positions (such as traditional chair holding and/or full professorships), and all career steps have to be reached within a certain time period. The competition in academic settings means most often measurable research outputs expected from academics for particular time periods or for particular stages of the academic career. Expectations from academics in the same stages of their careers are becoming largely similar throughout Europe. There seem to emerge an interesting combination of career progression requirements linked to age and/or specific time frames in academic careers. Increasing competition in all stages of careers is reported, and the competition is related to both employment (securing a post in the system; or retaining a post in the system; or progression up the academic ladder in the system) and securing research funding. The link between research funding and employment is viewed as strong as never before. In many cases, external funding generation actually means employment, especially for younger academics. A growing number of positions in universities are fixed-term, externally funded and project-based, especially at doctoral and postdoctoral levels.
Polish Political Science Yearbook, 2011
First of all, I would like to highlight the fact that discussion about the system and mechanisms of self-development of young researchers in the post-doctoral phase in Poland has only just begun. The problem became very serious when we started to implement the guidelines of the Strategy of Bologna, which means introducing three educational stages: Bachelor’s degree (a er 3 years spent at the university), Master’s degree (a er next two years), and Doctorate degree (four years).
2016
By taking the ever-lively debate between the two schools of thought in management (scientific management and contingency approach) as an umbrella for discussion, this study evaluated the applicability of academic career models developed by advanced nations in the context of developing countries. More particularly, the fit of the four major academic career models in Europe and North America (the UK’s probation on the job model, Central Europe’s two-tier promotion and habilitation model, France’s state approbation model, and North America’s tenure-track model) have been evaluated in light of the contextual realties of two selected developing countries (Bangladesh and Ethiopia). Accordingly, the review of relevant literature coupled with the reflection of purposively selected academics indicated that, although it is practically impossible to implement any of the major academic career models in their entirety, each model has pertinent elements that are relevant in readdressing some of t...