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Promoting academics

Promoting academics. Warren Smart Principal Research Analyst Tertiary Sector Performance Analysis & Reporting Ministry of Education. Overview. The academic promotion process Data and method Results Conclusions. Research questions.

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Promoting academics

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  1. Promoting academics Warren Smart Principal Research Analyst Tertiary Sector Performance Analysis & Reporting Ministry of Education

  2. Overview • The academic promotion process • Data and method • Results • Conclusions

  3. Research questions • What are the factors associated with the likelihood of academic promotion? • Do these factors vary among broad subject panels?

  4. The academic promotion process • Staff submit an application for promotion with evidence of their performance in: • Teaching • Research • Service • Referees are also used to provide evidence of performance

  5. The academic promotion process Professor Sustained outstanding leadership Associate professor Sustained outstanding competence Senior lecturer Sustained competence Lecturer Source: University of Otago

  6. Data – who is being analysed? • University staff who: • were lecturers, senior lecturers or associate professors in 2003 • participated in both the 2003 and 2006 Quality Evaluations • submitted evidence portfolios in the 2003 Quality Evaluation • Around 3,100 staff

  7. Data • Demographic • Age, gender • Employment related • Institution • Academic rank (2003 & 2006) • Quality category (2003) • Number of submitted research outputs (2003) • New and emerging (2006) • PBRF subject panel (2006) • However, data is not available on performance in the teaching or service areas

  8. Method • Logistic regression • Dependent variable measures whether staff were promoted or not. • OLS regression is not appropriate. • Logistic regression examines the association between the explanatory variables and the likelihood of being promoted. • Holds all other factors constant.

  9. Probability of being promoted

  10. Higher research quality – positive association with likelihood of being promoted * Note that all staff who received an A in this panel in 2003 were promoted.

  11. Higher research output – positive association with likelihood of being promoted

  12. Higher academic rank – negative association with likelihood of being promoted

  13. Age – association with likelihood of being promoted Probability of promotion Age

  14. Age – association with likelihood of being promoted

  15. Other results • Gender • No difference in likelihood of men and women being promoted • Experience • New and emerging staff less likely to be promoted in Education and Humanities & Law

  16. Conclusions • Research performance and initial academic rank are key factors associated with the likelihood of promotion in all subject panels. • There is some variation in these associations among subject disciplines, mainly in terms of the size of the association. • May reflect the weighting placed on research in certain subject panels by promotions committees.

  17. For more analysis and statistics relating to the tertiary education sector go to: www.educationcounts.govt.nz

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