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

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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. - PowerPoint PPT Presentation

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Promoting academics

Warren SmartPrincipal Research AnalystTertiary Sector Performance Analysis & ReportingMinistry of Education

Overview

• The academic promotion process• Data and method• Results• Conclusions

Research questions

• What are the factors associated with the likelihood of academic promotion?

• Do these factors vary among broad subject panels?

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

The academic promotion process

Lecturer

Senior lecturer

Associate professor

Professor

Source: University of Otago

Sustained competence

Sustained outstanding competence

Sustained outstanding leadership

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

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

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.

Probability of being promotedSubject panel % promoted

Business and Economics 31.7%

Social Sciences 31.4%

Humanities & Law 28.0%

Health 27.3%

Education 27.0%

Engineering & Technology 26.4%

Biological Sciences 24.7%

Physical Sciences 24.0%

Mathematical & Information Sciences 22.7%

Medicine & Public Health 20.6%

Creative & Performing Arts 19.9%

All 26.4%

Higher research quality – positive association with likelihood of being promoted

Strong Medium Low/none

•Education•Physical Sciences

•Creative & Performing Arts•Humanities & Law•Social Sciences•Biological Sciences•Maths & Info Sciences•Engineering & Technology•Business & Economics

•Health*•Medicine & Public Health

* Note that all staff who received an A in this panel in 2003 were promoted.

Higher research output – positive association with likelihood of being promoted

Strong Medium Low/none

•Engineering & Technology

•Humanities & Law•Social Sciences•Biological Sciences•Maths & Info Sciences•Education•Physical Sciences•Health•Medicine & Public Health

•Creative & Performing Arts•Business & Economics

Higher academic rank – negative association with likelihood of being promoted

Strong Medium Low/none

•Education •Humanities & Law•Social Sciences•Biological Sciences• Engineering & Technology• Maths & Info Sciences•Physical Sciences•Health•Medicine & Public Health•Creative & Performing Arts•Business & Economics

Age – association with likelihood of being promoted

Probability

of

promotion

Age

Age – association with likelihood of being promotedSignificant None

•Creative & Performing Arts•Business & Economics•Education

•Humanities & Law•Social Sciences•Biological Sciences• Engineering & Technology• Maths & Info Sciences•Physical Sciences•Health•Medicine & Public Health

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

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.

For more analysis and statistics relating to the tertiary education sector go to:

www.educationcounts.govt.nz