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Academic Promotion and Performance Analysis in Tertiary Sector

This research study examines factors influencing academic promotion in the tertiary sector, analyzing data on staff performance in teaching, research, and service. Results show research quality and initial academic rank as key factors. Variations exist across subject panels. Visit educationcounts.govt.nz for more insights.

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Academic Promotion and Performance Analysis in Tertiary Sector

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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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