Contents	6
	Chapter 1: Introduction	8
	References	14
	Part I: Higher Education Academia: Global Challenges	16
	Chapter 2: Teaching Versus Research: An Endangered Balance?	17
	2.1 Introduction	17
	2.2 The Ideal of a Teaching-Research Link	17
	2.3 Imperfections of the Teaching-Research Link	19
	2.4 Comparative Research on the Academic Profession	21
	2.5 Teaching and Research in Europe: The Findings of Comparative Studies	25
	2.5.1 Involvement in Teaching and Research	25
	2.5.2 Work Time Spent on Teaching and Research	26
	2.5.3 Preferences for Teaching and Research	28
	2.5.4 Links Between Teaching and Research	29
	2.5.5 The Issue of Relevance in Teaching and Research	29
	2.5.6 Internationalisation of Teaching and Research	30
	2.5.7 Managerial Power Regarding Teaching and Research	31
	2.6 Concluding Observations	32
	References	32
	Chapter 3: A Bastion of Elitism or an Emerging Knowledge Proletariat? Some Reflections About Academic Careers with an Economic Slant	35
	3.1 Introduction	35
	3.2 Academic Careers and the Economics of the Labour Market	36
	3.3 Markets in Higher Education and Changes in the Academic Profession	38
	3.4 Market Forces and Changes in the Academic Profession	39
	3.4.1 The Labour Market Conditions for New Academics	40
	3.4.2 Working Conditions in Academic Careers	44
	3.4.3 A More Unequal Academic Labour Market? – Trends and Challenges	47
	3.5 Concluding Remarks	50
	References	51
	Chapter 4: Academic Strategy in the Emerging University – A Transformational Perspective	54
	4.1 The Emergence of Transformational Change in Higher Education Institutions	54
	4.2 Transforming the Academic Structure	58
	4.2.1 Knowledge Structure	58
	4.2.2 Educational Process	60
	4.2.3 Research Role and Emphasis	61
	4.2.4 Educational Improvement Performance	61
	4.2.5 Faculty Academic Performance	61
	4.3 Some Implications for Academic Work and Careers in the Transformed Institution	63
	4.3.1 While Disciplinary Departments are Likely to Continue, Many Faculty are More Likely to Work in Academic Structures, Centres or Programs that are Problem Centred	64
	4.3.2 The Focus on Learning, Rather than on Teaching, will Alter the Nature of Academic Work	64
	4.3.3 The Making of Formal Procedures to Hire Academics	65
	4.3.4 Faculty Educational Performance will More Likely Be Judged Based on Assessment of Student Learning and Improvement than Traditional Grading Practices	66
	4.3.5 Similarly Faculty Selection	66
	4.3.6 Multiple Academic and Institutional Cultures	67
	4.3.7 Globalised Academic Labour Market and Increasing Influx of Academics is Noticed	67
	4.3.8 The Demographic Developments	67
	4.4 Conclusion	68
	References	68
	Part II: Portuguese Higher Education Academia	72
	Chapter 5: Academic Job Satisfaction and Motivation: Perspectives from a Nation-Wide Study in Public Higher Education Institutions in Portugal	73
	5.1 Introduction	73
	5.2 The Academic Career in Portugal: Issues and Challenges	76
	5.2.1 Evolution and Organization of the Portuguese Higher Education	76
	5.2.2 The Academic Career	80
	5.2.2.1 Shaping the Academic Career in the Early 1970	80
	5.2.2.2 The Diversification of Academic Careers in Higher Education	81
	5.2.2.3 The Academic Career in the 2000s	83
	5.2.2.4 Academics’ Functions	84
	5.2.3 Coping with the Changes	85
	5.2.4 Challenges	87
	5.3 Models for Examination of Academic Job Satisfaction	89
	5.3.1 Some Models of Faculty Satisfaction	89
	5.3.2 Suggested Model for Faculty Satisfaction	93
	5.4 Methodological Approach	94
	5.5 Results	97
	5.5.1 Satisfaction with Teaching Climate by Institutional Type	97
	5.5.2 Satisfaction with Management of the Institution/Department/Unit by Institutional Type	98
	5.5.3 Satisfaction with Colleagues by Institutional Type	98
	5.5.4 Satisfaction with Non Academic Staff (Administrative Staff, Technical and Laboratorial Staff…) by Institutional Type	99
	5.5.5 Satisfaction with Physical Work Environment by Institutional Type	100
	5.5.6 Satisfaction with Conditions of Employment by Institutional Type	100
	5.5.7 Satisfaction with Personal and Professional Development by Institutional Type	101
	5.5.8 Satisfaction with Institutions’ Culture and Values by Institutional Type	102
	5.5.9 Satisfaction with Institutions’ Prestige by Institutional Type	103
	5.5.10 Satisfaction with Research Climate by Institutional Type	103
	5.5.11 Overall Satisfaction by Institutional Type	105
	5.5.12 Overall Motivation by Institutional Type	106
	5.5.13 Satisfaction with Teaching Climate, Management, Colleagues and Work environment: A Structural Equation Model	106
	5.5.14 Synthetic Indexes	107
	5.5.15 Satisfaction and Motivation	109
	5.6 Interviews	111
	5.7 Analysis	113
	5.7.1 Dimensions of Job Satisfaction	113
	5.7.2 Indicators in Each Dimension of Job Satisfaction	114
	5.7.3 Job Satisfaction and Motivation by Institutional Type	114
	5.7.4 Job Satisfaction and Motivation by Gender	115
	5.7.5 Job Satisfaction and Motivation by Academic Rank	115
	5.7.6 Motivation and Satisfaction	115
	5.8 Conclusion	116
	Appendices	118
	Appendix 1	118
	Appendix 2	121
	A Note on Privacy	121
	I. Satisfaction Dimensions	122
	II. Motivation	126
	III. Satisfaction, Motivation and Performance	127
	IV. Academic Decision at Your Institution	127
	V. The New Regulation for Faculty Careers (Answer Only If You Are Professor of Public Higher Education)	128
	VI. Academic/Professional Context	129
	Teaching	130
	Teaching management	132
	Management	133
	Research	133
	All Activities in Higher Education	135
	VII. General Information	136
	References	139
	Part III: Country Chapters	144
	Chapter 6: Academic Careers During the Massification of Austrian Higher Education	145
	6.1 Introduction	145
	6.2 The Chair Structure and the Dominance of the Academic Oligarchy	146
	6.2.1 Status and Working Conditions of ‘Middle-Rank’ Academics	147
	6.2.1.1 Quantitative Developments 1955–1975	149
	6.2.2 The ‘Group University’: The Status Increase of Middle-­Rank Academics	150
	6.2.2.1 Academic Career Structures 1975–1993	151
	6.2.2.2 Quantitative Developments 1972–1993	152
	6.3 The Managerial University: Radical Change	154
	6.3.1 UOG 93 – Transition to Managerialism	154
	6.3.2 UG 2002 – The Breakthrough of Managerialism	156
	6.3.2.1 Academic Career Structures and A Quantitative Overview	158
	6.3.2.2 A Farewell to the ‘Cultural State’	161
	6.4 The Managerial University: Persisting Traditions	162
	6.4.1 The Persistence of ‘Academic Estates’	162
	6.4.2 Habilitation Versus Tenure Track	163
	6.4.3 The Austrian Version of a Tenure Track	166
	References	167
	Chapter 7: The Academic Profession in Germany	169
	7.1 Introduction	169
	7.2 The Conventional View and Perceived Recent Changes	170
	7.3 A New Information Base: The Survey Undertaken in 2007	174
	7.4 Socio-biographic Characteristics	176
	7.5 Career Path	177
	7.6 Employment Conditions	178
	7.7 Working Time	180
	7.8 Teaching and Research	182
	7.9 Internationality	184
	7.10 Steering	185
	7.11 Satisfaction	188
	7.12 The Academic Profession in Germany – Lessons from Survey Research	189
	References	191
	Chapter 8: Between Tradition and Transition: The Academic Career in Italy	194
	8.1 Introduction	194
	8.2 The Historical Evolution of the Professoriate – 1946–2010	195
	8.3 Changes in the Legal Framework of Academics	198
	8.4 Non-Tenured Academics: From Patrimonialism to Institutionalised Precarization	203
	8.5 Academic Responses to Recruitment and Career System Reforms	204
	8.6 How Academics Perceive Their Career Conditions	207
	8.7 Conclusion	209
	References	210
	Chapter 9: The Societal Embeddedness of Academic Markets: From Sex to Gender in the Swiss Context	212
	9.1 Sex Differences in Academic Careers	213
	9.1.1 Different Instruments	214
	9.1.2 The Disciplinary Bias	215
	9.1.3 The Swiss Academic Market in International Comparison	218
	9.1.4 Distribution Between Teaching and Research	219
	9.2 From Sex Differences to Gender Equality Resistance	220
	9.2.1 The Product of History: Gender and Society	220
	9.2.2 Resistance at a Structural Level	222
	9.2.3 Invisible Inequalities: Between Systemic and Individual Resistance	224
	9.2.3.1 Introducing New Tasks with a Discriminating Filter?	225
	9.2.3.2 Societal Resistance	225
	9.2.3.3 Individual Filters Resisting Equality?	226
	9.3 Conclusion: Changing the Sex of Universities, a Complex Operation?	227
	References	229
	Chapter 10: From Academic Profession to Higher Education Workforce: Academic Careers in the UK	231
	10.1 Introduction	231
	10.2 UK Higher Education and the People Who Work in It	232
	10.3 Identity Changes and Ambiguities in the Lives of UK Academics	239
	10.4 A Closer Look at the Evidence	241
	10.5 A Changing Distribution of Power	243
	10.6 Shifts from ‘Collegial’ to ‘Competitive’ Relationships Between UK Academics	247
	10.7 Conclusion: Changing Roles and Changing Boundaries	250
	References	251
	Erratum	253
	What Is the New Academic Profession?	254
	The State of Discourse	254
	The Background and the Thrust of this Book	258
	Academic Careers and the Situation of Junior Academics	260
	Job Satisfaction in Academia	262
	The Implications of the Diversity in Higher Education Systems for the Academic Profession	264
	Variety or Convergence Across Europe Regarding the Academic Profession	266
	Concluding Observations	267