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Barriers to Career Progression in the Higher Education Sector: Perceptions of Australian Academics

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  • Tehmina Khan

    (School of Accounting, Information Systems and Supply Chain, College of Business and Law, RMIT University, Melbourne 3000, Australia)

  • Pavithra Siriwardhane

    (School of Accounting, Information Systems and Supply Chain, College of Business and Law, RMIT University, Melbourne 3000, Australia)

Abstract

There are multiple factors that can potentially impact the career progression of academics to professoriate level (referred to as levels D and E in Australia). This research provides a detailed understanding of critical factors (by gender) that negatively influence career progressions. Perceptions of factors that influence career progressions have been found to be more pronounced amongst female academics in STEMM and business disciplines. The conventional view of family commitments as being a hindrance to career progression has not been supported in our data. On the contrary, it is the organizational factors that would appear to be prevalent at an institutional level that seems to be significant barriers to the career progression. Particularly for female academics’ progression to levels D and E. The most prominent factors identified through confirmatory factor analysis conducted in the study are workloads and a lack of resources to undertake research and to generate research performance, which is a critical impacting factor for career progression to professoriate levels. These factors have been exacerbated by COVID-19.

Suggested Citation

  • Tehmina Khan & Pavithra Siriwardhane, 2021. "Barriers to Career Progression in the Higher Education Sector: Perceptions of Australian Academics," Sustainability, MDPI, vol. 13(11), pages 1-19, June.
    • Handle: RePEc:gam:jsusta:v:13:y:2021:i:11:p:6255-:d:567222
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    References listed on IDEAS

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    1. Elizabeth A. Corley, 2005. "How Do Career Strategies, Gender, and Work Environment Affect Faculty Productivity Levels in University‐Based Science Centers?1," Review of Policy Research, Policy Studies Organization, vol. 22(5), pages 637-655, September.
    2. Noriko Amano-Patiño & Elisa Faraglia & Chryssi Giannitsarou & Zeina Hasna, 2020. "Who is doing new research in the time of COVID-19? Not the female economists," Vox eBook Chapters, in: Sebastian Galliani & Ugo Panizza (ed.), Publishing and Measuring Success in Economics, edition 1, volume 1, chapter 1, pages 137-142, Centre for Economic Policy Research.
    3. Debra A. Barbezat, 2006. "Gender Differences in Research Patterns Among PhD Economists," The Journal of Economic Education, Taylor & Francis Journals, vol. 37(3), pages 359-375, July.
    4. Sharon Bell, 2010. "Women in science: The persistence of gender in Australia," Higher Education Management and Policy, OECD Publishing, vol. 22(1), pages 1-19.
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    Cited by:

    1. Abdulwahab Mujalli & Tehmina Khan & Ahmed Almgrashi, 2022. "University Accounting Students and Faculty Members Using the Blackboard Platform during COVID-19; Proposed Modification of the UTAUT Model and an Empirical Study," Sustainability, MDPI, vol. 14(4), pages 1-18, February.
    2. Blessing Kanyumba & Melanie Lourens, 2022. "Career development for female academics in Australian and South African universities: An integrative review," International Journal of Research in Business and Social Science (2147-4478), Center for the Strategic Studies in Business and Finance, vol. 11(2), pages 391-401, March.

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