Experiences of Academic Staff Towards Promotion and Professional Development in Selected Public Universities in Tanzania: A Situational Analysis

Abstract

There has been a constant debate regarding fairness during the promotion process and academic growth among the academic staff in higher education around the world. In the context of Tanzania, higher education depends on the academic qualifications, ranks, experience and level of job satisfaction among their academic staff for quality teaching, research and consultancy works. This mixed study focused on the experiences and attitudes of 85 staff on promotion and motivation from a selected public university in Tanzania. Quantitative data were collected from 74 academic staff, 1 professor, 4 senior lecturers, 30 lecturers, 25 assistant lecturers and 14 tutorial assistants. Moreover, 3 staff from the human resources directorate and 8 heads of academic departments were interviewed. The results demonstrated that the majority of the academic staff (82%) were satisfied with the sponsorship process in local and overseas trainings (N = 61) and the duration of three years for new promotions (N = 65 and 88%). On the other hand, the majority of the academic staff were dissatisfied with being involved in decision-making for in-service training opportunities (N = 65, 88%). Similarly, academic staff were dissatisfied with the promotion criteria and promotion process (N = 60, 81%) and (N = 45, 60%) respectively. The qualitative data revealed the dissatisfaction of academic staff on awareness of the current institutional promotion criteria and standards that may open loopholes for rude administrations. It was concluded that promotion in various universities has been associated with some micro politics and hullabaloos. Since academic staff qualifications are global, criteria for promotions should remain homogeneous, fair and equal to all staff.