Institutional culture and academic career progression: Perceptions and experiences of academic staff

Nina Barnes,Marieta Du Plessis,José Frantz

doi:10.4102/sajip.v47i0.1878

Abstract

Orientation: The South African higher education system is highly dependent on institutional cultures to enable the progression of academics with the aim to unlock the research potential of the country. Institutional cultures are directed by the values, practices and behaviours of its members.Research purpose: Establish and present, from the academics’ point of view, the values, practices and behaviours that facilitate an enabling institutional culture, which supports the career progression of academic staff.Motivation for the study: A comprehensive and deeper understanding of any higher education institutional culture requires analysis beyond the structural elements and established procedures of the institution. An understanding of how individuals interpret their environment, to support their career progression, is equally important.Research approach/design and method: A qualitative, phenomenological approach was followed, through individual, semi-structured interviews with 17 academics, across all career phases.Main findings: An institutional culture in support of academic career progression includes three major values of: equity and inclusion, an ethic of care and collaboration, that are interconnected to practices such as performance management, a career management system, a comprehensive induction and orientation, a collaborative structure, remuneration, as well as resources and support, together with behaviours, comprising the articulation of team values, alignment of individual and institutional values, as well as a systemic approach.Practical/managerial implications: Understanding the values, practices and behaviours within the context of higher education offers leaders and talent management practitioners the necessary factors to consider as they grapple to understand a culture that enables the career progression of academic staff.Contribution/value-add: Deeper understanding, from the academics’ point of view, the values, practices and behaviours that facilitate an enabling institutional culture, which supports the career progression of academic staff.

Highlights

The culture of higher education has a long and unique history, with the understanding that any attempt to appreciate the processes within the system must have an advanced comprehension of the culture of higher education (Callaghan, 2015)
The CHE report appealed to the Department of Higher Education and Training (DHET) to apply funding models that would enable a culture, conducive to unlocking South Africa’s research potential, whilst developing and cultivating the academic profession (CHE, 2016)
The findings that emerged are in consonance with the purpose of the study, namely to establish and present the values, practices and behaviours that contribute to an institutional culture, which supports the career progression of academic staff

Summary

Introduction

The culture of higher education has a long and unique history, with the understanding that any attempt to appreciate the processes within the system must have an advanced comprehension of the culture of higher education (Callaghan, 2015). Higher education institutional cultures have always been regarded as resistant to change (Maguad, 2018). A national review, conducted by the South African Council on Higher Education (CHE, 2016), confirmed the world-wide shifts in higher education, which necessitated the assessment and adjustment of institutional cultures. The enormity of the barriers that an institutional culture could represent has been acknowledged since the 1997 White Paper (Republic of South Africa [RSA], Department of Education [DOE], 1997). The CHE report appealed to the Department of Higher Education and Training (DHET) to apply funding models that would enable a culture, conducive to unlocking South Africa’s research potential, whilst developing and cultivating the academic profession (CHE, 2016). The COVID-19 pandemic necessitated higher education institutions to respond, appropriately and efficiently http://www.sajip.co.za

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Conclusion