Achieving Academic Promotion

ISBN: 978-1-78756-902-7, eISBN: 978-1-78756-899-0

Publication date: 28 January 2019


(2019), "Prelims", Mahat, M. and Tatebe, J. (Ed.) Achieving Academic Promotion (Surviving and Thriving in Academia), Emerald Publishing Limited, Bingley, pp. i-xv.



Emerald Publishing Limited

Copyright © 2019, Editorial matter and selection the Editors, individual chapters the respective Author/s

Half Title Page

Achieving Academic Promotion

Series Page

Surviving and Thriving in Academia

Series Editor:

Marian Mahat, University of Melbourne, Australia

Surviving and Thriving in Academia provides short, accessible books for navigating the many challenges, responsibilities and opportunities of academic careers. The series is particularly dedicated to supporting the professional journeys of early and mid-career academics and doctoral students, but will present books of use to scholars at all stages in their careers. Books within the series draw on real-life examples from international scholars, offering practical advice and a supportive and encouraging tone throughout.

Forthcoming in the series

Getting the Most Out of Your Doctorate

Edited by Mollie Dollinger, La Trobe University, Australia

Title Page

Achieving Academic Promotion


Marian Mahat

University of Melbourne, Australia


Jennifer Tatebe

University of Auckland, New Zealand

United Kingdom – North America – Japan India – Malaysia – China

Copyright Page

Emerald Publishing Limited

Howard House, Wagon Lane, Bingley BD16 1WA, UK

First edition 2019

Editorial matter and selection © the Editors, individual chapters © the respective Author/s

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No part of this book may be reproduced, stored in a retrieval system, transmitted in any form or by any means electronic, mechanical, photocopying, recording or otherwise without either the prior written permission of the publisher or a licence permitting restricted copying issued in the UK by The Copyright Licensing Agency and in the USA by The Copyright Clearance Center. Any opinions expressed in the chapters are those of the authors. Whilst Emerald makes every effort to ensure the quality and accuracy of its content, Emerald makes no representation implied or otherwise, as to the chapters’ suitability and application and disclaims any warranties, express or implied, to their use.

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ISBN: 978-1-78756-902-7 (Print)

ISBN: 978-1-78756-899-0 (Online)

ISBN: 978-1-78756-901-0 (Epub)


Acknowledgements vii
Notes on Contributors ix
Rowena Arshad
Part I Scholars’ Experiences and Personal Reflections on Academic Promotion
1 Demystifying the Academic Promotion Process
Marian Mahat and Jennifer Tatebe
2 From Perilous to Permanent
Jennifer Tatebe
3 Being Female in Academia
Marian Mahat
4 Raising the Bar: Landing Your First Academic Position in US Higher Education
Blair Izard and David M. Moss
Part II International Perspectives on the Structural and Institutional Processes of Academic Promotion
5 Academic Promotion in the UK: Your Guide to Success
Jackie Cawkwell
6 Academic Careers and Promotions in Finland and Austria: System and Institutional Perspectives
Jussi Kivistö, Elias Pekkola and Attila Pausits
7 The Academic Market in Latin America: Challenges and Opportunities for Early Career Scholars
Elizabeth Balbachevsky
8 Promotion within the Academy
Graeme Aitken
Index 153


We are deeply grateful to the authors of each chapter who have generously shared their knowledge of academic promotion and their personal academic career journeys. We also recognize the global network of academic colleagues whose participation in discussions, questions, and opportune comments have provided the intellectual inspiration and motivation for us to publish this work.

This book has been made possible through the support of many people. We wish to recognize the reviewers whose expertise, suggestions, and helpful critique have advanced the authors’ work while also providing a global perspective to the topic of academic promotion. In particular we acknowledge Labake Fakunle and Alison Milner who took on significant reviewer roles. We also acknowledge Professor Rowena Arshad and Professor Graeme Aitken who read the full draft of the manuscript in order to skillfully draw together the main themes to open and conclude the book. Finally, a heartfelt thanks to Kim Chadwick and her team at Emerald Publishing – you have expertly guided us through the process from conception to completion with ease and the utmost professionalism.

Jennifer Tatebe and Marian Mahat

Notes on Contributors

Graeme Aitken is the former Dean of Education and Social Work at the University of Auckland, New Zealand, a position he held from July 2008 to December 2017. In his current role as a Director of Educational Initiatives, Graeme chairs the university’s Academic Units and Disciplinary Area External Review panels and contributes to university teaching and learning projects.

Rowena Arshad, OBE, is Dean of the Moray House School of Education at the University of Edinburgh, UK. She is also Co-Director of the Centre for Education for Racial Equality in Scotland. Professor Arshad was awarded an OBE in 2001 for her services to race equality in Scotland. She was awarded an honorary degree by Edinburgh Napier University in 2010 for services to gender equality.

Elizabeth Balbachevsky is Associate Professor at the Department of Political Science at the University of São Paulo (USP), Brazil, Director of USP’s Research Center on Public Policy Studies, and Fellow at the Laboratory of Studies in Higher Education, State University of Campinas. She is the Co-Regional Editor for Latin America of the Encyclopaedia of International Higher Education Systems and Institutions (Springer, 2018).

Jackie Cawkwell is an Adviser at the University of Nottingham, UK, leading on teaching and learning support staff recognition, and teaching on Postgraduate (PG) management modules. Jackie has 30 years of professional and academic experience, working in both teaching-intensive and research-focused settings. Her research interests include student transitions and academic continuing professional development (CPD).

Blair Izard is a doctoral student at the University of Connecticut, USA. She is researching the intersection of global and mathematics education. She is currently part of the Forum for International Networking in Education Leadership Team, an international group of graduate and early career researchers from U21 Schools of Education.

Jussi Kivistö is a Professor in the Faculty of Management, University of Tampere, Finland. Kivistö has over 10 years of experience in teaching, supervision, and coordination of educational programs in higher education administration and management.

Marian Mahat is a Senior Research Fellow at the University of Melbourne, Australia. Marian has more than 20 years of professional and academic experience, spanning several universities, the Australian Federal and local governments, and the private sector. Her research is focused on student learning and outcomes in different learning and teaching contexts and systems.

David M. Moss is Associate Professor at the University of Connecticut, USA, specializing in curriculum studies and internationalizing US teacher education. His current research interests are in the areas of global/international education, culturally sustaining pedagogies, and curriculum reform.

Attila Pausits is Head of the Centre for Educational Management and Higher Education Development at Danube University Krems, Austria, and Academic Director of the Erasmus Mundus Master Program “Research and Innovation in Higher Education.” He has worked in many international research and developments projects related to the modernization and development of higher education.

Elias Pekkola is an acting Professor and a University Lecturer in Administrative Science and the Academic Director of Nordic joint master’s degree program on Innovative Governance and Public Management at the Faculty of Management, University of Tampere, Finland.

Jennifer Tatebe is a Lecturer in the School of Critical Studies in Education, the University of Auckland, New Zealand. Her work examines the transformative potential of education in disadvantaged contexts by exploring the socioeconomic and political contexts of these educational spaces and their influence on teaching and learning.