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This study examines the management practices and alignment features needed to develop academic staff’s careers, mainly focusing on teaching competencies in the evolving landscape of Cambodian public universities.

A multiple-case research design was adopted to collect data from interviews with 11 academic leaders and focus-group discussions (FGDs) with 13 academic teachers at two public universities in provincial Cambodia. A thematic approach was performed to code and analyse data to address the research questions.

This study found that the management of academic careers in the selected universities was hybrid, deregulating state control to relative institutional autonomy for contracted employees but rather centralised management for civil servants. However, weak institutional leadership and negligence in formulating comprehensive institutional guidelines for strategic human resource management (HRM) have caused misalignments of management practices to develop academic careers in the studied contexts.

This case study limits its findings to two universities in provincial Cambodia. Nevertheless, this study adds to the scarce literature on the research topic in Cambodian public universities and opens a path for cross-institutional and national comparative studies on similar foci.

This is a ground-breaking study set in the evolving space of Cambodian public higher education, where attention to the research area remains limited.

The purpose of this explorative study is to investigate through the lens of gender the role of career shocks in career advancement experiences in academia. By taking a contextual approach, this study increases understanding of the role of the academic career script as a potential boundary for career shock implications.

The authors studied career advancement experiences of a cohort of 75 men and women associate professors in the Netherlands via biographical interviews and conducted theoretically informed inductive analysis.

The analysis revealed the ambiguities and contradictions in the role of most career shocks in career advancement experiences. Failure to fit the majority of career shocks into the “rigid” academic career script generates discretionary latitude in handling shocks. These shocks pose unique barriers – and to a lesser extent unique benefits – to women's perceived opportunities for career advancement.

Academic organizations should focus on cultivating more inclusive work environments with respect to career shocks. The 75 diverse biographies offer leverage to challenge traditional notions of academic career advancement.

This paper extends “structure and agency” literature on career building by showing how career shock implications are inherently contextual in the academic setting. Gendered support provisions for handling career shocks offer a novel explanation for the numerical minority of women in academic leadership.

The purpose of this paper is to develop a career success model for academics at the Malaysian research universities.

Self-administered and online surveys were used for data collection among 325 academics from Malaysian research universities.

Based on the analysis of structural equation modeling, the proposed model explained 48 per cent of the variance of academics’ career success. Specifically, the result shows that there are positive significant effects between organizational support, extraversion personality, person-job fit and academics’ career success. A full mediation effect of proactive behavior was established on the relationship between organizational support and career success. Overall, the results confirmed that the proposed model succinctly explains career success among academics in Malaysian research universities.

The authors present a career success model for academics at Malaysian research universities. The study represents an important extension of previous research of which it tested the applicability of the career success theories and identified the key factors related to career success of academics based on the context of Malaysian research universities. Most current career success studies were conducted in the context of the Western culture or developed countries; therefore, the results based on the Malaysian sample provide strong evidence of cross-cultural comparability of the career success construct and model.

The findings provide implications to both individuals and human resource development practitioners on career success among academics. Practical interventions are suggested to assist individuals and organizations toward achieving career success. This study sheds some light on the effective management of the academics.

The authors propose a model of academics’ career success based on the context of Malaysian research universities.

This paper explores the impact of high-performance human resource practices (HPHRPs) on the research performance and career success of academics.

Survey data was collected from 586 faculty members in the five largest public universities in Saudi Arabia.

The findings suggest that the HPHRPs of internal mobility and recognition had a strong impact on faculty members' career success and that these relationships were mediated by research performance. In addition, the study also found that the HPHRPs of training and recognition positively influenced research performance, while, surprisingly, the HPHRPs of participation in decision-making were found to have a negative effect on faculty members' research performance.

This study is original in combining research in human resource management (HRM) and career studies to develop a model that explains academic research performance and career success from the lens of HR practices. The results also provide leaders in Saudi Arabia's public higher education sector with empirical data on the impact of HPHRPs on academic research performance and career success.

The purpose of this paper is to focus on doctoral students in Germany and the drivers behind their intention to enter an academic career. The aspirations of young researchers after graduating from doctoral training have become an important issue to policymakers in light of the changing nature of doctoral training.

Borrowing from Ajzen’s Theory of Planned Behavior, we investigate how attitudes towards a career in academia, subjective norms and perceived behavioral control determine graduates’ intentions to pursue an academic career. We extend the model of Ajzen by measurements of research and training conditions in order to estimate the impact of organizational settings. We analyze a sample of 5,770 doctoral candidates from eight universities and three funding organizations.

We find that apart from attitudes towards careers, academic career intentions are related to research and training conditions at the organizational level. Further, we find that large differences within the field of study and affiliation to a university or funding organization provide substantial explanations.

This paper explores doctoral candidates’ academic career intentions which are an important precondition for the propagation of academic staff. For developers and practitioners in the field of doctoral training, our results yield a good understanding of the relationship between organizational settings at the level of doctoral training and career intentions.

Few research has addressed the factors that undermine people’s subjective perceptions of career success. Hence, the purpose of this paper is to further illuminate the issue of career barriers in perceptions of career success for a specific group of professionals: academics.

This study adopts an interpretative-social constructionist methodology. Complementarily, it was employed a phenomenological method in data gathering and analysis – with the use of in-depth interviews and a theme analysis. The research was undertaken with a group of 87 Portuguese academics of both sexes and in different stages of their academic careers.

The findings pinpoint the existence of multi-level barriers encountered by the academics when trying to succeed in their careers. The interviewees mentioned particularly the organizational-professional career barriers pertaining to three general themes: poor collegiality and workplace relationships; the lack of organizational support and employment precariousness; and the career progression standards and expectations. At the individual life cycle level the interviewees referred to the theme of finding balance; at the same time, the gender structure was also a theme mentioned as an important career barrier in career success, particularly by the women interviewed.

One of the limitations of this research is related to the impossibility of generalizability of its findings for the general population. Nevertheless, the researcher provides enough detail that grants the reader with the ability to judge of its similarity to other research contexts.

This research highlights the role played by distinct career barriers for a specific professional group: academics. This has implications for higher education policy-makers and for human resources managers in higher education institutions.

The current study extends the literature on career success by offering detailed anecdotal evidence on how negative work experiences might hinder career success. This research shows that to understand career barriers to success it is useful to consider multi-level factors: organizational-level factors (e.g. poor collegiality and workplace relationships); individual-level factors (e.g. life-cycle factors such as age/career stage); and structural-level factors (e.g. gender).

Studying academic careers can be particularly useful for discussions about new forms of professional careers. This conceptual paper seeks to shed light on academic careers by discussing the (changing) multiple contexts governing academic careers.

A neo‐institutional framework for analysing academic careers is developed that treats them as outcomes of overlapping institutions belonging to the different social contexts in which academics simultaneously act. This approach allows one to locate academic careers in the context of new and traditional career literature and to address changes in the institutional context of academic careers.

Shows how traditional structures and mechanisms of academic careers are interwoven with the overall patterns of national higher education systems and their societal embeddedness. Empirical evidence was found that academic careers are becoming more boundaryless. But evidence was also found that academic careers are more bound to the organisation due to recent changes in university policies and practices.

The paper is limited to the discussion of overlapping institutional contexts governing academic careers. Further international comparisons could deepen understanding of specific formal and informal rules. Future macro‐micro research enables one to show how the career models can be traced to the career experiences and practices. Micro‐macro research allows one to see how the aggregate outcomes of individual actions can be traced to the overall performance of a given higher education system.

This conceptual paper proposes a neo‐institutional framework for analysing academic careers. This approach is useful for cross‐national comparisons, the study of emerging new career models and practices in academe, and the study of macro‐micro‐links in career research.

Although more than half of the PhD graduates do not take up traditional academic positions, the little we know of how they navigate into the non-academic workforce is somewhat conflicting. This study aims to contribute to our knowledge by examining over time the experiences of post-PhD social scientists who went into non-academic careers. It examines how post-PhD social scientists in non-academic careers characterize their experience of the PhD; how they imagine their post-PhD careers during the degree and how this influenced their doctoral activity; and to what extent their intentions changed over time and how agentive they were in managing challenges or disappointments.

The study uses a longitudinal qualitative narrative approach to examine the experience of eight post-PhD social scientists beginning during their degrees through their initial years after graduation outside academia.

The analysis highlights variation in clarity of career vision, strategic career thinking and action, knowledge of career opportunity structures and changes in career intentions over time. Still, for all individuals, the PhD was considered a powerful learning experience which continued to influence their lives.

Overall, the results make clear that post-PhD trajectories are best built from the beginning of the PhD, a conclusion that has curriculum implications.

This study incorporates the career question into the development of junior researchers highlighting the need to attend not only to objective measures of career success but also subjective intentions, investments, choices and assessments. Further, the constructs developed within an academic work context to understand career trajectories proved robust in analyzing non-academic work experience.

This paper examines an identified but unexplored career gap evidenced at a mid-level classification in the academic career path for women in Australia. This career-stalling effect or holding pattern, is examined to determine underlying causes of career trajectory interruption.

Guided by the epistemological stance of standpoint theory, this exploratory abductive study employs a novel arts-based method, draw, write, reflect, to access experiences that may be difficult to convey verbally. The obtained drawings and reflections were thematically analysed.

Drawing on Bourdieu’s concept of illusio this article finds support for female academics’ bifurcated consciousness. Results demonstrate how opposing social role prescriptions result in the deliberate avoidance of work-life conflict, a nuanced lack of confidence in work tasks in combination with other, often competing responsibilities, and the uneven distribution of administrative duties known as “academic housework”, which combine to stall careers. Female academics feel pressure to prioritise their domestic role and eschew career progression.

Despite the small sample size, the findings provide rich career narratives and experiences of female academics in Australia providing additional impetus for increased gender equity efforts.

This study is the first to explore the previously unidentified holding pattern for female academics in Australia. Findings suggest there is a range of previously unexplored impediments resulting in a gendered stalling at a mid-level classification interrupting female academic career progression.

The university context has changed considerably in recent years. This paper aims to identify career strategies that can be used by property academics in the property education, research and industry linkages spaces in this changing university environment. This is particularly relevant for early career researchers (ECRs), as they navigate developing their careers as the next generation of property academics.

This research is based on a thorough understanding and extensive experience of the university environment in the property area by the four authors. This depth of understanding is at a global level, with team members having extensive property academic experience over many years in Europe, the USA and Asia–Pacific.

Career strategies for property academics are identified that will ensure the next generation of property academics are suitably prepared for the challenges of being an academic in the changing university environment. This is particularly relevant for ECRs in property.

It is important to prepare the next generation of property academics to ensure the high quality of property graduates as they become the next generation of property professionals. Practical career strategies are identified for property academics to ensure that they have the necessary skills to develop their academic careers to empower the next generation of property professionals.

This paper is the first paper to specifically address the career strategies needed by property academics in universities today. This is a key issue for the property industry going forward at all levels to ensure the next generation of property academics are empowered to prepare the next generation of property professionals.