By Tatiana Fumasoli, Gaële Goastellec, Barbara M. Kehm
This booklet explores the perceptions of educational employees and representatives of institutional management concerning the alterations in educational careers and educational paintings skilled in recent times. It emphasizes standardisation and differentiation of educational profession paths, affects of latest varieties of caliber administration on educational paintings, adjustments in recruitment, employment and dealing stipulations, and teachers’ perceptions in their specialist contexts. The e-book demonstrates a turning out to be variety in the educational occupation and new specialist roles inhabiting an area that is neither situated within the middle company of training and study nor on the best point administration and management. the recent better schooling execs are usually very important switch brokers in the greater schooling associations not just pleasing carrier and bridging features but in addition streamlining educational paintings to contribute to the recognition and competitiveness of the establishment as a complete. in keeping with interviews with educational employees, this booklet explores the location in 8 ecu international locations: Austria, Croatia, Finland, Germany, eire, Poland, Romania, and Switzerland.
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Additional info for Academic Work and Careers in Europe: Trends, Challenges, Perspectives
The position of full professor can still only be reached via a “call” or professorial appointment procedure. In Germany, the so-called “junior professorship” has been established, an intermediary position and a – previously missing – link between fixed-term university assistant positions and the full professorship. Also in Ireland which already foresees a clear path toward permanent employment, changes in the career-paths of academics were implemented aiming at more simplified structures. In Poland the “road towards tenure” is generally not considered a problem, a clear tenure-track from associate to full professor was and is in place and most postdoctoral academics follow this path.
The later international mobility is planned, the more difficult it is to undertake it for personal reasons, as will become apparent below. In Croatian interviews, international mobility is mentioned more often for the pre-doctoral phase than the phase after the doctorate (HR17, HR55). In some cases, it facilitates the entry to postgraduate doctoral study (HR6). In the German and Polish interviews, research mobility was not systematically addressed but some of the interviewees brought up the topic themselves.
One of the interviewed professors stresses that, especially in the phase after the PhD, young academics are strongly advised to leave the university and to go abroad, since “there should not be continuous careers at one university only” (AT34). The later international mobility is planned, the more difficult it is to undertake it for personal reasons, as will become apparent below. In Croatian interviews, international mobility is mentioned more often for the pre-doctoral phase than the phase after the doctorate (HR17, HR55).