One size fits all? A comparative analysis of developed countries academic career models with developing countries

Habtamu Diriba Garomssa, Nowreen Yasmin


By taking the ever-lively debate between the two schools of thought in management (scientific management and contingency approach) as an umbrella for discussion, this study evaluated the applicability of academic career models developed by advanced nations in the context of developing countries. More particularly, the fit of the four major academic career models in Europe and North America (the UK’s probation on the job model, Central Europe’s two-tier promotion and habilitation model, France’s state approbation model, and North America’s tenure-track model) have been evaluated in light of the contextual realties of two selected developing countries (Bangladesh and Ethiopia). Accordingly, the review of relevant literature coupled with the reflection of purposively selected academics indicated that, although it is practically impossible to implement any of the major academic career models in their entirety, each model has pertinent elements that are relevant in readdressing some of the challenges of developing countries. Hence, a hybrid tenure-track system, which integrates some of the pertinent and feasible features of advanced nations’ higher education system, is suggested.

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