Academic Inbreeding and Mobility in Higher Education: Global - download pdf or read online
By Maria Yudkevich, Philip G. Altbach, Laura E. Rumbley
Educational inbreeding - appointing one's personal graduates for tutorial positions - is a arguable yet unusually universal perform the world over. This publication is the 1st comparative research of the phenomenon - the motives, implications, and way forward for inbreeding.
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Additional resources for Academic Inbreeding and Mobility in Higher Education: Global Perspectives
Finally, universities may prefer hiring inbred candidates if the teaching mission is important for them. In this case, inbred faculty may be hired not for their scholarly performance but for their “teaching potential” (Eisenberg and Wells 2000), including their ability to teach certain courses and to ﬁt into existing university curricula. ), evaluation of teaching qualities is more problematic and may be only assessable over the longer term. Inbred academics may contribute to the formation of speciﬁc, highly localized approaches to teaching, as they are “guided by the experience gained as former students of this university and, later, as teaching assistants there” in the design of their own courses (Sivak and Yudkevich 2012, 4).
So, sometimes measures dealing not with inbreeding itself, but with its consequences, may also be useful to consider. In this section, possible measures to eliminate inbreeding, as well as ways to deal with the problems it presents, have been discussed. In different countries, various strategies have been tested. Most of the literature on the topic shows that institutionalized measures that either forbid hiring one’s own graduates or make the selection and promotion mechanisms more transparent and competitive are rather useful, and can help to diminish the level of inbreeding in universities.
The authors also concluded that the importance of social connections in the process of hiring may lead to hiring not only the best graduates but also other students, who, for instance, performed well in class but are not very successful in scholarly terms. This happens because sometimes faculty members fail to evaluate their own graduates “as objectively as they evaluate other schools’ graduates” as they may be “too close to their own school’s graduates to judge them well” (Eisenberg and Wells 2000, 387).