ABSTRACT
Academic careers have changed; at least, they have done so in England, and new models for academic careers have emerged. It has been possible, through my empirical research, to describe what has been happening at institutional level by examining the interplay between higher education institutions’ promotion procedures and the social reality as experienced by faculty. English academic career models have evolved, in response to the strategic, competitive, or organizational needs of institutions, to a new diversified form that is less exclusive and recognizes different contributions and career routes. These changes seem to provide educationalists, entrepreneurs, and academic administrators with an opportunity to participate on more equal terms with those following more traditional or balanced academic careers.
