ABSTRACT
The diversification of the workforce, of contractual models, and of career paths has put more onuses on the individual in developing a portfolio of activity that will distinguish them in building a future in higher education. While some individuals found that policy developments suited their career trajectories, and were able to make use of institutional initiatives, others found their own outlets and were active in pursuing these. A pragmatic approach characterised individuals who acknowledged, but also used, the structures in which they found themselves for optimum advantage. Individual responses also reflected personal variables such as life and professional experience, confidence levels and motivations. Long communication lines in institutions that are becoming larger, more complex and often dispersed geographically mean that even where there is detailed documentation about progression and promotion criteria, the practical implications are not necessarily understood. From the Higher Education Academy (HEA) study appeared to be system wide dissonance in approaches to academic roles.
