Promotion strategies for property academics

Author/s: TBA

Date Published: 13/06/2025

Published in: Volume 29 - 2024 Issue 4 (pages - )

Abstract

Ge#ing promoted is an important aspect of the development of property academics’ careers. PRRES has a key role in this area to assist property academics navigate the challenges and opportunities of being promoted. This paper highlights the key issues concerning property academics a#aining promotion in today’s university environment, and identifies relevant promotion strategies. The authors have a diverse range of promotion experiences and will draw on these experiences to highlight key issues in promotion strategies. This is particularly relevant for Early Career Researchers (ECRs), as they navigate developing their careers as the next generation of property academics.

Download Full Article

Download the Full Article PDF

Academic-Promotion-Strategies.pdf Academic-Promotion-Strategies.pdf (123kB)

Keywords

Early Career Researchers - Networks - Promotion Strategies - Property Academic Careers - Research - Universities

References

  • Chan, K., Hardin, W., Liano, K. and Yu, Z. (2008), “The internationalisation of real estate
  • research”, Journal of Real Estate Research, Vol. 30 No. 1, pp. 91-124.
  • D’Arcy, E. and Taltavull, P. (2009), “Real estate education in Europe: some perspectives on a
  • decade of rapid change”, Journal of European Real Estate Research, Vol. 2 No. 1, pp. 69-78.
  • Eliasson, M., Berggren, H. and Bondestam, F. (2000), “Mentor program- a short-cut for
  • women’s academic careers?”, Higher Education in Europe, Vol. 25 No. 2, pp. 173-179.
  • Filandori, M. and Pasqua, S. (2021), “Being good isn’t good enough: discrimination in Italian
  • academia”, Studies in Higher Education, Vol. 46 No. 8, pp. 1533-1551.
  • Hardin, W. (2000), “Practical experience, expectations, hiring, promotion and tenure: a real
  • estate perspective”, Journal of Real Estate Practice and Education, Vol. 3 No. 1, pp. 17-34.
  • Harris, C., Myers, B. and Ravenswood, K. (2019), “Academic careers and parenting: identity,
  • performance and surveillance”, Studies in Higher Education, Vol. 44 No. 4, pp. 708-718.
  • Jepsen, D., Sun, J. and Budhwar, P. (2014), “International academic careers: personal
  • reflections”, International Journal of Human Resource Management, Vol. 25 No. 10, pp. 1309-1326.
  • Kirchmeyer, G. (2005), “The effects of mentoring on academic careers over time: testing
  • performance and political perspectives”, Human Relations, Vol. 58 No. 5, pp. 637-660.
  • Long, J., Allison, P. and McGinnis, R. (1993), “Rank advancement in academic careers: sex
  • differences and the effects of productivity”, American Sociological Review, Vol. 58 No. 5, pp.
  • 703-722.
  • Manning, C. and Roulac, S. (2001), “Where can real estate faculty add the most value at
  • universities in the future?”, Journal of Real Estate Practice and Education, Vol. 4 No. 1, pp. 17-39.
  • Manning, C., Webb, J., Rodriguez, M., Epley, D., Newell, G., Roulac, S. and McDonald, J.
  • (2007), “Writing for publication to ensure tenure and promotion for real estate faculty”, Journal
  • of Real Estate Literature, Vol. 15 No. 1, pp. 1-36.
  • Marasi, S., Jones, B. and Parker, J. (2022), “Faculty satisfaction with online teaching; A
  • comprehensive study with American faculty”, Studies in Higher Education, Vol. 47 No. 3, pp.
  • 513-525.
  • Newell, G. (2007), “Challenges and opportunities for property academics”, Pacific Rim Property
  • Research Journal, Vol. 13 No. 2, pp. 136-145.
  • Newell, G., Adair, A., Taltavull, P. and McGreal, S. (2023), Identifying career strategies for
  • property academics. Journal of Property Investment and Finance, Vol. 41 No. 6, pp. 616-623.
  • Newell, G., Marzuki, J., Worzala, E., Adair, A., Hoesli, M. and Rodriguez, M. (2022), “The
  • significance of impact in real estate research publications”, Journal of Property Investment and
  • Finance, Vol. 40 No. 1, pp. 49-67.
  • RMIT Classifica-on: Trusted
  • Nguyen, H., Badiozaman, I. and Ling, V. (2024), “Agency in academic promotion: Self-oriented
  • and socially-oriented strategies amongst Australian academics”, Studies in Higher Education,
  • Vol. 48 No. 11, pp. 1609-1623.
  • Nielsen, M. (2016), “Gender inequality and research performance: moving beyond individualmeritocratic explanations of academic advancement”, Studies in Higher Education, Vol. 412 No.
  • 11, pp. 2044-2060.
  • Ortlieb, R. and Weiss, S. (2018), “What makes academic careers less insecure? The role of
  • individual-level antecedents”, Higher Education, Vol. 76, 571-587.
  • Sallee, M. Ward, K. and Wolf-Wendel, L. (2016), “Can anyone have it all? Gendered views on
  • parenting and academic careers”, Innovative Higher Education, Vol. 41, pp. 187-202.
  • Smith, K., Else, F. and Crookes, P. (2014), “Engagement and academic promotion: a review of
  • the literature”, Higher Education Research and Development, Vol. 33 No. 4, pp. 836-847.
  • Todd, P. and Bird, D. (2000), “Gender and promotion in academia”, Equal Opportunities
  • International, Vol. 19 No. 8, pp. 1-16.
  • Van Balen, B., Van Arensbergen, P, Van der Weijden, I. and Van den Besselaar, P. (2012),
  • “Determinants of success in academic careers”, Higher Education Policy, Vol. 25, pp. 313-334.