Rethinking Preparation Of Early Career Academics:Experiences From Chinese And Tanzanian Universities

The main aim of this study was to examine how early-career academics in both; Chinese and Tanzanian universities are prepared to partake in academic practice. In particular, the study aimed to explore manners into which new academics get hired, their motives towards entering academia, awareness on academia and their actual work experiences. Besides, the study aimed at examining different strategies and tactics used by respective universities to prepare and nurture ECAs. Review of the related literature exposed the level of the problem in a wider panorama. Due to the truth that little has been done in developing nations, a thorough examination of how ECAs are prepared and nurtured in universities was deemed necessary.Grounded within pragmatism, this study used mixed-methods research approach. Concurrent triangulation research design was applied to inform the study. Besides, constant comparative method (CCM) was used to collect and analyze data concurrently. The study was done in six (6) universities; three from each country. Purposive, stratified random and snowball sampling procedures were employed to choose the sample size. Research informants included graduate students, ECAs, mentors, seniors, deans and heads of schools and departments, administrators, staffing officials, academic supervisors and program developers. The course of generating data was conducted through interviews, focus-group discussions, questionnaires, documents review and observation. The generated data was analyzed both; quantitatively and qualitatively.The dissertation is organized in eight (8) chapters. The first chapter presents the purpose and objectives of the study, research questions, statement of the research problem, significance of the study, its delimitation as well as limitations. The second chapter reviews varied literature related to this subject. It investigates the extent of the problem and knowledge gap. The third chapter introduces the reader to methodological procedures applied by the researcher to answer the lines of inquiry raised in the first chapter. It outlines research design, philosophical assumptions, and methods of data generation, population, sample size, sampling procedures and data analysis techniques. It elucidates how researcher used mixed methods approach to address the problem.Chapter four, five and six present and discuss research data as follows. Chapter four discusses research results about the first two related objectives. It explores on ways and criteria used by universities to hire new academic staffs, new recruits’motives behind joining academia, their awareness on the profession and prospects they hold. Findings indicated that, while Tanzanian universities applied harmonized ways and criteria to hire new academic staffs, in China each university applied own particular ways depending on its needs and demands. In both countries, ECAs were motivated to enter academia mainly due to the nature of the profession; that is, its stability, freedom of expression, ample time for vacations, desire to do research, professional growth and helping immediate societies, among others. A large portion of ECAs principally in Tanzanian universities, did not understand the meaning of academia profoundly, and were not aware of their exact duties and responsibilities. While large portion of ECAs in Tanzania cited going for further studies as immediate future expectation, their counterparts in China aspired to publishing more articles and papers.Chapter five presents and discusses empirical findings regarding actual work experiences of ECAs as they embark on their new roles. It elucidates on actual everyday jobs and challenges ECAs face as they try to execute duties during their first few (less than seven) years. Findings indicated that, in nearly all six universities, ECAs endured daunting experiences during early years. They reported to be unhappy, stressed, worried, lonely and confused because of heavy workloads, insufficient time for families, poor support and recognition from leaders and aloof work environment. Chapter six presents and discusses research results on strategies and tactics used by universities to prepare ECAs. Results indicated that, strategies used to prepare and nurture ECAs particularly in Tanzanian universities were inapt and ineffectively employed for intended purposes. Chapter seven presents a tentative handy guidance on how best respective institutions in both countries can prepare and nurture newly hired academics for professional excellence and better work completion. Chapter eight presents summaries of research results, conclusions and recommendations for further research agenda on preparation and experiences of ECAs in universities.The study recommends for reformation of new academics’ staffing practices in universities. Standards and criteria for recruiting new academics should transcend beyond academic qualification to include person’s innate and intrinsic aspiration to partake in academia. Prior-knowledge and awareness about academia is central for new academics’ strong starts in their careers. Universities have to improve ill-equipped graduate programs to become all-inclusive for relevant and effective preparation of future cohort of academics. A comprehensive review of policies on mentoring, training and support of newly hired academic staffs in universities is deemed necessary for ECAs’ better work performances and career excellence.