Perceptions and experiences of professorial STEM academic promotion from a UK university

This study, in a large UK university, focuses on the experiences of professorial promotion within the STEM faculty to investigate the influences on academic advancement. Through qualitative analysis of participant narratives, the research reveals a complex landscape of barriers and enablers, uncovering inconsistencies in department and peer support and mentorship, perceived inequities in institutional promotion criteria and resource allocation, and the impact of broader societal perceptions and cultural norms surrounding professorship. Furthermore, the study highlights the significant role of psychological factors, such as imposter syndrome and modesty, which operate within the individual’s responses to their interpersonal environment. We identify some of the components of Bronfenbrenner’s bioecological theory, including examining the longitudinal effects of institutional interventions, setting the basis for a future application to understand individual experiences of academic promotion.