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This article provides an analysis of the views of UK academic staff, given in response to a postal survey, on their opportunities for career progression through job appointments and promotion. The article investigates academics'opinions on the prominence of research, teaching and administration in determining career progression, and looks in particular at the effect of the Research Assessment Exercise on careers. There is consensus that the emphasis on research in determining careers has gone too far. The article considers the reasons for this, and looks at policy implications of this finding.
Stephen Court (Fri,) studied this question.