Achievement Relative to Opportunity: Career Hijacks in the Academy

Abstract

Purpose

This research investigates the impact of nonlinear career trajectories on female staff in the academy. It argues that assessment of “achievement relative to opportunity” is essential to the equitable positioning of women in the academy.

Methodology/approach

This qualitative study is based on extended structured interviews with 43 staff.

Findings

Men and women can experience career interruptions, deviations, and hijacks, but, in general, women experience more interruption, and the cumulative effect on their careers is greater.

Practical implications

The authors point to ways in which the assessment of achievement relative to opportunity can be implemented in universities to improve retention and career outcomes for female academic and professional staff.

Social implications

Embedding the principles of achievement relative to opportunity in evaluative decision making, supports people (particularly women) who have spent time away from the workforce in becoming more competitive in assessments of suitability for leadership and advancement. Changing traditional methods of evaluating merit has the potential to allow people from diverse backgrounds to be fairly evaluated, and shift the dominance of people who have experienced little or no career interruption.

Originality/value

The originality is the measurement of impact of nonlinear careers within the academy. The contribution is in the applicability of the findings and practical suggestions for implementation.

Citation

Hill, B., Secker, J. and Davidson, F. (2014), "Achievement Relative to Opportunity: Career Hijacks in the Academy", Gender Transformation in the Academy (Advances in Gender Research, Vol. 19), Emerald Group Publishing Limited, Leeds, pp. 85-107. https://doi.org/10.1108/S1529-212620140000019004