ANALYSIS OF ACADEMIC EGO AS BARRIER TO CAREER PROGRESSION IN HIGHER EDUCATION

Abstract

Higher education institutions depend on the professional growth of faculty members, but many teachers face slow career progression despite promotion systems. Factor such as academic ego may affect professional growth and career advancement. Therefore, this study examined the level and effect of academic ego on faculty member’s career progression in higher education institutions. A sequential explanatory mixed-methods research design was used. Quantitative data were collected and analyzed first, followed by qualitative data to further explain and interpret the quantitative findings. The population (N = 576) comprised faculty members working in Higher Education Commission-recognized universities in Islamabad. Six universities were selected, including three public and three private sector universities. For the quantitative study, 300 faculty members were selected using a non-proportionate stratified random sampling technique. For the qualitative study, 18 faculty members were selected using a purposive sampling technique. Self-developed questionnaires and semi-structured interviews were used for data collection. Quantitative data were analyzed using descriptive and inferential statistics, including means and linear regression analyses, while qualitative data were analyzed through thematic analysis. Based on the findings, the researcher concluded that academic ego was generally low to medium level, but ego, mistrust, seniority, workload, traditional thinking and weak institutional support limited its practical application. Career progression was generally perceived positively, although institutional barriers constrained academic advancement. Academic ego had a statistically significant positive effect on career progression, with higher academic ego associated with higher career progression among faculty members. The researcher recommended that universities may promote collaboration, feedback, mentoring and professional development while ensuring transparent promotions, fair recognition, research funding and workload management. Faculty members may develop self-awareness, accept constructive feedback, support teamwork and maintain respectful professional relationships. These measures can strengthen a supportive academic environment and promote sustainable career progression.