Creating career paths for professors (teachers and researchers) with experience in applied research and the professional field

Abstract

In Ethiopia, Universities of Applied Sciences (UASs) face a critical challenge in establishing equitable and relevant career progression systems for academic staff. A key policy concern is the misalignment between the missions of UASs, focused on practical, application-based learning, and the traditional academic promotion systems. Current guidelines inadequately recognize faculty contributions to teaching, research, and professional engagement, which limit academic staff motivation to accomplish with their full potential. To inform these adjustments, the proposed policy stems from international best practices, particularly from Osnabrück UAS in Germany and Savonia UAS in Finland. Osnabrück’s "Tandem Professorship" model integrates academic research with industry experience, ensuring that candidates meet both academic and professional criteria. Similarly, Savonia UAS implements a dual-track system, enabling professionals from industry to teach while completing mandatory pedagogical training. These cases emphasize the importance of creating promotion systems that bridge academia and professional practice, reinforcing the relevance and impact of UASs in applied research and workforce development. Accordingly, the proposed policy adjustment in Ethiopia seeks to achieve three main goals: aligning UASs’ missions with professional promotion criteria; enhancing the quality of education and research through a capable and motivated academic workforce; and strengthening university-industry linkages to reflect real-world standards. The adjustment calls for three core areas: setting minimum requirements for professional engagement, refining indicators and promotion points, and outlining implementation stages. Through this comprehensive and globally informed policy shift, UASs can establish promotion framework that contributes meaningfully to national development goals.