El futuro del profesorado
| Autor | Wlamir Gonçalves Xavier |
| Cargo | Lipscomb University, College of Business, Nashville, Tennessee, USA |
1
BAR-Brazilian Administration Review, 20(3), e230082, 2023.
Editorial
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The Future of the Professoriate
Wlamir Gonçalves Xavier 1
1 Lipscomb University, College of Business, Nashville, Tennessee, USA
How to cite: Xavier, W. G. (2023). The future of the professoriate. BAR-Brazilian Administration Review, 20(3), e230082.
DOI: https://doi.org/10.1590/1807-7692bar2023230082
One of the guilds that have been stable over the last few centuries is the professoriate. Higher education insti-
tutions such as the University of Coimbra in Portugal, founded in 1290, and Lund University in Sweden, founded
in 1666, still actively and vibrantly pursue the mission established by its founders. They not only operate in very
similar ways, but their operations have mostly stayed the same over the centuries. However, a significant change
has been unfolding in the last decades resulting in the reshaping of one of the cornerstones of higher education,
the reshaping of academic freedom. This transformation is noticeable but not limited to the United States, one of
the biggest markets in this global industry, with over 4,000 institutions (National Center for Education Statistics
[NCES], 2023). The changes may potentially alter educators who currently work in higher education and the
whole professorate profession.
Academic freedom encompasses the freedom to conduct research and publicize corresponding results, free-
dom of teaching and discussion, and freedom to criticize the higher education institution without being cen-
sored. In the United States and countries that have adopted similar higher education systems, tenure is the ma-
terialization of such freedom and the institution used to define the professoriate. Indeed, job security, freedom of
speech, and a prominent role in the university’s governance are features not to be found in any other profession
in our society. From a human resource management perspective, tenure allows higher education to attract and
retain excellent candidates from other industries, promoting the achievement of their employers’ goals and ad-
vancing the profession.
Tenure dates to the beginning of the twentieth century, when a Stanford University professor was ousted for
supporting ideas not shared by the university founders and donors. As the decision became known to the public,
damaging the university’s reputation, some faculty resigned, bringing the topic to a broader discussion. As similar
episodes surfaced, some American universities, such as Harvard, Princeton, and the University of Chicago, started
supporting the institution of Tenure. In 1940, the American Association of University Professors created a frame-
work that guided the adoption of tenure as a new industry praxis. The 1940 Statement of Principles on Academic
Freedom and Tenure defines tenure as a means to two specific ends: freedom of teaching and economic security
(American Association of University Professors, 1940).
Outside academia, tenure has been traditionally seen with skepticism, an antithesis of the free market and free
enterprise. The link between production and compensation is broken at the employee level by the economic se-
curity granted by tenure. Why would a (tenured) employee pursue excellence and superior results in the absence of
incentives? On the other hand, why would someone invest years in education to acquire a terminal degree without
attractive benefits and compensation in sight?
Publication date: July 21, 2023.
Corresponding author: Wlamir Gonçalves Xavier. Lipscomb University, College of Business. One University Park Drive, 37204, Nashville, TN, USA. wlamir.xavier@lipscomb.edu
Editor-in-Chief: Ivan Lapuente Garrido (Universidade do Vale do Rio dos Sinos, Brazil).
Editorial assistants: Eduarda Anastacio, Kler Godoy, and Simone Rafael (ANPAD, Maringá, Brazil).
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