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Academic Habitus and Institutional Change: Comparing Two Generations of German Scholars

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Abstract

Since the 1980s scholars have been increasingly confronted with expectations to orient themselves toward societal and economic priorities. This normative demand for societal responsiveness is inscribed in discourses aimed at increasing the usefulness, competitiveness, and control of academia. New performance criteria, funding conditions, and organizational forms are central drivers of this debate – thereby, they change the conditions in which scholars conduct research and advance their careers. However, little is known so far about the impact these institutional changes have on the habitus of academics. This article analyzes how stable and consistent habitus formations among academics turn out to be in the course of institutional changes. We compare the habitus formations of two generations of German scholars before and after institutional changes gained pace in Germany. Three distinct habitus formations can be identified, which we refer to as “self-fulfilling,” “self-surpassing,” and “self-asserting.” These habitus formations hold across the two generations, but the lines between them become blurry in the new generation.

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Fig. 1

Sources: Rahlf (2016), Federal Statistical Office (2011, 2018); own calculations and graph

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Notes

  1. This view is similar to Norbert Elias’ concept of the process of civilization as a constant alignment between the two distinct but interrelated processes of habitus formation and social structural transformations (Paulle et al. 2012: 79–80).

  2. In 2017 only 14% of 1,606 junior professors come with a contract with tenure track option. The share of junior professors among all 24,520 university professors is 6.5% (Federal Statistical Office 2018).

  3. These career conditions also have an impact on the gender balance of the German academic system (Kahlert 2013a; Matthies and Zimmermann 2010).

  4. In 2014, the average age of newly appointed tenured associate and full university professors was 41.1 and 42.4 years (BUWIN 2017: 117).

  5. For example, the share of professors among the academic workforce increased from 16.7% in 1966 to 27.6% in 1980. In the course of the German reunification process, the absolute number of professors increased by about 2,500 between 1991 and 1992 but the share decreased continuously due to skyrocketing increases of non-professorial academic staff to fill the gap and dropped to 13.4 % in 2017 (see Fig. 1).

  6. The data comprises professors and academic staff at German universities (FTE). We excluded teaching-only roles as well as professors and academic staff at specialized higher education institutions known as Universities of Applied Sciences (Fachhochschulen) to allow for long-term comparisons of academic career opportunities. These institutions differ from traditional universities in terms of admission criteria, non-university career trajectories, practical objectives and limited rights to award doctoral degrees.

  7. There is also an increasing trend toward fixed-term professorial posts with a multi-year probation period before tenure, particularly in case of first-time as well as appointments of women (GWK 2013).

  8. The interviews were conducted in the project “Excellence and Gender in Leading Positions of Academia and Economy” (Hänzi and Matthies 2014), funded by the Federal Ministry of Education and Research and the European Social Fund of the European Union.

  9. Interestingly, fundamental characteristics of these driving forces were also found among interviewees within the economic field (see Hänzi and Matthies 2014).

  10. Unless otherwise noted, italicized text passages represent comments from interviewed academics. For the purpose of legibility, the quotations have been linguistically simplified, and the pauses and breaks while the speaker searches for words as well as emphasis of confirmation have also been revised. A native speaker translated the passages from the original German. The names of the interviewees were changed to ensure anonymity.

  11. This term stems from Plato’s philosophical concept of thymos and describes the human desire for things that are considered to be good.

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Acknowledgments

We gratefully thank Denis Hänzi for his work in the project “Gender and Excellence in Leading Positions of the Scientific and Economic Fields” on which this article is based, the scientists who generously gave their time for the interviews and the instructive recommendations of the two anonymous reviewers.

Funding

The project “Gender and Excellence in Leading Positions of the Scientific and Economic Fields” was funded by the German Federal Ministry of Education and Research and the European Social Fund of the European Union [Grant Nos. 01FP0848 and 01FP0849] from 2008 to 2012.

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  1. Research Group Science Policy Studies, WZB Berlin Social Science Center, Reichpietschufer 50, 10785, Berlin, Germany

    Hildegard Matthies & Marc Torka

  2. Department of Sociology and Social Policy, The University of Sydney, A02 Social Sciences Building, Sydney, NSW, 2006, Australia

    Marc Torka

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Matthies, H., Torka, M. Academic Habitus and Institutional Change: Comparing Two Generations of German Scholars. Minerva 57, 345–371 (2019). https://doi.org/10.1007/s11024-019-09370-9

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