Why precarity doesn’t have to be the higher education norm | University World News

Despite some progress, many of the challenges faced by staff at higher education institutions are long-standing. From the long-term career uncertainties suffered by the ‘academic precariat’ to the ongoing prevalence of harassment and gender-based violence, policies and institutional action are still inadequate when it comes to ensuring decent working conditions.

A new briefing by the UNESCO International Institute for Higher Education in Latin America and the Caribbean (IESALC) highlights the alarming working conditions faced by millions of higher education institution staff globally.

Released as part of a series on the contribution of higher education institutions to the Sustainable Development Goals (SDGs), Higher Education Institutions as Employers: Ensuring decent working conditions reveals pervasive issues that affect workers’ rights and the capacity of higher education institutions to attract and retain talent, limiting their contribution to SDG 8 (decent work and economic growth).

“When examining the contribution of higher education institutions to SDG 8, the focus often centres on their role in educating future business leaders who prioritise ethical employment practices or on their efforts to drive economic growth through knowledge transfer and high-tech innovations,” says Dr Victoria Galán-Muros, chief of research and analysis and co-author of the report.

“However, less attention is given to higher education institutions as employers themselves, despite the principle that advocacy should begin at home. Unfortunately, many institutions still fall short of serving as exemplary role models in this regard.”

Troubling findings

The report finds:

• Growing job insecurity: A greater reliance on temporary, part-time, and outsourced contracts can be seen globally, with many workers not benefitting from the same conditions as full-time permanent employees.

This creates long-term instability, reducing career attractiveness. Also, the succession of short-term contracts and a lack of clear career paths and selection procedures are effectively limiting academic freedom for a growing share of academic staff.

• Low pay means unequal opportunities: Junior academics and outsourced workers frequently endure insufficient wages. The expectation that access to many jobs in higher education is through unpaid internships and poorly compensated entry-level roles is effectively barring many from starting or advancing their careers without outside financial support.

• Performance pressures are harming work-life balance: Unrealistic or unclear performance expectations lead to excessive workloads and mental health strain. Bias against staff who have had career breaks or have caregiving responsibilities remains widespread in selection and promotion procedures.

• Workplace harassment and abuse are still prevalent: Discrimination, harassment and gender-based violence persist, facilitated by the absence or the poor implementation of safe whistleblowing processes, timely investigation and effective sanctioning protocols.

These hostile work environments are reinforced by unequal power dynamics between secure and non-secure job holders.

“Precarious contracts are more than just an inconvenience for early-career researchers. When a structurally significant – and growing – portion of academic positions consists of temporary and part-time roles, the shrinking number of secure jobs fosters a culture of ‘promotion by endurance’.

“This not only drives talented individuals to leave academia for other sectors but also leaves those facing harassment, abuse or violence, vulnerable.

“When their careers can be abruptly ended by a simple non-renewal of contract, victims can be placed at the mercy of those in positions of power,” states Jaime Roser-Chinchilla, policy analyst and co-author of the publication.

Why it matters

The report challenges the perception of the academic precariat as an unavoidable feature of a career in higher education and the linking of hostile workplaces to strictly individual or cultural factors, highlighting how relevant government policies and institutional good practices have addressed these issues.

As higher education institutions grapple with these long-standing and emerging challenges, there is a pressing need for systemic change to ensure fair and equitable working conditions for all staff.

Recommendations for change

The briefing calls on policymakers and institutional leaders to address these systemic issues by:

• Increasing the stability of higher education institution funding to reduce reliance on precarious contracts.

• Introducing transparent regulations for contracts, pay scales and recruitment processes.

• Ensuring fair treatment and conditions for subcontracted workers.

• Promoting mental health and work-life balance through services like childcare and policies that do not penalise staff taking career breaks.

The full report, available in English and Spanish, offers detailed insights into these challenges alongside examples of effective government policies and institutional practices.

It serves as a roadmap for policymakers and higher education institution leaders committed to fostering a more equitable and supportive work environment.

Victoria Galán-Muros is chief of research and analysis at UNESCO International Institute for Higher Education in Latin America and the Caribbean (IESALC) and one of the co-authors of the UNESCO report. Jaime Roser-Chinchilla is a policy analyst at UNESCO IESALC and co-author of the publication.

Original article published in University World News