How can we use our job titles effectively?

Dr Andrew Woon CMBE voices his support for Russell Warhurst and Kate Black’s recent call for all UK institutions to review their job title systems to attract and retain top talent from around the globe.  He believes a new approach would not only enhance the professional identity of academics but also foster a more dynamic, inclusive, and supportive academic community for students.

A recent blog post by Russell Warhurst and Kate Black, from Newcastle Business School and published by Wonkhe, highlighted the importance of job titles in relation to self-esteem in academia. They argued that many academics' job titles fail to accurately reflect their commitments and achievements. This discussion is particularly relevant in a globalised academic environment where job titles can influence perceptions of status, self-esteem, and professional identity.

The Importance of Job Titles

Coming from a high power-distance culture, I agree that job titles significantly influence status and self-esteem. Undoubtedly, a more prestigious title, such as "Associate Professor" rather than "Senior Lecturer," offers advantages to academics, particularly in external engagements. The title of "Professor," for instance, carries significant prestige and instils confidence in individuals. This is evident from LinkedIn profiles and institutional staff directories, where some academics amend their job titles to better reflect their roles, achievements, or perceived status.

For example, some colleagues with the job title of "Lecturer" may add "Assistant Professor" in brackets, while those titled "Senior Lecturer" might include "Associate Professor." This practice appears to be increasingly common, and many institutions seem to permit it.

Personally, I know some colleagues from the United States and Asian academic backgrounds who felt that the title 'Lecturer' has a connotation that their job solely involves teaching. In contrast, they perceived the title 'Professor' as encompassing a broader scope, including research responsibilities. Therefore, I believe the blog post from Russell and Kate is a strong call to action for all UK institutions to review their job title systems. This review is crucial to attract and retain top talent from around the globe.

Impact on Student Engagement

That said, from a teaching and learning perspective, academic titles can inadvertently create power dynamics that hinder deeper student engagement and co-creation. In high power-distance cultures, particularly among students from Global South countries, titles such as 'Professor' can amplify the perceived authority of the instructor, potentially discouraging critical thinking among students.

The inherent power differential implied by such titles may make students hesitant to question or challenge the instructor's views. Consequently, this dynamic often leads to a more passive learning environment, where students primarily receive information rather than actively participating in the learning process.

To foster a more inclusive and collaborative learning environment, I prefer my students to address me by my first name without using formal titles such as "Dr". I see myself as a partner in learning with my students, and I believe that adopting a more egalitarian approach encourages open dialogue, critical thinking, and deeper levels of engagement.

In my experience, students are more willing to share their thoughts and ask questions when they feel comfortable and respected as equals. This has led to more dynamic and engaging classroom discussions, where students feel empowered to contribute their perspectives and challenge assumptions.

Balancing Titles and Inclusivity

While I acknowledge that job titles are important tools for academics, reflecting their expertise, status, and seniority, we must carefully consider how these titles are used in different contexts. For instance, the title "Professor" may be appropriate in formal settings, such as conferences or publications, while a more informal approach might be more conducive to fostering a collaborative and student-centred learning environment in the classroom. By reducing hierarchical barriers, such as through the use of first names, faculty can signal approachability, which encourages students to engage more freely both inside and outside the classroom.

By thoughtfully adapting how we use titles in different contexts, we can foster a more inclusive and empowering academic landscape where both academics and students can thrive.

Conclusion and Recommendations

In conclusion, the title of "Professor" should be understood as a designation for individuals who profess expertise in a particular field. Each academic should have a distinctive professional identity, whether in research, teaching, scholarship, practice, or administration. Therefore, I propose that UK institutions adopt a more inclusive and progressive interpretation of the title "Professor" and consider aligning academic ranks more closely with the system used in the United States. This alignment would not only attract global talent but also provide them with a clearer career progression pathway within UK institutions.

Moreover, academic titles can be more explicit and reflect an individual's expertise and aspirations. For example, at Queen Mary University of London, academics applying for promotion could suggest the conferment of specific titles. This empowers academics to build their own brand based on their interests and work, better reflecting who they are.

Furthermore, I would recommend that academic titles incorporate the career pathway, such as 'Professor of Teaching (career pathway) in Strategic Management (subject expertise)'. This approach would eliminate the use of titles like 'Teaching Fellow,' which many perceive as inferior.

Finally, institutions should remain mindful of the cultural implications of job titles, particularly in increasingly diverse academic environments. By encouraging flexibility in how titles are used, such as promoting informal titles or a first-name basis in classroom settings, institutions can create a more inclusive academic landscape. This approach will not only enhance the professional identity of academics but also foster a more dynamic, inclusive, and supportive academic community for students.

References:

Job titles matter for inclusive and meaningful work by Associate Professor Russell Warhurst and Professor of Management Learning and Education Kate Black, Newcastle Business School, Wonkhe 5/2/25

Power Distance - an overview | ScienceDirect Topics

We’re better together: let’s co-create! | Advance HE Professor Mark O’Hara, Senior Consultant (Education) at Advance HE, October 2023