The Impact of Faculty Promotion and Designation Policies on Sustaining Quality Education: A Study within Colleges of Social Sciences

Abstract

This paper discusses the research topic of the effects of promotion and designation of the faculty members in the Colleges of Social Sciences regarding the sustainability of quality education. While promotion is typically associated with academic performance and leadership, its actual influence on teaching effectiveness, student engagement, and institutional growth has not been thoroughly examined. This study utilized concepts from institutional theory and organizational behavior models. The research employed qualitative methods, including interviews, policy analysis, and academic performance data, to investigate how hierarchical structure and career  incentives impact educational outcomes. Such discoveries highlight the potential and limitations of current promotion systems, particularly within the higher education environments of developing countries. Strategic suggestions, which are primarily used in aligning faculty promotion with the goals of quality assurance, are also included at the end of the paper.