The multifaceted influence of multidisciplinary background on placement and academic progression of faculty

Abstract

Abstract This study delves into the implications of faculty’s multidisciplinary educational backgrounds on their academic placement and upward mobility, and underscores the moderating effects of gender and academic inbreeding. Grounded in the theories of knowledge recombination and limited attention, the study finds that having a multidisciplinary background tends to challenge favorable academic placements and upward mobility. However, it also shows that male faculty and those who have graduated from the same institution where they work (academic inbreeding) are better at overcoming these challenges. Additionally, elite universities seem to have a higher regard for multidisciplinary backgrounds. This study provides insights for individuals navigating academic careers and offers valuable information for university leaders and policymakers.