Purpose: Academic inbreeding is a global phenomenon with deep implications for higher education quality and equity; however, existing research is often limited to single national contexts or yields contradictory results. This paper aims to bridge this gap by providing a systematic comparative analysis of the patterns, causes, and consequences of academic inbreeding across global regions to elucidate how cultural and institutional contexts shape this phenomenon.
Methodology: Drawing on key theoretical frameworks—including labor market theory, Bourdieu’s capital, academic oligarchy, and institutional logics—this study employs a structured comparative literature review to synthesize over fifty key studies across diverse contexts (North America, Europe, Asia, Latin America, and Africa).
Findings: The findings reveal that the consequences of inbreeding are not consistently negative but are highly context-dependent. While often associated with compromised meritocracy and innovation in the West, studies in contexts like Brazil and Slovenia (specifically in elite universities) indicate higher productivity among inbred faculty. The phenomenon is analyzed through distinct local lenses: the "Chair" system in Japan, "scientific schools" in Russia, "patronage" in Turkey, and as a barrier to the "decolonization of knowledge" in South Africa.
Conclusion: Effective management of academic inbreeding requires context-sensitive policymaking that transcends one-size-fits-all solutions. Enhancing hiring transparency, fostering a culture of academic mobility, and implementing merit-based assessment are key strategies to mitigate its negative impacts in higher education systems worldwide.