Theoretical orientation: The broader frame, in which this research project developed, is the theoretical concern with the changing functions of the university in the process of transition from elite to mass higher education. This transition does not only refer to the quantitative aspect of growing enrolments, but also and particularly to the qualitative aspect of the inclusion of "immature sciences" in the academic disciplines. Background of the study: Education as an academic discipline is taught in Greece at the departments of Philosophy, Education and Psychology, belonging to the Faculties of Philosophy, and at the Pedagogical Departments, in which preschool and primary school teachers are trained, which do not belong to the Faculties of Philosophy. The structure of the Greek universities was fundamentally changed by the Higher Education Act of 1982, enacted by the socialist government, which has abolished the chairs and has established departments and sections within the faculties. Among the changes in Greek higher education, the Pedagogical Academies, i.e. the former non-university level institutions for the training of preschool and primary school teachers, were abolished and the new Pedagogical Departments were founded at the universities. These changes in Greek higher education are in line with educational reforms introduced since the 60ies in many Western European countries in the decades of expansion of higher education. Hypotheses and expectations: It is expected firstly, that despite the institutional consolidation of education as a science taught in autonomous university departments, there is no convergence towards a common theoretical paradigm within the academic community. On the contrary, according to the hypothesis, education is characterized by a growing diversity of theoretical approaches and is moving away from the "nomothetic" sciences such as psychology and sociology, to which it stood in close connection in the past. Secondly, there is in the academic community of educationists no commitment to a common methodology of research as, for example, is the case in psychology where the mastery of statistics and experimental design is firmly established in the training of academic psychologists. Thirdly, and as a consequence, there is at present no cumulative theoretical development in education and no significant growth of knowledge in Karl Popper's sense. Fourthly, since the institutional changes of 1982, there is a restriction of competition for academic positions. This means that the younger, non- permanent members of staff have in fact considerably more opportunities to climb on permanent tenure positions in the department, in which they teach, than external candidates applying for the same positions. Particularistic criteria of personal acquaintance and "collegiality" work informally in favor of those, who are already members of staff in the department. In addition, legal measures contribute also to this trend. Thus, whereas initially, in the Higher Education Act of 1982, the position of the assistant professor was not permanent, a following amendment opened the possibility for the assistant professors to get permanent status, shortly after their election,. Research design: A questionnaire containing detailed questions about academic training, sequence of academic positions, theoretical orientations, methodological positions, and research undertaken up to the present, is sent to all members of teaching staff of Departments and Sections of Education. In addition, institutional data from the Government Gazette about all elections to academic positions in Pedagogical Departments and in Sections of Education since 1982 are collected and systematically analyzed. Although the conclusion is premature, it seems that the election to an academic position is becoming more and more a routine "promotion" for those already serving on lower positions. To the same extent, it is loosing its character of an open competitive procedure guaranteeing the election of the best candidates. Exact figures will be available after the completion of the analysis. If this hypothesis will be confirmed, the conclusion will be that we have to expect for the next decades a static reproduction of the existing staff, with dim prospects for dynamic change and innovation in education. Current stage of the project (end of February): The questionnaire is mailed to the respondents and its return is expected within the next two to three weeks.