The recent scrutiny surrounding the appointment of Jason Arday to a professorship at Cambridge University has reignited debate about the criteria that should define the academic title of "Professor." Concerns have been raised about the evolving standards in higher education institutions, where the title’s original meaning has, critics say, become diluted.

Traditionally, professorship was reserved for experienced academics recognized for their significant scholarly contributions within a particular discipline. This role encompassed research excellence, mentorship of junior academics, and a demonstrated ability to advance knowledge. However, as universities have shifted toward managerial governance structures, the role and status of professors have changed considerably.

Ron Beadle, Emeritus Professor at Northumbria University, highlights this transformation by noting that many universities now award professorial titles to individuals who are not academics in the traditional sense. University senior managers—such as Vice-Chancellors, Directors of Operations, and Marketing or Human Resources leaders—have increasingly been given the title, despite their lack of research contributions in an academic discipline. Beadle asserts that while these roles are vital to university functioning, awarding them professorships blurs the distinction between academic and administrative responsibilities.

In addition to managerial appointments, another category complicating the definition is the emergence of "Professors of Practice," professionals brought into universities to enhance practical relevance in academic programs. Furthermore, some institutions have introduced "Professors of Teaching and Learning," focusing on improving the student educational experience rather than contributing research to scholarly fields. These developments reflect universities’ attempts to acknowledge diverse contributions but have also led to inconsistencies in how professorships are defined and awarded.

The debate is not purely academic. Beadle argues that the blurred criteria for professorships undermine the credibility of the title and can affect public perceptions, particularly when appointments attract intense media attention. The case involving Jason Arday, who was a young neurodiverse Black academic whose death led to calls for an investigation into his professorial status, exemplifies the sensitivity and complexity around these appointments. Beadle contends that if there are questions about Arday's professorship, the presence of numerous other non-academic "professors" calls for a broader reevaluation of the title’s use.

A potential solution floated in the discussion is to reconsider whether universities should independently award professorships or whether such authority should be centralized with discipline-specific professional bodies, such as the Royal Societies or the British Medical Association. These organizations share a clearer understanding of research quality and discipline standards.

Ultimately, the evolving landscape of academic titles raises fundamental questions about the nature and value of professorship in modern higher education, highlighting ongoing tensions between research, teaching, management, and professional practice roles within universities.