Academic Transitions in Education

Abstract

Becoming and being a faculty is a dynamic journey defined by various career transitions, such as moving up through promotion and tenure, moving on to other institutions, and sometimes moving out of the academy altogether. This longitudinal qualitative study explored women faculty experiences of academic transitions and their impact on faculty identity development and transformation. Using the constant comparative method, the authors analyzed multiple interviews with 23 female faculty members in education, focusing on their transition experiences across their early career. Academic transitions are described in terms of provisional professional identity (transient or resilient) and transition responses (professional equilibrium, professional advancement, and professional integration). Transition patterns are discussed as both social and developmental; implications for career counseling, faculty preparation, and development are noted. The findings and discussion highlight professional growth across the academic career spectrum and the importance of humanistic career enrichment beyond the traditional role-based training in teaching and research.

Over time, how do post-Ph.D. scientists locate teaching and supervision within their academic practice?

“…Reybold and Alamia 2008), there is none that does what our research does: follow individuals as they transition from postdoctoral to pre-tenure roles. A longitudinal approach is powerful in documenting identity as a dynamic journey of 'continuous self-definition of potential, achievement and expectation' (Reybold and Alamia 2008, 114).…”

Storying female academics’ career development in Indonesian Islamic higher education: a postcolonial feminist analysis

“…This transition for some female academics is crucial as a sign of professional growth and can be seen as an opportunity to transform their practice. As confirmed by Reybold and Alamia (2008), the journey in academia is fluid and not static. People are not automatically appointed academics when they accept their first positions.…”

“…Based on her research Hoskins (2010) additionally found that success was understood as involving women faculty achieving higher ranks in standard academic roles (from Lecturer to Senior Lecturer to Associate Professor, and Professor) and in relation to formal leadership positions. The latter could include management positions such as Rectors, Deans, Vice-Deans, and Heads of Department (Reybold & Alamia, 2008).…”

“…Female academics' career development can be seen when they started as a junior academic, then experienced transition into a higher position in education institution (Reybold & Alamia, 2008). For women faculty, the transition is a dynamic journey categorised by several transitions including moving up through promotional ranks.…”

“…From their research it is found that female academics who already hold their PhD experience their career development differently from the ones who have not yet achieved this. The more important finding is Reybold and Alamia (2008) who state that female academic's life is gendered, therefore, it is crucial to focus on women's experiences in academia. Female academics experience tangible sexism and discrimination in a climate which is chilly and alienating.…”