Exploring the Process of Occupational Adaptation among Novice Lecturers: A Preliminary Case Study

Abstract

Novice lecturers or also known as neophyte lecturers are an important part of higher education institutions, and the early stages of the career among novice lecturers involve the process of adapting to the new role of educators. They need to overcome different challenges and participate in occupational adaptation. The purpose of this study is to explore the occupational adaptation process among novice lecturers in order to promote their career development. The goal is also to provide useful references for the university management to support novice lecturers in making a successful start in order to grow into professional educators. Using qualitative research method, this study engages case study approach to investigate occupational adaptation process through in-depth interviews of two novice lecturers in a public university in China. By analyzing their emotional and behavioral changes in the process of occupational adaptation, findings indicate that the occupational adaptation process of novice lecturers can be subdivided into three stages; namely 1) initial period, 2) transition period, and 3) adaptation period. The transition and division between each period reveal marked changes mainly in psychological, emotional, and behavioral adjustments. Helping novice lecturers understand the characteristics of the three periods may assist them to adapt to their jobs as soon as possible and accomplish greater success in their careers.

How to Become Experienced? The Practice of Novice Lecturer Professional Development at A Public University

“…Current studies on novice lecturer professional development only reveal the socialization process of novice lecturers and lacked an understanding of the needs among novice lecturers (Yu & Abdullah, 2020;Sumarsono, 2016). This topic is crucial since it contributes to encouraging university leaders to design suitable programs for professional development for novice lecturers.…”

“…As enthusiastic educators, novice lecturers need to develop knowledge of teaching content, including the basic elements of the teaching process, to increase the potential of attracting students and improve the quality of teaching (Yu & Abdullah, 2020). For them, professional development is focused on improving their professional confidence, learning area knowledge, skills, teaching, and classroom management (Steyn, 2011).…”