The Post-tenure Apex: Unrewarding, Unproductive, Unhappy. Is Continuing Learning a Remedy for Mid-Career Misery?

Abstract

Academics who are in mid-to late-stages of their career are often overlooked as participants when leaders of higher education are planning continuing learning opportunities. The reasons are varied but typically originate from a lack of understanding about this long and important phase in an academic's career. Prior research has reported that a crisis can happen at this career apex, illustrating a need for continuing learning. Many academics who move into midcareer encounter issues such as plateauing (e.g., no longer finding new research results), career disappointments (e.g., no longer able to attain research funding), and changing perspectives about their priorities (e.g., publication outputs are no longer a priority). The purpose of this study was to extend our understanding of the value of continuing learning for mid-to late-career faculty. We conducted a study on the perceived value and impact of continuing learning for mid-to late-career academics. Our findings indicate that when development centres are planning activities for mid-to late-career faculty, it will have the greatest value when (a) based on careerstage appropriate needs (e.g., high priority areas identified); and (b) activities are directed to mid-to late-career academics. While prior research has shown that interaction and collaboration are important for mid-to late-career academics, findings from this study indicate technical and practical knowledge are a higher priority.

Staying Engaged and Achieving Promotion: The Role of Collegial Support and Career Reflection and Assessment for Mid-Career Faculty

“…The purpose of this reflective article is to briefly identify the challenges encountered by mid-career faculty and to examine the literature regarding the role that mentorship and professional development could play in helping MCF achieve promotion. Furthermore, we will explore how these strategies can work towards faculty engagement during a phase in their careers where MCF are frustrated and yet receive very little guidance in meeting their goals and aspirations [6]. Ensuring MCF are remaining focused and engaged has enormous personal benefits but also contributes to institutional (university and college level) benefits.…”

“…The frustration experienced by MCF, as identified by Baldwin et al [2] and Karraa and McCaslin [11], can have a significant impact on their job satisfaction and overall commitment to the institution. Interestingly, associate professors are sometimes described as the some of the unhappiest people in the academy [6,12]. Similarly, Romano et al [4] described MCF as the most productive group of faculty members but the most dissatisfied.…”

“…The problem may be most acute for women in academia. This issue should receive more attention from post-secondary institutions as there is an institutional impact when mid-career faculty reach a plateau post-tenure and struggle to remain engaged [6]. The following section outlines the impacts at the institutional level.…”

“…In the realm of higher education institutions, ensuring the retention of MCF plays a pivotal role in upholding institutional quality and fostering collective advancement. Regrettably, the challenges confronted by MCF often remain understudied and overlooked, potentially resulting in frustration and even attrition [5,6]. Baldwin and Chang [7] highlighted a discernible gap in research attention, noting that MCF receive limited scrutiny compared to their early career counterparts.…”

Recognition and promotion of faculty work: Practices emerging at the intersection between faculty development and educational renewal

“…Teaching, even more so than research, provides a rich location for their own scholarly learning (p. 117), as it brings energy and opportunities which counteract the “congealing of thought that highly published professorial careers typically require” (Neumann, 2009, p. 119). Other work has shown that mid‐career faculty members who admit to experiencing feelings of stagnation welcome the opportunity to socialize with colleagues and may look to focus on their teaching responsibilities for their own growth (Kanuka & Anuik, 2021). How can our faculty development programming capitalize on the drive and expertise these faculty members bring to their teaching communities?…”