The Challenges of Entering "Mid-Career": Charting a Balanced Future

Autor/inn/en	McAlpine, Lynn; Amundsen, Cheryl
Titel	The Challenges of Entering "Mid-Career": Charting a Balanced Future
Quelle	In: Higher Education Review, 48 (2016) 2, S.5-30 (26 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0018-1609
Schlagwörter	Career Change; Teacher Motivation; Vocational Interests; Longitudinal Studies; Social Scientists; Teacher Researchers; Postdoctoral Education; Career Development; Questionnaires; Transcripts (Written Records); Interviews; Teaching Load; Family Work Relationship; Expectation; Foreign Countries; Personal Narratives; Canada; United Kingdom (England) + Suchen Sie Ihr Suchwort? Career changes; Berufswechsel; Berufsinteresse; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Social scientist; Sozialwissenschaftler; Lehrerforschung; Berufsentwicklung; Fragebogen; Interviewing; Interviewtechnik; Lehrdeputat; Expectancy; Erwartung; Ausland; Erlebniserzählung; Kanada
Abstract	What are the motivations, needs and interests of academics entering mid-career? To answer this question, we drew on data from our longitudinal research program to examine the career trajectories of thirteen social scientists and scientists, five or more years post-PhD, in research-teaching positions. We used an identity framework to understand how they navigated their work in the context of jurisdictional, institutional, and other pressures. The results suggest that though others might characterise them as entering mid-career, they still saw themselves striving towards their post-PhD goals of a) gaining permanence and b) feeling more established in their field. Institutional implications are noted. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01