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Autor/inn/enBeauboeuf-Lafontant, Tamara; Erickson, Karla A.; Thomas, Jan E.
TitelRethinking Post-Tenure Malaise: An Interactional, Pathways Approach to Understanding the Post-Tenure Period
QuelleIn: Journal of Higher Education, 90 (2019) 4, S.644-664 (21 Seiten)Infoseite zur Zeitschrift
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Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN0022-1546
DOI10.1080/00221546.2018.1554397
SchlagwörterCollege Faculty; Tenure; Teacher Retirement; Job Satisfaction; Faculty Development; Teacher Persistence; Career Development; Faculty College Relationship
AbstractThe decades between tenure and retirement constitute the longest yet least understood period of a faculty member's career. Previous research depicts the midcareer as fraught with reduced job and career satisfaction, lowered productivity, and even stagnation. However, we suggest a reframing of this period. Drawing on data from surveys and interviews of post-tenure faculty at three liberal arts institutions, we reconceptualize the post-tenure as a period of dynamic interplay between an individual's agency and choices and an institution's opportunities and practices of recognition and rewards. We present a post-tenure model of four "pathways" to reflect how faculty vitality is constituted through institutional connection (belonging and fit) and career satisfaction (growth and recognition). (As Provided).
AnmerkungenRoutledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2020/1/01
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