Academic Dual Career as a Lifeworld Orientation: A Phenomenological Inquiry

Autor/inn/en	Sotirin, Patty; Goltz, Sonia M.
Titel	Academic Dual Career as a Lifeworld Orientation: A Phenomenological Inquiry
Quelle	In: Review of Higher Education, 42 (2019) 3, S.1207-1232 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-5748
Schlagwörter	College Faculty; Institutional Role; Teacher Persistence; Ethics; STEM Education; Women Faculty; Teacher Recruitment; Spouses; Career Development; Job Satisfaction; Interpersonal Relationship; Teacher Attitudes; Social Bias; Family Work Relationship; Quality of Working Life; Emotional Response; Decision Making; Personal Autonomy; Michigan + Suchen Sie Ihr Suchwort? Fakultät; Ethik; STEM; Frauenakademie; Weibliche Gelehrte; Lehrerrekrutierung; Ehepartner; Berufsentwicklung; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Lehrerverhalten; Arbeitsqualität; Emotionales Verhalten; Decision-making; Entscheidungsfindung; Individuelle Autonomie
Abstract	We employ a feminist phenomenological methodology to explore the lived meaningfulness of the academic dual career. We contend that university approaches to resolving the "problem" of dual career fail to address partners' long-term commitments and shared challenges. Following an analysis of focus group interviews with dual career academic couples, we find that dual career is not merely a description but a life orientation in itself through which partners engage with personal, relational, and career possibilities and trajectories. We elaborate the thematic issues and ethical responsibilities that universities must come to terms with in order to more adequately facilitate dual careers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01