Role Exit or Transition? Continuity and Change for Retired Faculty at a Liberal Arts Midwestern University

Autor/in	Chaichian, Mohammad A.
Titel	Role Exit or Transition? Continuity and Change for Retired Faculty at a Liberal Arts Midwestern University
Quelle	In: Educational Gerontology, 47 (2021) 3, S.87-102 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Chaichian, Mohammad A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0360-1277
DOI	10.1080/03601277.2021.1881867
Schlagwörter	Teacher Retirement; Older Workers; College Faculty; Private Colleges; Liberal Arts; Decision Making; Self Disclosure (Individuals); Well Being; Role Theory; Adjustment (to Environment); Faculty College Relationship; Teacher Attitudes + Suchen Sie Ihr Suchwort? Älterer Arbeitnehmer; Fakultät; Privathochschule; Decision-making; Entscheidungsfindung; Well-being; Wellness; Wohlbefinden; Rollentheorie; Lehrerverhalten
Abstract	Using the "theory of continuity," and based on quantitative and qualitative data collected from an online survey and one-on-one interviews from a nonrandom sample of retired faculty, this exploratory study examines guiding considerations for transition to retirement at a mid-sized University in the Midwest. Abolition of mandatory retirement requirements in higher education institutions since the early 1990s has put the senior faculty at the helm of deciding when to retire. Findings indicate that the post-retirement period is part of a life-time continuum -- both during the "contemplation period" when respondents plan their retirement, and when most share with ease their final decision to retire with colleagues and administrators. Furthermore, transition to retirement for most is a non-traumatic experience, with involvement in diverse activities including working in their areas of expertise ("bridge employment"). However, respondents' overall expressed sentiment was to have limited post-retirement contact and involvement with the University and campus-related activities, including serving as mentors for junior faculty or students. For some, heavy teaching loads was the reason for their reluctance to contribute to campus life (the "burnout" factor). But their lack of enthusiasm to reconnect with the institution may also be an indication of the presence of an implicit, yet unresolved conflict between some retired faculty and the administration. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01