Academics 'Staying On' Post Retirement Age in English University Departments of Education: Opportunities, Threats and Employment Policies

Autor/inn/en	George, Rosalyn; Maguire, Meg
Titel	Academics 'Staying On' Post Retirement Age in English University Departments of Education: Opportunities, Threats and Employment Policies
Quelle	In: British Journal of Educational Studies, 69 (2021) 4, S.453-470 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-1005
DOI	10.1080/00071005.2020.1814951
Schlagwörter	Teacher Educators; Teacher Attitudes; Teacher Retirement; Decision Making; Aging (Individuals); Older Workers; Employment Practices; Personnel Policy; Labor Force; Research Universities; Gender Differences; Generational Differences; Faculty College Relationship; Faculty Promotion; Schools of Education; Teacher Persistence; Scholarship; Foreign Countries; United Kingdom (England) + Suchen Sie Ihr Suchwort? Teacher education; Education; Lehrerausbildung; Lehrerbildung; Lehrerverhalten; Decision-making; Entscheidungsfindung; Aging; Altern; Älterer Arbeitnehmer; Berufspraxis; Personalpolitik; Labour force; Arbeitskraft; Erwerbsbevölkerung; Forschungseinrichtung; Geschlechterkonflikt; Erziehungswissenschaftliche Fakultät; Scholarships; Stipendium; Ausland
Abstract	In the UK, a default retirement age no longer exists and more people choose to 'stay on' in their academic posts. 'Staying on' poses opportunities and threats in the academic labour market. Older academics can make a positive contribution to their institution through their expertise and experience. By continuing to work, paying tax and keeping healthy, they may directly and indirectly reduce social health and welfare costs. Alternatively, in a context where academic jobs may be decreasing, older workers may be positioned as limiting the employment and promotion opportunities for younger colleagues by staying on. Drawing on twelve in-depth semi-structured interviews with academics who have stayed working in university education departments, this paper explores these issues alongside policy-related questions about employment in the sector. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01