Career implications of career shocks through the lens of gender: the role of the academic career script

Abstract

PurposeThe purpose of this explorative study is to investigate through the lens of gender the role of career shocks in career advancement experiences in academia. By taking a contextual approach, this study increases understanding of the role of the academic career script as a potential boundary for career shock implications.Design/methodology/approachThe authors studied career advancement experiences of a cohort of 75 men and women associate professors in the Netherlands via biographical interviews and conducted theoretically informed inductive analysis.FindingsThe analysis revealed the ambiguities and contradictions in the role of most career shocks in career advancement experiences. Failure to fit the majority of career shocks into the “rigid” academic career script generates discretionary latitude in handling shocks. These shocks pose unique barriers – and to a lesser extent unique benefits – to women's perceived opportunities for career advancement.Practical implicationsAcademic organizations should focus on cultivating more inclusive work environments with respect to career shocks. The 75 diverse biographies offer leverage to challenge traditional notions of academic career advancement.Originality/valueThis paper extends “structure and agency” literature on career building by showing how career shock implications are inherently contextual in the academic setting. Gendered support provisions for handling career shocks offer a novel explanation for the numerical minority of women in academic leadership.

From There to Here: Reflections on Alternative Journeys to a Career in Academia

“…Mantai and Marrone (2023) support this classification, but also note the inherent complexity of academic careers, which are in constant flux, partly due to the everchanging environments within which modern academia exists. Van Helden et al (2023) suggest that the standard or traditional perception of success within an academic career is grounded in upward career mobility based on a series of fixed career steps. Usually, this may be experienced as completion of a PhD, followed by subsequent progression through positions as a Post Doctoral Researcher or Fellow, Junior Academic (Lecturer or Assistant Professor), Senior Academic (Senior Lecturer or Associate Professor), Reader, and then Professor.…”

“…Perpetuated within this is the 'publish or perish' phenomenon, in which research output, performance, and the development of knowledge have become increasingly important for the development of an academic career (Mantai & Marrone, 2023). However, Van Helden et al (2023) also note the potential impact of career shocks, that is, personal or professional events that can disrupt a career and impact career choices. Career shocks may have both positive and negative impacts, notably in helping to focus identity or in delaying advancement.…”

“…All four academics note career shocks (Dixon et al, 2020;Van Helden et al, 2023) within their journey to where they are now. Two [1 and 2] noted key career shocks that have changed their focus significantly.…”

Cronyism as a coping strategy: how do female academics deal with the lack of emancipative support?

“…They might give priority to teaching and administrative responsibilities, which reflects negatively on their research activities and hence career progression (Misra et al, 2012). Van Helden et al (2023) found that networks contribute to career advancement and academic leadership positions, particularly for men and mainly in the masculine academic context. Female academics lack support such as mentoring and role modelling to achieve career goals (Blood et al, 2012), academic promotion, and leadership appointments (Reed et al, 2011).…”

“…The current issue and full text archive of this journal is available on Emerald Insight at: https://www.emerald.com/insight/1757-4323.htm promotion or pay rises; or negativereduction in workforce or illness (Akkermans et al, 2021). This area has attracted minimal attention (Mousa, 2022a) and mainly among female academics (Van Helden et al, 2023). Despite the rise in the number of female academics and the improvement in their circumstances, gender inequality exists in higher education (UNESCO and Times Higher Education).…”