Pathways to the Professoriate: The Role of Self, Others, and Environment in Shaping Academic Career Aspirations

Lindholm, Jennifer A.

doi:10.1080/00221546.2004.11773579

Cited by 42 publications

(64 citation statements)

References 12 publications

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“…The results of this qualitative study are strikingly different than what Lindholm found in her qualitative research on the motivations of faculty at a large predominantly white public research university [22]. Lindholm's results reflected what national surveys had previously indicated, with ideas such as autonomy, independence, and academic freedom emerging as the primary motivations for choosing to become a professor.…”

Section: Discussioncontrasting

confidence: 54%

“…It highlights the diversity in the types of degrees that professors possess, with one third of the sample having a degree other than a PhD, which points to varied educational backgrounds in the professoriate that are often overlooked in research. This study also focuses on the perspectives of early-to mid-career faculty; Lindholm notes the disproportional representation of full professors in her study, which poses a potential limitation in "mining fresh insights about the personal and environmental factors related to career choice" [22] (p. 629). In contrast, there are no full professors in this study's sample, which has 12 assistant professors and three associate professors.…”

Section: Introductionmentioning

confidence: 99%

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Motivations and Paths to Becoming Faculty at Minority Serving Institutions

Blake

2018

Education Sciences

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Drawing upon 15 qualitative interviews with early-to mid-career faculty (seven men and eight women) at Minority Serving Institutions (MSIs), this study examines the diverse motivations and paths those faculty members have taken to becoming professors at their respective institutions. The faculty come from a range of MSIs (Historically Black Colleges and Universities, Hispanic Serving Institutions, Asian American and Native American Pacific Islander Serving Institutions, and Predominantly Black Institutions) across the country and represent a broad spectrum of disciplines. This study sheds light on factors that guide their choices of discipline and entrance into the faculty ranks at MSIs. Social cognitive career theory (SCCT) was used as a lens during qualitative coding and analysis in order to develop the findings, which reveal that (1) teaching, activism, and community uplift were primary motivators to enter the professoriate; (2) supportive environmental factors, including single individuals, proved pivotal in influencing faculty to take these roles; and (3) career transitions into the academy were spurred by learning experiences that revealed disciplinary and teaching interests. The findings suggest that MSIs attract community-oriented individuals to their faculty positions, and that colleges and universities interested in diversifying their faculties should craft such roles in ways that are appealing to the populations that they are trying to recruit and retain.

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Section: Discussioncontrasting

confidence: 54%

Section: Introductionmentioning

confidence: 99%

Motivations and Paths to Becoming Faculty at Minority Serving Institutions

Blake

2018

Education Sciences

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“…It may conflict with the long‐standing research finding that academics tend to have a particularly strong need for autonomy, independence and individual expression (e.g. Lindholm, ) and so undermine a fundamental aspect of what most academics would see as ‘a great place to work’.…”

Section: Resultsmentioning

confidence: 93%

‘Environment’ Submissions in the UK's Research Excellence Framework 2014

Thorpe

Craig

Tourish

et al. 2017

British J of Management

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There has been much debate about university research assessment exercises. In the UK, a major element of the 2014 Research Excellence Framework (REF2014) has been the research environment. Here we analyse 98 REF2014 ‘environment’ submissions in Business and Management Studies. We explore whether there are distinctive language‐related differences between submissions of high and low ranked universities and conclude that submission writers have a strong incentive to exaggerate strengths and conceal problems. In addition, innate biases such as the ‘halo’ and ‘velcro’ effects may distract the attention of assessors from a submission's strengths and weaknesses, since they are likely to influence their pre‐existing impressions. We propose several changes to improve how environment is evaluated. We also argue that the research environment would be more likely to be enhanced if the number of outputs submitted in future was an average of two and a maximum of four per academic, rather than the maximum of five currently being considered.

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“…Perhaps the new faculty achieved some personal stability after the first semester, freeing them to shift their focus to the relational dynamics of securing their place and fit with colleagues, staff, and students. Lindholm's (2003Lindholm's ( , 2004 research on the adaptive importance of fit within the academic environment lends validity to this interpretation.…”

Section: Interpretation Of Findingsmentioning

confidence: 83%

Chapter 18: Meeting New Faculty at the Intersection

Riley

2009

To Improve the Academy

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Faculty developers can play a significant role in increasing the retention of new faculty. This chapter presents a study conducted at a public research university that reveals that first‐year faculty need personal, relational, and professional support. However, the importance of each type of support shifts during this first year, suggesting that faculty development efforts aimed toward new faculty should adjust accordingly. This study uses a sequential mixed‐method design and is grounded in adult development theory, which views new faculty as adult learners in a career‐life transition and faculty developers as adult educators.

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Pathways to the Professoriate: The Role of Self, Others, and Environment in Shaping Academic Career Aspirations

Cited by 42 publications

References 12 publications

Motivations and Paths to Becoming Faculty at Minority Serving Institutions

Motivations and Paths to Becoming Faculty at Minority Serving Institutions

‘Environment’ Submissions in the UK's Research Excellence Framework 2014

Chapter 18: Meeting New Faculty at the Intersection

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