Why Reinvent Academic Retirement?

Baldwin, Roger G.; Belin, Angie A.; Say, Brett H.

doi:10.1002/he.20276

Cited by 9 publications

(3 citation statements)

References 4 publications

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“…The transition of mindset from work to leisure can be difficult to achieve, and work is constantly in an academic's thoughts. Second, academic careers are seen as limitless, timeless and, in many ways, 'boundaryless'; they do not operate on a hierarchical or typical organizational basis and are not bound by employment status (Baldwin et al, 2018). Consequently, the gap in the research on 'age-aware management' in universities needs to be addressed.…”

Section: Chronological Agementioning

confidence: 99%

Managing seniority in academia: three perspectives

Pekkola¹

2022

Research Handbook on Academic Careers and Managing Academics

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Section: Chronological Agementioning

confidence: 99%

Managing seniority in academia: three perspectives

Pekkola¹

2022

Research Handbook on Academic Careers and Managing Academics

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“…By 1994 all such forced retirements were abolished (American Council on Education [ACE], 2011). Research into institutional policies and faculty concerns about retirement has grown to include the “reinvention” of retirement as the baby-boom generation changes the traditional model of work vs no-work (Baldwin et al , 2018).…”

Section: Literature Reviewmentioning

confidence: 99%

Professor Hamlet’s dilemma: to retire or not to retire?

McDaniel¹,

Anderson²,

Jeffries³

2020

JARHE

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PurposeThe purpose of this paper was to explore the experiences of tenured academic retirees and the decision-making process leading to their retirements. The inquiry addressed the research question, What were the factors that most influenced the decision to retire?Design/methodology/approachTwenty retirees from a public university were interviewed. The interview began with a multipart question about the variables that influenced the decision to retire – the positive and negative factors that “pushed against” and “pulled towards” retirement. The researchers coded the interviews, identifying common themes that contributed to responding to the research questions. Data analysis was done using the constant comparative procedure. The analysis interpreted the data to form three propositions to serve as prompts for further study.FindingsThree propositions addressed the participants' “tipping point” where retirement was more attractive than remaining employed, the relative importance of financial vs other factors and the strong role of familial/personal factors pulling toward retirement.Research limitations/implicationsThe study was conducted in a university system with contractual agreements on retirement policies and benefits and therefore might not be generalizable to dissimilar institutions. Three propositions form the basis for further research to validate. The new conception of “push” and “pull” factors can serve as a basis for future research.Practical implicationsDefined Phased Retirement Plans are recommended as a “win-win” for faculty members and the institution.Originality/valueThis paper reconceptualizes the definitions of push and pull factors in the literature on faculty retirement and enriches the understanding of the complex factors influencing the decision to retire.

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“…Taking into account these various factors, it can be stated that making the decision to retire from academics is a complex process, so that its examination could be difficult (Baldwin et al 2018). In this work, we will focus on the analysis of the topics and subject matters related to satisfaction, which seems to motivate university professors to retire.…”

Section: Introductionmentioning

confidence: 99%

Structural Equation Models on the Satisfaction and Motivation for Retirement of Spanish University Professors

2020

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Research on the motives behind a university professor’s decision to retire is scarce. In the present work, we have tried to define and delimit the aspects of the university professor’s satisfaction that have an influence on their motivation to retire. Nine hundred and one Spanish university professors answered the Inventory “Questionnaire for Active, Retired and Emeritus University Professors.” In the analysis, three structural equations were estimated. The overall sample, as well as the professional status subsamples—active or not active—were taken into account. Significant differences were found according to the work status. Three dimensions explained the satisfaction: economic, professional, and relational. The satisfaction of the professors in each of them had an influence on their decision to retire. Work conditions created by the European Higher Education Area (EHEA) and work conditions due to the educational and/or university laws determined the economic satisfaction to a greater degree. The possibilities of being part of professional networks or teams, and of publishing and disseminating knowledge, have a considerable impact on professional satisfaction. Relational satisfaction was notable for predicting the motivation to retire. Relationships with colleagues had an effect on the relational satisfaction. Policies for improving the satisfaction of the university professors could help delay the exit of talented professors, who are part of the human capital of the universities.

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Why Reinvent Academic Retirement?

Abstract: Academic retirement no longer follows a consistent, predictable pattern. This trend demonstrates a need to rethink the nature of retirement in colleges and universities to better serve both individual professionals and their institutions.

Cited by 9 publications

References 4 publications

Managing seniority in academia: three perspectives

Managing seniority in academia: three perspectives

Professor Hamlet’s dilemma: to retire or not to retire?

Structural Equation Models on the Satisfaction and Motivation for Retirement of Spanish University Professors

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