Thriving as Mid-career Faculty: enhancing professional and personal engagement and satisfaction

Year: 2023

Issue: Vol. 40 Issue. 1

Journal Name: School Psychology Training and Pedagogy

Title: Thriving as Mid-career Faculty: Enhancing Professional and Personal Engagement and Satisfaction

Citation: Harris, B., Jenkins, L., & Fallon, L. (2023) Thriving as Mid-career Faculty: Enhancing Professional and Personal Engagement and Satisfaction. School Psychology Training and Pedagogy, 40 (1), 62-71. 

Abstract: School psychology faculty experience numerous challenges that may contribute to burnout, isolation, disengagement with the field, and ultimately leaving academia (Floyd & Ekert, 2021). Given the influences of the prolonged pandemic, reduced and pivoting career expectations, and social isolation, faculty have more opportunities for career dissatisfaction. These challenges occur at all points of the academic career, however, mid-career faculty report being the least satisfied group in academia (Baker, 2022). Their lack of satisfaction is, in part, due to poorly defined promotion expectations and confusion about structuring and achieving career milestones post-tenure. There is a growing literature suggesting that mid-career faculty experience burnout, disengagement, and stalled career progression (or what may be referred to as the “mid-career slump”; Baker, 2022). Rather than characterizing these challenges as faculty deficits, in this article, our intent is to demystify academia by casting light on the hidden norms that create roadblocks to faculty progression and satisfaction as well as highlight opportunities for mid-career faculty to thrive.

Keywords: academia, mid-career, mentorship, faculty development

Full text available to members or for purchase: [Access Article]