CHI TIẾT NGHIÊN CỨU …
Tiêu đề
Role exit or transition? Continuity and change for retired faculty at a liberal arts Midwestern University
Tác giả
Chaichian M.A.
Năm xuất bản
2021
Source title
Educational Gerontology
Số trích dẫn
2
DOI
10.1080/03601277.2021.1881867
Liên kết
Tóm tắt
Using the theory of continuity, and based on quantitative and qualitative data collected from an online survey and one-on-one interviews from a nonrandom sample of retired faculty, this exploratory study examines guiding considerations for transition to retirement at a mid-sized University in the Midwest. Abolition of mandatory retirement requirements in higher education institutions since the early 1990s has put the senior faculty at the helm of deciding when to retire. Findings indicate that the post-retirement period is part of a life-time continuum–both during the “contemplation period” when respondents plan their retirement, and when most share with ease their final decision to retire with colleagues and administrators. Furthermore, transition to retirement for most is a non-traumatic experience, with involvement in diverse activities including working in their areas of expertise (“bridge employment”). However, respondents’ overall expressed sentiment was to have limited post-retirement contact and involvement with the University and campus-related activities, including serving as mentors for junior faculty or students. For some, heavy teaching loads was the reason for their reluctance to contribute to campus life (the “burnout” factor). But their lack of enthusiasm to reconnect with the institution may also be an indication of the presence of an implicit, yet unresolved conflict between some retired faculty and the administration. © 2021 Taylor & Francis Group, LLC.
Từ khóa
Faculty retirement; higher education institutions; retirement as transition; theory of continuity
Tài liệu tham khảo
The role of the faculty in conditions of financial exigency, (2013); Review of faculty retirement literature, The Ace-Sloan Projects on Faculty Career Flexibility, (2010); Ashenfelter O., Card D., Did the elimination of mandatory retirement affect faculty retirement flows?, Discussion Paper No. 402, (2001); Atchley R.C., The sociology of retirement, (1976); Atchley R.C., A continuity theory of normal aging, The Gerontologist, 29, 2, pp. 183-190, (1989); Baez B., Confidentiality in qualitative research: Reflections on secrets, power and agency, Qualitative Research, 2, 1, pp. 35-58, (2002); Berberet J., Bland C.J., Brown B.E., Risbey K.R., Late career faculty perceptions:Implications for retirement planning and policymaking, (2005); Carter M.A.T., Cook K., Adaption to retirement: Role changes and psychological resources, Career Development Quarterly, 44, 1, pp. 67-83, (1995); Chase C.I., Eklund S.J., Pearson L.M., Affective responses of faculty emeriti to retirement, Educational Gerontology, 29, 6, (2003); Conroy S.A., O'Leary-Kelly A.M., Letting go and moving on: Work-related identity loss and recovery, Academy of Management Review, 39, 1, pp. 67-87, (2014); Cottrell L.S., The adjustment of the individual to his age and sex roles, American Sociological Review, 7, 5, pp. 617-620, (1942); Dance A., How retirement can give your career a new lease of life: Scientists who step back from full-time work can find plenty of ways to remain active in their research field, Nature, 559, 7714, pp. 429-431, (2018); Dawis R.V., England G.W., Lofquist L.H., A theory of work adjustment, (1964); Dutt-Ballerstadt R., Academic prioritization or killing the liberal arts?, Inside Higher Ed, (2019); Ebaugh H.R.F., Becoming an EX: The process of role exit, (1988); Ehrenberg R.G., Rizzo M.J., Faculty retirement policies after the end of mandatory retirement, (2017); Ekerdt D.J., Retirement preparation, Annual Review of Gerontology & Geriatrics, 9, pp. 321-356, (1989); Evans M., Sterling silver assets, Times Higher Education, pp. 26-28, (2008); Marquette University, faculty retirement work group, (2016); Feldman D.C., Beehr T.A., A three-phase model of retirement decision making, American Psychologist, 66, 3, pp. 193-203, (2011); Ferren A.S., Senior faculty considering retirement: A developmental and policy issue, New Pathways: Faculty Career and Employment for the 21st Century Working Paper Series, Inquiry #11, (1998); Firmin M.W., Craycraft A., Life meanings for past and present: Case studies of four retired faculty, Educational Research Quarterly, 32, 4, pp. 17-35, (2009); Flaherty C., Retiring his ‘boomer butt’, Inside Higher Ed, (2013); Flaherty C., Working way past 65, Inside Higher Ed, (2013); Flaherty C., Colleges lower the boom on retirement plans, Inside Higher Ed, (2020); Fleischmann M., Xue B., Head J., Mental health before and after retirement—Assessing the relevance of psychosocial working conditions: The Whitehall II prospective study of British civil servants, The Journals of Gerontology: Series B, 75, 2, pp. 403-413, (2019); Fouad N.A., Bingham R., Career counseling with racial/ethnic minorities, Handbook of vocational psychology, 2, pp. 331-366, (1995); George L.K., Social structure, social processes, and social-psychological states, Handbook of aging and the social sciences, pp. 205-226, (1990); Gobeski K.T., Beehr T.A., How retirees work: Predictors of different types of bridge employment, Journal of Organizational Behavior, 30, 3, pp. 401-425, (2009); Goffman E., The presentation of self in everyday life, (1959); Harris A., The liberal arts may not survive the 21st century, The Atlantic, (2018); Hicken M., Professors teach into their golden years, CNN Money, (2013); Huffcutt A.I., Culbertson S.S., Weyhrauch W.S., Interview reliability, International Journal of Selection and Assessment, 21, 3, pp. 264-276, (2013); LaBauve B.J., Robinson C.R., Adjusting to retirement: Considerations for counselors, Adultspan: Theory Research & Practice, 1, 1, pp. 2-12, (1999); Larson R.C., Diaz M.G., Nonfixed retirement age for university professors: Modeling its effects on new faculty hires, Service Science, 4, 1, pp. 69-78, (2012); Leslie D.W., The costs and benefits of phased retirement, New Directions for Higher Education, 132, pp. 61-71, (2005); Linton R., The study of man: An introduction, (1936); Lytle M.C., Foley P.F., Cotter E.W., Career and retirement theories: Relevance for older workers across cultures, Journal of Career Development, 42, 3, pp. 185-198, (2015); Marcus J., On campus, older faculty keep on keepin’ on, NPR, (2015); Mead G.H., The social self. Journal of Philosophy, 10, 374–380, https://doi.org/, 10, (1913); Merton R.K., Social theory and social structure, (1968); Nuttman-Shwartz O., Like a high wave: Adjustment to retirement, The Gerontologist, 44, 2, pp. 229-236, (2004); Oksanen T., Vahtera J., Westerlund H., Pentti J., Sjosten N., Virtanen M., Kawachi I., Kivimaki M., Is retirement beneficial for mental health?: Antidepressant use before and after retirement, Epidemiology, 22, 4, pp. 553-559, (2011); Olson G., Exactly what Is ‘shared governance’?, Chronicle of Higher Education, (2009); (2017); Parsons T., The structure of social action: A study in social theory with special reference to a group of recent European writers, (1937); Picchio M., van Ours J., How retirement can affect mental health: Lessons from the Netherlands, (2020); Sales E., Barbara K.S., Bolitho F., When mothers return to school: A study of women completing an MSW program, Journal of Education for Social Work, 16, 1, pp. 57-65, (1980); Schaffhauser D., Mentoring program helps first-gen students and retired faculty, (2016); Sieber J., Planning ethically responsible research: A guide for students and internal review boards, (1992); Silver M.P., Williams S.A., Reluctance to retire: A qualitative study on work identity, intergenerational conflict, and retirement in academic medicine, The Gerontologist, 58, 2, (2016); Strage A., Merdinger J., Planning a graceful exit to retirement and beyond: The San José State University way, Faculty retirement:Best practices in navigating the transition, pp. 67-77, (2014); Thomas R., Exemplary junior faculty mentoring programs (WFF), (2020); The new retirement: No retirement?, (2018); van der Heide I., van Rijn R.M., Robroek S.J., Burdorf A., Proper K.I., Is retirement good for your health? A systematic review of longitudinal studies, BMC Public Health, 13, 1, (2013); Vordzorgbe P.K., Assoah S.K., DzakadzieKwesi Y., WilsonKwesi N., Wilson N., Managing pre-retirement anxiety among teachers in the Yilo-Krobo municipality in the Eastern Region of Ghana, US-China Education Review B, 8, 3, pp. 89-105, (2018); Wacquant L.J.D., Exiting roles or exiting role theory? Critical notes on Ebaugh’s becoming an Ex, Acta sociologica, 33, 4, pp. 397-404, (1990); Walz T., Craft J., Blum N., Social work faculty in retirement: A national study, Journal of Social Work Education, 27, 1, pp. 60-72, (1991); Wang M., Henkens K., van Solinge H., Retirement adjustment: A review of theoretical and empirical advancements, American Psychologist, 66, 3, pp. 204-213, (2011)
Nơi xuất bản
Routledge
Hình thức xuất bản
Article
Open Access
Nguồn
Scopus