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ERIC Number: EJ1009952
Record Type: Journal
Publication Date: 2013
Pages: 9
Abstractor: ERIC
Reference Count: N/A
ISSN: ISSN-0009-1383
Faculty Retirement Transitions Revitalized
Van Ummersen, Claire; Duranleau, Lauren; McLaughlin, Jean
Change: The Magazine of Higher Learning, v45 n2 p16-24 2013
It has been almost ten years since the American Council on Education (ACE) began to raise awareness of the importance of workplace flexibility in faculty careers and to encourage colleges and universities to support faculty in better integrating their professional and personal lives. With the generous support of the Alfred P. Sloan Foundation, ACE has mounted five competitions to identify the best workplace-flexibility programs in various types of institutions and to help them accelerate their progress in creating new ways for faculty to achieve that integration. there are a number of key transitions that take place: recruitment as an assistant professor, the granting of tenure and promotion to associate rank, the move to a full professorship (perhaps even a distinguished chair), and retirement. With the exception of the last, these transitions are generally accomplished with good communication regarding what is expected and how and what to prepare. However, the last transition--which has serious economic and other consequences for both the individual faculty member and the institution--often occurs with far less support and more confusion for faculty, who are accustomed to being notified, reminded, and assisted as they move through their career transitions. Faculty struggle to ensure the survival of their legacy and to alleviate their anxiety and stress about what lies ahead. So, with continuing Sloan Foundation support, ACE has recently focused on this last transition, encouraging a greatly expanded view of faculty retirement and exploring best practices in supporting faculty while simultaneously meeting institutional needs. ACE began by studying the issues faculty have with retirement and the challenges that institutions experience in assisting faculty at this culminating career stage. The activities included focus groups and interviews, site visits to nine institutions, and an invitational conference--all designed to examine the perspectives of faculty and administrators regarding their experiences pre and post retirement and to elicit suggestions about how to improve them. The common themes and practices that emerged from these visits are discussed in this article. (Contains 2 figures, 1 box, and 5 resources.)
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A