Grayed Out: Expanding Definitions of the Late Career Stage for U.S. Higher Education Faculty

• In Event: AERA Roundtable Session Wednesday 10:50 am Four Seasons Ballroom 1
  In Roundtable Session: Faculty Research Development (Table 4)

Abstract

Given the radical transformation of the higher education workforce in the past 20 years (Wapman et al., 2022), an understanding of current faculty career pathways and stages is critical for university leaders. Yet, there is “little consensus on the definition of senior [late career] faculty” (Cruz & Herzog, 2018, p.26), which muddies the waters when considering professional development, career pathways, and retirement planning - all functions of a strong university support structure. The results of this study indicate a need for redefining the late career stage, indicating that faculty (across multiple roles and ranks) perceive the functions, productivity, and mindsets associated with this stage to be stronger indicators of shared vitality and productivity than previously-emphasized criteria such as time and rank.

Authors

• Laura Cruz, Pennsylvania State University

• Ted Murcray, California Baptist University