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Abstract

Faculty characteristics are changing, and traditional theories may not account for the intersection of increasing numbers of women faculty and career changers to higher education in examining faculty development. Using a conceptual framework composed of adult transition and career development models, this phenomenological study investigated the career transition and strategies of women midlife career changers to the professoriate. Findings included a midlife career transition process and related challenges, supports, and strategies to navigate the process with implications for theory and practice.

Keywords

adult transition midlife career transition women faculty higher education adult education

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Women’s Midlife Career Transition to Tenured/Tenure-Track Faculty in Adult Education

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