Becoming and being a faculty is a dynamic journey defined by various career transitions, such as moving up through promotion and tenure, moving on to other institutions, and sometimes moving out of the academy altogether. This longitudinal qualitative study explored women faculty experiences of academic transitions and their impact on faculty identity development and transformation. Using the constant comparative method, the authors analyzed multiple interviews with 23 female faculty members in education, focusing on their transition experiences across their early career. Academic transitions are described in terms of provisional professional identity (transient or resilient) and transition responses (professional equilibrium, professional advancement, and professional integration). Transition patterns are discussed as both social and developmental; implications for career counseling, faculty preparation, and development are noted. The findings and discussion highlight professional growth across the academic career spectrum and the importance of humanistic career enrichment beyond the traditional role-based training in teaching and research.
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