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The mid-career phase is often a pivotal moment for many professionals, including faculty members. This stage is typically marked by a sense of competence in one’s core skills and a contemplation of future paths and aspirations. While tenure-track faculty may have established systems for support and progression, non-tenure-track faculty often face unique challenges and uncertainties in their career advancement. It is imperative that these faculty members receive the assistance they need during this critical developmental period.
As the director of a campus center aimed at fostering career growth for all faculty, I will share practical insights and conversation topics for engaging with non-tenure-track faculty regarding their mid-career progression.
Timing for Mid-Career Conversations
When considering mid-career discussions with non-tenure-track faculty, the six- to seven-year mark serves as a significant timeframe. At this juncture, faculty typically have accumulated substantial experience related to their contractual roles, which may include teaching, service contributions, and possibly limited research. This accumulated experience provides a solid foundation for further growth.
Initiating conversations around this period is also beneficial because we have established guidelines and resources aimed at mid-career faculty, which can be adapted to suit non-tenure-track faculty. Although the transition from tenure-track models to serve non-tenure-track faculty poses challenges, there are valuable resources available to facilitate these discussions.
Many non-tenure-track faculty members might delay initiating discussions until they feel prepared for advancement or experience frustration. There is often a misconception that career development professionals are not accessible for these conversations. Thus, proactively engaging in these discussions—either personally or through group initiatives—can alleviate anxiety and clarify potential pathways for growth.
Key Topics for Discussion
In one-on-one or group settings, several critical conversation points can be highlighted. The aim is to identify opportunities for faculty, acknowledge their achievements, and explore considerations that might influence their decision to remain at the institution or possibly seek new opportunities elsewhere.
- Current status in their career.
- New opportunities resulting from their established status as faculty.
- Potential awards or accomplishments to pursue for advancement.
- Key factors influencing their decision to stay or transition.
Let us delve into how to facilitate discussions around each of these topics.
Exploring Opportunities
Many faculty seek guidance during this phase due to their interest in new opportunities. It is beneficial to inquire if they have a specific opportunity they are considering or if they are in an exploratory phase. Faculty with concrete opportunities are often eager to discuss them, allowing for a targeted dialogue about eligibility, workload integration, and potential benefits.
For those exploring options, fostering creativity is key. Encouragement to investigate possibilities within the university—such as leadership roles, expanded course offerings, mentorship activities, or faculty governance—can be valuable. Additionally, professional opportunities, such as leadership training or community partnerships, should not be overlooked. Although non-tenure-track faculty may face certain constraints, it is essential to adopt a solution-oriented mindset in addressing their aspirations. For those uncertain about their immediate goals, tools like “Designing Your Life” by Bill Burnett and Dave Evans can provide valuable insights.
Dr. Gilpatrick Hornsby, Associate Vice Provost for Faculty Success at James Madison University, emphasizes the importance of mid-career discussions across various faculty ranks. He notes that conversations with non-tenure-track faculty frequently highlight their teaching dedication and interests in the scholarship of teaching and community-based research. While these discussions may touch on common concerns shared by their tenure-track colleagues, they often illuminate different sets of professional pressures.
Cultivating Accomplishments
The mid-career phase is not static; in fact, it can represent the longest segment of a faculty member’s professional journey. It is critical to engage faculty in dialogues about what they envision as their next career milestone—be it a promotion, a leadership role, or participation in specific initiatives. Outlining the necessary accomplishments to achieve these goals can lead to the creation of a personal development plan, empowering faculty to take ownership of their career trajectory.
Retention Factors
Universities benefit from retaining their faculty, and investing time in mentoring can play a crucial role in this process. Whether through one-on-one mentoring or structured programs, supporting faculty in developing their professional growth strategies fosters a sense of belonging, which is vital for retention.
While it may not always be feasible to facilitate promotions or salary increases for non-tenure-track faculty, helping them identify aspects of their roles that enhance satisfaction can significantly impact their decision to stay. It’s important to recognize that financial compensation is just one of several factors influencing faculty retention.
Addressing Difficult Questions
Career conversations may touch on aspirations that diverge from a faculty member’s current role, such as dissatisfaction with a lack of research opportunities or the search for external prospects. Navigating these discussions will depend on the policies of the institution. Nonetheless, fostering open dialogue can build trust and strengthen faculty members’ connection to the university.
Shaping Your Practice
As you prepare to engage in these important conversations with non-tenure-track faculty, it is valuable to establish a standard practice. Consider the following steps to develop your approach:
- Tailor the discussion points to fit your communicative style and align with your campus culture.
- Decide on the social context for these meetings: will they occur in your office, or perhaps in a more informal setting like a coffee shop?
- Clearly communicate your openness to career discussions with faculty across all ranks.
Your practice will evolve with time, and each conversation serves as an opportunity to refine your abilities while assisting your colleagues in their professional development.
Source
www.higheredjobs.com