Abstract
Recent studies argue that in the next 5 years, the higher education sector will see half to two-thirds of its academic workforce leave the academy due to retirement, career burnout, or job dissatisfaction. This study surveyed over 100 working academics in Australia, North America, and the United Kingdom to determine their aspirations for remaining within, or leaving, the academy. The study found that the professional development and career support available to academics played major roles in their career satisfaction. The study’s significance lies in highlighting the types of support academics most value. The paper also explores what motivates participants’ intentions to remain in, or leave, their current positions, or the academy entirely. This assessment occurs at a time when the literature indicates that a significant period of staff turnover is imminent.
| Original language | English |
|---|---|
| Pages (from-to) | 102-113 |
| Number of pages | 12 |
| Journal | Professional Development in Education |
| Volume | 45 |
| Issue number | 1 |
| DOIs | |
| Publication status | Published - 2019 |
Keywords
- Academic development
- academic support
- career intention
- higher education
Cite this
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The academic exodus : the role of institutional support in academics leaving universities and the academy. / Heffernan, Troy A.; Heffernan, Amanda.
In: Professional Development in Education, Vol. 45, No. 1, 2019, p. 102-113.Research output: Contribution to journal › Article › Research › peer-review
TY - JOUR
T1 - The academic exodus
T2 - the role of institutional support in academics leaving universities and the academy
AU - Heffernan, Troy A.
AU - Heffernan, Amanda
PY - 2019
Y1 - 2019
N2 - Recent studies argue that in the next 5 years, the higher education sector will see half to two-thirds of its academic workforce leave the academy due to retirement, career burnout, or job dissatisfaction. This study surveyed over 100 working academics in Australia, North America, and the United Kingdom to determine their aspirations for remaining within, or leaving, the academy. The study found that the professional development and career support available to academics played major roles in their career satisfaction. The study’s significance lies in highlighting the types of support academics most value. The paper also explores what motivates participants’ intentions to remain in, or leave, their current positions, or the academy entirely. This assessment occurs at a time when the literature indicates that a significant period of staff turnover is imminent.
AB - Recent studies argue that in the next 5 years, the higher education sector will see half to two-thirds of its academic workforce leave the academy due to retirement, career burnout, or job dissatisfaction. This study surveyed over 100 working academics in Australia, North America, and the United Kingdom to determine their aspirations for remaining within, or leaving, the academy. The study found that the professional development and career support available to academics played major roles in their career satisfaction. The study’s significance lies in highlighting the types of support academics most value. The paper also explores what motivates participants’ intentions to remain in, or leave, their current positions, or the academy entirely. This assessment occurs at a time when the literature indicates that a significant period of staff turnover is imminent.
KW - Academic development
KW - academic support
KW - career intention
KW - higher education
UR - http://www.scopus.com/inward/record.url?scp=85047835896&partnerID=8YFLogxK
U2 - 10.1080/19415257.2018.1474491
DO - 10.1080/19415257.2018.1474491
M3 - Article
VL - 45
SP - 102
EP - 113
JO - Professional Development in Education
JF - Professional Development in Education
SN - 1941-5257
IS - 1
ER -