Staying Engaged and Achieving Promotion: The Role of Collegial Support and Career Reflection and Assessment for Mid-Career Faculty

Abstract

The challenges and tensions experienced by mid-career faculty (MCF) can lead to frustration, disengagement, or leaving the professoriate altogether, a trend noted by researchers prior to and especially after the pandemic. In this article, we explore the role that collegial support and career reflection and assessment strategies targeting mid-career faculty can play to preserve institutional vitality, support faculty agency, and promote student success. Additionally, we propose initiatives and supports that may assist these faculty members in staying in the academy and staying well as they pursue professional fulfillment and work towards their goals, including promotion to full professorship. We contend that post-secondary campuses should invest in keeping MCF engaged because of the crucial roles they serve on campus.

Keywords

• mid-career faculty
• engagement
• career development
• collegial support