Special Issue Editorial

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Faculty often manage their careers by focusing on the next level to be obtained. For some that will be tenure or promotion through the ranks, for others it might be the relative security of a longer contract. To progress, individuals align their work and goals according to the criteria sanctioned by their departments and universities, seeking to meet or exceed the requirements for research, teaching, and service necessary for continued employment or advancement. This article addresses how the sustainable career perspective can be applied to faculty seeking long, productive, and fulfilling careers. It introduces the three intersecting dimensions of sustainable careers (person, context, time). Five key concepts of sustainable career development (fit between person and career, continuous learning, renewal, employability, and integration of home, work, and community) are highlighted through a retrospective analysis of the experiences of the authors, providing examples of each along with pitfalls to avoid. Implications and conclusions include recommendations for applying sustainability to faculty career paths and suggestions for further research.
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Sustaining Faculty Careers: A Retrospective Review

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This paper considers the career paths of four academics at different stages in their career, examining key aspects in the trajectory of their journey to where they are now. The paper considers a range of key issues, pitfalls and barriers, and challenges they have faced in order to provide an insight into the differing journeys that academics may take. The research uses a combined auto-ethnographic and reflective approach to gather and interpret the experiences of the four individuals, in essence developing a reflective account on their personal journeys. The four academics were specifically chosen based on their different career paths, providing important opportunities to develop more in-depth reflective accounts of their stories. While they have all taken different trajectories, findings suggest significant overlap exists around issues such as imposter syndrome, psychological contract and identity. These issues, it would appear, have an interrelated impact upon the individual and, as such, cannot be separated effectively. The paper contributes to understandings of how academic careers progress, and may provide invaluable guidance to new entrants, or those considering entry into the world of academia.
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From There to Here: Reflections on Alternative Journeys to a Career in Academia

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This paper takes a person-in-context approach to explore how the neoliberal university, embroiled in discourses of ‘progress’, influences academics’ narrativization and navigation of career. Whilst aware of the role ‘progress’ plays in framing a ‘traditional career’, academics find themselves having to navigate the contours of the university – where matrices shout to the tide of ‘progress’ and where what gets measured supposedly gets done. Such matrices, providing a violent quantification of reality (Gee, 2020), reduce pedagogy to lustful percentages of satisfaction, research to star status – mirroring the aspirations of a McDonald’s ‘Diningroom Server’ - and community engagement to a hurtful simile of impact. This research engages in dialogical-biography to provide insight into career turning points and meaning-making, with attention to broader contextual and conceptual dimensions. The paper explores tensions between ‘social justice’ and ‘progress’ with the aim of furthering debate within career-studies on the paradoxical relations of ‘career’ and ‘progress’ in academia today and considering the implications for human resource development.
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Paradoxes of ‘Career’ and ‘Progress’ in the Neoliberal University: A Self-Critique and Deconstruction

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This article explores the journey of a new faculty member in academia, beginning with their unexpected transition to faculty life and navigating the tenure-track process. It highlights challenges faced in the early years, with a focus on two contrasting teaching observations. The first observation, featuring unexpected feedback, raises questions about probationary committees and support for new faculty, while the second, marked by collaborative feedback and empathy, underscores the power of constructive engagement. The article provides recommendations for new faculty, encouraging them to foster a supportive community, maintain mentors, trust their instincts, and seek help when needed. Academic leaders, including probationary committee members, are advised to share resources, offer constructive feedback, promote a respectful culture, and actively support new faculty. Senior leaders should facilitate connections, mentorship, foster inclusivity, and review policies for equity, diversity, and inclusion. By implementing these recommendations, institutions can create a nurturing environment where new faculty members feel empowered and valued in their academic careers. This article contributes to the ongoing dialogue on improving the experiences of new faculty members and enhancing the academic culture in higher education institutions.
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Navigating the Tenure-Track Journey: Reflections and Recommendations for New Faculty

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Recent career development research and literature depicts a changing landscape. There are questions about the extent to which individuals now largely own and control their career development pathways with a much-reduced role for the organization. This background provides the context for the story of one individual’s career development over a period of 14 years. Leaving school at 16 with GCSEs but little career focus a chance event three years later kick starts career development in a large international organization. Subsequently, and of some real importance, is the decision - with organizational support - to undertake a work-related Masters. The interplay between Masters based learning, work, and organizational progression provides a valuable, context specific, insight into career development practice.
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Who's in Charge?  A Career Development Practice Perspective in the ‘New Career’ Era

Volume 7 (2023): Issue 2 (December 2023) Special Edition: Trajectories of Researching and Navigating Careers in Academia

International Journal of Human Resource Development: Practice, Policy and Research

The International Journal of Human Resource Development Practice, Policy &amp; Research is a new peer-reviewed journal which seeks to bring together international practice and academic expertise to promote and support the understanding and practice of Human Resource Development. The Journal seeks to bridge the academic practice gap, first and foremost from a practice perspective. As a practice-centred journal, it is aimed at synergising practice with theory to develop further insights. The journal is critically reflective and brings to light professional practitioners’ insight, ideas and understanding on the contemporary issues and challenges facing Human Resource Development, its impact and influence. The aim of the Journal is to bring together international practice and academic expertise to promote and support the understanding and practice of Human Resource Development. To achieve its overarching aim the Journal:   adopts a practice driven perspective to the understanding of HRD: its construction, organisational and national positioning and its influence and impact.  encourages the exploration and reporting of pioneering and innovative practices in Human Resource Development at the individual, group and organisational levels in diverse settings.  highlights theory informed practice and practicebased research as key pathways to an enriched understanding of Human Resource Development, wherever it is practiced.  engages in practitioner and academic debate on innovative practice using country, industry, sector and organisationally specific case studies.  promotes rigorous analysis, review and discussion of Human Resource Development practice, policy and research.  is committed to ensuring contributions are drawn from a global context and have are of interest to an international readership.  is committed to a peer review process for article contributions.   Archiving Sciendo archives the contents of this journal in Portico - digital long-term preservation service of scholarly books, journals and collections. Plagiarism Policy The editorial board is participating in a growing community of Similarity Check System's users in order to ensure that the content published is original and trustworthy. Similarity Check is a medium that allows for comprehensive manuscripts screening, aimed to eliminate plagiarism and provide a high standard and quality peer-review process. 

Volume 7 (2023): Issue 2 (December 2023) - Special Edition: Trajectories of Researching and Navigating Careers in Academia

International Journal of Human Resource Development: Practice, Policy and Research

Volume 7 (2023): Issue 2 (December 2023)

Special Edition: Trajectories of Researching and Navigating Careers in Academia

Special Issue Editorial

Sustaining Faculty Careers: A Retrospective Review

From There to Here: Reflections on Alternative Journeys to a Career in Academia

Paradoxes of ‘Career’ and ‘Progress’ in the Neoliberal University: A Self-Critique and Deconstruction

Navigating the Tenure-Track Journey: Reflections and Recommendations for New Faculty

Who's in Charge?  A Career Development Practice Perspective in the ‘New Career’ Era

Search

All Volumes and Issues in this Journal

International Journal of Human Resource Development: Practice, Policy and Research

Volume 7 (2023): Issue 2 (December 2023)

Special Edition: Trajectories of Researching and Navigating Careers in Academia

Special Issue Editorial

Sustaining Faculty Careers: A Retrospective Review

From There to Here: Reflections on Alternative Journeys to a Career in Academia

Paradoxes of ‘Career’ and ‘Progress’ in the Neoliberal University: A Self-Critique and Deconstruction

Navigating the Tenure-Track Journey: Reflections and Recommendations for New Faculty

Who's in Charge? A Career Development Practice Perspective in the ‘New Career’ Era

Search

All Volumes and Issues in this Journal

Who's in Charge?  A Career Development Practice Perspective in the ‘New Career’ Era