New Faculty Preparation, Adaptation, and Retention

Transitioning from being a doctoral student to a faculty member is a major step for academicians. For new faculty members, the move can be made easier if they are well-equipped and prepared for life in academia. A large percentage of doctoral students have not been sufficiently prepared to assume the wide range of responsibilities that is a part of being a faculty member. The challenges faced by new faculty can be multi-dimensional, encompassing topics such as identity development, institutional support, student engagement, mentoring and networking, and tenure and promotion stress. This study seeks to uncover how new faculty members can adapt and prepare for a position in academia. Fourteen junior faculty members are interviewed online for this qualitative research. The researchers are interested in exploring how these individuals view the training they received prior to starting the new academic position as well as what they encounter in their first few years as a faculty member. Recurring themes are identified and discussed. The findings of the research will help understand junior faculty's experiences and help institutions better tailor trainings for incoming faculty.