This Article Full Text (PDF) References Alert me when this article is cited Alert me if a correction is posted Services Email this article to a friend Similar articles in this journal Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via HighWire Citing Articles via Google Scholar Citing Articles via Scopus Google Scholar Articles by Newton, P. M. Search for Related Content Social Bookmarking                         What's this?

Periods in the Adult Development of the Faculty Member

Wright Institute

A life-span developmental theory of the evolution of the individual life structure through age-linked eras and periods² is applied to the lives of faculty members. Two fictional cases of professors who do not wish to do academic work of any kind- one at the beginning of his career, the other near the end-are analyzed. It is argued that the meaning of the professor's work-his or her teaching, research, administration, and relations with students, younger faculty, peers, and superordinates- is a function of the developmental period the faculty member is in, as well as of the cumulative effects of previous -developmental success and failure in adulthood. To understand the demise of the motivation to work requires us to understand the professor's original career dream, his or her experiences, or lack of them, with mentors, as well as the current developmental tasks with which the professor struggles.

Human Relations, Vol. 36, No. 5, 441-457 (1983)
DOI: 10.1177/001872678303600503


CiteULike    Complore    Connotea    Del.icio.us    Digg    Reddit    Technorati    Twitter    What's this?

This article has been cited by other articles:

				K. O. Dowd and D. M. Kaplan The career life of academics: Boundaried or boundaryless? Human Relations, June 1, 2005; 58(6): 699 - 721. [Abstract] [PDF]