295 - What’s Next for Me? Navigating Academic Career Changes

Publication Number: 1281.295

Nancy Murphy, University of Utah Health Sciences Center, Salt Lake City, UT, United States; Lisa Joss-Moore, UNIVERSITY OF UTAH, Salt Lake City, UT, United States; Antonius S. Tsai, University of Utah, Salt Lake City, UT, United States

Background: Faculty development activities typically target traditional stages of academic advancement, with clear and measurable outcomes. In contrast, formal programs that support faculty in academic career transitions, including decisions on full/part time status, new leadership roles, external opportunities and retirement, are less developed. As faculty interests and expertise evolve across the career lifespan, faculty programs designed to support career transitions may nurture, sustain, and retain the most experienced faculty in the academic workforce.

Objective: To evaluate the feasibility and outcomes of a 3-day retreat for faculty who are planning or experiencing career/life transitions.

Design/Methods: We hosted a 3-day retreat (fall 2025) at a local mountain resort to facilitate deliberation and discussion among faculty who were planning or experiencing career transitions. The retreat included individual and small group activities, individual coaching, networking, and time for personal reflection. Participants explored life and career stages, personal strengths and purpose, core values and vision, and self-transformation. We conducted a mixed methods analysis of pre-post retreat surveys to evaluate outcomes.

Results: 22 faculty, including assistant (n=5), associate (n=7) and full professors (n=10), attended the retreat. At the start, participants reported fatigue and overextension, a desire for clarity and direction, a need for balance and purpose, and hope for recalibration. Upon completion, they reported renewed clarity and motivation, commitment to actionable change, connection and belonging, and rebalanced priorities. Readiness/intention to make a change shifted from 26% to 74%, and readiness/intention to increase impact/leadership shifted from 26% to 42%. Overall satisfaction (1-5) was 4.91 (n=22), and 100% reported met expectations. Participants described the experience as clarifying, inspiring, and deeply connecting. Positive outcomes were related to the value of community and shared reflection in a safe space to pause, refocus, and realign professional and personal goals.

Conclusion(s): An off-site, 3-day faculty retreat to develop and strengthen academic career transitions is feasible and overwhelmingly positive experience. Small group reflection, intentional facilitation, individual coaching and peer sharing can be highly effective in supporting faculty throughout the academic career lifespan. Future studies are needed to clarify the longitudinal needs of faculty, and to identify the most effective strategies that support and sustain faculty development across the academic career lifespan.

Readiness/Intention to Change
Table 1 - Portrait.pdfPre-post survey responses from faculty participants (n=19)

Readiness/intention to Lead
Table 2 - Portrait.pdfPre-post survey responses from faculty participants (n=19)