A Developmental Perspective on Behaviors of New Faculty Transition into Higher Education

Context: The responsibilities of new faculty members can be stressful because of the expectations of research, teaching, service, and for some, administration. The strain from transition and role complexity can impact faculty members' perceptions of the experience and therefore professional development. Objective: To understand how individual characteristics and behaviors influenced development of new faculty during their transition from doctoral students to faculty members. Design: Qualitative phenomenology study. Setting: Higher education institutions with Commission on Accreditation of Athletic Training Education-accredited athletic training programs. Patients or Other Participants: Sixteen junior faculty (7 males, 9 females, age = 32 ± 3.5 years) representing 7 National Athletic Trainers' Association districts and 14 different higher education institutions participated. Main Outcome Measure(s): A semistructured telephone interview protocol was used to examine the experiences of junior faculty within t...