New England Network on Faculty Affairs MIDCAREER FACULTY
- Slides: 5
New England Network on Faculty Affairs MID-CAREER FACULTY DEVELOPMENT Emelia J. Benjamin, MD, Sc. M Spring Conference 2013 Boston University School of Medicine
What is mid-career? • No universally agreed upon definition • Some possible definitions include: o o Between 10 and 30 years in academia 7+ years Assistant Professors and Associate Professors Between 40 and 60 years old Time after tenure is achieved and before preparations for retirement begin • Definition is less important than state of mind
What are the characteristics of mid-career faculty? • Most productive and influential years of career when most scholarly achievement occur and leadership roles are assumed (Baldwin, 2008). • Most apt to feel low morale, disengagement and isolation (Bland, 1997). • Early career supports are gone but attainment of full professor feels distant.
Why does mid-career faculty development matter? • Mid-career faculty often have unclear goals and vague performance expectations. Lack of clarity and motivation can have disastrous consequences (Baldwin, 2008). • Faculty development programs increase faculty retention and decrease burnout in academic medicine (Ries et al. , 2005; Zwack et al. , 2013) • Mid-career faculty development minimizes the number of individuals who emerge from their mid-career crisis feeling despair, trapped, and defeated.
Goals for today’s conference • Learn how different institutions are addressing midcareer faculty development • Brainstorm new ideas • Consider future collaborations
