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Remember when you felt that you finally knew what you were doing? I’m not talking about your 30th (or 40th!) birthday; I’m talking about mid-career. This is a time when many faculty members feel competent in their core skills and start considering their paths and goals. This mid-career stage can be less straightforward for non-tenure-track faculty compared to tenure-track faculty. Some institutions may not prioritize mid-career growth discussions for non-tenure-track faculty, and their leadership may not be held in as high regard as that of tenure-track faculty. Yet, this is essential work that our non-tenure-track faculty are worthy of.
In fact, since they have less straightforward options, it’s essential to support non-tenure-track faculty in navigating mid-career growth and decision-making. As the director of a campus center dedicated to career progression for all faculty, here, I’ll share practices and conversation points for planning mid-career conversations with non-tenure-track faculty.
When To Have the Conversation
If you, or a program you direct, initiate mid-career conversations with non-tenure-track faculty, consider reaching out around the six- to seven-year mark. At this point, faculty have built experience in the areas of work outlined in their contracts. For many, that means teaching and service; some may have limited research time as well. They’re ready to grow.
Another reason for looking at that six- to seven-year mark is that we have tools for mid-career faculty based on that timeline. Supporting non-tenure-track faculty using models and materials adapted from tenure-track career development has complications, but we have quality materials to start with.
Some non-tenure-track faculty wait longer to initiate career conversations, often until they feel ready to advance or feel frustrated. They may be surprised that faculty development professionals are willing to have these conversations with them. Getting ahead of these feelings is a reason to consider initiating conversations yourself, individually or via groups.
Conversation Points
The following conversation points work well in a one-on-one discussion and can be adapted to group conversations. Essentially, you’ll want to focus on opportunities faculty have, accomplishments they may want to consider pursuing, and considerations to help determine if you can retain them or if they may want to move on.
- Where are you in your career right now?
- What new opportunities exist now that you’ve proven yourself as faculty?
- Opportunities within your institution
- Opportunities within your profession
- What awards and accomplishments might you pursue to reach the next level?
- What considerations help determine whether to stay in your current role(s) or move on?
Let’s look a little closer at how to discuss each of these points.
Opportunities
Interest in mid-career opportunities drives many faculty to seek career guidance. I ask whether they have a specific opportunity in mind or are exploring. Those with specific opportunities are often excited to share them. We discuss eligibility and whether these roles can be incorporated into their workload.
For those exploring, we get creative. I encourage them to explore opportunities within the university, such as new leadership roles, more course options, mentoring students, leading in faculty governance, or teaching special programs.
Opportunities within the profession may include leadership training, community partnerships, specialized roles in professional organizations, or consultancy. While non-tenure-track faculty have more limitations, it’s important to approach their hopes with a solution-seeking mindset. For those unsure of their short-term goals, I recommend working with the book “Designing Your Life”by Bill Burnett and Dave Evans.
Dr. Gilpatrick Hornsby serves as associate vice provost for faculty success at James Madison University (Virginia). His Center for Faculty Innovation supports career growth for faculty of all ranks. Hornsby comments that, for all mid-career faculty, career conversations can focus on strategies for making a professional mark on the university, as well as broader questions of “What’s next?” He notes that mid-career conversations with non-tenure-track faculty often focus on the areas where they excel: for example, in their dedication to teaching, their interests in the scholarship of teaching and learning, and in community-engaged research. While his conversations with non-tenure-track faculty often touch on concerns shared by tenure-track faculty, they do tend to focus on a different set of professional pressures.
Accomplishments on the Way to the Next Level(s)
Mid-career isn’t a single stage; it’s the longest part of the path. Ask faculty what the next level of their careers looks like to them. This could be a promotion, leadership role, longer contract, or participation in specific work. Discuss the accomplishments needed to reach that next level, creating a to-do list or personal professional plan. This helps create a sense of ownership for the faculty member.
Retention
We’d all prefer to retain our faculty at our institutions. Remember that putting the time into mentoring faculty — or referring them to formal mentoring programs — supports retention. Mentorship helps faculty to develop strategies for growth and also fosters a sense of belonging, both of which aid retention.
We may or may not be able to help non-tenure-track faculty find promotions and higher pay in their current roles. We can, however, often help them to identify and approach other aspects of their positions that can lead to greater satisfaction. After all, pay is just one of four major factors affecting faculty retention.
Questions Faculty May Be Afraid To Ask
Career conversations may involve discussing faculty members’ dreams that diverge from their current roles. This could include dissatisfaction with research not being part of their contract or looking for opportunities elsewhere. Deciding how to handle these situations depends on your office’s policy. Open conversation builds rapport and supports faculty members’ connection with the institution.
Develop Your Practice
Now that you’re planning to have these conversations with non-tenure-track faculty, it helps to think through a standard practice to follow. Here are a few steps for developing the process:
- Adapt the conversation points above to fit your style and your campus’s norms.
- Think about how you want to frame your conversations socially: Do you start with a formal meeting in your office? Do you suggest an off-campus coffee shop?
- Make it known that you’re open to career conversations with faculty of all ranks.
Your practice will grow over time. Every conversation will help build your skills and versatility while helping your colleagues grow.
