Abstract
Since the elimination of mandatory faculty retirement in 1994, it has become more difficult for universities to anticipate when faculty will retire, and to support them through the process. Studies demonstrate the impact of many factors, including whether they feel financially secure, have a sense of agency and control, have identities that are inextricably tied to their faculty roles, and have plans for their post-retirement years. This work draws upon the frameworks in seminal (e.g., Dorfman, 1997) and recent work (e.g., TIAA-CREF, 2015; Van Ummersen, McLaughlin and Duranleau, 2014). In an effort to identify best practices, the authors surveyed administrators at four-year universities throughout California. Respondents report that support for faculty is uneven across areas of need. All campuses offer opportunities to understand their financial situation and to customize their trajectory (e.g., phased retirement). However, few offer resources to support the psycho-social aspects, and most reported little systematic coordination among relevant offices and units. Next steps include communicating findings to leaders in higher education, sparking improvements in structures and practices that will smooth transitions to retirement, and enhancing well-being for retired and retiring faculty entering the non-work environment.
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
Social and Cultural Perspectives on Aging
KEYWORDS
"Retirement", " Transition to Non-work Environment", " Higher Education in the US", " Social Well-being of Retired Faculty", " Transitions in Identity", " Community", " and Wellbeing among Aging Faculty"
