What the literature tells us about the transition of second-career academics into higher education

With the growth and evolution of the higher education sector in recent decades, universities have drawn on more diverse sources from which to recruit academic staff. One such route isfor universities to recruit professionals from non-academic backgrounds to teach and research.

The transition of career professionals becoming second-career academics is a growing phenomenon, but one that is under-researched in the literature. This paper summarises the findings in the literature on this topic from the last twenty-five years, drawing on forty-four academic articles. Common themes are discussed and presented in a chronological format from the decision-making process prior to transitioning, through the challenges and opportunities commonly experienced by second-career academics making the transition, concluding with a summary of the recommendations presented in the research. In the discussion section that follows, the author draws on their own experience as a second-career academic to summarise pertinent points and offer an additional perspective on the recommendations offered in the literature. The purpose of this article is to offer a summary of what is currently understood in the literature with a view to supporting further research into the transition of second-career academics as an important skills development issue for the higher education sector.

The review finds that several recommendations are common in the literature (mentoring schemes, development of academic skills and agency, introduction of reference materials and cultural change) and the viability of these is discussed before recommendations are made for individuals considering transitioning to a career in academia.

Adcroft, A., & Taylor, D. (2013). Support for new career academics: An integrated model for research
intensive university business and management schools. Studies in Higher Education, 38(6),
827–840. https://doi.org/10.1080/03075079.2011.599378
Anderson, L. (2023). Professional development for practitioners in academia: Pracademia. Journal of
Perspectives in Applied Academic Practice, 11. https://doi.org/10.56433/jpaap.v11i3.600
Grabarski, M., Mouratidou, M., and Fellows, I. (2023). The Evolution of Learning and Technological
Innovation: Preparing Students for Successful Careers in W.E. Donald (ed.) Establishing and
Maintaining Sustainable Career Ecosystems for University Students and Graduates. IGI
Global. https://doi.org/10.4018/978-1-6684-7442-6.ch004
Fellows, I., Gilbert, G., Mathias, L., and Parkes, S. (2024). Disrupting the third-space through
playfulness, mattering, and unbounded perspectives, Journal of Learning Development in
Higher Education, (31). Forthcoming publication (DOI to be confirmed).
Bains, L. (2024). My experience of fellowship as a pracademic | Advance HE. AdvanceHE.
https://rb.gy/sdj825
Bandow, D., Minsky, B., & Voss, R. S. (2007). Reinventing the future: Investigating career transitions
from industry to academia. Journal of Human Resources Education, 1(1), 23–37.
https://journals.troy.edu/index.php/JHRE/article/view/16
Bansal, P., Bertels, S., Ewart, T., MacConnachie, P., & O’Brien, J. (2012). Bridging the researchpractice gap. Academy of Management Perspectives, 26. 73–92.
https://doi.org/10.5465/amp.2011.0140
Barnacle, R., & Mewburn, I. (2010). Learning networks and the journey of “becoming doctor’. Studies
in Higher Education, 35, 433 –444. https://doi.org/10.1080/03075070903131214
Bartunek, J. M., & Rynes, S. L. (2014). Academics and practitioners are alike and unlike: The
paradoxes of academic–practitioner relationships. Journal of Management, 40(5), 1181–1201.
https://doi.org/10.1177/0149206314529160
Bitzer, E. & De Jager, E. (2016). Lecturers’ professional identity: The case of chartered accountants in
academia. South African Journal of Higher Education, 30(4), 171–189.
https://doi.org/10.20853/30-4-624
81 GJSD Vol. 4 No. 3 (2024)
Blenkinsopp, J., & Stalker, B. (2004). Identity work in the transition from manager to management
academic. Management Decision, 42, 418–429.
Boyer, E. (1996). The scholarship of engagement. Journal of Public Service & Outreach, 1(1), 11 –
20. https://doi.org/10.2307/3824459
Braun, V., Clarke, V. & Gray, D. (2017). Collecting qualitative data: a practical guide to textual,
media and virtual techniques. Cambridge: Cambridge University Press
Cole, D., & Donald, W. E. (2022). Shifting the narrative: Towards a more holistic approach for
learning. GILE Journal of Skills Development, 2(1), 3–4.
https://doi.org/10.52398/gjsd.2022.v2.i1.pp3-4
Cornelius, V., Wood, L., & Lai, J. (2016). Implementation and evaluation of a formal academic-peermentoring programme in higher education. Active Learning in Higher Education, 17(3), 193–
205. https://doi.org/10.1177/1469787416654796
Crafter, S., Maunder, R., & Soulsby, L. (2019). Developmental transitions: Exploring stability and
change through the lifespan. https://doi.org/10.4324/9781315625263
Crosta, L., Banda, V., & Bakay, E. (2023). 21st Century Skills development among young graduates:
A European perspective. GILE Journal of Skills Development, 3(1), 40–56.
https://doi.org/10.52398/gjsd.2023.v3.i1.pp40-56
Crowder, M., & Mouratidou, M. (2020). Chapter 2: Career transitions from industry to academia.
https://www.elgaronline.com/edcollchap/edcoll/9781788119184/97817881...
Cseh Papp, I., & Horváth-Csikós, G. (2021). Educational and economic aspects of mentoring: How
mentoring can contribute to the development of soft skills. GILE Journal of Skills
Development, 1(1), 3–11. https://doi.org/10.52398/gjsd.2021.v1.i1.pp3-11
Dickfos, J. (2019). Academic professional development: Benefits of a pracademic experience.
International Journal of Work-Integrated Learning, 20(3), 243–255.
Dickinson, J., Fowler, A., & Griffiths, T.-L. (2022). Pracademics? Exploring transitions and
professional identities in higher education. Studies in Higher Education, 47(2), 290–304.
https://doi.org/10.1080/03075079.2020.1744123
Donald, W. E. (2023). Three Key ways that mentorship can support early career scholars. GILE
Journal of Skills Development, 3(2), 3–6. https://doi.org/10.52398/gjsd.2023.v3.i2.pp3-6
Donald, W. E., & Duck, N. J. (2024). Life is too short to be serious all the time: Donald Duck presents
unconventional motivations for publishing in academia. GILE Journal of Skills
Development, 4(1), 141–145. https://doi.org/10.52398/gjsd.2024.v4.i1.pp141-145
Donald, W. E., & Mouratidou, M. (2022). Preparing for a sustainable career: Challenges and
opportunities. GILE Journal of Skills Development, 2(2), 3–5.
https://doi.org/10.52398/gjsd.2022.v2.i2.pp3-5
Dvir, N. (2024). Using narrative pedagogy for novice teachers’ professional development.
Professional Development in Education, 50(4), 625–637.
https://doi.org/10.1080/19415257.2021.1895285
Eacott, S. (2021). Pracademia: An answer but not the answer to an enduring question. Journal of
Professional Capital and Community, 7, 57–70. https://doi.org/10.1108/JPCC-12-2020-0100
Fellows, I. (2023). Critical educators should embrace the employability agenda. GILE Journal of Skills
Development, 3(1), 10–14. https://doi.org/10.52398/gjsd.2023.v3.i1.pp10-14
82 GJSD Vol. 4 No. 3 (2024)
Fellows, I. (2024). Supporting widening participation students without creating dependency or leaving
them unprepared for work in the Neoliberal Era: A discussion paper. GILE Journal of Skills
Development, 4(1), 95–103. https://doi.org/10.52398/gjsd.2024.v4.i1.pp95-103
Garcia, S., Bonner, E., Nelson, R., Yuen, T., Marone, V., & Browning, J. (2021). Embedded experts
supporting instructional practice of faculty transitioning from industry to academia. College
Teaching, 70, 1–11. https://doi.org/10.1080/87567555.2021.1923452
Gourlay, L. (2011a). ‘I’d landed on the moon’: A new lecturer leaves the academy. Teaching in
Higher Education, 16(5), 591–601. https://doi.org/10.1080/13562517.2011.605548
Gourlay, L. (2011b). New lecturers and the myth of ‘communities of practice.’ Studies in Continuing
Education, 33(1), 67–77. https://doi.org/10.1080/0158037X.2010.515570
Grafström, M., Jonsson, A., & Klintman, M. (2023). Embracing the academic–practice gap:
Knowledge collaboration and the role of institutional knotting. Management Learning.
https://doi.org/10.1177/13505076231213056
Griffiths, T.-L., & Dickinson, J. (2023). Collaboration in a liminal space: Pracademia. Journal of
Perspectives in Applied Academic Practice, 11(3). https://doi.org/10.56433/jpaap.v11i3.580
Hammersley, M. (2012). Methodological paradigms in educational research. British Educational
Research. Retrieved August 5, 2024https://www.bera.ac.uk/publication/methodologicalparadigms-in-educational-research
Hedlund, A. (2021). Beliefs and attitudes that influence learning: A mind, Brain, and education
literature review. GILE Journal of Skills Development, 1(2), 44–57.
https://doi.org/10.52398/gjsd.2021.v1.i2.pp44-57
Herman, N., Jose, M., Katiya, M., Kemp, M., le Roux, N., Swart-Jansen van Vuuren, C., & van der
Merwe, C. (2021). Entering the world of academia is like starting a new life: A trio of
reflections from health professionals joining academia as second career academics.
International Journal for Academic Development, 26(1), 69–81.
https://doi.org/10.1080/1360144X.2020.1784742
Hodgson, R. (2017). New lecturers’ journeys: The formation of ‘the academic’ in higher education
[Doctoral dissertation, Sheffield Hallam University]. https://doi.org/10.7190/SHU-THESIS00050
Hollweck, T., Netolicky, D., & Campbell, P. (2021). Defining and exploring pracademia: Identity,
community, and engagement. Journal of Professional Capital and Community, 7(1), 6–25.
https://doi.org/10.1108/JPCC-05-2021-0026
Jensen, J., Rabe, C., Runde, S., & Wee, L.C. (2006). Transition from Industry to Academia:
Reflections of Three New Faculty Members. Information Systems Education Journal, 4(66).
http://isedj.org/4/66/
Kitchener, M. (2020). Supporting academics’ full-time transition from professional practice to
university. A qualitative study. [Doctoral dissertation, Oxford Brookes University]
https://doi.org/10.24384/wbfh-cv92
Kitchener, M. (2021) Supporting academics’ full-time transition from professional practice to
university. A qualitative study [Unpublished doctoral dissertation]. Oxford Brookes
University.
83 GJSD Vol. 4 No. 3 (2024)
Kitchener, M. (2023). ‘Don’t take your briefcase’: Navigating a career change from professional
practice to the academic role. In: Dickinson, J., Griffiths, TL. (eds) Professional development
for practitioners in academia. Knowledge studies in higher education, Vol 13,. Springer,
Cham. https://doi.org/10.1007/978-3-031-33746-8_2
Knights, D., & Clarke, C.A. (2014). It’s a bittersweet symphony, this life: Fragile academic selves and
insecure identities at work. Organization Studies, 35(3): 335–357.
https://doi.org/10.1177/0170840613508396
Knittel Mabry, C., May, G. L., & Berger, N. (2004). Moving from practice to academia: Three
perspectives. Human Resource Development International, 7(3), 395–402.
https://doi.org/10.1080/1367886042000245987
Kolber, S., & Heggart, K. (2021). Education focussed pracademics on Twitter: Building democratic
fora. Journal of Professional Capital and Community, 7(1), 26–44.
https://doi.org/10.1108/JPCC-11-2020-0090
Kormanik, M.B., Lehner, R.D. and Winnick, T.A. (2009). General competencies for the HRD scholarpractitioner: Perspectives from across the profession. Advances in Developing Human
Resources, 11(4), 486–506. https://doi.org/10.1177/1523422309344170
Laari, T. (2022). Experiences of novice educators with the role transition from clinical practice to
academia: A phenomenological study in Ghana. Journal of Research Development in Nursing
and Midwifery, 19, 18–21. http://doi.org/10.61186/jgbfnm.19.2.18
LaRocco, D. J., & Bruns, D. (2006). Practitioner to professor: Second career academics’ perceptions
of entry into the academy. https://www.semanticscholar.org/paper/Practitioner-toProfessor%3A-Second-Career-Academics'-LaRoccoBruns/d405075cd84fd4cd8a5c5755a99a914eb1998759
Leonard, C., Moolman, J., & Shuttleworth, C. (2023). Factors that motivate millennial accountancy
professionals in industry to become academics. Journal of Economic and Financial Sciences,
16. https://doi.org/10.4102/jef.v16i1.872
Lieberman, A. (1992), “The meaning of scholarly activity and the building of community”,
Educational Researcher, 21(6),5–12, https://doi.org/10.3102/0013189X021006005
MacPhail, A., Tannehill, D., & Ataman, R. (2024). The role of the critical friend in supporting and
enhancing professional learning and development. Professional Development in Education,
50(4), 597–610. https://doi.org/10.1080/19415257.2021.1879235
Macfarlane, B. (2021). The spirit of research. Oxford Review of Education, 47. 1–15.
https://doi.org/10.1080/03054985.2021.1884058
McDonald, M.P. and Mooney, C.Z. (2011). ‘Pracademics’: mixing an academic career with practical
politics: Editors’ introduction. Political Science and Politics, 44(2), 251–253.
https://doi.org/10.1017/S1049096511000035
Manville, G., Donald, W. E., & Eves, A. (2022). Can Embedding Authentic Assessment Into the
Curriculum Enhance the Employability of Business School Students?GILE Journal of Skills
Development, 2(2), 73–87. https://doi.org/10.52398/gjsd.2022.v2.i2.pp73-87
Mahayosnand, P. P. (2024). Research writing, peer review and academic publishing: Benefits of
individual, institutional and journal mentoring. GILE Journal of Skills Development, 4(1),
136–140. https://doi.org/10.52398/gjsd.2024.v4.i1.pp136-140
Miles, M.B., Huberman, A.M., & Saldaña, J. (2019). Qualitative data analysis: a methods sourcebook
(4th ed.). London: Sage
84 GJSD Vol. 4 No. 3 (2024)
Mohandas, N.P. (2023). Bring the warriors back home: Contemplating the need for retaining a talented
workforce in organisations. GILE Journal of Skills Development, 3(2), 16–19.
https://doi.org/10.52398/gjsd.2023.v3.i2.pp16-19
Murphy, L. (2024). Cultivating resilience in Part-time doctoral students. GILE Journal of Skills
Development, 4(1), 146–150. https://doi.org/10.52398/gjsd.2024.v4.i1.pp146-150
Murray, C., Stanley, M., & Wright, S. (2014). The transition from clinician to academic in nursing and
allied health: A qualitative meta-synthesis. Nurse Education Today, 34(3), 389–395.
https://doi.org/10.1016/j.nedt.2013.06.010
Myers, R. (2006). Teaching for the love of it. Journal of Accountancy, 201(6), 30–38.
Mynott, J., & Zimmatore, M. (2021). Pracademic productive friction: Boundary crossing and pressure
points. Journal of Professional Capital and Community, 7(1), 45–56.
https://doi.org/10.1108/JPCC-11-2020-0093
Obembe, F. (2023). Pracademics: Facilitating smooth transition from industry to academia. In J.
Dickinson & T.-L. Griffiths (Eds.), Professional development for practitioners in academia.
Knowledge studies in higher education, Vol 13. Springer, Cham.https://doi.org/10.1007/978-3-
031-33746-8_8Ong, L. T. (2022). Surviving a re-entry: Second-career academics in business
schools in Malaysia. Educational Research for Policy and Practice, 21, 1–16.
https://doi.org/10.1007/s10671-021-09295-9
Owen, L., & Flynn, M. (2004). Changing work: mid-to-late life of transitions in employment. Ageing
International, 29, 333–350.
Owens, L.W. (2016). Reflections of a pracademic: A journey from social work practitioner to
academic. Reflections, 22(1), 37–44.
Pal, M. (2022). Employability as exploitability: A Marxist critical pedagogy. In N. Harris & O.
Acaroğlu (Eds.), Thinking Beyond Neoliberalism: Alternative Societies, Transition, and
Resistance (pp. 197–219). Springer International Publishing. https://doi.org/10.1007/978-3-
030-82669-7_9
Pickern, J. S., & Costakis, H. R. (2023). The intersection of industry and academia: Assessing the
perceptions and experiences of industry professionals who transition to academic roles in
Higher Education in the United States. Journal of Higher Education Policy and Management,
1–15. https://doi.org/10.1080/1360080X.2023.2299151
Posner, P. (2009). The pracademic: An agenda for re-engaging practitioners and academics. Public
Budgeting & Finance, 29. https://doi.org/10.1111/j.1540-5850.2009.00921.x
Ragland, B.B. (2006). Positioning the practitioner-researcher: Five ways of looking at practice. Action
Research, 4(2), 165–182.
Shreeve, A. (2011) Being in two camps: Conflicting experiences for practice-based academics. Studies
in Continuing Education. 33(1), 79–91. https://doi.org/10.1080/0158037X.2011.521681
Silverman D. (2015). Interpreting qualitative data (5th ed.). London: Sage
Simendinger, E., Puia, G., Kraft, K., & Jasperson, M. (2000). The Career Transition from Practitioner
to Academic. Career Development International. 5(2).
https://doi.org/10.1108/13620430010318990
85 GJSD Vol. 4 No. 3 (2024)
Smith, C., & Boyd, P. (2012). Becoming an Academic: The Reconstruction of Identity by Recently
Appointed Lecturers in Nursing, Midwifery, and the Allied Health Professions. Innovations in
Education and Teaching International. 49(1), 63-72.
https://doi.org/10.1080/14703297.2012.647784
Stephens, G. (2015). Uncertified and Teaching: Industry Professionals in Career and Technical
Education Classrooms. International Journal for Research in Vocational Education and
Training, 2. https://doi.org/10.13152/IJRVET.2.2.4
Stevens, M. (2024). Exploring Practitioner-Academic Potential in the Construction Management
Discipline: A Case Study. 46th Annual AUBEA Conference. Available from
https://www.researchgate.net/publication/377085082_Exploring_Practit...Academic_Potential_in_the_Construction_Management_Discipline_A_Case_Study (accessed
13 August 2024).
Thornton, A. B. (2010). Understanding the socialization experiences of new technical faculty: A
transition from industry to the technical college. University of New Orleans.
Trowler, P., & Cooper, A. (2002). Teaching and Learning Regimes: Implicit Theories and Recurrent
Practices in the Enhancement of Teaching and Learning through Educational Development
Programmes. Higher Education Research & Development. 21(3), 221–240.
van Lankveld, T., Schoonenboom, J., Volman, M., Croiset, G., & Beishuizen, J. (2017) Developing a
Teacher Identity in the University Context: A Systematic Review of the Literature. Higher
Education Research and Development. 36(2), 325-342.
https://doi.org/10.1080/07294360.2016.1208154
Volpe, M., & Chandler, D. (1999). Resolving Conflicts in Institutions of Higher Education:
Challenges for Pracademics. CNCR-Hewlett Foundation Seed Grant White Papers.
https://readingroom.law.gsu.edu/seedgrant/8
Wakely, L. (2021). Does the culture of academia support developing academics transitioning from
professional practice? Journal of Higher Education Policy and Management, 43(6), 654–665.
https://doi.org/10.1080/1360080X.2021.1905495
Waller, R., Lemoine, P., Mense, E., & Richardson, M. (2020). Building Capacity for Quality
Assurance in Global Higher Education. Journal of Education and Development. 4(1) 37-42
https://doi.org/10.20849/jed.v4i1.718
Whitchurch, C. (2008). Shifting Identities and Blurring Boundaries: The Emergence of Third Space
Professionals in UK Higher Education. Higher Education Quarterly. 62(4). 377-396.
https://doi.org/10.1111/j.1468-2273.2008.00387.x
Wilson, M. J., Wood, L., Solomonides, I., Dixon, P., & Goos, M. (2014a). Navigating the Career
Transition from Industry to Academia. Industry and Higher Education, 28(1), 5–13.
https://doi.org/10.5367/ihe.2014.0189
Wilson, M., Wood, L., Solomonides, I., Peter, D., & Goos, M. (2014b). Down the Rabbit Hole:
Navigating the Career Transition from Industry to Academia. Industry and Higher Education,
28, 5–13. https://doi.org/10.5367/ihe.2014.0189
Wilson, M. J., Wood, L., Solomonides, I., Goos, M., & Dixon, P. (2014c). Practice to academy
transition (ISBN 978-1-74361-622-2). Office for Learning and Teaching, Department for
Education, Australia.
86 GJSD Vol. 4 No. 3 (2024)
Wood, C., Farmer, M.D. & Goodall, D. (2016). Changing professional identity in the transition from
practitioner to lecturer in Higher Education: An interpretive phenomenological analysis.
Research in Post-Compulsory Education. 21(3), 229–245.
https://doi.org/10.1080/13596748.2016.1195173
Zografou, A., & McDermott, L. (2022). Mentorship in Higher Education: The Keys to Unlocking
Meaningful Mentoring Relationships. GILE Journal of Skills Development, 2(1), 71–78.
https://doi.org/10.52398/gjsd.2022.v2.i1.pp71-78