Subjective career success and adaptation of early career academics: A career construction theory approach

Abstract

This study draws on the career construction theory to investigate how individual and institutional features enhance the subjective career success of early career academics in a university in South Africa. A qualitative research design was used to gather and analyse data by way of semi-structured face-to-face interviews among 16 early career academics who were purposively sampled. Results revealed that hierarchical barriers, perceived unclear policies on work processes, and challenges pertaining to academic freedom impede early career academics’ subjective career success. Conversely, availability of teaching and learning resources, exposure to professional networks, and social interaction enhance the subjective career success of early career academics. At the individual level, early career academics’ sense of inadequacy, challenges in socialising with colleagues, and high teaching workloads negatively affect their subjective career success. This study recommends that universities should prioritise the subjective career success of early career academics by supporting their individual goals through institutional support mechanisms that include career advising and mentoring.