Professorial fit: perceptions of engineering postdoctoral scholars

Abstract

Purpose

This study aims to explore the perceptions of a diverse set of 16 engineering postdoctoral scholars regarding their fit for the professoriate. The professoriate speaks to the body of tenured/tenure-track faculty within higher education institutions.

Design/methodology/approach

An intrinsic case study design was conducted to provide an in-depth understanding of the factors influencing engineering postdoctoral scholars’ perceived professorial fit using person–job fit theory.

Findings

As a result of inductive and deductive data analyses techniques, four themes emerged: the professoriate is perceived as a calling for those who desire to teach and mentor the upcoming generation of engineers; research autonomy in the professoriate is highly attractive; the work demands of the professoriate are contrary to the work–life balance sought; and the professoriate appears daunting due to the competitive nature of the job market and the academic environment.

Originality/value

This study is critical for those invested in possessing a deeper understanding of the postdoctoral career stage, its relationship to the professoriate as a career choice and broadening participation in engineering academia.

Citation

Mendez, S.L., Cooksey, S.E., Starkey, K.E. and Conley, V.M. (2022), "Professorial fit: perceptions of engineering postdoctoral scholars", Studies in Graduate and Postdoctoral Education, Vol. 13 No. 3, pp. 266-280. https://doi.org/10.1108/SGPE-07-2021-0052