Research in Higher Education

, Volume 20, Issue 2, pp 131–153 | Cite as

Professional socialization and contemporary career attitudes of three faculty generations

  • Mary Corcoran
  • Shirley M. Clark
AIR Forum Issue


As one aspect of a study of individual and organizational conditions contributing to faculty vitality, career socialization experiences and current career attitudes of three faculty generations were compared for two groups of tenured university faculty members. The first group was a representative sample drawn from the fields of the humanities, biological sciences, physical sciences, and social sciences. The second was a selected sample of faculty from the same areas who had been identified by judges as highly active in teaching, research, and service. The analyses focus on differences in the professional socialization experiences and career attitudes of the two groups that appear to be indicative of career success. Within these groups the generational trends are also examined.


Social Science Representative Sample Faculty Member Generational Trend Education Research 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.


Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.


  1. Bacharach, S. and Lawler, E. J.Power and Politics in Organizations. San Francisco: Jossey-Bass, 1980.Google Scholar
  2. Becker, H. S. Personal changes in adult life.Sociometry 1964,27 40–53.Google Scholar
  3. Bess, J. L. Faculty and student life cycles.Review of Educational Research 1973,43 371–401.Google Scholar
  4. Blau, P. M.The Organization of Academic Work. New York: Wiley, 1973.Google Scholar
  5. Brim, O., Jr., and Wheeler, S. (Eds.).Socialization After Childhood. New York: Wiley, 1966.Google Scholar
  6. Carnegie Council on Policy Studies in Higher Education.Three Thousand Futures: The Next Twenty Years for Higher Education. San Francisco: Jossey-Bass, 1980.Google Scholar
  7. Centra, J. Maintaining faculty vitality through faculty development. In D. Lewis and S. Clark (Eds.),Faculty Vitality in American Higher Education. New York: Teachers College Press (in press).Google Scholar
  8. Clark, S. M., Boyer, C. M., and Corcoran, M. Faculty and institutional vitality in higher education. InFaculty Vitality in American Higher Education (in press).Google Scholar
  9. Clark, S. M., and Corcoran, M. Professional socialization and faculty career vitality. Paper read at the American Educational Research Association in Montreal, Canada, April 1983.Google Scholar
  10. Corcoran, M. The study of faculty members: some cautionary verses.Research on Academic Input. Proceedings of the Sixth Annual Forum of the Association for Institutional Research, May 1966, pp. 65–70.Google Scholar
  11. Ebben, J. and Maher, T. H. Capturing institutional vitality. Paper presented at the Annual Forum of the Association for Institutional Research, San Diego, Calif., May 1979.Google Scholar
  12. Eckert, R. E., and Stecklein, J. E.Job Motivations and Satisfactions of College Teachers. Washington, D.C.: U.S. Department of Health, Education, and Welfare, 1961.Google Scholar
  13. Erikson, E. H.Childhood and Society. New York: Norton and Co., 1950.Google Scholar
  14. Feldman, D. A contingency theory of socialization.Administrative Science Quarterly 1976,21 433–452.Google Scholar
  15. Fulton, O. and Trow, M. Research activity in American higher education.Sociology of Education 1974,74(1), 29–73.Google Scholar
  16. Gardner, J. W.Self-Renewal. New York: Harper & Row, 1963.Google Scholar
  17. Gardner, J. W.Morale. New York: W. W. Norton, 1978.Google Scholar
  18. Kanter, R. M.Men and Women of the Corporation. New York: Basic Books, 1978.Google Scholar
  19. Kanter, R. M. Changing the shape of work: reform in academe.Current Issues in Higher Education 1979,1 3–10.Google Scholar
  20. Light, D. Introduction: the structure of the academic professions.Sociology of Education 1974,47(1), 2–28.Google Scholar
  21. Linnell, R. H., and Svinicki, M. D. Institutional vitality and the changing needs of society. Session 6-D, Eighteenth Annual Forum of the Association for Institutional Research.Annual Forum Proceedings. No. 1, May 1978, p. 61.Google Scholar
  22. Lortie, D. C.Schoolteacher: A Sociological Study. Chicago: University of Chicago Press, 1975.Google Scholar
  23. Maher, T. H. Institutional vitality in higher education. AAHE & ERIC Research Currents,AAHE Bulletin, 1982,34(10).Google Scholar
  24. McKeachie, W. J. Enhancing productivity in postsecondary education.The Journal of Higher Education 1982,53(4), 460–64.Google Scholar
  25. Merton, R. K.Social Theory and Social Structure. Glencoe, Ill.: The Free Press, 1957.Google Scholar
  26. National Science Foundation Advisory Council.Report of Task Group #1: Continued Viability of Universities as Centers for Basic Research. Washington, D.C.: October 1978.Google Scholar
  27. Parsons, T., and Platt, G.The American University. Cambridge: Harvard University Press, 1973.Google Scholar
  28. Peterson, R. E., and Loye, D. E.Conversations Towards a Definition of Institutional Vitality. Princeton, N.J.: Educational Testing Service, 1967.Google Scholar
  29. Planning Council. A proposal for a study on “The Future Vitality of the Faculties of the University.” Memorandum to President C. Peter Magrath, University of Minnesota, February 1980.Google Scholar
  30. Presthus, R.The Organizational Society (revised ed.). New York: St. Martin's Press, 1978.Google Scholar
  31. Radner, R., and Kuh, C. V.Preserving a Lost Generation: Policies to Assure a Steady Flow of Young Scholars Until the Year 2000. Carnegie Council on Policy Studies in Higher Education, 1978.Google Scholar
  32. Reskin, B. Academic sponsorship and scientist's careers.Sociology of Education 1979,52 129–146.Google Scholar
  33. Riley, M. W., and associates.Aging and Society. Vol. III: A Sociology of Age Stratification. New York: Russell Sage Foundation, 1972.Google Scholar
  34. Sarason, S. B.Work, Aging and Social Change: Professionals and the One Life-One Career Imperative. New York: The Free Press, 1977.Google Scholar
  35. Trow, M. (Ed.).Teachers and Students: Aspects of American Higher Education. A Volume of Essays Sponsored by the Carnegie Commission on Higher Education. New York: McGraw-Hill, 1975.Google Scholar
  36. Trow, M. Departments as contexts for teaching and learning. In D. E. McHenry and associates (Eds.),Academic Departments. San Francisco: Jossey-Bass, 1977, pp. 12–33.Google Scholar
  37. Van Maanen, J. Breaking in: socialization to work. In R. Dubin (Ed.),Handbook of Work, Organization and Society. Chicago: Rand McNally College Publishing Co., 1976, pp. 67–130.Google Scholar
  38. Weiss, C. S. The development of professional role commitment among graduate students.Human Relations 1981,34(1), 13–31.Google Scholar
  39. Wheeler, S. The structure of formally organized socialization settings. In O. G. Brim and S. Wheeler (Eds.),Socialization After Childhood. New York: Wiley, 1966, pp. 53–116.Google Scholar

Copyright information

© Agathon Press, Inc. 1984

Authors and Affiliations

  • Mary Corcoran
    • 1
  • Shirley M. Clark
    • 1
  1. 1.University of MinnesotaUSA

Personalised recommendations