Austin, A. E. (2011). The socialization of future faculty in a changing context: Traditions, challenges, and possibilities. In J. C. Hermanowicz (Ed.), The American academic profession: Transformation in contemporary higher education (pp. 146-167). Baltimore, MD: The Johns Hopkins University Press.
“Doctoral education serves as a period of socialization during which those who are considering entering the professoriate learn the beliefs, norms, values, and behaviors that are valued within the academic profession. While disciplines vary in the specifics of their approaches, efforts to socialize future faculty have been embedded within long-standing understandings of what it means to be part of the academic profession. However, changes occurring in academic work and faculty appointment patterns raise questions about the nature of the academic profession. Faculty members are facing new roles and responsibilities, and the nature of faculty appointments is changing. Furthermore, doctoral students’ expectations about the kinds of careers and life situations they seek sometimes differ in noteworthy ways from the expectations and assumptions of established faculty” (p.145).