Abstract
In many respects, the study of academic careers is quite new (in “academic” time)—certainly, no more than half a century old. It coincides largely with the emergence to global prominence of the American university and the explosive growth of American higher education following WorldWar II (WWII). As higher education transitioned from an elite to a mass system (Trow, 1973), and as a federally subsidized, university-based research and development enterprise was constructed as a bulwark of the national defense, the academic professions came to be perceived as a vital national resource and a worthy object of empirical study (see Bowen and Schuster, 1986; Finkelstein, 1984). Stimulated by the publication of Logan Wilson’s pioneering volume, The Academic Man (Wilson, 1942, 1979), the pace of empirical inquiry slowly gathered steam in the 1950s and literally mushroomed by the late 1960s, attaining a critical mass by the mid 1970s in terms of an identifiable repertoire of conceptual frameworks, theoretical propositions, and descriptive generalizations (Finkelstein, 1984).
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Finkelstein, M.J. (2006). THE STUDY OF ACADEMIC CAREERS: LOOKING BACK, LOOKING FORWARD. In: Smart, J.C. (eds) HIGHER EDUCATION:. Higher Education: Handbook of Theory and Research, vol 21. Springer, Dordrecht. https://doi.org/10.1007/1-4020-4512-3_4
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