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Careers of Professional Staff in Higher Education: Theory and Practical Implications

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Book cover Professional and Support Staff in Higher Education

Part of the book series: University Development and Administration ((UDAA))

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Abstract

This chapter provides an overview of the importance of applying career theory to professional staff working in universities to create a greater understanding of the types of career enacted and the implications for individuals in managing their careers and for organizations supporting employees’ careers. This chapter outlines the results of a study into the career attitudes of professional staff in higher education in Australia and the UK and uses the theory of traditional and contemporary careers to explain the outcomes. An online survey was provided to members of the professional bodies in each country. The findings suggest that professional staff create a hybrid career orientation incorporating aspects of traditional organizational and contemporary careers. Traditional career factors such as the requirement for job security, loyalty, a career, and promotion opportunities are integrated with more contemporary attitudes including self-directed career management attitudes, psychological mobility, and the need for job satisfaction, meaningful work, and skill utilization. Implications for higher education institutions include the need to recognize this hybrid career orientation and provide a high-performing work system to create a culture where individuals can enact career-enabling strategies to ensure job satisfaction. Institutions could, for example, provide additional vocational guidance to help professional staff proactively manage their careers. For individuals, five career-enabling strategies are highlighted: high performance, continuing professional development, job rotation, networking, and mentoring.

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Authors and Affiliations

  1. School of Business and Governance, Murdoch University, Perth, Australia

    Michelle Gander

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  1. Michelle Gander
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Correspondence to Michelle Gander .

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  1. University of Tasmania, Hobart, Tasmania, Australia

    Carina Bossu

  2. University of Tasmania, Hobart, Tasmania, Australia

    Natalie Brown

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Gander, M. (2018). Careers of Professional Staff in Higher Education: Theory and Practical Implications. In: Bossu, C., Brown, N. (eds) Professional and Support Staff in Higher Education. University Development and Administration. Springer, Singapore. https://doi.org/10.1007/978-981-10-6858-4_2

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