지방대학 교수의 이직 경험과 의미

다국어 초록 (Multilingual Abstract)

This study aims to investigate the phenomenon of faculty turnover in local universities and to explore the experiences and meanings associated with faculty transitions before and after such turnovers. To achieve this, in-depth interviews were conducted with five faculty members who had worked at local universities and transitioned to other institutions within the past five years. Using an inductive analysis approach, the study identified key themes related to their experiences and the meanings ascribed to these transitions. The analysis revealed that, prior to turnover, faculty members faced challenges such as a wavering sense of professional identity, strained relationships with colleagues, and organizational as well as personal instabilities. Following their transitions, they reported feelings of anxiety about new beginnings, aspirations for a more stable life, and a renewed sense of purpose as educators and researchers. Faculty turnover was perceived as a process of survival and a means to rediscover personal, academic, and educational identities while seeking improved professional environments. The findings underscore that the ability of university faculty to secure their identity and stability plays a critical role in their professional satisfaction, reflecting an essential aspect of survival rather than merely a pursuit of better conditions. Based on these insights, the study provides academic and practical implications, emphasizing the need to expand research on faculty identity in light of the evolving roles of university faculty. Additionally, the findings highlight the importance of improving organizational culture within universities to enhance overall faculty satisfaction and adaptability.