Category of Work
Presentation
Title of Conference/Lecture Series
The Council of Social Work Education (CSWE) Annual Program Meeting (APM)
Abstract
Faculty in higher education, especially in applied disciplines like social work, are expected to excel in teaching, research, service, and collegiality. Despite these demands, formal preparation for new faculty is often limited. This qualitative study explored the experiences of 36 full-time faculty members in social work and related disciplines regarding their preparedness for academic roles. Using an exploratory approach and thematic analysis, four themes emerged: (1) Mentorship and Professional Support, (2) Institutional Training and Resources, (3) Self-Directed Learning and Adaptation, and (4) Challenges and Barriers to Preparation. Findings revealed inconsistent onboarding, limited mentorship, and a reliance on self-navigation, with disparities especially affecting early-career and underrepresented faculty. Some participants described helpful formal programs and collegial support, while others reported unclear expectations and overwhelming workloads. Guided by mentoring theories and Self-Determination Theory, the study emphasizes the need for structured, equity-informed professional development. Implications for social work education include stronger induction practices, culturally responsive mentorship, and institutional investment in faculty success. Future research should examine the long-term effects of faculty development on retention, productivity, and advancement.
Presentation Date
Fall 10-25-2025
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.
Recommended Citation
McMeel, Lorri S. and Murray, Felicia, "Navigating the transition: A study of faculty experiences with institutional and collegial support" (2025). Social Work Department Faculty Conferences. 1.
https://digitalcommons.lewisu.edu/socialwork_faccons/1
