From Industry Expert to Academic Novice: Understanding Second-Career Teachers' Identity Reconstruction and Adaptation Efficiency in Higher Education

Abstract

This study examines career transition experiences of second-career academics entering higher education from non-academic sectors, focusing on identity reconstruction, career adaptability, and institutional integration processes. Using a thematic coding with content analysis of interviews of three business professionals transitioning to academic roles at a case Czech university, this study explores how mid-career professionals navigate the shift from expert practitioner to academic novice. Findings reveal that while transferable competencies facilitate teaching adaptation, research and publishing requirements present significant challenges. Participants experienced status loss despite gaining prestigious academic identity, with financial constraints necessitating concurrent employment that impede full professional identity development. Drawing on Savickas's Career Construction Theory and recent frameworks on teacher professional development, critical gaps in institutional onboarding designed for traditional academic trajectories were identified. The study contributes to understanding how decomposition and recomposition of teaching practices, and targeted coaching support, could better facilitate second-career academics' adaptation. Implications for designing differentiated faculty development programs that recognize prior professional expertise while addressing specific academic skill gaps are discussed.