Factors Affecting Academics’ Decision to Pursue an Academic Career as a Profession

Abstract

This study explores the motivations behind academics’ decisions to pursue and sustain careers in faculties of education, focusing on how these motivations evolve over time (RQ1) and differ by age and gender (RQ2). Data were collected through open-ended questionnaires and semi-structured interviews with academics at various career stages. The analysis identified multiple intrinsic (e.g., self-development, service, lifelong learning) and extrinsic (e.g., salary, prestige, professional autonomy) motivations driving initial career choices. Many participants refined or broadened their motivations with experience, shifting from self-focused goals to service or quality-driven objectives. Younger academics often emphasized systemic improvement and social impact, while older participants adopted more pragmatic views, balancing academic responsibilities with future career plans. Female generally reported combining personal development with educational impact, whereas male more frequently highlighted professional autonomy and research productivity. Overall, these findings affirm the complexity of academic career motivations and highlight the value of the reinterpreted FIT-Choice framework for understanding how intrinsic, extrinsic, and demographic factors intersect to shape long-term engagement in higher education.