Applying the Schlossberg 4S Transition Model to Retired University Faculty: Does It Fit?
✍ Scribed by Jane Goodman; John G. Pappas
- Book ID
- 102870556
- Publisher
- American Counseling Association
- Year
- 2000
- Tongue
- English
- Weight
- 738 KB
- Volume
- 2
- Category
- Article
- ISSN
- 1524-6817
No coin nor oath required. For personal study only.
✦ Synopsis
The authors sumeyed university faculty t o investigate whether the Schlossberg 4s Transition Model was a usefil way to look at retirement aajustment.
Participants were asked questions regarding aspects of situation, self, support, and strategies before and a j e r retirement. Results are described in relation to overall retirement satisfaction.
According to federal regulations, beginning on January 1 , 1994, universities could no longer mandate faculty retirement at a specific age. This shift in federal regulations means that faculty members can generally work as long as they wish. This change has also spurred an interest in understanding some of the aspects of faculty retirement, from administrators, who often want to encourage retirement, and from social scientists, who want to better understand the transition. Although much of the published literature focuses on the financial aspects of retirement, several researchers have examined features of retirement satisfaction.
Walz, Craft, and Blum (1991) reviewed the literature on faculty retirement and concluded, "professors generally are positive about retirement and adjust well to retirement. . . . [They] however, have reported negatives associated with retirement: loss of contact with students and colleagues, loneliness, feelings of uselessness, lack of structure, and concern about finances" (p. 61). Dorfman (1992), who also examined faculty retirement, stated The literature is quite conclusive in identifjring what academics consider to be the positive aspects of retirement: free time to spend as one wishes, freedom from routine and responsibilities, more opportunity for service, and remembrance of work well done. (p. 346)