Female lecturers’ academic career development: A case of speech-language pathology and audiology

Abstract

Background: Academic career development (ACD) in the context of work intensification in speech-language pathology and audiology (SLP-A) academia has received limited attention in recent years. Higher education institutions, such as the University of Interest (UoI), provide support to developing academics. Yet, little is known about how female academics experience accessing ACD while simultaneously trying to cope with the demands of academic work intensification. The impact of ACD on work–life balance (WLB) is also unknown for SLP-A academics.
Objectives: This study explores the experiences of ACD for female SLP-A academics at a South African university and the related impact on WLB.
Methods: Eight purposively sampled SLP-A academics from the UoI participated in qualitative semi-structured interviews within a hermeneutic phenomenological design. The data generated were analysed thematically.
Results: The UoI makes ACD support available to staff, with female academics experiencing more opportunities than their male counterparts. However, access to available ACD support was restricted by time constraints and a counterculture within the SLP-A disciplines. Work intensification further restricted ACD and led to poor WLB, with social life being compromised.
Conclusion: There is a need to explore means to optimise the flow and accessibility of ACD opportunities from university leadership to the discipline level for female academics, with minimal interference from the disciplines. A stronger policy position to promote improved WLB is necessary.
Contribution: This study provides a basis for discussing policy shifts concerning work intensification while supporting ACD and minimising the negative impact on WLB, particularly for developing female academics.