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A conceptual framework of career development based on professional rank was examined for its usefulness in describing three qualitatively different stages of career development of faculty. Sixty faculty at a large university were interviewed to obtain information about their aspirations, motivation, satisfaction and external expectations. Faculty interviewed generally progressed through a series of stages but the diversity of their professional life style increased with each rank. Implications of using rank to interpret faculty career paths were discussed.
Braskamp et al. (Sun,) studied this question.