Abstract
The faculty sabbatical leave has been present in many institutions of higher education since its inception at Harvard University in 1880 but is relatively underexamined in the literature related to the outcomes not only to the institution but also to the faculty member. This study included interviews with 12 faculty members at one research university in the U.S. to better understand their perceptions of their sabbatical experiences in relation to the model of faculty professional growth. Findings underscored that faculty were agentic in their learning, the professional relationships they sought out to do this learning, as well as the commitments they made in this learning and growth, including that of their own work-life balance.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.