BackgroundHealthcare academics are generally recruited for their expertise as practitioners, however this may not always convert into expertise in higher education. ObjectiveInvestigate experiences of academics who transitioned from clinical roles by:1.Ascertaining prior understanding of the academic role.2.Understanding motivations to transition to academia.3.Determining whether expectations reflected reality.4.Identifying support needs for a successful transition. DesignDescriptive cross-sectional survey. Participants122 survey responses; 103 females, 89.3 % UK participants, 65.6 % nurses. Average years as clinician was 14.49 (SD 8.44), average age at time of transition was 39.99 (SD 8.28), average length of time in academia was 4.36 years (SD 6.51) and most were currently employed as a senior lecturer (36.9 %) or lecturer (28.7 %). MethodsAn electronic survey using an amended version of the Career Transition Inventory (CTI), the HEXACO personality trait measure, and open questions for elaboration.Descriptive and inferential statistics were performed on statistical data and open questions were analysed thematically. Results73 % of participants agreed they felt like a novice again and were overwhelmed in their first year of academia. Most felt they received support from their line manager and the transition was the right decision. Higher levels of extraversion were associated with a positive transition, and those open to new experiences were more likely to feel ready and confident in their career transition.The qualitative data identified four themes: the need to do something different, expectations not reflecting reality, levels of support, and it being a transformative experience. ConclusionsReasons for transitioning from clinical to academic roles are multifaceted. There is a lack of prior understanding around the complexities of the role, and expectations rarely reflect reality. Academic roles require extensive support and development, and time to transition into the role effectively.