TDNet Discover

The purpose of this study was to investigate university onboarding practices for new faculty moving from industry or practice to higher education. For the utility of this study, onboarding refers to structured processes that introduce new faculty to academia, including orientation, job expectations, mentorship, teaching, and faculty development. This study was grounded in organizational socialization theory (OST), which explains how individuals adapt to and integrate within new organizations. This study examined public institutional documents from four universities offering comparable degree programs. The selected institutions represent diverse regions of the United States and varying student populations to ensure a broad perspective. The study analyzed faculty handbooks, orientation material, and institutional websites. Three key themes emerged: HR Basics, Faculty Development, and Mentorship. HR Basics focused on employee orientation and human resource tasks, with less attention to relational or instructional support. Faculty development was not positioned as a core part of onboarding or a vital aspect of new employment. Mentorship was variable across institutions but was not a requirement of onboarding or directly connected to the new job experience for the institution as a whole. The findings point to a disconnect between the needs of new faculty and onboarding activities, especially for those transitioning to academia as a second career. Clearer, more intentional onboarding strategies to include faculty development and mentorship could better support early success and long-term retention.