Faculty Learning and Professional Growth in the Sabbatical Leave

Area of Science:

• Higher Education Studies
• Faculty Development
• Organizational Psychology

Background:

• Faculty sabbatical leave, originating at Harvard University in 1880, is a long-standing but under-researched aspect of higher education.
• Existing literature inadequately addresses the comprehensive outcomes of sabbaticals for both faculty and institutions.

Purpose of the Study:

• To explore faculty members' perceptions of their sabbatical experiences.
• To understand how sabbaticals relate to faculty professional growth models.

Main Methods:

• Qualitative study involving interviews with 12 faculty members.
• Conducted at a single research university in the United States.
• Focused on understanding perceptions of sabbatical experiences and professional growth.

Main Results:

• Faculty members actively directed their own learning processes during sabbaticals.
• Participants strategically sought professional relationships to facilitate learning and growth.
• Faculty demonstrated commitment to their sabbatical goals, including managing work-life balance.

Conclusions:

• Sabbaticals empower faculty to be agents in their professional development.
• The sabbatical experience is intrinsically linked to faculty professional growth and self-directed learning.
• Faculty actively integrate sabbatical pursuits with personal well-being and work-life balance considerations.