The Transition to Retirement Experiences of Academics in "Higher Education": A Meta-Ethnography.

BACKGROUND AND OBJECTIVES

There are increasing numbers of older academics working in Higher Education Institutions worldwide. It is essential that academics' retirement experiences are clearly understood as they tend to have different retirement trajectories than other occupational groups. This meta-ethnography aims to answer the research question "what are the experiences of academics transitioning to retirement" by identifying and synthesizing qualitative research using a meta-ethnographic approach.

RESEARCH DESIGN AND METHODS

A systematic literature search was conducted from January 2000 to September 2016 to identify qualitative studies focusing on academics' experiences of retirement. Two reviewers independently assessed the methodological quality of included papers. Concepts from each study were translated into each other to form theories, which were then combined through a "line-of-argument" synthesis.

RESULTS

Twenty papers were included. Five themes were identified: (a) continuing to work in retirement, (b) the impact of the retirement transition on the academics' identity, (c) changing relationships through the retirement transition, (d) experiencing aging processes, and (e) planning for retirement. For most, retirement is characterized by continuing to work in aspects of their role, maintaining associated relationships, with gradual disengagement from academic activities. For another smaller group, the retirement pathway is experienced as an event, with complete detachment from academic activities.

DISCUSSION AND IMPLICATIONS

The review highlights that academics transitioning to retirement experience varying retirement pathways. Awareness of the benefits of comprehensive retirement planning programs could enable academics to choose a retirement pathway that facilitates a smooth transition to retirement.