Generally, academic career starts with great hopes and expectations. First decade receiving a doctorate degree, new lecture experiences provide a high level of motivation. But sometimes managers can force you to work with a lot of workload. Academic steps are difficult. The lucky ones gain experience abroad and develop their renewed self. Some become unable to handle the workload and their motivation falls. As soon as some of them have less academic work, they lose interest in academia. They find other efforts to give up academic progress. After 15 years, competence increases. The main motivations of the academician who have good relations with the students are their students. But after 15 years fatigue, some things lose meaning lowers motivation. Excessive effort in intensive work such as symposium, preparing the whole faculty lesson plan and accreditation can create discomfort. Often academics are optimistic. But the use of most of the efforts of their superiors can reduce motivation. At the end of 20 years, the motivation can still be maintained by being honored in a certain field. How do you think it is possible not to lose motivation for years due to these thoughts?
It is so hard to keep working under negative academic conditions. But I always motive myself to continue. I know that everything what I've done for my working area, can be useful or helpful for future studies. And also my publications are always my production.
It is so hard to keep working under negative academic conditions. But I always motive myself to continue. I know that everything what I've done for my working area, can be useful or helpful for future studies. And also my publications are always my production.
Super (1980) proposed that—across their entire lifespan—people go through five developmental stages: (1) Growth (Age 0–14), with emphasis on physical growth, forming the self-concept, and exploring early interests and abilities; (2) Exploration (Age 15–24), with emphasis on exploring different areas of work, beginning to focus on a specific career direction, getting specialized training, and beginning to engage in work; (3) Establishment (Age 25–44), with emphasis on settling into a career field, making contributions to the field, and achieving higher levels of responsibility; (4) Maintenance (or Management) (Age 45–64), with emphasis on maintaining a job position, updating skills as needed to stay competitive, and planning for retirement; and (5) Decline (or Disengagement) (Age 65+), with emphasis on gradually separating from work and engaging in other projects such as leisure, time with family, and community activities.
When Super developed his model, people in high-income countries moved rather clearly through these five life stages. Today, careers often follow less predictable patterns and one can adjust the "typical" age ranges and stages to fit the patterns of one's life, considering also longer life expectancies. Importantly, and of special interest in the context of this query on motivation in academic life, Super also developed the concept of vocational maturity, which may or may not correspond to chronological age: and so, people can cycle through the five developmental stages (but not necessarily complete them) when they go through career transitions. For instance, growth in adolescence would be about developing a realistic self-concept; in early adulthood, it would be about learning to relate to others; in middle adulthood, it would be about accepting one's own limitations; and, in late adulthood, it would be about developing and valuing nonoccupational roles. (One last example should suffice: establishment in adolescence would be about getting started in a chosen field; in early adulthood it would be about settling down in a suitable position; in middle adulthood, it would be about developing new skills; and, in late adulthood, it would be about doing things one has wanted to do.)
Article Seven Entries on 21st Century Working
You’re great at what you do and have a clear roadmap of where you want your academia career to take you. However, even when you have every step, milestone, and promotion mapped out, the reality is that advancing doesn’t happen overnight.
The following tactics may possibly help you out regarding motivation level:
- try to believe in failures.
- set realistic goals with backup plans.
- try to earn recognition through continuous publications.
- avoid negative people.
- regular workout.
- try to enjoy leisure times.
- don't be proud.
All suggestions were very valuable, thank all of you very much. I think the balance with real life is very important. In general, it is better not to be an administrator in the academy as to gain more time for happiness. For the last decade, hobbies at the academy have also become highly supported. Architect-painter, city planner-traveler, sociologist-photographer etc. The identity gained with this hobby is very useful for restoring academic motivation and developing new ideas. Different country experiences and international friendship in the academy are important sources of motivation. The Academy is a bumpy ride like real life. Not being too competitive and being optimistic increases durability. Patience is something I think won at the academy. Academicians are handled with the number of publications. But quality is the real important. The fact that journals accept interdisciplinary publications also obscures individual interests. For example, I am a city planner who is a fan of Chopin, and what makes me happy is my publication about the city of Chopin. Even though I knew I couldn't get citations in writing this, that made me feel better.
As a newcomer to the academic world, I was always wondering about the motivations of academic people. I am a PhD student (3 years almost passed) and I have published a paper by the great help of my professor and now I am learning new tools for my research work. But still I have these doubts whether I am walking in the right path or no.
I agree that it's difficult to maintain motivation in negative environments. I understand why some academics disengage except for what's absolutely necessary to maintain employment. Might I suggest that instead of disengagement, you consider "selective disengagement?"
I entered this profession in part to make a positive difference, and those opportunities still exist. We're fighting ignorance, training the next generation, and making a difference in our students' quality of life when we help them understand course material, get scholarships and jobs, and expand their thinking. Uplifting them motivates me. Ditto for younger scholars entering academia. However, I've seen seasoned academics and administrators waste time and university resources on useless arguments, vendettas, and other nonsense. I do not feel the need to be in the middle of that kind of drama, and my life is richer for it. So, my best advice is focus on the good that you can do, avoid those who create negative drama where possible, and balance your life with rewarding outside activities. Pace yourself for the long haul, and good luck! It sounds like you have the right heart for this job, or you wouldn't have asked the question to begin with.
You made a great academic lifeline. Compare it with other work areas. I have done it then so far I think academic life has what is most important for humans happiness: human interaction, cooperation, collaboration. All the best!
Dear Naeim Roshan ,
Academics in all circumstances is a special field that brings happiness. Unlike other business areas, the connection with the sector can be maintained. It is very nice to produce unique works and gain value over time. Difference from other fields work depends on you. If you work hard and sacrifice for the students, you will gain more spiritual satisfaction. If you don't draw attention and produce too much, you don't have the power to regenerate. Everything in this area is in your hands.
Dear Seda H. Bostancı ,
From your point of view, I find the courage and dignity. I really do appreciate that.
I found this link as a source to regain lost motivation in pursuing an academic life.
http://www.ecampustours.com/for-students/campus-life/study-habits-and-time-management/techniques-for-increasing-academic-motivation.aspx#.XfqhMWhRU0M
Staying motivated to study, complete homework, attend classes, etc. comes easy for some students, while others may need to practice certain methods in order to stay academically driven. Here are eight techniques for increasing your academic motivation.
Set realistic goals. You may already have a mix of short-term and long-term goals, and those short-term academic goals probably support your long-term career goals. For example, if your long-term goal is to become a doctor, then your short-term goals may be related to class attendance, study habits, test performance, etc. Make a list of your current academic and career-oriented goals and the steps you need to take in order to achieve them. Your goals should be based on your abilities, circumstances, values, interests, and desires. Review your goal list regularly as it will serve as a reminder of what you are working toward and help keep you motivated.
Create a "to-do" list for each day. Daily academic "to-do" lists will help keep you visually motivated. Checking off each task after completion makes you feel accomplished and inspires you to stay on track with the rest of your task list. Download an app on your phone or use a daily planner to record your "to-do" list as well as assignment deadlines, test dates, etc.
Schedule time for studying. You should set aside time each day that is strictly dedicated to studying and completing homework. Schedule this time on your calendar or daily planner so that you are more motivated to stick to your agenda. Be sure to study when you are most alert and plan your study sessions during your optimal studying hours.
Enhance your studying environment. A comfortable, organized, and efficient study area will allow you to study more effectively and increase your motivation to study. To enhance your studying environment, you should:
Designate a comfortable space that is away from distractions.Organize your desk with labeled boxes, a small bookcase, a filing cabinet, a bulletin board, and a calendar.Get rid of clutter by utilizing a filing system to keep important documents and recycling old documents.Use good lighting by investing in a bright desk lamp.Create an energizing atmosphere using stimulating colors on the walls of your study area.
Become actively involved in the learning process. When you become actively involved in the learning process, you may find yourself wanting to learn more. Don't just attend classes and lectures. Instead, participate in class discussions, meet with your teachers and professors, and be over prepared for exams. Your desire to learn will increase once you become more involved in the classroom and in your self-directed study sessions.
Adopt a positive attitude. A can-do attitude produces positive results in academic performance. You should approach your studies, homework assignments, interactions with teachers and professors with a positive attitude to help increase your academic motivation. When you change your attitude from "I can’t" to "I can," you will see positive academic outcomes, which will make you want to continue on that path to academic success.
Compete with yourself. Competition is always a good academic motivator. But instead of competing with other students, you should compete with yourself. Each time you have an assignment or test, set a goal to make a better grade than you did on your previous assignment or test.
Reward yourself. Each time you accomplish a goal, mark a task off of your "to-do" list, or earn a good grade, you should reward yourself. Rewards can be as small as spending a few minutes on social media in between study time or as big as splurging on a weekend getaway after you made superb grades on your finals. Giving yourself intermittent rewards will help break up the monotony of academics, allowing you to stay refreshed and motivated for future academic goals and tasks.
For more information about academic motivation, visit your school counselor or the center for academic success at your college.
Dear (still unseen) Seda!
Personally what keeps me going is the belief that we a r e light, that our task as light-beings now-living-in-human-bodies is to enlighten and elaborate and beautify the World, the Universe, Cosmos, along the lines of growing all-embracing creative know-how that pater Pierre Teilhard de Chardin envisaged as Point Omega. And then it continues in another shape, light itself being 'the shaper'. To believe in such a way you need to be a kind of SciFi-being! So, I do not see me as an 'I', a 'me' in Meads sense of 'the social self'. Neither in Freud's sense of the 'ego' in the context of the 'super-ego' or the 'id'. As to the practical aspects of my life in human society I am quite down to earth, with a wonderful family. And my career as a quite radical sociologist since my first student days in 1956 just continues as before. I was born to change the world to for the better and I intend to do it!
Clearly there are quite distinct motivational patterns which lead to academic success....
Entwistle, N. J., Thompson, J., & Wilson, J. D. (1974). Motivation and study habits. Higher Education, 3(4), 379-396.
Five questions to help you rediscover .....
Dewhurst, S. (2009). How to regain your motivation for work. Strategic Communication Management, 13(3), 14.
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