Making the Switch

Abstract

Landscape architecture programs benefit from having faculty with professional knowledge, skills, and practice‐based experience. Practitioners in tenure‐eligible positions mentor students and other faculty; develop and maintain curricula; produce valuable research, scholarship, and creative works; and provide outreach and service to the profession, university, and broader community. Yet, little is known about the unique experiences of landscape architecture faculty who switched from professional practice to academia. Using a mixed‐methods approach, including an online survey (N = 44) and follow‐up interviews (N = 17), this study explores practitioners’ lived experiences, focusing on the motivations and challenges encountered during their career transitions. Findings reveal that practitioners are drawn to academia for various personal and professional reasons, but most are motivated by the desire to teach and mentor students. The switch into tenure‐eligible positions can be fraught with challenges, such as navigating the academic environment, balancing workloads, establishing a scholarly agenda, and balancing divergent practitioner and academic professional identities. This study highlights the need for clear communication of position expectations, effective mentorship, tailored training, and coordinated and timely feedback to ensure a successful switch. Recommendations are provided for both practitioners considering a tenure‐eligible career and for programs aiming to recruit and retain practitioner‐faculty.