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Surviving the tsunami of an ageing academic workforce: Mentorship for the next generation ☆
Journal article   Open access   Peer reviewed

Surviving the tsunami of an ageing academic workforce: Mentorship for the next generation ☆

Hancy Issac, Clint Moloney and Geraldine Roderick
Vol.162, pp.1-8
07/2026
DOI: https://doi.org/10.1016/j.nedt.2026.107082
Appears in  Recent Faculty of Health Publications
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Abstract

Mentorship Nursing academia Workforce sustainability Succession planning Institutional knowledge loss Academic retention
Background: The Australian nursing academic workforce is undergoing a significant demographic shift, charac- terised by accelerated retirement and departureof senior academics. This trend threatenscontinuity of mentorship, academic leadership, and institutional knowledge, with potential implications for early- and mid- career nurse academics. Objectives: To explore nurse academicss lived experiences of senior mentorship loss and to examine perceived impacts on induction, workload, role clarity, succession planning, and resilience within a regional university context. Design: A qualitative study informed by a hermeneutic phenomenological orientation, an interpretive approach concerned with understanding meaning derived from lived experience. Methods: Three face-to-face focus groups were conducted with early- and mid-career nurse academics (3 groups; N= 15; n = 5 per group) at a regional Australian university. Data were analysed using reflexive thematic analysis following Braun and Clarkes six-phase analytic process to identify shared patterns of meaning across participants accounts. Results: Five themes were identified: (1) Loss of Institutional Knowledge and Mentorship; (2) Inadequate In-duction and Orientation Processes; (3) Workload Intensification and Role Ambiguity Following Senior Academic Loss; (4) Organisational Gaps in Succession Planning and Communication; and (5) Strategies for Recovery, Retention, and Resilience. Participants described emotional and professional strain associated with mentorship voids, unclear expectations, increased invisible workload, and inconsistent organisational responses during workforce transition. Conclusions: The findings underscore mentorship as a critical elementof academic sustainability and highlight limitations in existing induction, workload, and knowledge-transfer systemsduring periods of senior workforce attrition. Strengthening formalised and integrated mentorship and succession-support mechanisms may assist nursing education leaders to enhance retention, professional identity, and workforce resilience.

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