What triggers imposter phenomenon among academic faculty? A critical incident study exploring antecedents, coping, and development opportunities

Abstract

Despite research on imposter phenomenon among graduate students, few researchers have explored how academic faculty copes with the psychological stress resulting from questioning their professional legitimacy and expertise. We examined the predicating events that trigger imposter tendencies among academic faculty, their applied coping skills at mitigating such experiences and types of institutional resources that could support faculty struggling with imposter phenomenon. We position our study within identity theory and suggest that the emergence of imposter phenomenon could be a formative part of how faculty form their professional identity. Using critical incident technique (CIT) to analyse faculty narratives (n = 16), we identified four specific incidents that triggered faculty imposter experiences, four distinct coping methods used to interrupt the imposter cycle, and perceived needs and resources around institutional support. We also identified gender differences in incidents and coping responses. Specific suggestions are offered for formal and informal learning interventions in dealing with faculty imposter phenomenon as it relates to work outcomes.

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