The Unwritten Path: Mid-Career Transitions and Challenges,for Economics Educators in UK Academia

Education-focused academic roles in UK economics departments have grown substantially, representing 19% of academic staff in 2022 (up from 8% in 2012). Yet, mid-career economists in these roles often navigate careers characterised by unclear progression pathways, limited institutional recognition, and insufficient support, what we term the "unwritten path." Drawing on staff data, literature on academic career development and disciplinary culture, and insights from a Mid-Career Workshop for Economics Educators, this paper examines how education-focused economists experience career progression at mid-career. We develop a conceptual framework that explains the emergence of the unwritten path by situating career trajectories at the intersection of three dimensions: individual trajectories, institutional structures, and disciplinary and departmental cultures. Our analysis shows that structural ambiguities, combined with economics' hierarchical culture and narrow definitions of success, constrain progression and shape experiences of marginalisation. While we identify strategies through which individuals can navigate these challenges, we argue that meaningful and sustainable change requires systemic reform at both institutional and disciplinary levels.