Abstract

There are diverse pathways to becoming an academic, yet personal histories of successful academics who have taken non-traditional routes often remain undocumented. This qualitative and autobiographical study is guided by the theories of equifinality and career construction (von Bertalanffy, 1968; Toya, 2020; Savickas, 2005), aiming at filling this gap by documenting a personal journey from classroom teaching to academia. The study findings reveal that career pathways are marked by significant milestones, challenges and strategic decision-making processes that shape the career trajectory. The results underscore the validity of equifinality in academic career development and active role individuals play in constructing their career narratives. It is recommended that institutions and policymakers in higher learning institutions should recognize and value non-traditional career paths as valuable assets within individuals’ career development.