How do scholars with calling navigate the path to sustainable careers: a career construction perspective

Purpose Drawing on the career construction theory (CCT), this study seeks to develop and test a career adaptability model for how occupational calling contributes to sustainable careers among scholars. Design/methodology/approach The authors used a four-wave longitudinal design to collect data from 257 scholars across 42 Chinese universities. The authors tested the hypothesized model used structural equation modeling in SPSS and MPLUS. Findings The results revealed that occupational calling serially, indirectly and positively relates to scholars' career sustainability (i.e. vitality, well-being and quality work) through the adaptability process (i.e. career adaptability and proactive skill development). Research limitations/implications Scholars have widely discussed how to accomplish and maintain the sustainability of academic life. Although occupational calling is prevalent and salient among scholars, few studies have yet examined whether and why it relates to career sustainability. Practical implications Academic institutions should design interventions (e.g. career workshops) to cultivate calling. Originality/value The findings deepen the understanding of the mechanisms that explain how sustainable careers are achieved and maintained, extend the extra-attitudinal, behavioral outcomes of occupational calling and add to the emerging empirical evidence for supporting CCT.