The purpose of the present qualitative study was to examine the lived experiences of university faculty who have experienced a delay in their career progression even after meeting the selection criteria in order to better understand that phenomenon. The study was conducted in public sector universities of Pakistan. In this study the term delayed progression is defined as having been in same rank without being selected to next rank for more than five years even after fulfilling the promotion criteria set by HEC and respective university. The study used an integrative model of human growth at work presented by Gretchen M. Spreitzer and Christine Porath as theoretical framework to conceptualize behavior at both individual and organizational level. This study flowed from constructivist paradigms. Participant for the study were faculty member with delayed progression who were selected through purposive sampling according to established criteria. Semi-structured interviews were used to collect data. Interpretative Phenomenological Analysis (IPA) was used as method to analyze the interview data. Five themes emerged from the analysis of data which represent mean for progression, delay or denied, between eligibility and non-eligibility, injustice and balancing stress. The study is expected to contribute to the existing literature in many ways by providing theoretical bases to construct a support mechanism for faculty development at university level.
Key words: Faculty Progression, IPA, Thriving, Injustice
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