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Clance (1978) first identified the Impostor Phenomenon in therapeutic sessions with highly successful women who attributed achievements to external factors even in the presence of evidence to the contrary. These individuals, believing themselves unworthy of promotions, recognition and rewards, saw themselves as frauds. Those dealing with impostor tendencies put a considerable amount of pressure on themselves to maintain the façade and as such are known to exhibit high levels of perfectionism and workaholic behaviors. This article reviews the definition and traits associated with the Impostor Phenomenon with a focus on incidence and impact in higher education.
INTRODUCTION
These are difficult times in higher education. Increased competition for students, declining state appropriations (Barnshaw & Dunietz, 2015), ratcheted scrutiny by the federal government and intense pressure to deliver on outcomes within a four-year time frame by accrediting bodies have left many colleges and universities reeling (Howard, 2015; Woodson, 2013). This pressure is complemented by a rampant consumer mentality that has organizations struggling to keep up with student and parental demands for diverse curricula delivered in high-end facilities, which must ultimately lead to job placement (Potter, 2011; Woodson, 2015). Shrinking birth cohorts coupled with population shifts have led to declining enrollments in many colleges and universities. Those who are tuition dependent, particularly private institutions, are feeling the stress more than others, but they are not alone (Edwards, 2015). The vast majority of institutions are working hard to attract new students and retain those who arrive on campus each fall. Under increasing pressures to do more with less in organizations with uncertain wage increases and rising expectations, faculty and staff are considering employment changes (Flaherty, 2013). None can afford to lose highly-valued contributors as budgets tighten. Whether it is the student population or the seasoned high-performing faculty and staff, colleges and universities need to be thinking about retention. The Imposter Phenomenon (IP) has been well documented in the academy and it has the potential to negatively impact an organization's ability to retain students, faculty, and staff alike. Understanding the Imposter Phenomenon can be very helpful in identifying those at risk for leaving. Equally as important, studying trends in addressing IP can curb the flow and create a more inviting environment allowing colleges and universities to retain top...