This study draws on the career construction theory to investigate how individual and institutional features enhance the subjective career success of early career academics in a university in South Africa. A qualitative research design was used to gather and analyse data by way of semi-structured face-to-face interviews among 16 early career academics who were purposively sampled. Results revealed that hierarchical barriers, perceived unclear policies on work processes, and challenges pertaining to academic freedom impede early career academics’ subjective career success. Conversely, availability of teaching and learning resources, exposure to professional networks, and social interaction enhance the subjective career success of early career academics. At the individual level, early career academics’ sense of inadequacy, challenges in socialising with colleagues, and high teaching workloads negatively affect their subjective career success. This study recommends that universities should prioritise the subjective career success of early career academics by supporting their individual goals through institutional support mechanisms that include career advising and mentoring.

本研究利用职业建设理论来调查个人和制度特征如何提高南非一所大学早期职业学者的主观职业成功。定性研究设计用于通过半结构化的面对面访谈对有目的抽样的 16 名早期职业学者进行数据收集和分析。结果表明，等级障碍、工作流程政策不明确以及与学术自由有关的挑战阻碍了早期职业学者的主观职业成功。相反，教学资源的可用性、专业网络的接触和社会互动增强了早期职业学者的主观职业成功。在个人层面，早期职业学者的不足感，与同事交往的挑战以及高教学工作量对他们的主观职业成功产生了负面影响。本研究建议大学应优先考虑早期职业学者的主观职业成功，通过包括职业建议和指导在内的机构支持机制支持他们的个人目标。