研究背景：隨著台灣進入超高齡社會，勞動力人口短缺之問題將日益嚴重，面臨勞動力不足之情形。也迫使政府投注更多心力以促進中高齡者的就業，並促進退休者再次投入職場。但其中發現「專業人員」的中高齡與高齡者是全體就業者比率最低的，且大學教授受到《公立學校教職員退休資遣撫卹條例》之規定，必須強制於65歲退休，僅少數符合特定條件能將年齡延至70歲。因此，本研究想針對退休後依然從事專業活動的大學教授做出調查，以進一步釐清教授的退休生活經驗，退休後從事專業活動的類型、動機以及遭遇之困難。
研究方法：本研究採用質性研究、半結構式訪談之方式。訪談者條件須符合 （1）年滿65歲以上 （2）退休於國立大學 （3）於退休持續進行專業活動等條件。並進行約一小時至90分鐘的訪談，並將錄音檔轉換成文字檔案後，編碼做初步歸類，利用主題分析法將內容歸納成主題。
研究結果：針對十位退休教授做出訪談，研究發現教授在退休後，因工作行程安排更為彈性，在心態上感到更輕鬆且壓力減少，可自由選擇工作、學習與感興趣之事務，也為過去忙碌的行程做出健康補償而專注於運動以延續專業活動。退休前五年許多教授都對重返職場展現出興趣，但在經歷生理功能的退化加上逐漸回歸家庭角色，隨著年紀逐漸減少參與專業活動的頻率，尤其在退休超過十年以上的教授更為明顯。
從事的專業活動延續先前於學校任教時的專業，擔任兼任教授、名譽教授繼續於學校任教並指導學生、擔任學會委員及演講之講者、以及政府部門之顧問。而過往有擔任行政職經驗的教授更容易受邀擔任學校評鑑之審查委員。另也有教授透過與民間公益團體合作等方式，透過網路或是實地展演之方式，將教學對象跨大至一般民眾。繼續從事專業活動之動機如以下：（1）回饋社會的責任感、（2）被看重的能力與聲望、（3）享受與學生的互動與教學、（4）和睦的職場環境、（5）傳承創新的使命感。而從事專業活動遭遇之困難則有：（1）工作模式的轉變、（2）家庭角色與專業角色的掙扎、（3）少子化對教授職業之衝擊。
研究結論：本研究探討退休教授在退休後的專業活動參與情形，並分析影響其持續工作的因素。研究發現，女性在退休後較少選擇繼續從事專業活動，而男性則較有意願維持工作。此外，許多教授採取漸進式退休模式，在65至75歲間逐步減少工作量，以適應退休生活。退休教授的再就業模式多仰賴既有人脈，而非主動求職，顯示高社經地位者的退休後求職仍存在挑戰。部分教授透過創新方式，拓展教學場域，為專業活動提供新模式。在工作動機方面，與一般高齡勞動力不同，退休教授的主要動機並非經濟需求，而是來自教學傳承、社交互動與自我價值實現。此外，退休後的專業活動仍需適應數位化與新興技術，顯示職業訓練與再學習的重要性。基於研究結果，本文提出四項政策建議：提高退休年齡、增加就業機會、打造職場友善環境與促進彈性退休模式，以鼓勵退休教授持續發揮專業價值，並因應高齡化社會的勞動市場需求。

Taiwan is about to enter a super-aged society, so the issue of promoting employment for the middle-aged and elderly has become more important. Therefore, this study wants to explore the retirement life experience and professional activities of professors in Taiwan and investigate the continued work of professors after retirement. This study is a qualitative study, using semi-structured interviews. Professors must meet the following criteria to join this study: （1） aged sixty-five or above, （2） retired from a national university, and （3） continued engagement in professional activities post-retirement.
By interviewing ten retired professors, the study showed a huge portion of their professional activities involved serving as adjunct professors, honorary professors, mentoring students, acting as academic society members, delivering lectures, and serving as advisors to government departments. Professors with prior administrative experience were more likely to be invited as evaluators for university assessments. Motivations for continuing professional activities included: （1） a sense of responsibility to give back to society, （2） recognition of their expertise and reputation, （3） enjoyment of interactions with students and teaching, （4） a harmonious work environment, and （5） a mission to generativity to the next generation. Challenges encountered included: （1） adapting to changes in work patterns, （2） family concerns, and （3） fewer work opportunities.

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