<p>This study proposes a comprehensive and original model of professional identity construction in academics through examination of current identity configurations and their associated factors. Using a mixed-methods approach, we examined identity patterns across institutional contexts in an international sample. Qualitative analysis revealed seven key factors: social experience, education, professional congruence, demographics, professional image, experience, and challenges. Quantitative latent class analysis of 428 academics identified 4 identity profiles: Integrated professional (31.4%), research-oriented (28.7%), teaching-centered (21.7%), and transitional/emerging (18.2%). These profiles varied by rank, institution type, career stage, gender, and discipline. Findings support policy, professional development programs, and theory on academic identity internationally.</p>