Tips for Navigating the Academic Job Market

2020 ◽  
Vol 22 (1) ◽  
pp. 21-23
Author(s):  
Darrell Hudson
Keyword(s):  
Public Health ◽  
Doctoral Students ◽  
Job Search ◽  
Associate Professor ◽  
Early Career ◽  
Job Market ◽  
Search Committees ◽  
Faculty Positions ◽  
Academic Faculty ◽  
Academic Job Market

There are many unwritten rules in the academy, and much of the advice that doctoral students receive about the academic job search is from their mentors. For many doctoral students, navigating the academic job market can be bewildering. In this article, an associate professor of public health with experience navigating the job market as well as experience on numerous job search committees provides tips on preparing for and navigating the esoteric academic job market for early career professionals seeking academic faculty positions.

Accounting Faculty Job Search in a Seller's Market

2009 ◽  
Vol 24 (2) ◽  
pp. 157-185 ◽  
Author(s):  
Steven C. Hunt ◽  
Tim V. Eaton ◽  
Alan Reinstein
Keyword(s):  
Job Search ◽  
Geographical Location ◽  
Geographic Location ◽  
Job Market ◽  
New Faculty ◽  
Faculty Position ◽  
Promotion And Tenure ◽  
Accounting Faculty ◽  
Search And Selection ◽  
Academic Job Market

ABSTRACT: This research examines accounting faculty job search and selection in the tightening academic job market. Surveys were sent to all new accounting Ph.D.s and to faculty who relocated from 2002 to 2004. The survey included 37 factors of importance (e.g., salary, geographical location) to new Ph.D.s in selecting their initial faculty position and to relocating faculty. Overall, faculty appear to be very concerned with their teaching load, criteria used for promotion and tenure decisions, and compatibility with other faculty. Most faculty viewed likelihood of getting tenure as very important. We note that new faculty going to doctoral schools view this item as much less important than others. The opportunity to teach desired courses was much more important for those going to non-Ph.D.-granting schools. Most faculty viewed salary as being relatively important, but those going to nondoctoral institutions viewed salary as somewhat less important than geographic location. Examination of other factors suggested significant differences between different faculty groups. The study's results provide important implications for universities seeking to hire or retain qualified faculty in a challenging job market, and for faculty wishing to obtain the most rewarding position.

scholarly journals Interviewing for a PI position—the pandemic way

2021 ◽  
Vol 220 (4) ◽  
Author(s):  
Melina Casadio ◽  
Dan Simon
Keyword(s):  
Early Career ◽  
Early Career Researchers ◽  
Faculty Positions ◽  
Academic Faculty

JCB asks early career researchers to share their experience interviewing for academic faculty positions and becoming independent PIs during the COVID-19 pandemic.

scholarly journals A short Teaching Residency Spanning 1,657 Miles

2019 ◽  
Vol 10 (1) ◽  
pp. 78-90
Author(s):  
Michèle Shuster ◽  
Karen Peterson
Keyword(s):  
Undergraduate Students ◽  
Teaching And Learning ◽  
Research Training ◽  
Geographic Distance ◽  
Teaching Experience ◽  
Early Career ◽  
Undergraduate Teaching ◽  
New Faculty ◽  
Faculty Positions ◽  
Academic Faculty

In scientific disciplines, most postdoctoral fellowships focus on research training. Postdoctoral fellows (“postdocs”) develop research expertise and research projects that they will use in future independent faculty positions. This research focus often precludes opportunities for undergraduate teaching. However, most academic faculty positions require faculty to teach at the undergraduate level. The result is that many postdocs are exceptionally well-qualified to meet the research expectations of future faculty positions, but lack experience and training in innovative and evidence-based undergraduate teaching strategies. Training in evi-dence-based teaching approaches can result in two tangible outcomes. First, the quality of applications by the postdocs for tenure-track faculty positions at institutions with substan-tive teaching expectations can be improved. Second, we can anticipate stronger alignment of teaching and learning expectations between new faculty and their undergraduate students. There are many programs that provide training in teaching to early career researchers. We describe the design and implementation of a mentored teaching experience that faced some unique challenges, including a large geographic distance between the postdocs and the teaching mentor and teaching site. We describe how we addressed the challenges, what the benefits to various stakeholders have been, and the key elements that contributed to the success of the program.

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