Navigating the Academic Job Market Minefield

Carter, Ralph G.; Scott, James M.

doi:10.1017/s1049096500054974

Cited by 8 publications

(9 citation statements)

References 2 publications

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“…that can help explain why even a superbly qualified candidate may not be offered a particular job. For more on what departments are looking for in the academic hiring process, and on what you can do to make it more likely that you will get a job interview in the first place see Carter andScott 1998 andFuerstman andLavertu 2005. For more advice on a how to have a successful campus visit in much the same spirit as the present essay, see Gould and Keeter 2003.…”

Section: Final Points To Remembermentioning

confidence: 99%

Uncle Wuffle's Advice on Job Talks

Wuffle

2006

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Giving a job talk has multiple aims. Most important of these: to get a job. But, it also makes sense to think about a job talk as (a) practice that will improve your skills for future job interviews, making it more likely that you will eventually get a job, even if not this one, (b) a kind of initiation ritual into the profession, and (c) a way to broaden your academic network and make new friends. It is your chance to persuade your peers (and perhaps your future colleagues) that you are a promising/accomplished scholar, a potentially good colleague, and a good teacher—not necessarily in that order. Priorities attached to these desiderata will vary from department to department (with major differences to be expected between research-oriented departments and those with a more liberal arts focus), but even within any given department, different members of the department will undoubtedly attach different weights to each of these three concerns. Such relevant information will be conveyed in a job talk.

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Section: Final Points To Remembermentioning

confidence: 99%

Uncle Wuffle's Advice on Job Talks

Wuffle

2006

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“…In practice—particularly with crowded fields of applicants—the burden is on candidates who must be adequately prepared mentally and physically for the interview. In this often first face-to-face contact the interview is a test of the candidate's endurance and stamina for at least one very long day, during which time she may meet with every faculty member of a department, undergraduate and graduate students, and a dean and provost (Gould and Keeter 2003); give a research presentation; and teach an undergraduate class (Carter and Scott 1998). The day(s) are packed with little or no free time and extend well into the evenings (Gould and Keeter 2003).…”

Section: Mothers Who Interviewmentioning

confidence: 99%

Expectant and Nursing Academics: The Interview Experience of Moms in Political Science

Lewis

2013

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The challenges that women in academia face are well documented. However, there is a dearth of research on the experiences of female academics particularly on job interviews as expectant or nursing mothers. This study sought to document the experiences of these women. Considering the grueling nature of the academic job interview, do expectant or nursing mothers ask for accommodations on the interview, and if so, how do departments respond to their request? We find that women refrain from job interviews as expectant mothers while others suggest using the "hidden pregnancy phenomenon." Nursing mothers had more positive experiences, although experiences were less than desirable. Based on the findings, we offer a list of recommendations to departments to help improve this critical step in starting a career in academe.

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“…“Before you prepare and submit your application packages, you should take great care to know the place to which you are applying .” (Carter and Scott 1998)…”

Section: Understanding the Marketmentioning

confidence: 99%

A Primer on Applying to the Liberal Arts College

Hanley

2008

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Being on the academic job market is one of the greatest horrors of scholarly life. An applicant submits dozens of applications and all too frequently receives no response at all from the majority of places to which she applies. The lack of feedback makes it impossible to know why one was not considered good enough for an interview, making it difficult to improve one's applications and job prospects in the future. A recent review of applications for a tenure-track job at a liberal arts college convinced me that many of the applicants lacked a basic understanding of how to market themselves to a search committee at a teaching college. A part of the problem is likely the many years of assimilation into the research culture of their graduate programs; a process that creates a greater intuitive understanding of the culture of major research institutions than of teaching institutions. Nevertheless many applicants do apply for jobs at liberal arts colleges, so a primer is needed for job seekers who want to maximize their chances of getting an interview for those jobs.

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Navigating the Academic Job Market Minefield

Cited by 8 publications

References 2 publications

Uncle Wuffle's Advice on Job Talks

Uncle Wuffle's Advice on Job Talks

Expectant and Nursing Academics: The Interview Experience of Moms in Political Science

A Primer on Applying to the Liberal Arts College

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