Canadian Business Ethics Research Network – PhD Cluster Professional Development Workshop Pursuing a Successful Academic Career Sheila A. Brown PhD, May

Outline and overview 1.Context for seeking a position in academia. 2.Importance of career management to you and the university. 3.Being recruited. 4.Anticipating milestones and planning ahead. 5.The value of mentorship.

Trends in faculty supply and demand 2006 – 40,800 FT faculty in Canadian universities (35,000 in 2001), 33% women 22,000 faculty retirements projected by One third of faculty over 55 years of age and likely to retire in next 10 years; 20% 40 or younger Estimated that Canadian universities will need to hire, collectively, 20,000 + new faculty by 2016 to fill vacancies Need additional hiring to address enrolment increases, quality of the learning and research environment. Source: Trends in Higher Education, AUCC, 2007, 2002

Drivers of demand for faculty Increased enrolment nationally – 37% increase , x 2 rate of faculty growth Increases continue – 2009 increase of 4.1% undergrads and 7.2% grad students over 2008 Significant regional variations in enrolment growth – ug -0.3 to + 6.4%; Grad 0.7 – 38.1% Demand for quality enhancements eg improved student: faculty ratios Increased research expectations Increased administrative responsibilities

Value to universities of career management It makes a lot more sense for universities to retain and develop faculty than continually having to recruit because of unnecessary turnover Career management is critical to your personal fulfillment, satisfaction, and development. Productive and engaged faculty mean retention and increased engagement. Faculty satisfaction and development will support organizational success.

Elements of a successful academic career 1.Be the successful candidate for the position you want 2.Consider terms of appointment 3.Meet requirements for milestones: a. Re-appointment b. Tenure c. Promotion

Recruitment 1.Identify opportunities. 2.Submit customized letter of application and well-organized Curriculum Vitae. 3.Prepare for interview, meetings and presentation – research on university, department, work of prospective colleagues, collective agreement etc. 4.Follow up on any outstanding issues.

Terms of appointment 1.Provisions of the collective agreement and university policies re salary, rank, professional development funds, sabbatical leaves, teaching load, research funds, moving costs, spousal support etc. 2.Special provisions for new faculty eg course relief, start up grants, service requirements.

Good questions to ask 1.What orientation to the institution and the broader environment and the position requirements will be offered? 2.What are performance expectations and the performance development process? 3.Is there an established monitoring and mentoring process?

Components of workload Academic responsibilities are normally 3: 1.Teaching 2.Research and scholarly activity 3.Service

Criteria for advancement 1.What do you need to present to document that you meet criteria for advancement around these 3 responsibilities? 2.Be sure you have sufficient activity and evidence to meet them. 3.Accumulate evidence, over time, in three well-organized dossiers – teaching, research and service.

Teaching dossier 1.Course outlines, handouts, tests etc. 2.Course evaluations. 3.Self-assessment. 4.Letters from students, alumni/ae. 5.Assessments from colleagues eg. joint course preparation, team teaching, in-class feedback. 6.Attendance at teaching development workshops, conferences etc.

Research dossier 1.Grant applications (internal and external). 2.Grants received. 3.Conference presentations. 4.Publications. 5.Citations. 6.Requests for papers. 7.Invitations to speak.

Service dossier 1.Committee service to the department, faculty, university. 2.Service to the profession – national committees, society governance, reviewing grant applications and publications, public speaking. 3.Community service.

Mentorship 1.Does the university, faculty, department have a formal mentoring program? 2.If so, take advantage of it. 3.If not, consider approaching a colleague to act as your mentor. 4.Continuing role of your doctoral advisor.

Components of a mentoring relationship Research by Wunsch, 1993* - agreements typically have 4 areas of emphasis: 1.Career conceptualization and development. 2.Setting priorities and using time productively. 3.Developing and using networks. 4.Interacting effectively with senior colleagues. *Wunsch, Marie A. “Mentoring Probationary Women Academics”, Studies on Higher Education, 18 (3), 1993, p.349.

A Mentoring Agreement 1.How often you want to meet. 2.Overall objectives of the relationship. 3.Any specific needs you would like your mentor to assist with. 4.Desired outcomes and tracking. 5.Reciprocal benefits. 6.Agreement re confidentiality. 7.Be realistic!

Summary 1.Demand for your services exists and is likely to increase. 2.Look beyond the immediate recruitment issues to plan for your long-term academic career. 3.Call on the support of others – your doctoral advisor, your chair, your mentor.