The primary audience for this presentation is the applicant considering a university nursing faculty position as a transition from a clinical position or from another university of a different sort than is now known. The varied types of universities, administrative hierarchy models, and conduct and order of employment interviews highlight the necessity for any applicant’s need to prepare questions for the most positive immediate and long-term outcomes. The purpose of this presentation is to explore the characteristics and expectations of academia and recommendations for the types of questions that an applicant might ask each level of interviewer towards a better understanding of the “right fit” for all concerned. The applicant needs to transform this knowledge into action during the interview period.
A first consideration is general guidelines for interview preparation that apply to seeking the right fit. For example, Career Services at Princeton University suggest seven steps for such preparation: research the organization, compare one’s skills and qualifications to the job requirements, prepare responses, plan what to wear, plan what to bring to the interviews, pay attention to the non-verbal communication of the interviewers, and follow-up when asked, “do you have any questions?” Such references can give a good background while this presentation goes further to address the content in particular for a role transition to academia or a new type of academia for the nursing faculty applicant in some cases.
A second consideration relates to understanding the jargon of higher education as in typical administrator hierarchy titles and roles and terms like tenure, promotion, and faculty ranks. Because the nature of the interviews conducted by each of the administrators or bodies (Provost, Dean, Chairperson, Full Faculty or Search Committee, Course Faculty) will differ, the applicant needs to (1) be prepared to respond to questions at the appropriate level of interest and (2) ask questions that reflect a knowledge of that person(s)’s potential role in the applicant’s future. For example, when monies are needed for research activities, who approves that allocation? What are the resources available for research, publication, and time-allotment for ongoing clinical practice if desired? All parties have reviewed the applicant’s resume so that their questions should be targeted to how this applicant for a position will actively engage in university life for mutual benefits.
A third consideration is understanding the scope and breadth of expectations of a faculty role. While the teaching role may be paramount in the applicant’s considerations, the university expectations will also relate to scholarship (including active research and publications) and service (department, university, community). Universities differ in how credit load for faculty is defined. A university’s credit hour workload can be a challenging concept both in terms of a full or part-time position and how clinical supervision of students is calculated. For example, a full-time teaching load may be 12 credit hours but, because clinical supervision hours tend to be calculated differently for nursing students, a faculty member teaching both classroom and clinical in a course may be full-time in a course earning students only 8 credit hours! Each of these three areas - teaching, scholarship, service - will have its own impact on the applicant’s schedule and other responsibilities. The academic role is complex and this session will include the broad view as well as specifics that may facilitate successful role transition.
It will be impossible to cover all of the potential interview questions for each level and concern but the participant in this session should have a better understanding of how preparation for these interviews is critical to doing one’s best to find the “right fit.” The interviewee may consider that a university is the party “choosing the applicant” but the interview process must resonate equally with the applicant as “choosing the university.” Understanding the setting and system and having one’s own set of customized questions for each level of interview may improve satisfaction, career adaptability, and anticipated intent to stay in academia.