An Exploratory Study of the Academic Resume and Employment Interview Practices.

Autor/inn/en	McDowell, Earl E.; Mrozla, Bridget A.
Titel	An Exploratory Study of the Academic Resume and Employment Interview Practices.
Quelle	(1987), (40 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Communication Research; Communication Skills; Employment Interviews; Employment Practices; Employment Qualifications; Evaluation Criteria; Faculty Recruitment; Higher Education; Interpersonal Communication; Job Applicants; Job Application; Resumes (Personal) + Suchen Sie Ihr Suchwort? Kommunikationsforschung; Kommunikationsstil; Employment interview; Employment interviewing; Einstellungsgespräch; Bewerbungsgespräch; Berufspraxis; Employment qualification; Vocational qualification; Vocational qualifications; Berufliche Qualifikation; Hochschulbildung; Hochschulsystem; Hochschulwesen; Interpersonale Kommunikation; Bewerber; Bewerbung; Lebenslauf
Abstract	A study examined the academic hiring process from the perspectives of department heads, search committee members, and newly hired faculty. Respondents, 349 academic professionals at a large university in the Midwest, completed a questionnaire developed for the study to determine (1) the importance and ordering of information categories on academic resumes; (2) the importance of various evaluation criteria; (3) the verbal and nonverbal items that make the greatest impression on search committee members; (4) the importance of providing specific categories of information to candidates; (5) the importance of obtaining specific categories from candidates; and (6) the desirability of certain interviewing techniques. Results indicated that publications and references were perceived as the most important categories on the academic resume, while communication skills, intelligence, and credibility were the most important evaluation criteria. Fluency of speech, composure, organization of materials, and verbal explanations were the most important variables in impression formation. Findings showed no significant differences between sexes or among academic rank groups in rating interviewing technique variables. (Tables of data and references are appended.) (Author/NKA)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC