GUIDELINES FOR THE RECRUITMENT OF ACADEMIC ADMINISTRATORS
Table of Contents
Analyzing the Position
Convening Search Committees
Appendix A. Resources for Identifying Academic
Appendix B. Useful Web Sites for UT-Houston and
City of Houston Information
Recruitment of academic administrators is a critical and challenging task
that is traditionally a joint effort between an administrator and a search
committee. Successful searches lead to the identification and recruitment
of individuals with the knowledge and leadership/management skills that
enable them to strengthen teaching, research and service programs and foster
faculty/staff collegiality, morale and productivity. On the other hand,
hiring individuals who lack needed skills may negatively impact programs,
faculty, and/or staff, and the costs to the institution can be significant
and long-term. The following guidelines were therefore developed to assist
administrators and search committees in the recruitment of new academic
administrators. They address multiple phases of the search process,
including: analyzing the position; establishing search committees; and
identifying, evaluating, and recruiting candidates.
Analyzing the Position – A vacant position provides recruiting administrators
an opportunity to rethink the functions/roles of the position within the
university. Therefore the first steps in the recruitment process
should be analyzing the position and institutional needs and defining goals
of the position and the essential/desirable skills. The guidelines provide
a framework of questions to assist the recruiting administrators in this
Convening Search Committees – Effective search committees enhance
the search process by broadening participation/input and through the collective
wisdom they bring to the effort. This is dependent however on having
an appropriate number/mix of members who can work effectively to accomplish
the task. Group dynamics suggest there should be at least five but
not more than nine members, and composition criteria discussed in the guidelines
include representation of key stake holders, personal qualities, and interests.
Identifying Candidates – The guidelines note that identifying appropriate
candidates requires a clear vision of the position, and they suggest a
framework of questions to assist search committees in developing a summary
of preferred qualifications. They stress the importance of proactively
seeking a diverse pool of qualified candidates and include multiple strategies
for identifying them.
Evaluating Candidates – The guidelines review the multiple levels
of evaluation required in assessing candidates, and suggest strategies
to enhance the effectiveness of the evaluation process. They include
strategies for ranking candidates, narrowing the candidate pool, organizing
and conducting campus interviews, and checking references.
Recruiting Candidates – Finally, the guidelines note the importance
of promptly initiating negotiations with the top candidate when the evaluation
process is complete. Issues to address during negotiations include
title, salary, benefits, length of appointment, reporting/supervisory responsibilities,
social/other expectations, and criteria for performance evaluation.
The guidelines also identify other factors that may impact an individual’s
willingness to relocate and/or ease/impede the relocation process. These
factors include housing, child care, school needs, elder care, spousal
employment issues, and relocation expenses. Policies/resources related
to each of these issues are briefly discussed.
Guidelines for the Recruitment of Academic Administrators
Recruitment of academic administrators is a critical and challenging
task that is traditionally a joint effort between an administrator and
a search committee. Successful searches lead to the identification and
recruitment of individuals with the knowledge and leadership/management
skills that enable them to strengthen teaching, research and service programs
and foster faculty/staff collegiality, morale and productivity. On the
other hand, hiring individuals who lack needed skills may negatively impact
programs, faculty, and/or staff, and the costs to the institution can be
significant and long-term. The following guidelines are therefore designed
to assist administrators and search committees in the recruitment of new
academic administrators. They address multiple phases of the search
process, including: analyzing the position; establishing search committees;
and identifying, evaluating, and recruiting candidates.
Analyzing the Position
A vacant position provides the recruiting administrators a unique opportunity
to rethink the functions/role of the position within the university.
Therefore, the first steps in the search process should be analyzing the
position and institutional needs and defining goals of the position and
essential/desirable skills. The American Association for Higher Education’s
(AAHE) Search Committee Handbook: a Guide to Recruiting Administrators
identifies five questions that may help in the assessment. They are
adapted below for the UT-Houston environment.
The recruiting administrator has primary responsibility for analyzing and
defining the position, but he/she may gain valuable insights by seeking
input from a variety of sources. The level/extent of input is dictated
by the position, but useful resources may include:
What would happen if this job were not filled or performed?
What larger developments in society, higher education, or within the position’s
special area prompt different ways of thinking about the role of the position
in the school and/or institution?
Given the institution’s strategic directions, what background and abilities
might the department/school need in this position to meet its own agendas?
What can we learn from our past five years’ experience with this position?
Human Resources may assist in evaluating the position and/or providing information
about similar positions in other academic institutions, and the Director of the
Office of Equal Opportunity and Diversity may provide information about legal
requirements and documentation of the search process.
other senior administrators;
representative faculty, staff, and students;
relevant national reports;
community leaders/representatives; and
outside consultants for particularly complex positions.
The results of the position analysis are critical and should be well
articulated because they will guide subsequent phases of identifying, evaluating,
and recruiting candidates.
Convening Search Committees
Search committees typically play a pivotal role in the recruitment
of academic administrators, particularly key academic administrators such
as presidents, deans, and department chairs. The university strongly encourages
recruiting administrators to use search committees as a resource during
the recruitment process while, at the same time, recognizes there may be
compelling circumstances where the type of search outlined in these guidelines
may not be feasible. In those cases, the recruiting administrator
must be able to defend any decision to appoint an academic administrator
without a search process/committee.
Effective committees enhance the search process by broadening
participation/input and through the collective wisdom they bring to the
effort. This is dependent, however, on having an appropriate number
and mix of members who can work effectively together to accomplish the
task of the search. Group dynamics suggest that there should be at
least five but not more than nine members. Other composition related
criteria recommended in the AAHE Guidelines are summarized below. 
Search committee members may be drawn from a variety of UT-Houston departments/schools
and from outside the institution, but, as a group, the status should be
commensurate with the position being filled. The recruiting administrator
appoints the chair of the committee, and he/she should also ensure appropriate
staff is available to support the search process. This is particularly
critical in terms of documenting the process and handling applications
in a confidential, professional and sensitive manner.
Representation of key stakeholders - Key constituencies impacted
by the position should be represented on the committee. Faculty members
are typically the primary stakeholders for academic administrative positions,
but there should also be appropriate representation of administrative,
student, and staff perspectives.
Personal qualities – The AAHE Guidelines recommend identifying committee
members who have personal qualities that will enable them to work effectively
within a committee structure to accomplish the search.
Desirable qualities identified include:
It is also recommended that members be “savvy about people” and “discerners
of talent who know and insist upon high quality work” and that institutions
avoid “known paranoids, gossips, and egotists.”
independence of view;
devotion to the institution (even though at times these individuals may
be critical); and
stature that warrants the respect and confidence of relevant constituencies.
Interests – Based on the position and institutional priorities/needs,
there are typically other interests that should be considered in establishing
search committees. Factors in this category include:
a blend of teaching, research, service and administrative expertise that
is appropriate for the search;
gender and ethnic diversity (HOOP
3.03 and HOOP
faculty status (e.g. rank, track); and
factors related to the search process such as experience with searches,
access to networks for identifying candidates, and interviewing skills.
The recruiting administrator convenes the committee and discusses the
charge and the needs and priorities of the department/school at the initial
meeting. The charge addresses multiple aspects of the search, including:
The primary responsibilities of identifying and evaluating candidates are
discussed in more detail below.
the roles/responsibilities of the vacant position;
the role of the committee;
the desired scope of the search (e.g. statewide, national);
essential and desirable characteristics of candidates;
instructions for transmittal of recommendations regarding candidates;
if/how the recruiting administrator will participate in the search process;
role, if any, of consultants;
resources available to support the search process;
relevant policies/regulations/laws; and
role, if any, of the committee after recommendations are submitted.
Identifying qualified candidates requires a clear vision of what the committee
is seeking, and this should be based on the charge of the recruiting administrator,
comprehensive position description, and collective wisdom of the committee.
The AAHE Guidelines recommend developing a written summary of preferred
qualifications and suggest the following three questions as a framework
for developing them.
At this point in the search process, the chair may want to review the preferred
qualifications and progress to date with the recruiting administrator to
ensure the committee is on the right track.
What is the job? – While the charge and job description are starting
points for developing a clear understanding of the job, the committee will
want an in-depth understanding of the job that may require additional sources
of input. The committee should consider the unit’s priorities/challenges
and five-year goals as well as daily/routine tasks required in the position.
Potential resources include faculty, staff, students, peers, and the previous
incumbent when available or appropriate. Seeking broad input about
the position is useful because it not only informs the committee about
the position, but it can also enhance the committee’s credibility.
Who could succeed in the job? – Given the job at hand, the committee
should also consider the knowledge, experience, abilities, and traits required
to succeed in the position. The abilities should be evident from the task
analysis and current environment, and should include administrative/leadership
skills and style. Essential requirements for the position (e.g. faculty
experience, publications in refereed journals) should also be identified.
The AAHE Guidelines recommend focusing on candidates’ evidence of desirable
skills/qualities and caution against being overly prescriptive about the
type of experience required (e.g. years, where it occurred) early in the
search process since this may unnecessarily eliminate good candidates.
Who would be interested in the job? – This question focuses the
committee on what the position offers (e.g. salary, benefits, working environment
and/or prestige) and where it is likely to find appropriate and interested
The committee is now ready to identify interested and qualified candidates.
The AAHE Guidelines emphasize the importance of actively identifying/pursuing
qualified candidates and note “the ultimate appointment can’t be any better
than what you attract to the pool.” It is not sufficient
to rely solely on responses to advertisements or traditional networks because
these strategies may fail to attract top candidates who are not actively
seeking new positions and who are not part of traditional networks.
Therefore, to be effective, committees should be proactive and employ multiple
strategies to identify applicants. Several strategies are summarized
below and include recommendations from the AAHE Guidelines and the American
Association of University Professors’ 1995 edition of Policy Documents
In seeking qualified candidates, the committee’s actions should reflect
UT-Houston’s commitment to recruiting and hiring females and minorities
in job categories in which their participation is underutilized (HOOP
2.18A) and to being an Equal Opportunity Employer (HOOP
Identify qualified internal candidates – Recruiting administrators
may choose to limit searches to internal candidates, but, even with national
searches, internal candidates should not be overlooked. The institution
has a strong and competent faculty, and internal candidates should be encouraged
to apply and given due consideration in the evaluation process. Factors
to consider when determining the scope of the search include: availability
of interested and qualified internal candidates; urgency of appointment
since external searches are typically more lengthy; the seniority of the
position since national searches are typically expected in senior positions;
and affirmative action considerations where there may not be sufficient
pools of internal minority or female candidates. Internal candidates may
offer several advantages such as their familiarity with and to the institution
and lower recruitment costs.
Place advertisements in appropriate publications – Advertisements
provide a mechanism to reach a large audience and may be placed in leading
journals in relevant fields, publications of professional societies, and
publications of minority and women’s groups. Advertisements must
indicate that “The University of Texas is an Equal Opportunity Employer”
and that “Women and minorities are encouraged to apply” (HOOP
2.18A). (If the school’s/department’s workforce is predominantly female,
the statement would refer to men instead of women.)
Contact professional organizations for nominations
– Professional organizations have good networks and may be contacted for
information about individuals who meet the requirements for the position.
A partial listing of such organizations is included in Appendix
Ask editors of scientific publications for nominations – Editors
of scientific publications are knowledgeable about leaders in their fields
and may be able to suggest potential candidates.
Ask select deans, chairs, and colleagues at UT-Houston and other institutions
for nominations – Another source of nominations is deans, chairs and
colleagues at UT-Houston and other institutions, particularly institutions
of similar composition, who may be solicited through letters and personal
calls. Personal calls have the advantage of allowing committee members
to discuss in more detail institutional needs and priorities and may be
more effective for identifying strong candidates.
Ask the leadership of UT-Houston groups such as the Association of Women
Faculty and Multicultural Affairs Committee for nominations – These
groups have strong networks among respectively women and minority faculty
in a variety of fields/disciplines which they can utilize to help identify
a short list of qualified candidates who are interested in being considered
for vacant faculty and academic administrative positions. Current leadership/contact
information is available on the world wide web for the Association
of Women Faculty and the Multicultural
Affairs Committee .
Send job announcements to minority institutions – Minority institutions
may be a good venue for identifying minority candidates, and many of them
are included in the database maintained through the Minority
On-Line Information Service. Committees should consider sending
job announcements to these institutions, and may want to contact appropriate
Deans, Vice Presidents and/or Presidents directly to solicit nominations.
Develop a list of strong male and female candidates that committee members
personally contact to discuss the position and generate interest
– This strategy may be particularly effective for developing a pool of
strong candidates that includes qualified male, female, and minority candidates.
Some of these individuals may not be actively seeking a new position but
might be persuaded to be a candidate given the right opportunities and
Send job announcements to schools where enrollment is predominantly
one gender - Depending on the nature of the position advertised, it
may be useful to send job announcements to schools where the enrollment
is predominantly one gender.
The AAHE Guidelines also suggest that committees develop information
packets that provide potential candidates more information than is typically
available in advertisements. Providing substantive
information may help candidates know what to highlight about their professional
experience in information submitted to committees, and it may also help
limit the pool to appropriately qualified candidates. Suggested information
to consider sharing with candidates includes:
The Guidelines suggest not requesting references at this point in the search
process, and instead recommend committees request resumes that include
detailed information about relevant administrative experience and a cover
letter that might address strengths or specific interests related to the
position. For some positions, it might be appropriate to request
summary of task analysis and preferred qualifications;
salary range and benefits;
information about the office, school and institution;
information about the city/larger academic community as is relates to the
information about UT-Houston’s work/life initiatives;
information about the Association for Women Faculty and Minority Faculty
information about the composition of the search committee; and
time-table for the search.
Committees also have administrative responsibilities during this phase
of the search, but they may be delegated to a staff person. Affirmative
action guidelines require that committees send voluntary self-identification
cards to each applicant and that Candidate Logs coded by race and sex if
known be maintained (HOOP
3.03). Letters of acknowledgement should also be sent promptly to all
applicants upon receipt of their application packet.
Assuming the committee has a good pool of candidates, the evaluation
phase begins with an initial screening of applicants. Depending on
the number of applicants and the preferences of the committee, it may be
handled in a variety of ways. The committee may choose to have the
chair and/or his/her designee eliminate candidates who are clearly not
qualified. Remaining candidates may then be screened and ranked by
the entire committee or by subsets of it. The AAHE Guidelines recommend
committees try to reduce the number of applicants to a size (e.g. 40 to
75) that can be reviewed by all committee members and to identify a natural
breaking point as a cut-off for the ranking. They
caution however against adopting a mindset which results in a pool that
is “stripped down to a mid-level common denominator,” and instead emphasize
talent hunting where members focus on identifying interesting people who
would bring something special to the position. They also suggest
that each member have the opportunity to designate two candidates that
will be placed in the pool for full committee review without challenge.
Further reducing the applicant pool to around eight candidates requires
more in-depth and critical review by the committee. Candidate rating
forms that rate select dimensions/criteria on a scale of one to five help
focus members on critical areas and facilitate the evaluation process.
Experts also recommend the following steps to improve the evaluation process:
Committee members should acknowledge any personal relationships with candidates
that might unduly impact their objectivity and consider excusing themselves
when appropriate. Midway through this phase and after completion
of the rankings, there may be twenty or so strong candidates. At
this point, the committee may again want to allow members to bring forward
one candidate unchallenged for the next narrowing of the candidate pool.
These twenty or so candidates may then be contacted by phone to verify
continued interest, collect additional information, and seek permission
to contact references if that is indicated. When the committee has
a short list of about eight, the recruiting administrator should be given
a progress report, and he/she might also be asked to indicate if any of
the final candidates are unacceptable and should therefore be eliminated.
Candidates not on the short list should then be informed by letter when
it is clear they are no longer being considered.
complete as much of the reviewing as possible at one time to promote consistency;
seek advice from psychologists, human resources professionals, or other
appropriate personnel about refining and effectively utilizing the rating
keep records with notes regarding questions about candidates and additional
With a short list of around eight candidates, the committee proceeds
to what the AAHE Guidelines describe as the knowing-courting stage.
The committee must learn as much as it can about candidates’ qualifications
while courting them to generate their interest/enthusiasm about the position.
Evaluation of candidates at this stage may include gathering feedback from
others with candidates’ permission, and experts suggest conducting six
to ten telephone interviews for each candidate with an appropriate mix
of references, supervisors, staff and colleagues. They also advise
focusing on the knowledge/skills essential for the job, patterns of strengths/weaknesses,
and evidence of fit with the institution. With candidates’ permission,
committee members may choose to visit candidates at their current job (or
home when confidentiality is required), and personnel staff may be asked
to check credentials and the accuracy of information provided in resumes.
With the additional review, committees must then determine which candidates
to invite for a campus interview.
The campus interview involves reciprocal learning and courting.
The institution must determine which candidates are the best fit and court
them, and candidates must determine if positions are right for them. The
AAHE Guidelines identify the following potential objectives for campus
In planning the visit, committees should arrange for interviewers to promptly
submit feedback, and it may be useful to provide them a comment sheet ahead
of time and/or meet with them immediately after the candidates’ interviews.
Email may also be used to facilitate collection of this feedback if care
is taken to assure confidentiality.
Providing candidates comprehensive information about the position and
institution to both inform them and generate interest – Many of the
candidates’ questions can be answered prior to the visit, but it may also
be useful to dedicate much of their initial meeting with the committee
to answering additional questions they have. This can be useful because
it: ensures candidates have the information needed to evaluate positions;
conveys the institution’s interest; provides the committee information
about candidates’ priorities and awareness of issues; and allows committee
members time during the remainder of the visit to seek answers to questions
they could not answer. Candidates should also have adequate time to meet
with the recruiting administrator and opportunities to learn about the
locale, office and institution.
Developing an understanding of candidates’ motivations, work-style,
and maturity – These critical, yet difficult to evaluate, parameters
are typically determined in in-depth, extended and focused interviews that
may last three to five hours. They may be handled by search committees
or by an individual with interviewing skills that would interview all candidates
and submit a report to the committee. The interviews focus on details
about job-relevant experiences, schooling, and other appropriate topics.
Ascertaining candidates’ views about substantive academic issues
– Ascertaining candidates’ views of substantive academic issues is important
and may be a good task for the larger constituency groups which routinely
meet with candidates. The committee chair may find it useful to meet with
these groups ahead of time to discuss key questions/topics.
Assessing “fit” with key constituencies – The extent to which a
candidate’s managerial style “fits” with the institution’s culture and
environment will have a significant impact on his/her effectiveness and
success as an administrator. The AAHE Guidelines note individuals
in comparable positions or who report to the recruiting administrator may
provide valuable insights about fit. They caution
however that “fit” is sometimes equated with how much a candidate is liked
and with who is most like “us,” and therefore emphasize that fit alone
is not sufficient for being an effective administrator.
Determining how candidates might approach/perform relevant tasks
– To supplement information already obtained about past performance of
relevant tasks, committees can try to observe candidates performing job
related tasks during their campus visit by constructing situations where
candidates have an opportunity to demonstrate their skills/knowledge (e.g.
give a brief presentation on a relevant topic of their choice, synthesize
issues addressed during one of his/her interviews).
Even though interviews are an essential and important part of the evaluation
phase, the AAHE Guidelines acknowledge the challenges and limitations of
the interview process and recommend not over-emphasizing them.
They note there may be little correlation between candidates’ performance
in interviews and in jobs and cite one expert’s advice to “not rely on
interviews, even your own.” Common pitfalls to avoid include:
The Guidelines also suggest that a few of the committee members review
some of the available literature on interviewing and that a human resources
professional brief the committee on interviewing techniques and equal employment
opportunity issues. Two useful resources are The Evaluation Interview
by Richard Fear and Seeing and Evaluating People by Geis, Carter,
making up your mind in the first few minutes and spending the rest of the
interview confirming it;
overrating a negative reaction (a common tendency is to find reasons to
reject not select);
generalizing/making global judgements based on a small piece of information;
falling in love with the first candidate.
At the conclusion of each candidate’s visit, it may be useful for him/her
to meet with the chair of the search committee. This provides the
chair an opportunity to:
Some personnel officers note that at this point in the process it can be
instructive to ask what negative information would be heard if ten or twenty
people from the candidates’ campus/town were contacted about his/her candidacy.
Chairs might also follow-up with candidates a few days after their return
home to reinforce the institution’s appreciation and inquire about remaining
answer candidates’ remaining questions;
ascertain candidates’ level of interest;
discuss issues that might impact a candidate’s decision to take the position;
seek permission to contact remaining references; and
request any additional information the committee feels might be useful.
Promptly after the final candidate’s visit, the committee should have
an in-depth meeting to formulate the recommendations. Resumes, notes and
feedback for each candidate should be reviewed and thoroughly discussed,
and a summary discussing each candidate’s strengths, limitations, preparation
based on preferred qualifications, and the overall judgement of the committee
should be prepared. The committee should avoid rank ordering candidates
since this can:
The committee will meet with the recruiting administrator to discuss the
recommendations, but he/she will also rely on the committee’s summaries
of candidates and may want their complete files. An affirmative action
search summary will also need to be completed (HOOP
3.03) and forwarded with the candidate log and, if applicable, a written
justification for hiring without a search committee, to the Affirmative
focus committees’ discussions on rankings instead of qualifications;
constrain administrators; and
cause committees to lose focus of the fact that, since all finalists should
be qualified, the distinguishing factors should be the unique skills/expertise
they would bring to the position and the direction they would take the
Assuming the slate of candidates is acceptable to the recruiting administrator
and no further background checks are necessary, he/she should proceed as
quickly as possible with initiating negotiations to recruit one of the
candidates. This may include visiting the candidate at his/her campus
or inviting him/her to visit UT-Houston again with family. Issues
identified by the AAHE Guidelines that should be negotiated include: 
In addition to specific job related issues, there
are a variety of other factors that may impact an individual’s willingness
to seriously consider relocating and/or ease/impede the relocation process.
These issues may surface only through considerable discussions with candidates
and may be raised with either search committee members or recruiting administrators.
Therefore both groups should be aware of relocation related issues, policies
and/or resources. Some of these are briefly discussed below.
There are also websites with information about UT-Houston and the City
of Houston that candidates might find helpful, and a sample of these are
identified in Appendix B.
salary and benefits;
start and length of appointment;
reporting and supervisory responsibilities;
academic, social and other expectations; and
criteria for performance evaluation.
When negotiations are finalized, a public relations strategy should
be identified to inform appropriate constituencies of the new appointment
and the opportunities it brings to the institution. Prior to the public
announcement, the new appointee needs time however to inform his/her supervisor,
and the recruiting administrator should notify the search committee, remaining
candidates, and any staff or administrators who need to be informed prior
to the publicity. The public announcement is, as the AAHE Guidelines
note, an important opportunity to “prepare the way, not for a saviour but
a good person we all want to succeed.” They also
emphasize that “how a person enters an organization (the “induction”) greatly
[affects] his or her attitudes toward it, and people’s attitudes toward
the newcomer.” Therefore recruiting administrators should ensure new administrators
receive appropriate orientations when they arrive, and, prior to their
arrival, recruiting administrators should: include them in relevant communications;
arrange a contact person that will provide assistance in the transition
period; fund interim visits as needed; and deal, if appropriate, with existing
“messes” in new appointees’ areas of responsibility. Finally, search
committee members may want to informally offer to be a confidential sounding
board to ease the new administrators’ transition. As the AAHE Guidelines
note, this informal role completes the committee’s charge of helping “the
institution find, appoint, and bring aboard a person who will succeed.”
Housing – A variety of housing information is available through
the list of websites included with the recruitment guidelines, and arrangements
can also be made for candidates and/or their spouses to spend time with
realtors during their visits. This can be extremely helpful in orienting
candidates to Houston and helping them efficiently begin to address their
- Child Care – Candidates or their spouses may use UT-Houston’s Family
Care Resource and Referral Service free of charge to get information about
child care (713/365-0313). Based on information collected by counselors
in a telephone interview, candidates receive information about a variety of
child care options that might meet their needs. UT-Houston also manages
a Child Development Center
K-12 Information – Candidates or their spouses may use UT-Houston’s
Family Care Resource and Referral Service free of charge to get K-12 information
(713/365-0313). Based on information collected by counselors in telephone
interviews, candidates receive information about schools that might meet
Elder Care Information - Candidates or their spouses may use UT-Houston’s
Family Care Resource and Referral Service free of charge for elder care
information (1-800-433-3852). Based on information collected by counselors
in telephone interviews, candidates receive information to help address
their needs. http://www.uth.tmc.edu/uth_orgs/pub_affairs/family/home.html
Association of Women Faculty – The
Association for Women Faculty exists to support and promote career
development of women faculty, to enhance leadership skills and provide
social interaction, and to study and influence policies and practices that
impact the professional woman. Other groups addressing issues of
concern to women include UT-Houston’s Committee for the Status of Women
and the Core Committee for the Advancement of Women.
Minority Faculty Association – The Minority Faculty Association
exists to promote the advancement of minorities, and its missions include:
promoting equity; enhancing minority faculty development; providing assistance
to members in the resolution of disputes; raising funds for emergency student
loans; raising funds to award annual scholarships to minority students;
and recognizing outstanding contributions by faculty, staff, students and
community leaders in advancing the cause of minorities. The Multicultural
Affairs Committee also addresses issues related to the professional
development and advancement of minorities.
- Employment Searches of Spouses – Employment needs of spouses can
be a significant factor in relocation decisions, and, for some candidates,
the availability of assistance for spouses seeking employment may help persuade
them to accept a job offer and ease the relocation process. Assistance
in this arena is available both through Human
Resources and external consulting firms, but departments must have funds
available to pay for external assistance. Human Resources staff can provide
spouses information about internal employment opportunities, and they can
also help spouses begin to establish professional networks through internal
contacts and Development Board members. For information about assistance through
Human Resources, contact Kay Williamson, employee relations advisor, for employment
and advising at (713) 500-3138 or via email (firstname.lastname@example.org).
The cost of external consultants depends upon the level and length of service,
but, through a UT-Houston contract with Drake Beam Morin Inc., should range
from $5,500 to $6,500 for three months of support and from $7,000 to $10,000
for six months of support. For information about services available
through Drake Beam and Morin call (713) 739-7000 or contact Ms. Brenda Hahney
directly (713) 654-3110.
Relocation Expenses - New faculty and A&P employees may
be reimbursed for legitimate relocation expenses up to an amount that should
not exceed one month’s salary, if the recruiting department has sufficient
discretionary funds (HOOP
4.18). State funds may be used if the faculty member is transferring
from another Texas State agency. Exceptions to the ceiling may be
granted by the Dean or Executive Vice President for Administration and
Finance if there are extenuating circumstances such as a considerable distance
1. Marchese, T. J. and J. F. Lawrence, The Search Committee
Handbook, A Guide to Recruiting Administrators, American Association for
Higher Education, 1989.
2. Policy, Documents and Reports, B. Robert Kreiser,
editor, 1995 Edition, American Association of University Professors, Washington,
3. Fear, R. A., The Evaluation Interview, 3rd edition,
4. Geis, F. L., M. R. Carter, and D. J. Butler,
Seeing and Evaluating People, University of Delaware, Office of Women’s
Affairs, Newark, 1982.
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Resources for Identifying Academic Administrative Candidates
Association for Women in Science – is developing a database of
women scientists which is projected to be completed in spring, 1999. For
information about accessing the database and associated fees contact:
1200 New York Ave., N.W., Ste. 650
Washington, DC 20005
Tel: 202-326-8940 Fax: 202-326-8960
Association of American Medical Colleges – has a faculty database
that can be utilized for identifying potential candidates. For information
about accessing the database and associated fees contact:
2450 N Street, N.W.
Washington, DC 20037
Tel: 202-828-0611 Fax: 202-828-1125
Black Issues in Higher
Education – biweekly publication dedicated exclusively to minority
issues in higher education that includes job announcements.
Black Issues In Higher Education
10520 Warwick Avenue, Suite B-8
Fairfax, VA 22030
Tel: 703-385-2981 Fax 703-385-1839
Hispanic Association of Colleges
and Universities – has a monthly newsletter, The
Voice of Hispanic Higher Education, where job openings can be advertised
and is in the process of trying to develop a faculty database.
4204 Gardendale Street, Suite 216
San Antonio, Texas 78229
Tel: 210-692-3805 Fax 210-692-0823
Society for the Advancement of Chicanos
and Native Americans in Science - has a quarterly publication,
News, where job openings can be advertised.
P.O. Box 8526
Santa Cruz, California 95061-8526
Texas Association of Chicanos in Higher Education – has a monthly
newsletter, El Noticiario Nacional, where job openings can be advertised.
TACHE El Noticiario Nacional advertisements
P.O. Box 986 New America Marketing/Gemini Printing
Austin, Texas 78767-0986
Corpus Christi, Texas 78415
Tel: 512-857-2665 Fax: 512-8576025
Useful Web Sites for UT-Houston and City of Houston Information
LINKS FOR UT-HOUSTON INFORMATION
UT-Houston Home Page – Provides
links to information about UT-Houston that includes its academic, research
and service programs as well as general information useful to faculty,
staff and students.
Guide – Provides useful information about policies, governance, and
faculty appointments and evaluation as well as teaching, research, and
Information – Provides links and information about a wide range of
work/life issues, including: childcare; K-12 needs; and UT-Houston work/life
related policies and programs.
Campus Map – A clickable map of the UT-Houston campus and other institutions
located within the Texas Medical Center.
LINKS FOR CITY OF HOUSTON INFORMATION
Community Information – Provides links and information about the Houston
community with information on banks, churches, housing/real estate, transportation,
Leisure and Recreation Information – Provides links and information
about Houston events, performing arts centers and organizations, museums,
films, parks, seasonal events, professional sports, and restaurants.
Online Source for Houston
Information – Provides links for a wide range of issues of interest
to the Houston community such as the arts, education, food, jobs, and volunteer
City of Houston Home Page – Provides
links and information on a wide range of issues that includes city government,
Houston resources, employment opportunities, and traffic.
Cityview – Provides links to
various sites with useful and interesting information about Houston that
includes restaurants, hotels, parks, and cultural events.
Houston Chronicle Interactive Site
– Home page for the Houston Chronicle, the city’s primary newspaper, which
has top news stories as well as links to information on issues such as
entertainment, health, sports, and weather.