Navigating the next step: An interactive panel for doctoral students

Aim/Purpose: This study focuses on how a short-term international study abroad program to England impacted doctoral students’ cultural competencies. Background: The case study captures the experiences of six school leadership doctoral students who traveled abroad to East London, England. The overarching goal of this experience was to improve their self-efficacy for culturally competent school leadership. Methodology: Through this case study of six doctoral students in an educational leadership doctoral program, the researchers sought to answer the following question: How do knowledge, attitudes, skills, and behaviors around cultural competencies of U.S. school leaders shift because they participated in an international internship? Through pre-post surveys and follow-up interviews, the researchers explored how the international experience impacted cultural competencies. Contribution: The primary goal of this experience was to improve self-efficacy for culturally responsive school leadership. The doctoral students were either aspiring school leaders or were currently serving as a building leader of a P-12 school. It is from these students that we can learn how a short-term international experience might impact school leaders, and in return, the students and staff they serve. This study adds to the limited literature about the benefits of study abroad programs for educational leadership students in doctoral programs. Findings: The doctoral students in this case study gained knowledge and skills because of this study abroad. Knowledge was gained about educational systems and self-awareness. Skills learned included relationship skills, travel skills, and skills related to empowering teachers. Attitudes about diversity shifted to be more encompassing. Further, the behaviors of doctoral students changed because of this trip. The results from the pre-test and post-test on cultural competence indicated a significant improvement in cultural competence for the group. Recommendations for Practitioners: The knowledge, skills, attitudes, and behavioral shifts captured in this study spoke to profound growth around cultural competencies. It is through preparing these doctoral students before the international sojourn, guiding them during the experience, and following up with them upon return that we were able to create a supportive, meaningful, and impactful study abroad experience for future school leaders. Thus, these experiences will likely impact their collective leadership in the future. Recommendation for Researchers: Though research about the benefits of study abroad programs for graduate students is limited, several studies are about the benefits of study abroad and international programs in undergraduate education. There is all but a lack of literature focused on doctoral educational leadership students and study abroad. Nevertheless, for many students who choose to study overseas, it may be the first opportunity they have to explore a new country and to be fully immersed in a culture that is different from their own. Through these experiences, many development opportunities can affect how students view their professional work. Impact on Society: Through exposure to others, by experiencing diverse ways of thinking and doing, and through critical conversation, institutions of higher education can develop school leaders to be culturally competent, culturally responsive, and socially just. As demonstrated in this study, international experiences are one decisive way to start this conversation. Future Research: Research has shown that it is possible to increase students’ cultural competence through study abroad. As such, in the current study, the researchers took a mixed methods approach to understand how cultural competencies around knowledge, skills, attitudes, and behaviors shifted. As a result, we found that each doctoral student increased their cultural awareness in significant ways. Students gained knowledge by comparing the cultures within education systems and gained self-awareness about their own cultural awareness issues. More research needs to be done to better understand the impact of study abroad experiences on graduate students in educational leadership programs. These experiences could be short experiences (i.e., one to two weeks) or longer experiences (i.e., more than two weeks). Further, focusing on developing cultural competency before, during, and after a trip in different educational fields other than educational leadership (e.g., literacy, curriculum & instruction) could have significant school-level effects. Lastly, extending study abroad experiences into locations where English is not the first or primary language could provide opportunities for developing language skills while enhancing patience, cross-cultural communication, and problem-solving skills that could be beneficial personally and professionally.

Aim/Purpose: The doctoral experience is a complex, challenging, and life-changing process. Cultivating a scholarship mindset is a requirement for success in early and later academic careers. This paper presents a situated framework for socializing doctoral students' scholarship mindset. Background: Faculty of doctoral education programmes prepare students for higher education and other scholarly positions. Methodology: In this situated framework, two doctoral faculty utilized their academic qualifications, programmatic experiences, and related academic literature to develop a framework that has been successful in a particular School of Teacher Education context. Contribution: The situatedThe situated framework, which includes steps to Develop, Nurture and Challenge, Apprentice, and Celebrate scholars, can serve as a guide to encourage review and evaluation of doctoral education programmes and the ways in which they develop doctoral students' scholarship mindset and preparation. framework can serve as a guide to encourage review and evaluation of doctoral education programs and the ways in which they develop doctoral students' scholarship mindset and preparation. Findings: Key findings included increased doctoral student participation in events and experiences that contributed to developing a scholarship mindset and strengthening their scholarly publication and research trajectory. Recommendations for Practitioners: Doctoral students need to engage in ongoing, strategic experiences that will positively impact their scholarship trajectory. Retention of doctoral students is not just a matter of successful completion of course work. Recommendation for Researchers: Research in the environmental learning contexts of doctoral education programmes and in the ways in which doctoral academic mentors engage students in scholarship may prove useful to programme developers. Impact on Society: Scholarship during doctoral studies and beyond will contribute to the development of quality education, knowledge, and research at all levels. Future Research: Future research should focus on empirical studies that explore the effectiveness of this situated framework through the perspectives of additional faculty and doctoral students at the particular university context.

You have accessThe ASHA LeaderFeature1 Aug 2004Climbing the Academic Ladder Lisa Lucks Mendel, Maurice I. Mendel, and Dolores E. Battle Lisa Lucks Mendel Google Scholar More articles by this author , Maurice I. Mendel Google Scholar More articles by this author and Dolores E. Battle Google Scholar More articles by this author https://doi.org/10.1044/leader.FTR1.09142004.1 SectionsAbout ToolsAdd to favorites ShareFacebookTwitterLinked In The dwindling numbers of doctoral-level professionals in audiology and speech-language pathology, along with an even greater shortage of individuals entering academia who have earned the doctorate, indicate a growing problem. Careers in academia are both exciting and rewarding, but communicating those facts often fails. The message sent to future academics tends to focus on day-to-day obstacles and challenges rather than the long-term benefits of that career path. Instead, we need to inform current graduate students and professionals about the advantages of choosing a career in academia. Once that choice is made, appropriate preparation is critical in order for the individual to effectively progress through the ranks to tenure, to achieve promotion to associate professor, and finally, full professor. A thorough understanding of the underlying foundations of the academic process will help young faculty climb the academic ladder and achieve lasting career success. The Academic Trilogy The academic ladder has three primary rungs: assistant professor, followed by promotion to associate professor, which usually occurs at the same time the individual is awarded tenure, and then promotion to professor. An additional rung can be added for those who are interested in academic administration. The essential key for success in climbing the academic ladder is to understand the expectations of the university or college with respect to the academic trilogy: research, teaching, and service. Consult the Carnegie Classification of Institutions of Higher Education, the organizational system recognized by most American colleges and universities. Its structure is based on the highest degree awarded by an individual university or college and the number of degrees conferred per year. The classification of the college or university reflects whether it has primarily a teaching or research emphasis and provides the young academic with information regarding its expectations. If the university is primarily a teaching institution, the job description will emphasize teaching, which often results in a heavier course load and greater service requirements, coupled with less emphasis on research. Conversely, a research institution will emphasize research and publication, with less focus on teaching and service. These distinctions should play an important role in determining the best fit between a given university and a potential new faculty member in the job selection process. Assistant Professor Ideally, the assistant professor takes his or her first position after completing the PhD. It is not advisable to begin a career in academia before the degree has been completed, that is, as ABD (all but dissertation). The demands placed on the assistant professor are great, especially during the first year. It is very difficult for new faculty members to complete the dissertation and at the same time begin a new job that requires teaching and setting up a research laboratory. It would be ideal if the candidate had an initial record of presentations and publications as well as some teaching experience before seeking employment as an assistant professor. If at all possible, it is beneficial to obtain post-doctoral training as well. Once employment has started, the young academic should document activity toward tenure and promotion. It is important to maintain an organizational structure that helps individuals keep track of their work throughout their careers. Most faculty are reviewed annually, so it is important to determine annual goals and document progress toward achieving them on a consistent basis. Annual faculty activity reports are one way to maintain such organization, and can be a very useful tool to document progress toward goals. It is also a good idea for young academics to review the guidelines for promotion and tenure in the faculty handbook of the employing university and department early on to become familiar with the content and organizational structure of the dossier. Keeping the curriculum vitae up to date is essential. Some universities require a mid-term review halfway between the initial hire and consideration for tenure and promotion to associate professor. This review tends to arrive quickly, so organizing materials from the beginning will assist in this process. Effective teaching is a fundamental component of any academic career even at a research-oriented institution. Early on, teaching evaluations may not be strong, but over time, the young academic should show evidence of improvement in this area. Lastly, assistant professors should show their contributions to service by participation in departmental committees and possibly university-wide committees. Service to the profession is noteworthy as well. Promotion to Associate Professor Promotion to associate professor generally occurs within five to seven years after appointment as an assistant professor. The tenure and promotion committee is primarily looking for evidence that the individual has succeeded in an academic track. The publication record is critically important, and data-based research articles in prominent referenced journals are essential as evidence that the work is recognized as important. In addition, both internal and external grant submissions and awards are helpful. Many internal grants can provide seed money to support the assistant professor in collecting the necessary pilot data to use as the basis for a larger, externally funded grant. In a university with a strong emphasis on teaching, there may be less focus on publication and grant-related activities. However, even in teaching institutions, some evidence of scholarship and publication is expected for promotion to associate professor. Promotion to Professor Promotion to full professor usually takes a minimum of five to seven years after achieving associate professor status. At this level, the academic must demonstrate evidence of accomplishment with an impressive and extensive publication record containing data-based research articles in referenced journals. The academic should be well-recognized in a specific area of research and maintain both national and international prominence. At this level, many may have published chapters in textbooks or written their own textbooks. In addition, there should be evidence of a track record of external funding; evidence of grant submissions without funding is inadequate at this level. At most universities, years of service are not justification for promotion to professor. Effective teaching while serving as an associate professor is important, even at research institutions. At this level, teaching should also include presentations at other institutions and state and national conferences. Associate professors are expected to have either developed new courses or revised existing courses to meet new areas in the curriculum. They are also expected to guide master’s theses and doctoral dissertations and serve on master’s and doctoral committees. Service to the university, the profession, and the international community is typically expected as well. University service for promotion to professor usually must include some university-wide committee work and some evidence of leadership by serving as committee chair. Tips for Success on the Academic Ladder Research Establishing an extensive publication record is essential for success toward tenure and promotion. Ideally, publications begin at the doctoral student level. During the first year in a tenure track position, the young academic should set several goals in order to achieve success in publication. A primary goal should be to publish the dissertation and any other ongoing research as soon as possible. The young academic should have several ongoing projects at different stages, so as data are being collected for one, manuscripts are being written for others. The publication process can be challenging and rewarding, but is also time consuming. Therefore, junior faculty members should maximize the aspects of the process that are under their control by submitting and revising manuscripts in a timely manner. Selection of an appropriate journal is also a very important step in the process. If the individual is seeking tenure and promotion at a research institution, refereed journals are paramount. One should also match the content of the research to the goals of the journal to be sure they are appropriate. Again, data-based research carries the most weight. The other major component to scholarship is seeking funding sources. In the beginning, the young academic is encouraged to pursue small university grants (internal funding) that are often geared toward the new investigator. These can be in the form of faculty research grants, professional development awards, or even travel awards. New investigator grants are also available from professional associations such as the American Speech-Language-Hearing Foundation. These grants often are not large, but they serve to provide the new investigator with seed money for collecting pilot data that can be used as the basis for an external grant submission. It is also recommended that individuals work very closely with the university’s office of sponsored research to identify grant opportunities. Scholarship productivity can be enhanced through collaboration with colleagues. Young academics are encouraged to identify individuals who are conducting research in their area(s). In some cases, these individuals may be other professionals in our field (at the same or different universities), and in other cases, they may be from other disciplines that might enhance the interdisciplinary aspects of their work. In this age of technology, there are many advantages of electronic communication that can assist the individual in such collaboration (e.g., e-mail, on-line courses, etc.). Teaching Ideally, young academics have a reduced teaching load in their first year, but new course preparation is still very time consuming. The good news is that it is unnecessary to “reinvent the wheel.#x201D; Young academics are encouraged to seek syllabi from faculty at their own or other universities who have taught such a course previously or use syllabi from their own education. It is hoped that the new faculty member obtained some teaching experience as a doctoral student. Since that is not always the case, young academics should seek out campus resources to develop and improve teaching skills and assist in course development. Some universities offer workshops or summer grants to assist in teaching skills, while others may offer services to videotape and critique lectures. Even after the faculty member has taught the course a few times, it is important to update syllabi annually since material is constantly evolving. Knowing the course content and teaching it are very different. Young academics are encouraged to use as many resources as necessary to assist them in teaching the material. These can be in the form of visual aids (e.g., slides, overheads, videos) to demonstrate important concepts or clinical techniques. Using Web-based technology can also enhance one’s teaching as well as student learning. The young academic should also consider different ways to present information at the undergraduate versus the graduate level. Some form of teaching evaluation is used at most universities to allow students to provide feedback to faculty members. Initial evaluations can be discouraging. It usually takes several times teaching certain course material before it is presented appropriately and effectively. Young academics should also keep in mind that student responses may not always be based on fact. Students may give negative reviews because of challenges in the course (i.e., high standards). One should also consider when the evaluation is conducted during the course. The last couple of course meetings can influence the results. New faculty may find it useful to seek a mentor or evaluator early on so that there is time to make improvements before the final evaluation. Service Although research, scholarship, and teaching are the most important aspects of academic life, the service component also is significant. The young academic should select committees carefully: Which ones have minimal time commitment and the most visibility? Which do the faculty value more in consideration for renewal and tenure? Service can occur at the level of the department or the university, and academics should balance their time between them. Service to the profession also should be considered-first at the state or local level and later at the national or international level. One excellent way to deal with scholarship and service at the same time is to become a reviewer for a journal. Mentoring A career in academia typically involves two types of mentoring. As a faculty member working with students, academics are very good mentors. Faculty are encouraged to build upon a student’s potential. Reaching out is critical because it may be the catalyst that pushes a student along. Suggesting research opportunities can encourage master’s theses and the pursuit of a doctoral degree. The mentoring process can vary depending upon the level of student (i.e., undergraduate, master’s, doctoral). But in any case, it is helpful to view students as future colleagues. Faculty themselves need to be mentored-especially junior faculty. Many universities assign a senior faculty member as a mentor for junior faculty, and it is hoped that relationship will be strong. Junior faculty members should feel comfortable with their mentors to ask any type of question from, “How do I grade exams or fill out a travel authorization?#x201D; to “How do I determine an appropriate journal in which to publish my dissertation?#x201D; Mentors can serve as excellent academic resources, and do not have to be in the same department or even in the same university as their protégés. In short, a career in academia can be satisfying and rewarding. Junior faculty should be mentored so that they are fully aware of the expectations from their university for successfully climbing the academic ladder. Organization of materials demonstrating potential and accomplishment in research, teaching, and service will assist the junior faculty member toward navigating the academic ladder. Author Notes Lisa Lucks Mendel, is associate professor of Audiology in the School of Audiology and Speech-Language Pathology at The University of Memphis, and interim director of the Audiology Clinic. Contact her at [email protected]. Maurice I. Mendel, is dean and professor in the School of Audiology and Speech-Language Pathology at The University of Memphis. He is active in the Council of Academic Programs in Communication Sciences and Disorders having served as its president. He currently serves as its Webmaster. Contact him at [email protected]. Dolores E. Battle, ASHA’s president-elect, is professor of speech-language pathology and senior advisor to the president for Equity and Campus Diversity at Buffalo State College. Among her responsibilities is assisting faculty in developing strategies to recruit, retain, and promote faculty from underrepresented groups. Contact her at [email protected]. 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Promoting dual doctoral degree programs is a critical strategy adopted to not only internationalize Taiwan's higher education system but also improve the low enrollment rates in doctoral programs in the country. However, limited research attention has been paid to the experiences of Taiwanese students enrolled in dual degree programs. Therefore, the present study adopted a qualitative approach to explore the experiences of Taiwanese students enrolled in a Taiwanese-Belgian joint dual doctoral program. A total of seven Taiwanese students and Belgian scholars participated in this study. The findings indicated that all student informants intended to study abroad before deciding to participate in the joint dual doctoral program; however, due to time and money restrictions, they participated in the joint dual doctoral programs established by their home universities in Taiwan. This study highlighted that students were motivated to participate in international, cooperative doctoral programs because obtaining dual learning experiences at both domestic and overseas universities differentiated them from purely domestic doctoral students. In this manner, the experience of studying abroad enhances their unique value in the academic market. While studying abroad, intercultural communication, in addition to differences in doctoral training schemes and supervision styles, were vital challenges that affected student informants' learning experiences and adaptation to life. During this process, the students constructed their adaptation and negotiation strategies to address those challenges. These strategies made them (re)define and (re)confirm their academic positions and identities. However, the limited period for studying abroad reduced students' motivation to participate and engage in local activities and establish social networks with local residents and friends in the host society. Moreover, the public and academic colleagues' limited understanding of the joint dual doctoral program may not only negatively affect students' academic mobility in terms of obtaining positions in the academic market but also influence prospective students' willingness to participate in such programs. Moreover, this study provides constructive suggestions for the development of joint dual doctoral programs on the basis of students' own practical experiences. Finally, the study's limitations and suggestions for future research are discussed.

ABSTRACT: The purpose of this paper is to provide a concise career guide for current and potential doctoral students in accounting and, in the process, help them gain a greater awareness of what it means to be an accounting professor. The guide can also be used by accounting faculty in doctoral programs as a starting point in mentoring their doctoral students. We begin with foundational guidance to help doctoral students better understand the “big picture” surrounding the academic accounting environment. We then provide specific research guidance and publishing guidance to help improve the probability of publication success. Actions are suggested that doctoral students and new faculty can take to help jump-start their academic careers. We finish with guidance regarding some important acronyms of special interest to doctoral students in accounting.

FAIRFIELD UNIVERSITY, Accounting Department invites applications for a tenure-track position in the AACSB-accredited, nationally ranked Dolan School for Fall 2020. Preference will be given to candidates who have an ability to teach in multiple areas. Candidates must have or be near completion of a doctoral degree, have professional accounting certification, and a strong commitment to teaching, research, and service. Fairfield University is an independent Jesuit comprehensive university with an active, collegial, pluralistic faculty. Fairfield's Accounting Program was ranked #1 in Connecticut by The Accounting Path. Application Instructions: Upload the following materials: cv; application letter; transcripts; documentation of professional certification; teaching philosophy; syllabi/teaching evaluations, if available; and contact information for three references. Go to: https://www.fairfield.edu/hr/employmentopportunities/facultyopportunities/. Fairfield University is an Equal Opportunity/Affirmative Action Employer, committed to excellence through diversity, and welcomes applications from women, persons of color, veterans, and members of historically underrepresented groups. The University will provide reasonable accommodations to all qualified individuals with a disability.THE UNIVERSITY OF TOLEDO, College of Business and Innovation, Department of Accounting invites applications for two tenure-track positions at the Assistant Professor level (beginning in Fall 2020). A Ph.D. or ABD in Business Administration from an AACSB-accredited program with a specialization in Accounting is required. For ABD applicants a Ph.D. by Fall 2020 is required. Applicants should demonstrate potential for high-quality research and teaching. Candidates with teaching interests/experience in tax or financial are preferred. A professional certificate (e.g., CPA or CMA) is preferred. Applicants must apply at http://jobs.utoledo.edu, in order to be considered for the position. Review of applications will begin August 2019 and will continue until the position is filled. A complete application packet must include: a cover letter, curriculum vitae, statement of research and teaching, a list of three professional references with contact information, and any other supporting documents (e.g., job talk paper, teaching evaluations, etc.). Please submit these materials through the University of Toledo application website. For further information, please contact: Diana Franz, Chair, Department of Accounting, DIANA.FRANZ@utoledo.edu. The University is dedicated to the goal of building a culturally diverse and pluralistic faculty and staff committed to teaching and working in a multicultural environment and strongly encourages applications from women, minorities, individuals with disabilities and covered veterans. The University of Toledo does not discriminate in employment, educational programs, or activities on the basis of race, color, religion, sex, age, ancestry, national origin, sexual orientation, gender identity and expression, military or veteran status, disability, familial status, or political affiliation. The University of Toledo is an Affirmative Action/Equal Opportunity Employer.UNIVERSITY OF DAYTON, Department of Accounting invites applications for a tenure-track position at the Assistant or Associate Professor level beginning August 16, 2020. Qualified candidates must possess the demonstrated ability to teach upper-level undergraduate or master's courses in financial or managerial accounting. Candidates must meet and have the potential to maintain AACSB business and accounting accreditation requirements for “Scholarly Academic” (SA) status, be at least ABD (completed all course and comprehensive exam requirements for a Ph.D.) in accounting at an AACSB- or EQUIS-accredited institution, have a successfully defended dissertation proposal, have a relevant professional certification (e.g., CPA, CMA) or two years of relevant professional experience in their area of specialty, and have effective writing skills. To qualify as Associate, candidates must meet all previously specified requirements, hold a Ph.D. in accounting from an AACSB- or EQUIS-accredited institution, and have a demonstrated successful record of research, teaching, and service. Preference will be given to candidates who hold a Ph.D. in accounting from an AACSB- and/or EQUIS-accredited institution, have demonstrated progress toward successful scholarly publications, have successful university teaching experience, have both relevant professional certification (e.g., CPA, CMA) and relevant professional experience in their area of specialty, have experience mentoring students and/or staff from diverse backgrounds, have effective interpersonal skills, an ability to work collaboratively, and effective, demonstrated verbal skills. Apply by completing the application at: http://employment.udayton.edu/cw/en-us/job/497301/assistant-or-associate-professorLOYOLA MARYMOUNT UNIVERSITY, Department of Accounting invites applicants for a tenure-track position at the Assistant or Associate level, effective Fall 2020. The Department of Accounting offers a B.S. and M.S. in Accounting. Candidates must have earned a doctorate in Accounting from an AACSB-accredited university by August 2020. All candidates should demonstrate a strong commitment to scholarly research and excellence in teaching. Candidates whose research and teaching interests are in the tax area will receive priority. Candidates with research and teaching interests in other areas of accounting will be considered. Relevant professional experience and professional certification (CPA or CMA) are desirable. Salary is competitive. To apply for this position, please submit a letter of interest and current curriculum vitae. Please be prepared to submit three letters of recommendation and student evaluation summaries upon request. Applicants should apply online at: http://jobs.lmu.edu/hr/postings/40041/. Loyola Marymount University, a Carnegie classified R2 institution in the mainstream of American Catholic higher education, seeks qualified applicants who value its mission and share its commitment to inclusive excellence, the education of the whole person, and the building of a just society. Women, persons of color, LGBTQ and gender-nonconforming individuals, people living with disabilities, and others with diverse life experiences and beliefs are encouraged to apply. Visit https://www.lmu.edu/ for more information. LMU is an Equal Opportunity Employer.RUTGERS, THE STATE UNIVERSITY OF NEW JERSEY, Rutgers Business School–Newark and New Brunswick, Accounting and Information Systems Department is seeking a full-time tenure-track faculty member at the rank of Assistant/Associate Professor. Responsibilities: Candidates must be dedicated to providing quality instruction and undertaking independent scholarly activity appropriate for advancement within Rutgers University. Responsibilities also include Department and University service. Job Qualifications: A strong background and research expertise in any accounting area are required. The candidate should be capable of conducting high-quality, innovative research, and teaching in his/her chosen area of accounting. A Ph.D. degree from an AACSB-accredited school in the field of accounting or a related discipline is required. A strong preference will be given to seasoned candidates with an outstanding research record and with interest in working with doctoral students. Teaching load and salary are competitive with research universities. Application Procedure: Please submit your application (cover letter, three names of your letter writers, research paper[s], and cv) electronically at: http://jobs.rutgers.edu/postings/94023/. About Rutgers: The Accounting and Information Systems Department has 40 full-time faculty members. The Rutgers Business School offers B.S., M.B.A., Master's of Accountancy, and a Ph.D. program with two concentrations, one in accounting and one in accounting and information systems. All qualified applicants will receive consideration for employment without regard to race, religion, sex, sexual orientation, gender identity or expression, national origin, disability, protected veteran status, or any other classification protected by law. Women and minorities are especially encouraged to apply. Diversity and inclusion are a key element of Rutgers University's Strategic Plan. In the goal to enhance faculty diversity, Rutgers defines diversity very broadly. Diversity may include, but is not limited to gender, ethnicity, race, culture, national origin, or other personal or professional characteristics that are either unrepresented or underrepresented in the particular department or unit of intended hire. For additional information please see the Non-Discrimination Statement at the following web address: http://uhr.rutgers.edu/non-discrimination-statement/. For additional questions go to: http://www.business.rutgers.eduUNIVERSITY OF CENTRAL ARKANSAS, Accounting Department invites applications for a nine-month tenure-track Assistant or Associate Professor position beginning as early as January 2020. Expectations include teaching undergraduate and graduate courses; developing and maintain an active program of research leading to peer-reviewed publications; and providing service to the campus, professional, and or local community. Minimum educational requirements include either (a) an earned doctorate in Accounting, (b) a J.D. with an LL.M. in taxation for applicants wishing to teach tax, or (c) an earned doctorate in business with significant accounting experience or prior degrees in accounting. Candidates nearing completion of an earned doctorate will also be considered. A CPA certification or a license to practice law is preferred. Submit the following application materials at https://jobs.uca.edu: (1) letter of application, (2) detailed curriculum vitae, (3) evidence of teaching effectiveness, (4) courses you are interested in teaching (financial, managerial/cost, taxation, AIS, auditing, and/or government/not-for-profit), and (5) and the contact information for three references. Direct questions to Dr. Stephanie Watson, UCA Accounting Department, 201 S. Donaghey COB 204, Conway, AR 72035; Phone: 501.450.5311; Email: swatson@uca.edu. UCA is an AA/EOE.BAYLOR UNIVERSITY invites applications for two tenure-track positions starting Fall 2020 at the rank of Assistant or Associate Professor. While tax and managerial are of interest, we seek candidates from all areas of accounting that will help us achieve our research and teaching goals. A Ph.D. in accounting is required, although ABD candidates will be considered. Candidates should possess a strong desire to produce research at the highest levels with an academic background that strongly suggests an ability to establish an ongoing program of substantive research. A demonstration of excellent teaching potential and commitment to their Christian faith are also expected. Please apply at http://apply.interfolio.com/64778 and provide the following for consideration: cover letter, current cv, and personal statement of Christian faith. For questions regarding the position, please contact: Dr. Bradley Lail, Department Chair, Accounting & Business Law; Email: Bradley_Lail@baylor.edu; Phone: 254-710-6468. For questions regarding the application process, please contact Marion Palomino, Office Manager; Email: Marion_Palomino@baylor.edu; Phone: 254-710-6465.NORTHERN MICHIGAN UNIVERSITY, College of Business is seeking applicants for a tenure-track faculty position in Accounting, beginning in August 2020. Duties and Responsibilities: The position will include teaching a range of courses in accounting at the undergraduate and graduate levels. Other responsibilities include advising, program development, outcomes assessment, scholarship, and service activities. The College of Business is AACSB-accredited, and ongoing professional development is expected. Minimum Qualifications: An earned Ph.D. in accounting from an accredited university or a closely related Ph.D. such as business administration with accounting major. Those near Ph.D. completion (ABD) will be considered with a requirement of degree completion within one year of appointment. Applicants are required to be qualified according to AACSB standards. Knowledge, Skills and Abilities Required: Candidates must have the ability to develop and deliver curriculum; meet the demands of the position in a timely manner; and assess student learning outcomes. In addition, candidates should have excellent oral and written communication skills; interpersonal skills; and time management skills. To apply for this position, please visit: https://employMe.nmu.edu.BOISE STATE UNIVERSITY, Department of Accountancy has two open tenure-track faculty positions at the Assistant Professor rank. Our primary teaching needs for the two positions are in Taxation and Accounting Information Systems. Expectations include a commitment to high-quality teaching at both the undergraduate and graduate level, including advanced courses in our Master of Science in Accountancy programs, scholarship leading to conference presentations and refereed publications, and University and community service. The start date for these positions is August 2020. Interested applicants should view the complete job posting with all requirements and apply online at: https://hrs.boisestate.edu/careers/search-careers-external-applicants/.NEW JERSEY CITY UNIVERSITY, School of Business, Department of Accounting invites applications for a full-time tenured or tenure-track faculty appointments (at Assistant, Associate or Full Professor) commencing September 1, 2019 to teach at both the New Jersey City University (NJCU) School of Business in Jersey City and Monmouth County, New Jersey campuses. The successful applicant will be required to teach both basic and advanced courses at the undergraduate and graduate level, will be expected to develop new programs and course offerings for the accounting department, and maintain scholarly engagement in their respective field. Candidates should have an earned doctorate in Accounting or a related field, or provide evidence it will be fully completed within one year of the 2019–2020 academic year. In very extraordinary cases, as determined by the University, the requirement of a doctorate or terminal degree may not be necessary. For full job description and to apply: https://cho.tbe.taleo.net/cho02/ats/careers/v2/viewRequisition?org=NJCU&cws=41&rid=1102WESTERN NEW ENGLAND UNIVERSITY, College of Business invites applications for a tenure-track accounting faculty position at the Assistant or Associate Professor level to begin in Fall 2020. Candidates are required to hold a Ph.D. degree in Accounting or related discipline from an AACSB-accredited College of Business. The position's primary responsibilities include research, teaching, and service activities to support the University, the College, the Department, and the academic discipline. Excellent fringe benefits including tuition remission for employee, spouse, and dependent children. Western New England University is a private, independent, co-educational institution that serves 3,800 students, including more than 2,600 full-time undergraduate students. Undergraduate, graduate, and professional programs are offered through Colleges of Arts and Sciences, Business, Engineering, and Pharmacy, and School of Law. Apply at http://employment.wne.edu/. We welcome candidates whose background may contribute to the further diversification of our community. Western New England University is an Equal Opportunity Employer.SUNY POLYTECHNIC INSTITUTE seeks to fill two tenure-track positions in Accounting, at the rank of Assistant or Associate Professor, depending on educational attainment and experience at the time of employment. Duties include: Teach undergraduate and/or graduate Accounting courses such as Financial Accounting, Income Tax, Intermediate Accounting, Accounting Information Systems and Data Analytics, Auditing, Forensic Accounting and Fraud Examination in online, hybrid and on-campus modes; Sustain strong and active research agenda and scholarship in Accounting or related fields that meet or exceed the requirements for AACSB's faculty qualification status (i.e., Scholarly Academic or Practice Academic); Engage in professional or academic activities in campus-based, local, regional, or broader communities in an effort to make a positive impact and advance the recognition and reputation of the College and SUNY Poly; Be actively involved in student advising, assurance of learning, as well as committee service at all levels of the Institute; Other reasonable duties as assigned. Minimum Qualifications: Ph.D. (or ABD with expected Ph.D. completion date of December 2019 or July 2020) in Accounting or a related field from a research-oriented institution (preferably AACSB-accredited). Apply at: https://sunypoly.interviewexchange.com/jobofferdetails.jsp?JOBID=107567CHRISTOPHER NEWPORT UNIVERSITY, Joseph W. Luter, III School of Business invites applications for a tenure-track position in Business Law. Teaching assignments for this position will be the traditional business law course in the undergraduate business program and courses in financial regulation, professional responsibility, and taxation, in the new Master of Financial Analysis (M.Fin.A.) program that will begin in Fall 2020. The successful candidate will be committed to effective and creative teaching, will offer a program of scholarly activity having the potential to enrich the intellectual lives of our students, and will engage with the business community. Preference will be given to candidates who have an LL.M. or Master's in Tax, professional designation, or significant work experience in tax or financial regulation field. For a complete description of the position, please visit https://jobs.cnu.edu/postings/ or contact reza.espahbodi@cnu.edu. Christopher Newport University, an EO Employer, is fully committed to access and opportunity.CHRISTOPHER NEWPORT UNIVERSITY, Department of Accounting & Finance invites applications for either a tenure-track Assistant Professor or a Lecturer position in Accounting, effective August 2020. Applicants must be committed to teaching/learning and demonstrate the potential for excellence in teaching/learning and scholarship. Applicants from all areas of accounting will be considered. However, preference will be given to candidates with experience and knowledge in international accounting and/or data analytics, and those holding professional designations. The teaching load for the position is 3-3 for tenure-track Assistant Professor and 4-4 for Lecturer. A Ph.D. in Accounting or a closely related field is required for appointment as Assistant Professor. For Lecturer appointment, a graduate degree in accounting or data analytics and substantial experience in either international accounting or data analytics is required. For a complete description of the position, please visit https://jobs.cnu.edu/postings/ or contact reza.espahbodi@cnu.edu. Christopher Newport University, an EO Employer, is fully committed to access and opportunity.UNIVERSITY OF CENTRAL OKLAHOMA, College of Business invites applications for a tenure-track Assistant Professor in Accounting. Position will begin in August 2020. Candidates will be expected to teach courses within the field of Accounting using a transformative approach at both the undergraduate and graduate levels in Auditing, Accounting Information Systems, Accounting Data Analytics, Financial Accounting, Taxation, Principles, and/or Governmental/Non-Profit. Candidates are expected to have a balanced commitment toward teaching, research, and service. An earned doctorate degree awarded by a regionally accredited or internationally recognized institution in the field specified in the position announcement. Doctorate in Accounting or ABD from AACSB college or school of business will be given priority. Candidate should have sufficient education/training to accomplish refereed research in one of the commonly accepted accounting fields. Relevant practical experience in teaching area strongly preferred. Professional Accounting certification required, CPA preferred. Previous teaching experience in higher education environment at the level of Teaching Assistant or higher is required. Candidate must provide evidence of teaching effectiveness/excellence. Case utilization methods and user perspective principles experience preferred. Candidate must be appropriately SA qualified under MCSB guidelines. Go to: https://www.paycomonline.net/v4/ats/web.php/jobs?clientkey=05027ACF42B26FF3DD70CE4664A18E9F&filters%5Bpositiontype%5D%5B3181%5D=3181WASHINGTON STATE UNIVERSITY, PULLMAN, Carson College of Business, Department of Accounting invites applications for one or more full-time, tenure-track faculty positions in Accounting. The position begins August 2020, and duties include teaching, research, and service. A doctorate in accounting from an AACSB-accredited school (or strong evidence of nearing completion for individuals applying for a position at the Assistant level) is required. Individuals with teaching interests in all areas of accounting considered, with individuals demonstrating expertise and/or interest in more than one area preferred. Candidates must demonstrate the ability to publish in top-tier academic accounting journals and have a desire to take an active role working with doctoral students. The following documents are required: letter of application, curriculum vitae, an example of scholarly work to be presented to faculty and Ph.D. students, and three letters of recommendation. Candidates must post materials online at: http://www.wsujobs.com, posting number 129577, to be considered for the position. Finalists will also be required to submit a summary of teaching evaluations. Review of applications will begin July 2019, and will continue until position is filled. Questions should be directed to: Search Committee Chair, Beau Barnes; Phone: (509) 335–4722; Email: beau.barnes@wsu.edu. WSU IS AN EO/AA/ADA Employer and Educator.CREIGHTON UNIVERSITY, Heider College of Business invites applications and nominations for a tenure-track position beginning in Fall 2020 or earlier if available. Qualified candidates will have an earned doctorate in Accounting with a teaching and scholarly emphasis in financial accounting. Professional designation (CPA, CMA, CISA, etc.) and relevant professional experience is expected. Candidates should have a research, teaching, and service record that supports appointment at the Associate Professor or Professor rank. Teaching load is five courses per academic year and summer teaching/support is available. The College seeks a balanced teacher-scholar with a commitment to excellent teaching as well as publishable scholarship. Resources include access to WRDS, Bloomberg, CRSP, Compustat, directEDGAR, S&P Net Advantage, ValueLine, Mergent FISD, and Morningstar Premium subscriptions. The Department expects meaningful service to the accounting profession in the financial accounting area, as well as mentoring junior faculty, academic advising for students, and service to the College, University, and the business and civic communities. Creighton University is a private Jesuit, Catholic coeducational urban university in Omaha, Nebraska, with a healthcare campus in Phoenix, AZ, and encourages applications from qualified individuals of all backgrounds who believe they can contribute to the distinctive educational traditions of the university. Creighton has regularly been ranked by U.S. News & World Report as one of the top regional liberal arts institutions in the Midwest. The Heider College of Business is accredited by the AACSB with combined undergraduate and graduate enrollment of approximately 1,300 students. It has experienced significant growth in enrollment the last several years. The College commenced offering a D.B.A. program in the Fall 2015. The Department of Accounting is separately accredited by the AACSB and has been ranked in the top 25 undergraduate accounting programs by U.S. News & World Report. The Department has six tenure-track positions, with two endowed chairs, and three full-time instructors. The Department recently implemented a Master of Accounting degree program. Student placement has averaged 99% over the most recent five-year period. the CPA have at the top of the in and in the top 25 in programs on a national To be considered, candidates should submit a letter of application, and other relevant supporting through the following Questions may be to: CPA, Chair, Department of Accounting, Heider College of Business, Creighton University, UNIVERSITY, College of Business Department of Accounting invites applications for a tenured at the Associate or Full Professor level to begin January 1, 2020 faculty role at the campus and also serves at the university in and responsibilities are related to faculty activities and students and academic and and The closely with the to and the mission and and serves on the Minimum A doctorate in Accounting or closely related field from an AACSB-accredited institution and a record of effective teaching, scholarly and service appropriate for at is required. For additional information and to apply: is accredited by and is an Employer.UNIVERSITY OF Department of invites applications for an ongoing of in Business, and Accounting. We have for undergraduate accounting courses at the and advanced levels. Qualifications: CPA, M.B.A., or degree in or a field relevant to course (or at the time of work experience in a business and teaching experience demonstrated by teaching, experience, research or professional development Application must be through the Academic online Please to Position in all Full description and application requirements may be at: The University of is an Equal Opportunity/Affirmative Action seeks applicants for an Assistant/Associate Professor to a tenure-track position in a full-time appointment. The successful candidate will provide instruction at the undergraduate and graduate and course and/or undergraduate and graduate develop curriculum for new and/or undergraduate and/or graduate deliver instruction both online and/or on any of the university or experience teaching online or in a hybrid teach the and/or in the engage in scholarly activities leading to in peer-reviewed work with others in the Department, College, University, and contribute service to the Department, College, University, and and contribute to the of a work environment that encourages knowledge and ability to engage with those of other or Minimum Ph.D. or D.B.A. in Accounting from an AACSB-accredited institution or Ph.D. or D.B.A. in a closely related discipline from an AACSB-accredited program include a of in graduate level Candidates that are ABD will be considered. Go to: UNIVERSITY, College of Business, Department of Accountancy invites applications for a tenure-track position in accounting information at the Assistant or Associate rank starting in Fall 2020. Candidates should be to teaching using and for data be to and as they impact the and help to the of and analytics the The candidate will be to the position of of the for Accounting and and be for the of the and for students Professional certification is required, and knowledge of the certification is preferred. Teaching experience at the university level is and a on student learning and student is necessary.

Introduction This paper builds on a previous study conducted by the same authors in order to complete and build a framework for dealing with feeling of social isolation at doctoral programs. In the previous study, Ali and Kohun (2006) established that social isolation is a major contributing factor to the decision of doctoral students to leave their programs prior to obtaining their degrees. The same study divided the completion phases of doctorate degree into four stages and identified common characteristics that potentially lead to increasing social isolation among the students. The study also identified certain characteristics that helped in dealing with isolation during doctoral studies. This paper takes our previous efforts a step further by establishing a framework for dealing with the feeling of social isolation in doctoral programs. The framework is intended to be used by faculty members and administrators in doctoral programs when contemplating redesigning or updating of their doctoral programs. Doctoral attrition has been the subject of numerous studies (Hawlery, 2003; Lewis, Ginsberg, Davies, & Smith, 2004; Lovitts, 2001; Lovitts & Nelson 2000). Most of these studies point to the difficulty and the problems associated with doctoral attrition. Such studies also indicate the severity of the consequences of doctoral attrition on the students and on the universities that offer these programs. These studies, however, received little attention from the doctoral programs themselves and as a result, the attrition problem remains unnoticed or marginalized (Lovitts, 2001). This paper emphasizes further the problem of attrition among doctoral students. It identifies four stages of doctoral completion and explains specific characteristics of each stage that may contribute to increasing social isolation among the doctoral students. It then suggests counter measures to social isolation for each stage. In this work, all such identified characteristics and counter measures are then combined into a framework that may help identify causes of social isolation and their remedies. Framework for This Study The purpose of this study is to develop a framework that will be used in dealing with isolation feelings at doctoral programs. The intended framework divides the completion phases of doctoral studies into four stages. Each stage has different characteristics and affects the students differently; thus, each stage is discussed separately. Two questions guide the discussion in this paper for each stage of completion: First, what characteristics in doctoral studies contribute to increasing social isolation among doctoral students? Second, what measures can be taken by doctoral programs in order to deal with and/or minimize the effect of social isolation among students? This paper intends to complete the following steps in order accomplish the task of developing the intended framework: 1- It begins by explaining about each of the topics of doctoral attrition and feeling of social isolation in general. It explains the causes of doctoral attrition and the factors that contribute to social isolation. 2- The topic of social isolation is discussed within four stages of the doctoral program. These four stages are not selected arbitrarily; instead this paper follows a previously established model that explains adjustment of graduate students to academic life (Beeler, 1991). Beeler's model describes the adjustment phases of students to graduate studies through four stages. Thus, this paper explains this framework and how it could be applied to the doctorate program. 3- Similar to the Beeler's model, this paper divides the completion phases of doctoral degrees into four stages. It relates the specific factors in each stage to increasing the feelings of social isolation among doctoral students that may eventually lead them to withdraw or drop-out from the program. 4- Following that, the discussion shifts to methods of dealing with isolation feelings. …

Associations between gender, parenthood, and family and career planning in United States doctoral students.

The 4 scientific research papers (3 scientific conferences and 1 article) to be prepared and published by a doctoral student in Legal Sciences during the individual scientific research program (with a normal duration of 3 years and a maximum exceptional duration of 5 years) it must be within the theme of the doctoral thesis, otherwise the quality of the thesis may be affected, their purpose being to help the doctoral student to prepare the doctoral thesis, and not to impose to him additional research, unrelated to the topic of his thesis. The doctoral student can integrate in the doctoral thesis the results of the research or even in full the 4 scientific research papers drawn up and published during the doctoral study program, since the requirement of originality of the scientific knowledge resulting from the scientific doctorate is verified by reference to the doctoral thesis considered not isolated, but as a result of the scientific research carried out during doctoral studies. In order to comply with the prohibition of self-plagiarism, the doctoral student must: indicate in each of the 4 scientific research papers that it was drawn up within the doctoral program; cite, in the doctoral thesis, his respective scientific research papers; not to use, after obtaining the scientific title of doctor, for the purpose of pursuing a university or scientific research career, those 4 scientific research papers distinctly (in addition to the doctoral thesis). In order to respect the individuality of the doctoral thesis, as well as to avoid academic complacency or abuse, the 4 scientific research papers must have the PhD candidate as sole author, and it is all the more serious the situations in which the co-author would be the doctoral supervisor or another person having authority over the doctoral student.

This chapter will describe the results of a survey that assessed the self-perceived career goals and academic and professional development needs of master's and doctoral-level graduate students at the University of Nebraska-Lincoln. Both graduate students (n = 440) and graduate program coordinators (n = 23) were surveyed to provide an empirical basis for developing a strategic plan for graduate student academic and professional development activities. Results suggested that doctoral and master's students express different developmental needs, and that doctoral students' needs differed at different stages of their academic career. Implications for practice inherent in the survey findings are discussed, and the benefits of broadening the definition of graduate student training and development are examined.

The attrition rate among doctoral students is a problem that has been well documented. Numerous studies have been devoted to investigate the reasons for early exit among doctoral students. The isolation feeling that is often felt by doctoral students has been cited as one of the primary reasons for attrition in doctoral programs. This paper is a study to show the effect of isolation among doctoral students. It uses one doctoral program in Information Systems and Communications as a case study to: establish a hypothesis based on the literature on attrition in doctoral programs, take data collected from survey questions distributed to students currently enrolled in this doctoral program, and then analyze data from the survey questions to accept or reject the hypothesis.

Gastroenterology: A Field With Endless Career Opportunities for Physicians and Scientists

High retention and low graduation rates are the most often cited challenges of doctoral education in the United States. Research has indicated that about 40% - 60% of students enrolled in doctoral programs do not complete their degrees. Studies have also shown that the dual advising system (offering students a professional academic advisor and a faculty mentor) establishes a strong student-advisor relationship that supports and guides doctoral students to succeed in their academic endeavors. This qualitative study employed how identifying task outcomes in Creamer and Creamer’s developmental advising model contributes to doctoral students’ holistic growth and success. The identifying task outcomes stage specifies setting objectives to control the advising process and its impact. The study purposefully recruited nine participants (five doctoral students and four advisors) to answer the research question: What are advisors’ and doctoral students’ perceptions about identifying task outcomes in the dual advising system for students’ success? Thematic analysis of the interview data revealed that concepts such as influencing and broadening students’ academic interests, constant reassessment, and encouraging students to persevere are critical to doctoral students’ academic success in the dual advising system. The study findings can be used to enhance the quality of academic advising in meeting doctoral students’ growing challenges and success expectations.

The deadline for free position ads to be included in this section of The Accounting Review is two months prior to the desired publication in the January, March, May, July, September, or November issues. Position ads, which are free with the purchase of a job posting in the AAA Career Center, should provide all relevant information about the available positions and must include contact information or application instructions for interested candidates. For more information on how to purchase a job posting in the Career Center, or for updated, detailed information about the placement listings in this issue, please go to the AAA website at http://aaahq.org and click on “Career Center,” or call our office at 941-921-7747.IMPERIAL COLLEGE BUSINESS SCHOOL, Department of Finance is seeking qualified applicants for faculty positions in its Finance Department at the rank of Associate and Full Professor. Associate and Full Professor applicants should have a proven track record of institution building and service in addition to exceptional scholarship in Accounting. The positions require a strong record of research and demonstrated excellence in teaching and service. Candidates for a Full Professor position should be a world leader in their area of research. Your application will need to include a cv and three research papers. Candidates will need to submit their application via: https://www.imperial.ac.uk/jobs/description/BUS00416/associatefull-professor-accounting Shortlisted candidates will need to arrange for three reference letters to be emailed to: financerecruitment@imperial.ac.uk. Imperial College is committed to equality of opportunity, to eliminating discrimination, and to creating an inclusive working environment. We welcome applicants who will increase diversity within the Department of Finance.TRANSBAY JOINT POWERS AUTHORITY. Come help us transform the future of transportation in the Bay Area. We are looking for an Accounting Director to join our team! The Accounting Director plans, directs, coordinates, and manages the accounting activities of the Transbay Joint Powers Authority (TJPA), which encompass financial reporting, general accounting, capital accounting, accounts receivable, accounts payable, and payroll functions. The Accounting Director supervises technical professional accounting work, requiring knowledge of municipal finance functions, internal controls, government fund accounting, enterprise fund accounting and automated accounting systems. See full job position here: https://tjpa.org/uploads/2021/11/TJPA_Accounting_Director_Brochure_11-9-21.pdf/. Apply today! The salary range is $140,000–$160,000 and is dependent upon qualifications and experience. In addition to competitive salaries, TJPA offers flexible benefit plans the successful candidate will be required to pass a background and credit check.REDEEMER HEALTH is seeking a candidate for Senior Director, Hospital Finance. Redeemer Health, a major health system headquartered in suburban Philadelphia with a major hospital, home health and hospice services, and life care facilities, is seeking a visionary leader to head our Hospital Finance team. Reporting to the Redeemer Health Vice President of Financial Reporting and Acute Care, this multi-faceted role oversees the daily reporting of financial and statistical information for the Hospital as compared to budget. Candidates need a college degree in Accounting, Finance, or Business Administration; M.B.A./CPA/CMA/FHFM preferred; 7–10 years of experience in a healthcare facility with knowledge of Generally Accepted Accounting Principles, Medicare, Medicaid regulations, and other reimbursement methodologies along with experience in general ledger and cost accounting methodologies, and budgeting systems; knowledge of forecasting/planning process, Managed Care contracts, and Hospital Cost Accounting and Budgeting Systems, Report Distribution Systems, General Ledger, and Materials Management systems. For more information and to apply, please visit: https://careers.holyredeemer.com/job/27546/Sr-Director-Hospital-Finance . EOE.UNIVERSITY OF CONNECTICUT is pleased to invite applications for a tenure-track faculty position in the Department of Accounting at the rank of Assistant or Associate Professor. For details and to apply, visit https://academicjobsonline.org/ajo/jobs/20386. UConn is an AA/EEO employer.TARLETON STATE UNIVERSITY, Accounting Department is searching for an Assistant Professor of Accounting, primarily responsible for the teaching/learning process and will also participate in the necessary operations of the institution, to start in the Fall 2022 semester. Minimum Requirements: Earned doctorate degree in Accounting, approved by the University and recognized by the Southern Association of Colleges and Schools Commission on Colleges, with appropriate academic credentials verified by Tarleton's faculty credentialing processes. Applications only accepted at https://www.Tarleton.edu/jobs. Tarleton State University is an Equal Opportunity/Affirmative Action/Veterans/Disability Employer. As a member of The Texas A&M System, Tarleton will provide equal opportunity for employment to all persons regardless of race, color, sex, religion, national origin, age, disability, genetic information, veteran status, sexual orientation or gender identity, and will strive to achieve full and equal employment opportunity through The Texas A&M System.PORTLAND STATE UNIVERSITY, School of Business is seeking a research-active, tenure track, tax faculty to join our AACSB accredited Accounting program beginning the Fall of 2022. The accounting faculty are a friendly and collegial group of highly respected researchers (primarily behavioral) with a passion for serving the unique undergraduate and graduate students of Portland State. Come explore our beautiful urban campus and beyond. View the official posting: Link to posting and apply here: https://jobs.hrc.pdx.edu/postings/36372 Email Professor Cass Hausserman at actgsearch@pdx.edu with any questions! School of Business Website: https://www.pdx.edu/business/THE UNIVERSITY OF GEORGIA, Terry College of Business, J. M. Tull School of Accounting seeks applications for a tenure-track Assistant Professor with teaching and research interests in financial accounting. Position will begin Fall 2022 with an anticipated start date of August 1, 2022. Candidates must have a Ph.D. in accounting (completed by August 1, 2022) or a related field with a concentration in accounting. Applications received by January 17, 2022 will receive full consideration. Review of applications will continue until the position has been filled. All application documents must be submitted electronically at: https://www.ugajobsearch.com/postings/232613. Applications submitted in other ways will not be considered. Review of applications will begin immediately and will continue until the position is filled. Questions about the position can be directed to the search committee chair, Frank Heflin, fheflin@uga.edu.CALIFORNIA STATE UNIVERSITY, NORTHRIDGE (CSUN), Department of Accounting is accepting applications for a tenure-track position at the Assistant Professor level beginning Fall 2022. Qualifications: Applicants must demonstrate a commitment to a diverse student population as well as an ability to teach, mentor, and work with diverse students. Successful candidate must have the following credentials: Education: Doctoral degree from an AACSB-accredited institution in accounting or a related business discipline or a J.D. plus L.L.M. (Tax) from an ABA-accredited institution; Publications: Successful candidate must meet and maintain the criterion for Scholarly Academic under the AACSB accreditation requirement and have a demonstrated recent engagement activities involving substantive scholarly activities in their field of accounting. Applicants must submit a letter of application, curriculum vitae, and three current letters of recommendation to the CSUN application website: https://www.csun.edu/careers/. For further detail information, please refer to: https://www.csun.edu/sites/default/files/22-03%20Accounting%20Posting.pdf.FLORIDA STATE UNIVERSITY, Department of Accounting invites applications for a non-tenure-track Lecturer position beginning August 2022. This is a faculty position. Candidates should have an ability to teach undergraduate and graduate courses in the area of taxation, as well as general accounting courses. An established record of excellent teaching at a reputable university is required. Minimum of a Master's degree, but terminal degree is preferred, from an accredited institution in an area of specialization consistent with Accounting and Taxation. Positions will remain open until filled. A criminal history background check will be performed prior to hiring. Applicants should submit their curriculum vitae and three reference letters by email to: acctg-recruiting1@business.fsu.edu. Questions about the position should be directed to Allen Blay, Chair, Department of Accounting, ablay@business.fsu.edu. FSU is an Equal Opportunity/Access/Affirmative Action/Pro Disabled and Veteran Employer. FSU Equal Opportunity Statement can be viewed at: http://www.hr.fsu.edu/PDF/Publications/diversity/EEO_Statement.pdfHUNTINGTON MEDICAL RESEARCH INSTITUTES (HMRI) seeks to hire a Controller to join its Finance and Accounting department. HMRI is an independent, nonprofit organization dedicated to improving lives through patient-focused scientific research. Our scientists' research focuses on the connection between the brain and heart, developing diagnostic tools to help treat common diseases of these vital organs that affect every family. The Controller directs and has immediate responsibility for accounting policies and procedures, the maintenance of financial records, the budget process, and the preparation of financial reports. Grants administration experience and knowledge of laws and regulations pertaining to grants and contracts administration is required, in particular with government grant funding through the National Institute of Health (NIH). Please send application materials (cover letter, resume/cv) and a list of three professional references to: hr@hmri.org for consideration. Visit us at https://hmri.org/ to learn about our research areas.MIDDLE TENNESSEE STATE UNIVERSITY, Jones College of Business invites applicants for the Joey A. Jacobs Chair of Excellence in Accounting. This is a non-tenurable professional practice track position with open rank considered. A Fall 2022 start date is anticipated although an earlier date is possible. The position requires, at minimum, a bachelor's degree in accounting, business, economics, or a closely related field and five years of professional experience with substantial responsibility. The chairholder will engage in teaching and research in accounting; organize seminars and workshops; and collaborate with colleagues across campus and across the country. The position is permanently funded with a multi-million-dollar endowment. Located in Greater Nashville, MTSU offers an outstanding academic atmosphere and an exceptional lifestyle. Apply at: https://careers.mtsu.edu/en-us/listing/. MTSU is an Equal Opportunity, Affirmative Action Employer that values diversity in all its forms. Women, minorities, individuals with disabilities, and protected veterans are encouraged to apply.MIDWESTERN STATE UNIVERSITY, Dillard College of Business Administration (AACSB-accredited) is seeking applicants for Accounting Department Chair, beginning Fall 2022. Located in Wichita Falls, TX, about 125 miles northwest of Dallas, MSU Texas is a 6000-student, COPLAC-member regional university. The Department's 11 full-time faculty members teach courses at undergraduate and graduate levels. Duties include overseeing and developing faculty, curriculum development and scheduling, and resolving student issues. This is a 9-month, tenure-track position normally filled by an Associate or Full Professor. The successful candidate will teach a 2-2 load of face-to-face and online courses with possible summer teaching. A terminal degree in Accounting or related discipline, preferably awarded by an AACSB-accredited university, a track record of excellent in teaching, and demonstrated research and other intellectual contributions required. To apply, please email a letter of application, cv, unofficial undergraduate and graduate transcripts, and three professional references to: lin.wang@msutexas.edu. Salary is competitive.THE UNIVERSITY OF OKLAHOMA, Michael F. Price College of Business, John T. Steed School of Accounting invites applications for an open rank tenured or tenure-track position starting in the 2022–2023 academic year. Applicants will be considered for appointment at the Assistant, Associate, or Full Professor rank based on achievements and experience. Endowed professorships/chairs are available for qualified candidates at the Associate or Full rank. The school's primary teaching needs are in graduate auditing. Qualified individuals may apply at http://apply.interfolio.com/100762. Application materials should include a current vita, working paper to be presented to faculty and doctoral students, evidence of effective teaching, and names and contact information for three references. Questions regarding the search may be submitted to Karen Hennes, khennes@ou.edu. Screening of applications will begin February 4, 2022, but applications will continue to be accepted until the position is filled.

This chapter explores how service learning experiences with the university as a community partner can contribute to doctoral students' scholarly growth and professional identity development. By engaging in service learning experiences within their institution, doctoral students build the capacity to be critical contributors to institutional growth and change. Doctoral students pursuing academic careers benefit from socialization into an academic culture by interacting, collaborating, and reflecting with university community members in mutually beneficial service learning opportunities rather than transactional interactions such as assistantships. Institutions and doctoral programs will benefit from considering how to incorporate the service learning principles of active engagement, collaboration, and reflection intentionally into their students' experiences.