Very favorable benefit package, including a defined benefits retirement system and full medical.
Internal Number: mgmtsearch2023
Position Description: The successful candidate must be committed to excellence in teaching, maintaining a scholarly record consistent with AACSB standards, and providing service as needed to our department, school, university, CSU system, the field, and the broader community. The courses to be taught will fall under the areas of diversity/equity/inclusion and social/organizational justice and related disciplines within Management and are based on capabilities, interests, and needs. Our program, and its faculty, commit to offering in-person courses at our main campus in Bakersfield and our satellite campus in the Antelope Valley, and through other means to best serve our students and other stakeholders. Advancing diversity and inclusion of all areas are integral to this position and our institution.
Cluster Hire: California State University, Bakersfield (CSU Bakersfield) is committed to building a campus community in which diversity, equity, and inclusion are centered in our mission, decisions, and all aspects of university life. This tenure-track position is part of a cluster hire dedicated to attracting faculty who will engage in teaching, scholarship, and service focused on social justice and minoritized communities. Candidates selected through this cluster hire will receive enhanced faculty support, including professional development, mentoring, and additional funding for scholarship, travel, and course development. The other searches are for positions in the following disciplines: ? Public Health, School of Sciences, Mathematics, and Engineering ? Liberal Studies, School of Social Sciences & Education ? Political Science, School of Social Sciences & Education ? Teacher Education, School of Social Sciences and Education
Minimum Qualifications: A Ph.D. in Management with a focus in DEI/social and organizational justice or related discipline from an AACSB accredited institution is preferred. ABD status candidates are welcome to apply. A secondary field (e.g., Organizational Behavior) is preferred. Candidates must demonstrate potential for teaching excellence in an environment that emphasizes applied and experiential learning. Candidates must show research productivity commensurate with experience, and a capacity to develop and sustain a research stream that will result in peer-reviewed publications. Candidates must be able to communicate effectively and work cooperatively with departmental colleagues in a diverse campus community. A demonstrated commitment to teaching undergraduates from diverse socioeconomic, cultural, and academic backgrounds, including first-generation students. Preferred Qualifications: Priority will be given to applicants with competency in teaching and using current education technologies. Candidates must meet and maintain current AACSB international standards for Scholarly Active qualification. Consideration will be given to candidates with real-world and/or academic CSR experience.
Application: Interested candidates should submit a cover letter, vitae, example of scholarship, evidence of teaching effectiveness, and three references to firstname.lastname@example.org or contact person stated above. Please include a statement of demonstrated commitment to diversity, equity, and inclusion in teaching, scholarship, and/or service describing experiences and contributions to diversity, equity, and inclusion, and how you will demonstrate a commitment in these areas at CSU Bakersfield.
For your information - tenure requirements:
Department of Management and Marketing Retention, Tenure, and Promotion Criteria andCriteria and Standards for Post Tenure Review (PTR) (Adopted March 2017)
The accomplishment of the School’s mission necessitates that BPA faculty members excel in 1) teaching, 2) be active in intellectual contributes and scholarship endeavors, 3) develop professionally, and 4) participate in service activities.
To be consistent with the School of Business and Public Administration’s primary mission of providing a quality business education, and its objective of continuous improvement in the delivery of business education, evaluation of a candidate’s teaching shall account for 40-60% of the overall RTP evaluation, intellectual contributions and scholarship shall account for 25-40%, and service to the Department of Management and Marketing, the School of Business and Public Administration, the University, the profession, and/or to the community for 10-25%.
The following guidelines are for use by the candidate in planning activities and preparing the Retention, Tenure and Promotion (RTP) file, as well as by the Unit Committee in the evaluation process. The criteria listed below are not necessarily exhaustive. All participants in the evaluation process should consult the relevant sections in the’ CSUB Handbook which deal with RTP. As required by the Memorandum of Understanding (MOU) with the California Faculty Associate, the Unit Committee will not use hearsay or other anonymous evidence (with the exception of student evaluations) when evaluating a candidate’s file.
Criteria of Evaluation
Strong evidence of teaching effectiveness is a prerequisite for retention, tenure, and promotion. Teaching effectiveness will be assessed primarily through an evaluation of evidence of teaching success (see below). Probationary faculty must show progress towards the teaching requirements for tenure. A candidate for promotion to the rank of associate or full must demonstrate that he/she is an accomplished teacher.
Faculty are expected to demonstrate a commitment to the continuous improvement of teaching effectiveness throughout their careers. All faculty are expected to engage in learning outcomes assessment as part of their continuous improvement and pedagogical development plans. Learning outcomes assessment is important in that it: enables faculty to receive feedback about how to improve courses and course delivery ensures that each course is fulfilling the mission of the School Business and Public Administration and also helps the School to maintain AACSB (and other relevant) Accreditation(s).
In general, faculty are expected to:
Effectively communicate ideas;
Make well-organized presentations;
Encourage and stimulate critical thinking, knowledge development, and outside discovery;
Maintain standards of learning;
Integrate technology applications into the curriculum when appropriate and
Be innovative with respect to curriculum development and pedagogy.
Evidence of teaching success includes, but is not limited to, course syllabi, examinations, handouts, writing requirements, grading procedures, and other contributions to teaching effectiveness. To provide evidence of success in teaching, all candidates for retention, tenure, and promotion are required to include -- at minimum--the following items in the RTP file:
A brief statement of teaching philosophy;
A peer teaching evaluation (required of probationary faculty only)
SOCI questionnaires and analysis;
A syllabus for each different course taught;
and Representative examples of exams, course assignments, and course projects.
In addition, candidates for retention, tenure, and promotion may provide other evidence of teaching effectiveness. This information includes, but is not limited to, the following:
A major revision of an existing course (i.e., gift sessions, etc.);
Other formal teaching evaluation questionnaires;
Reports of self-evaluation; The development of innovative course materials;
The incorporation of technology into an existing course (as appropriate); The development of a new course;
The development of a class on some aspect of pedagogy, i.e., for the CSUB Faculty TLC;
Significant engagement in professional development activities, conferences, or workshops;
Participation in team teaching;
Other special or innovative class materials; Any scoring rubrics that might be used for presentations, projects, etc…;
Samples of feedback provided to students for presentations, projects, etc…;
Candidate-requested classroom visits or videotaping.
Faculty members are expected to engage in a program of scholarly activity and professional development that contributes to knowledge or further understanding of the discipline and instructional expertise. Basic, applied, and instructional research are all appropriate types of research for faculty members to undertake. Intellectual contributions and scholarship are considered to be reviewable activities that make contributions to the body of knowledge, to the application of that knowledge, or to pedagogy in the discipline of business. Professional development includes activities that demonstrate a continuing currency and development of knowledge and skill in the discipline.
Examples of scholarly activities and professional development include:
Category 1: Research that results in peer-reviewed scholarly publication. Examples of acceptable publications include, but are not necessarily limited to, the following unranked items:
Articles in academic, professional, applied, and educational journals;
Cases; Monographs (peer reviewed and invited);
Completed chapters in textbooks, scholarly books, and professional books;
Software of significant stature with appropriate documentation and a list of adopters;
Award of funded research grant from an institution or agency not affiliated with CSUB;
Evidence of substantial citation of published works; or Published proceedings.
Category 2: Professional development intended to enrich and upgrade faculty knowledge and skills.
Examples include, but are not necessarily limited to, the following unranked items:
Involvement in professional meetings, seminars, and conferences;
Additional studies in the individual’s academic discipline or participation in professional training programs;
Experience in practical work situations which improve professional skills;
Participation in projects to improve teaching skills;
Professional activities indicating intellectual maturity and dynamic professionalism, such as: (a) presentations of formal papers at professional meetings; (b) professional participation on panels, workshops, seminars, and conferences; (c) presentation of formal papers at educational meetings; or Published book reviews.
Faculty members are expected to participate productively and collaboratively in service. These activities may occur at the department, school, and university levels. Service to the community, especially the professional community, is an equally important aspect of the service requirement.
Evidence of service activities include:
Department Level: An established record of active involvement which includes: leadership/service role on department committees, including ad hoc committees; involvement in alumni programs or events; recruitment of students/faculty members; involvement with industry groups in the discipline; and other activities as deemed appropriate by the department.
School/University/CSU Level: An established record of active advising to student organizations; participation in alumni programs or events; leadership/service on committees, including ad hoc committees; involvement in the faculty senate and senate committees; participation in school or university student/faculty member recruiting; and other activities deemed appropriate by the department.
Community Level: Public speeches to professional groups; service on advisory boards or boards of directors; service as a guest lecturer; consulting that results in peer or professional recognition and credit accruing to the school; giving professional assistance to community groups; and other activities deemed appropriate by the department.
Professional Level: Active participation in professional organizations as an officer or program administrator; service as program chair, track chair, session chair, or discussant at an academic conference; acting in an editorial or review capacity for professional meetings or publications; educational meetings or publications; membership on local, regional, and/or national professional committees; and other activities deemed appropriate by the department.
Standards of Evaluation
Standards for Retention
Evidence of teaching effectiveness is required for retention.
Retention requires satisfactory progress toward meeting the criteria and standards for tenure and a pattern of productive working relationships with peers consistent with the BPA and University retention, promotion, and tenure policy.
Additional Standards for Tenure/Initial Promotion
Completion of an appropriate terminal degree in, or related to, one’s area of teaching responsibility from a recognized research university.
A strong record of teaching effectiveness is a necessary but not sufficient condition for tenure.
The successful candidate will demonstrate a level of performance in intellectual contributions demonstrated by:
a minimum of three (3) peer-reviewed publications from Category 1 above. A minimum of two of these must be “B” level scholarly articles published (or accepted) in professionally recognized journals. (Consideration will include journal quality, article quality, and the extent of candidate’s role in the research.)
a minimum of three (3) presentations at scholarly conferences.
Publications from Category 1 over and above the minimum requirement can be used to substitute for the requirements in Category 2. Evidence must be provided that this level of scholarly productivity will be maintained in the years ahead. The successful candidate will demonstrate an appropriate level of service activities, as outlined above. A record of productive activities and working relationships consistent with the department, school, and university missions. Tenure is normally earned with sustained, progressive contributions over the six-year probationary period.
Standards of “Exceptional” Performance for Tenure/Initial Promotion
The department may request that a candidate be considered for tenure/initial promotion before the beginning of the candidate’s sixth year of service. An individual may make the same request during the fourth and fifth years of service. However, exceptions to the six-year probationary period are expected to be rare and supported by “exceptional” performance in both intellectual contributions and teaching. At a minimum, exceptional performance should be demonstrated by meeting twice the expected contributions in intellectual activities outlined above for tenure/initial promotion and direct and sufficient evidence of student accomplishment of course/program learning outcomes.
California State University, Bakersfield (CSUB), founded in 1970, is a regional, comprehensive university serving the southern San Joaquin Valley of California. CSUB’s service area covers nearly 25,000 square miles and is home to a socially and ethnically diverse population of over 11,000 students. CSUB is the only four-year degree-granting institution within a 100-mile radius. Due to this, CSUB has a vital role in educational obtainment, economic development, and quality of life within the region. The accolades CSUB has received include Washington Monthly’s #2 Best Bang for the Buck for Western Colleges (2018), Washington Monthly’s #6 Best Affordable Elite Colleges and #17 out of 200 for Graduate Schools, and “A Top Public School” by US News and World Report (2019).
CSUB serves 9,800 undergraduate students and 1,400 graduate, credential, and post-baccalaureate students. 63.5% of CSUB’s students are Hispanic/Latinx, 4.9% are African American, 0.2% are Hawaiian/Pacific Islander, 0.5% are American Indian/Alaskan Native, 7.1% are Asian, and 2.3% are multiracial. CSUB is a federally designated Hispanic Serving Institution (HSI).
Commitment to Diversity: The Department of Managem...ent and Marketing within the School of Business and Public Administration at CSUB is committed to academic and inclusive excellence and diversity within the faculty, staff, and student body.”