I had my first interview for an academic teaching fellow post at a UK university and, despite not being offered the post, I can honestly say that found the experience extremely useful.  The interview was for a teaching position whose primary focus was to supervise dissertations of pre-experience postgraduates studying at an MA TESOL programme.  I applied for this position thinking that my application would be added to the reject pile, but to my surprised I ended up being shortlisted for an interview!

Devil is in the details: There were two people on my interview panel, the Head of Department and the Director of Studies for the MA TESOL programme. The interview began with them going over the actual duties of the position in more detail since it wasn’t included in the original job description.  I figured they started with this overview in order to let candidates know what they were getting themselves into.  This included outlining how many students the position would be responsible for, how often the tutor would be needed on campus, and, considering I was travelling in from quite a ways, letting me know that travel/accommodation expenses wouldn’t be covered. Also they were straightforward about how the post would not be converted into a permanent position at the end of the contract but that there are several new posts being advertised soon to start in Sept 2013.  I appreciated how frank they were about the responsibilities of this role because it enabled me to gauge for myself whether I could carry the workload in my final year.

“How’s the writing up going?”: The questions asked were a mixture of ones focused specifically on the job specifications and, surprisingly, my thesis progress. From my application form they knew that I’m a final year PhD student in the writing up stage and it was in their best interests to ask about the progress of my thesis.  I should have anticipated this but I was so focussed on the job specs and getting to know the department that I didn’t really think that they would ask about my thesis.

While they were very interested in the topic, they also wanted to have a sense of how far along I was in the writing up process and essentially whether it would interfere with the responsibilities of the post.  I also had the sense that they were concerned that this position would interfere with my own PhD progress. Which brings me to the next set of questions…

“What theoretical framework are you using? / Tell me more about the methods you used for you data collection? / How do you see your research within the wider area of TESOL?”: Viva type questions!  This was the part of the interview that I really enjoyed because I found myself actually being able to answer these questions to an audience that wasn’t familiar with my research.  I sort of had this ‘out of body’ experience, where you watch yourself talk.  It’s one thing to talk to people you meet at conferences about your work – which is a great experience in and of itself – and it’s yet a different experience sharing your work in an interview setting because it gives you the chance to show how your work can fit within the research interests of the department.  In preparation for the interview I became familiar with the research areas of this department and was able to make some connections between their interests and my work.  This discussion wasn’t directly related to the job specs per se but rather I hoped that I gave enough information for them to see the possible contributions I could make to their research portfolio.

Specific job related Q and A: This part of the interview involved questions related to the responsibilities of the position.  I had done some preparation for this section and did my best to present relevant examples.  This part was a little trickier because it involved making the connection between what they were looking for (a.k.a. the job description) and my own experiences.  Some of the question I remember included:

  • What do you believe are the most common deficiencies in postgraduate dissertations?
  • In your opinion, what are the essential qualities of a good supervisor?
  • How would you go about advising students who need to use remote access facilities for data collection purposes?

Interview Feedback: When I received notification that the post was offered to someone else, I took the opportunity to email them to ask for some feedback.  I understand there may be instances where it may not be possible but I believe it doesn’t hurt to ask.  I was fortunate to be offered feedback via a telephone conversation from one of interviewers who was kind enough to take the time to speak to me directly.  In general, they thought I have a very strong CV but I didn’t have as much supervision experience as some of the other candidates. They also took into consideration that I’m in my final year of writing up which was potentially risky for them should I be unable to fulfil my responsibilities as well as for my own progress, should the responsibilities get in the way of my thesis.  He was very clear on these points and offered practical advice on how and where I could go about building up my CV.  I was left feeling encouraged and hopeful. In all, the experience was hugely beneficial and, while I was a little disappointed with the outcome, going through the interview process was definitely worthwhile.

One thought on “Reflections on (academic teaching) interview experience

  1. great. am quite inspired by your candor and the willingness to try out new terrains. Am also an intending PhD student. although currently a global mba student at mbs

    Like

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