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The purpose of this study was to determine what high school principals look for when hiring career and technical teachers, the relative importance of that criteria, and whether certain factors (such as school district size, community size, and years of experience as a principal) affect their opinions toward the selection process. Surveys were mailed to 160 principals and 146 responded, yielding a response rate of 91%. A series of 2-group t-tests and standard regression analyses were used to answer the research questions. The most desired hiring criteria cited by principals (in order of importance) were enthusiasm, an applicant's ability to communicate effectively, an applicant who is student-centered, an applicant's beliefs on classroom management, and their knowledge of a variety of teaching strategies. / Ph. D.

The purpose of this study was to determine what high school principals look for when hiring career and technical teachers, the relative importance of that criteria, and whether certain factors (such as school district size, community size, and years of experience as a principal) affect their opinions toward the selection process. Surveys were mailed to 160 principals and 146 responded, yielding a response rate of 91%. A series of 2-group t-tests and standard regression analyses were used to answer the research questions. The most desired hiring criteria cited by principals (in order of importance) were enthusiasm, an applicant's ability to communicate effectively, an applicant who is student-centered, an applicant's beliefs on classroom management, and their knowledge of a variety of teaching strategies. / Ph. D.

The goal of our educational system is to create successful students. Research has found that instruction from a high-quality teacher has more impact than other factors, and students taught by those high-performing teachers experience a range of long-term ongoing benefits (Marzano,2003; Chetty et al., 2011). Understanding this impact, one of the most important roles of educational leaders is to ensure that they are hiring teachers who will be effective at instruction. This hiring effectiveness has a direct impact on the efficacy of their school (Donaldson, 2011; Loeb et al., 2012). Despite the importance of using effective hiring practices, there has been a scarcity of research on determining what practices have been found to be successful in hiring high-quality teachers (Klassen and Kim, 2019; Bruno and Strunk, 2019). The purpose of this study was to examine the hiring practices of principals to discover what practices they found to be successful. Through the framework of a basic qualitative study, several principals were interviewed regarding their hiring practices. Through the study, the lessons that they learned from their hiring experiences were examined. By analyzing these practices, commonalities were explored that might be applicable to a broader group of hiring administrators. With teacher shortages hitting school districts nationwide (Walker, 2019), this study sought to provide assistance to those making those hiring decisions to help them secure the most effective teachers who will have a positive impact on student success. The findings discuss the importance of having common hiring practices, the ways that administrators develop those hiring practices, the factors currently prioritized when making hiring decisions (candidate experience and the perception of candidate interpersonal skills), and the impact that a smaller available pool of candidates has had on the hiring process. The implications suggest that districts should focus on including research-based hiring practices into their professional development opportunities and should provide more opportunities for discussion around hiring practices. Finally, the current hiring conditions should encourage leaders to adjust their approach to the hiring process in order to recruit and retain effective teachers in this competitive educational job market. As principals work to grapple with hiring challenges, continued research on effective practices will be needed to help guide them towards making the best choices. The success of their school and students requires nothing less. / Doctor of Education / The purpose of this study was to examine the hiring practices of principals to discover what practices they have found to be effective. Research has found that instruction from a high-quality teacher has more impact than other factors, and students taught by those high-performing teachers experience a range of long-term ongoing benefits (Marzano,2003; Chetty et al., 2011). This hiring effectiveness has a direct impact on the efficacy of their school (Donaldson, 2011; Loeb et al., 2012). Through the framework of a basic qualitative study, several principals were interviewed regarding their hiring practices. Through the study, the lessons that they have learned from their hiring experiences were examined. The study's findings align and diverge from research studies on hiring practices. The findings discuss the importance of having common hiring practices, the ways that administrators develop those hiring practices, the factors currently prioritized when making hiring decisions (candidate experience and the perception of candidate interpersonal skills), and the impact that a smaller available pool of candidates has had on the hiring process. The implications suggest that districts should focus on including research-based hiring practices into their professional development opportunities and should provide more opportunities for discussion around hiring practices. Finally, the current hiring conditions should encourage leaders to adjust their approach to the hiring process in order to recruit and retain effective teachers in this competitive educational job market. As principals work to grapple with hiring challenges, continued research on effective practices will be needed to help guide them towards making the best choices. The success of their school and students requires nothing less.

Diversity efforts have a long history on college campuses but faculty diversity efforts have experienced limited success (Smith, Turner, Osei-Kofi & Richards, 2004; Turner, 2002). While there is an abundance of literature exploring the challenges in achieving faculty diversity, there have been very few empirical studies exploring the actual search process. The limited research available regarding race suggests that traditional search processes do not result in hiring applicants of color (Smith et al., 2004) but there is no research that identifies factors that might be addressed to produce a more equitable search process. The purpose of this study is to identify which factors come into play when reviewing a vita. Of particular interest is the influence applicant race, as indicated by applicant name, has on the evaluation of the curriculum vita. A national sample was identified using the membership list of the Council of Industrial Engineering Academic Department Heads. A between subjects design was utilized. Participants were sent the curriculum vita of a Black applicant or a White applicant, a brief survey questionnaire and a self-addressed stamped envelope. All responses were anonymous. Data were analyzed using analysis of variance to determine if there is variance in responses to survey items based on applicant race. Demographic characteristics of the participants influenced the evaluation of the fictitious candidate. Participate age and participant race influenced candidate evaluation. There was evidence of same-race rating effect in which Black participants favored the Black applicant and White participants favored the White applicant. Findings suggest applicant race does influence the evaluation of a curriculum vita when the eligibility criteria is valued by the evaluator and candidate qualifications are ambigious. / Ph. D.

Transitioning from military service to the civilian workforce is both a daunting experience and a formidable challenge for many highly skilled veterans. The purpose of this multiple case study was to explore the successful strategies of Fortune 500 business leaders for the recruitment and hiring of veterans. Person-organization fit theory formed the conceptual framework for this study. The targeted population consisted of 3 business leaders from 3 separate Fortune 500 businesses in the Washington, D.C. metropolitan area with successful strategies for recruiting and hiring veterans. Data collected from interviews and supporting documents were coded and analyzed using a mind-mapping technique, and 3 themes emerged: veteran awareness and edification, business leader awareness and edification, and working with strategic partners. The study findings may provide business leaders who lack veteran recruitment and hiring strategies opportunities to access skilled veterans seeking employment. The social implications of this study revolves around potential enhancements to business leaders' understanding of what highly skilled veterans may bring to their organizations' operational portfolio. Additionally, this study may contribute to veteran job seekers' awareness of the importance of preparing themselves for the career transition between military service and the civilian workforce.

One-third of science, technology, engineering, and mathematics (STEM) jobs are unfilled, resulting in less revenue for companies. The purpose of this qualitative single case study, grounded in the human capital theory, was to explore strategies that 2 hiring managers used to recruit STEM professionals in an organization in central Virginia. Data were collected from semistructured interviews, member checking, and company documents on STEM recruitment. The 4 themes that emerged from the data, analyzed using Yin's 5-step process, were as follows: partnerships with state government and local colleges, leadership and employee development programs used as recruitment incentives, competitive compensation package and work-life balance to entice new hires, and meticulous investigation, evaluation, and trial periods. The findings of this study could provide hiring managers with strategies to improve recruitment of skilled STEM professionals. The implications for positive social change could include a reduction in employee turnover, a decrease in employee recruiting costs, an increase in employee retention, more motivated and engaged employees, and an increase in employee production, all of which could increase profits and positively influence the company and the health of the community.

Recent scholars have identified a phenomenon known as the motherhood wage penalty with research demonstrating that women with children face wage discrepancies beyond those associated with being female. This project adds to our understanding of non-wage-related penalties by investigating two distinct gatekeeping stages: screening and interviewing. I asked do employer hiring practices create barriers to mothers’ access to jobs? To answer this question, I used a novel mixed-methods approach, combining a dual-state audit study with qualitative employer interviews. I framed my study using the status theory of motherhood, which suggests that whenever motherhood is salient in the labor market, mothers will face discrimination. This study is the first of its kind in the field of motherhood and organizational discrimination. In phase one, I completed an audit study in two states: Utah and California. Each week, I applied for 10 jobs in each state using two fictitious applicants for a total of 40 resumes per week. This resulted in 960 applications (480 companies) over a 24-week period. I then randomly selected employers in each state for a total of 27 interviews, allowing me to speak directly with hiring managers regarding their employment practices. Throughout this project I identified employer bias at both the screening and interviewing stages. This included three key mechanisms: employers’ ideal expectations for their workers, the subjective assessment of both soft skills and family responsibilities, and the employment gap inquiry. Findings also varied by state suggesting that the salience of motherhood may be impacted by larger cultural and policy contexts resulting in varied labor market outcomes.

The purpose of this study was to explore the influence of the requirements of the Postsecondary Education Assessment Board (PEQAB) for graduate credentials for faculty teaching in college degree programs and the impact on hiring policies and practices at Ontario’s five Institutes of Technology and Advanced Learning (ITALs) which are part of the 24 Ontario Colleges and Applied Arts and Technology (CAAT). The Innovative Hiring Practices model developed by Jones-Kavalier and Flannigan (2008) served as a framework for identifying relevant concepts, questions, and data collection strategies that were used in this study. This study used the exploratory descriptive case study method to analyze data collected from ITAL websites and from interviews with 16 key informants who are most directly involved in the recruitment and hiring process at the five ITALs. Interviews were conducted with five Human Resource Managers (one from each ITAL) and eleven Deans responsible for programming in business, media studies, applied technology and liberal arts across the five ITALs. The conclusions drawn from this study suggest that there a number of policies and practices that enhance or deter from hiring the most appropriate faculty across all credentials - degrees, diplomas, and certificates - at the participating ITALs. The review of the relevant documents posted on the ITAL websites revealed a lack of clarity for potential applicants around the definition of the institutions referred to variously as ITALs, polytechnics, or colleges. Job descriptions that describe faculty roles did not capture the full essence of the position, the importance of teaching or the role of research. Attracting sufficient numbers of appropriate candidates to meet the Postsecondary Quality Assessment Board (PEQAB) requirements was identified by study participants as a serious concern. The constraints of the Academic Employees Collective Agreement on faculty utilization was perceived by participants as a substantive challenge for recruiting faculty with the appropriate expectations and expertise to facilitate student learning in the unique context of Ontario colleges. The study findings may inform policy and practice that would enhance the quality of work-life for faculty teaching in the degree programs in the five ITALs, for the ultimate benefit of student learning.