Archive for the ‘academia’ Category

umich organizational studies program is hiring

Hey orgtheorists,

On the academic job market? Study organizational types of things? We’re hiring! Org Studies is an interdisciplinary program in the College of Literature, Science, and the Arts at the University of Michigan. Faculty study organizations from a range of social science perspectives (sociology, psychology, political science, management – other fields welcome). I’m chairing the search committee and happy to answer questions about the position, either by email or in the comments. Candidates who can teach organizational behavior and/or leadership are particularly welcome, but the search is definitely open. We would love to see an applicant pool that is diverse along all sorts of dimensions, and we define “organizational” broadly, so don’t rule yourself out. Ad follows, deadline October 1:

Organizational Studies Faculty Position

The University of Michigan Interdisciplinary Program in Organizational Studies solicits applications for a tenure track assistant professorship position to begin September 1, 2020.  This is a university-year appointment. The deadline for receiving applications is October 1, 2019. Organizational Studies is a small (approximately 100 students) highly selective undergraduate major in the arts and sciences. We seek applications from a wide range of disciplinary and interdisciplinary backgrounds in the social sciences and professional fields. Candidates must demonstrate excellence in research and teaching related to organizational theory and behavior, broadly defined. We especially seek applicants committed to undergraduate mentorship and innovative teaching methods. Joint appointments with other units at the university are possible. Applications must include cover letter, CV, statement of current and future research plans, writing sample(s), statement of teaching philosophy and experience, and evidence of teaching excellence (evaluations) and syllabi (if available).  Please also be prepared to provide the names and contact information for three individuals to contact for confidential letters of reference.

Please follow where you will be able to access the application. For questions, email

The University of Michigan is supportive of the needs of dual career couples and is an equal opportunity / affirmative action employer.  Women and minorities are encouraged to apply.  The University is committed to diversity, equity, and inclusion ( ), and we encourage applications from candidates who will contribute to furthering these goals.


Written by epopp

September 19, 2019 at 9:43 pm

Posted in academia

“don’t be afraid to push big, bold projects” and “be brave and patient”: Dustin Avent-Holt and Donald Tomaskovic-Devey on producing Relational Inequality Theory (RIT)


Dustin Avent-Holt and Donald Tomaskovic-Devey, who collaboratively published their book Relational Inequalities: An Organizational Approach (Oxford University Press), graciously agreed to do a joint email interview with orgtheory!  Here, we discuss their book and the process leading up to the production of the book.  Readers who are thinking of how to apply relational inequality theory (RIT), join and bridge scholarly conversations, and/or handle collaborative projects, please take note.

First, I asked Dustin and Don substantive questions about RIT.  Here, both authors describe how they used their workplaces in higher education as laboratories for refining their theory.  Also, Don channeled his disappointment with the limits of Chuck Tilly’s Durable Inequalities into fueling this endeavor.

1. Katherine.  How did you apply the insight of relational inequality in your own lives?  For example, both of you are at public universities – how does knowing relational inequality affect your ways of interacting with other people and institutions?

Dustin. I think for me one of the ways I see this is becoming faculty during the process of writing the book and being in a transitioning institution. I was hired out of grad school to Augusta University when it had just merged with the Medical College of Georgia. With this merger, Augusta University moved from being a teaching-focused college to a comprehensive research university that includes both graduate and undergraduate programs and a mission focused on research. Experiencing this transition  made me think through the daily lives of organizations in a much less structural way as I saw people negotiating and renegotiating the meaning of the institution, the practices and policies, creating new ways of fulfilling institutional roles, etc. I guess in that way it highlighted the work of Tim Hallet on inhabited institutionalism. As university faculty and staff, we didn’t just copy a bunch of templates from the environment, people were translating them and challenging them in the organization. And we still are, 7 years later, and I suspect we will be for a very long time. Organizations at that moment became enactments rather than structures for me, something to be relationally negotiated not simply imported. Don and my endeavor then to understand inequality in this context actually began to make more sense. And in fact during our weekly conversations about the book, I do remember often relating stories to Don of what was going on, and this certainly shaped how I thought about the processes we were thinking through.

I don’t know if that is what you were after in your question, but it is for me this experience shaped how I have come to think about organizations, and became central to how we think about organizations in the book. 

Don. No fair, actually apply a theory in our own lives? Seriously though, I became pretty frustrated with the black hole explanations of local inequalities as reflecting “structure” or “history”. These can be analytically useful, but simultaneously disempowering. Yes, some students come to the University with cultural capital that matches some professors, but this does not make them better students, just relationally advantaged in those types of student-teacher interactions. At the same time the University exploits revenue athletes for its purposes while excluding many others from full participation. The struggles of first gen students and faculty are produced by relational inequalities. 

As a department chair I was keenly aware of the university dance of claims making around status and revenue and that this had to be actively negotiated if our department was going to be able to claim and sequester resources. This sounds and to some extent is harsh, since success might mean taking resources indirectly from weaker or less strategic departments, although it can also feel insurgent if the resource appears to be granted or extracted from the Provost. But the truth is that university resources flow in a complex network of relationships among units, students, legislators and vendors (beware the new administrative software contract!). 

The Dean will pretend this is about your unit’s “productivity”, it’s never that simple.*  It’s also great to have allies, at UMass we have a great faculty union that works to level the playing field between departments and disrupt the administrative inequality dance.

* Katherine’s addition: Check out this satirical twitter feed about higher ed administration for laugh/cries.

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asa2019 live tweets

With ASA and AOM annual meetings simultaneously happening in NYC and Boston respectively, FOMO is in full swing.  In-between spending time with colleagues and helping Fabio pass out Contexts buttons, so far I have live tweeted (with pics!) at my new twitter account @KatherineKChen, a session on “school discipline” and a session on “theoretical perspectives in economic sociology” from ASA.

Sample tweet of the school discipline session, featuring discussant Simone Ispa-Landa‘s comments about where education research should go.

Sample tweet of an economic sociology session summarizes a finding from an analysis of consumer complaints, conducted by Fred Wherry, Parijat Chakrabarti, Isabel Jijon, and Kathleen Donnelly: student debt inflicts “relational damage” on student’s relations with family and employers.  epopp’s tweets and take of the same session starts here.

You can find other tweets about ASA using #asa2019 or #asa19 and AOM using #aom2019.

Written by katherinechen

August 13, 2019 at 10:24 am

the one where fabio stands up at the end of jess calarco’s job talk and yells, “j’accuse!!”

pacino-court room

I was looking for trouble. I’d been drinking ginger ale all day and reading Andy Gelman blog posts. Then, the department email said some hot shot job candidate was giving a talk.

Jess Calarco strolls in Philly stlye and gives her job talk. A forty five minute talk on, of all things, ethnography. Give me a break! Little kids raising their hands, exercising their fancy-schmancy cultural capital. Don’t believe me? Go read it yourself – it’s in a new Oxford University Press book, called Negotiating Opportunity: How the Middle Class Secures Advantages in School. All the gory messy detail in 272 gripping pages of field work. Don’t buy the hardback for $99. Total rip-off. Get the more affordable paper back edition for $24.95!! Those publishers are total con-artists. You gotta be careful.

For the entire talk, Calarco goes on and on about how children from wealthier families negotiate the classroom in small incremental ways through student-teacher interaction. Asking for time on tests, arguing about assignments. What happens at the end of the talk has now become legend at IU soc. This is how Calarco remembers it:

Here is how I remember it. I straightened out my bow tie, I stood up, and asked: “The motivation for your field work is to understand how class based difference in class room interactional style might be linked to learning outcome or status attainment. What evidence do you have from field work that the association is present or explains the variation in outcome, much in the same way a quantitative researcher might use an R-squared to measure a model’s goodness of fit?

You could hear a pin drop. Children cried. Snowflakes started melting. Then, after taking a few notes, Calarco calmly explains that she was collecting data on the student’s performance to examine the link between classroom behavior and achievement and then she summarized some initial thoughts.

FOILED AGAIN! My plan to undermine the discipline of sociology failed! I went back to my office and vented my frustration on anonymous job rumor websites.


50+ chapters of grad skool advice goodness: Grad Skool Rulz ($4.44 – cheap!!!!)
A theory book you can understand!!! Theory for the Working Sociologist (discount code: ROJAS – 30% off!!)
The rise of Black Studies:  From Black Power to Black Studies 
Did Obama tank the antiwar movement? Party in the Street
Read Contexts Magazine– It’s Awesome!

Written by fabiorojas

May 17, 2018 at 4:01 am

fabio’s bill of grad student rights

Last week, I wrote about my practice of asking stiff questions in job talk Q&A’s. Apparently, my questions are responsible for all manner of ill, from gender inequality in academia to something about Bourdieu and social power. To make it up to y’all, I’ll focus on the positive – what I think all graduate school advisers have an obligation to do.

A little background: I spent the early years of my academic career in departments that were very toxic. Lawsuits. Disappearing funding. Masses of junior faculty fleeing. Bad job market placements. Then, I moved to a graduate program that, while not quite as prestigious, was doing just fine. I clearly saw the difference. People often say that they support grad students, but many don’t. Here’s my summary of what effective advisers should be like.

  1. The right of response: All advisers will promptly respond to emails, dissertation drafts, and other materials. Letters and recommendations will be processed promptly. In academic terms, prompt means a few days, or a week, at most.
  2. The right of the reminder: All advisers will be open to gentle reminders if they violate #1.
  3. The right of socialization: All advisers will tell graduate students about the rules and standards of their discipline and relevant sub-fields.
  4. The right of prompt evaluation: All advisers will write letters of recommendation without complaint and in a prompt fashion, so long as the student gives them sufficient time. In academic terms, sufficient time means about 2-3 weeks.
  5. The right of civility: All advisers will treat graduate as colleagues in training. There will be no screaming, no belittling behavior, and, of course, advisers will respect the personal space of their students.
  6. The right of constructive criticism: All advisers retain the right to criticize the academic and professional work of their students. But advisers will deliver all criticism in a calm and professional manner.
  7. The right of fair warning: If advisers believe that there is a serious issue concerning a student, they shall communicate it early and in a professional manner.
  8. The right of no land mines: If advisers believe that can’t support the student in their doctoral process or job search, they should express their reservations and recuse themselves.
  9.  The right of the supportive letter of recommendation: Advisers shall write constructive letters that reflect the student’s accomplishments and future trajectory. If the adviser can’t do that, they are bound to issue a “fair warning.” (see Right #7)
  10. The right of career respect: Advisers will understand that graduate students pursue many different jobs after graduation. The adviser will not belittle students who do not pursue research intensive academic jobs. All students will receive training and support needed to complete their degree in a timely and constructive fashion.


Your adviser


50+ chapters of grad skool advice goodness: Grad Skool Rulz ($4.44 – cheap!!!!)
A theory book you can understand!!! Theory for the Working Sociologist (discount code: ROJAS – 30% off!!)
The rise of Black Studies:  From Black Power to Black Studies 
Did Obama tank the antiwar movement? Party in the Street
Read Contexts Magazine– It’s Awesome!

Written by fabiorojas

May 15, 2018 at 4:01 am

why i will continue to be annoying at job talks

A couple of days ago, I wrote a blog post about why I think that one should be tough on job candidates during job talks. My argument boils down to a simple point – it’s my chance to push a little and see how they respond in a tough spot.

At first, I was going going to write a blog post defending this view, but then Pamela Oliver retweeted the following, which makes my point very clear:

Bingo. This is exactly right. In your job as a professor, you will be put under pressure. You will be asked uncomfortable questions. They will not care about  your feelings or how it conflicts with your sense of egalitarianism. If you read through Professor Michener’s thread, you will see that she handled it in a very thoughtful and professional way. The thread raises many good points, but the starting point is this: this job has moments of pressure and you need to be able to handle it well.

Just to give you a sense of how the “tough Q&A” might be helpful in assessing a person, here are examples of where “thinking on your feet” and “dealing with pressure” made a difference in my own life:

  1. Around 2000, an audience member at an ASA round table said my work was offensive to all LGBT people. She then stood up and stormed out.
  2. Around 2008, an audience member at an ASA panel stood up and said that my work was completely wrong. He was referring to a draft of this paper.
  3. During my midterm review, the current chair indicated that I may be in trouble. It’s ok. I pulled through – we’re still friends!!!
  4. My work on the More Tweets, More Votes paper was openly criticized by leading political professionals, including this Huffington Post piece.
  5. I have argued with people in public about open borders. Including the spokesman of the Hungarian national government, Zoltan Kovacs. Let’s just say he doesn’t share my opinion!
  6. Students will raise potentially inflammatory questions in the middle class. Last year, for example, a student claimed in class that Catholicism is the only true religion. Needed to be real careful about that one.
  7. The blog generates a surprising amount of hate mail – from other scholars!
  8. As a journal editor, people question my rejection letters all the time. Oddly, they never question my acceptance letters!
  9. And of course, the piles and piles of journal and book editor rejections that every professor must deal with.

Of course, the typical day is not that stressful, but scholars are often called to defend themselves and they must do so in the face of tough opposition. I don’t advocate a lack of courtesy or civility. But asking about things like research design, relation to research done by scholars in adjacent fields, and inference is totally acceptable and there is nothing wrong with a courteous, but blunt, question. Heck, IU grads have told me that my questions during practice job talks were excellent prep for job talks elsewhere. Thus, if you have had years to work on a dissertation and you can’t answer a mildly assertive question about your own work, I will not be impressed.


50+ chapters of grad skool advice goodness: Grad Skool Rulz ($4.44 – cheap!!!!)
A theory book you can understand!!! Theory for the Working Sociologist (discount code: ROJAS – 30% off!!)
The rise of Black Studies:  From Black Power to Black Studies 
Did Obama tank the antiwar movement? Party in the Street
Read Contexts Magazine– It’s Awesome!

Written by fabiorojas

May 10, 2018 at 4:24 am

why i am annoying at job talks

At my dept, I am the guy who asks the tough questions at the end of the job talks. This strikes people as aggressive or obnoxious and they are right. But I think there is good reason to be extra tough for a job talk.

  1. Teaching: Can you think on your feet? Most of the time, your students will be asleep. But once in a while, they wake up and they can ask tough questions. You have to be ready for it.
  2. Actual Contribution: Honestly, PhD program prestige and CVs drive most hiring. Thus, if your adviser makes you author #5 on an AJS or ASR article, you have a massive job market advantage. In that case, I have to see if you actually know what you are talking about, or if you got credit for doing the footnotes.
  3. Cultishness and Rigor: I want to see if you “drank the kool-aid” or if you really have given serious thought to what you are doing. For example, I love asking qualitative researchers about causal inference. Do they really believe that ethnography is a magic land where inference doesn’t matter? Or have they really thought about what can and can’t be done within a given methodological framework?
  4. Broad mindedness: Does the person only care about the writings of the two or three most famous people in their sub-area? Or have they thought deeply about what the sub area has accomplished overall? Similarly, are they going off what was the most recent top journal article? Or do they read widely and know they history of their area?
  5. Disciplinary Parochialism: Does the person only care about what sociologists have written about their topic? Or do they understand the value that other academics might bring to a topic? For example, I routinely ask people doing work/occupations and economic sociology about relevant research in economics.

Of course, no Q&A session can dig into all of these issues. But one or two well placed questions can tell me quite a bit.


50+ chapters of grad skool advice goodness: Grad Skool Rulz ($4.44 – cheap!!!!)
A theory book you can understand!!! Theory for the Working Sociologist (discount code: ROJAS – 30% off!!)
The rise of Black Studies:  From Black Power to Black Studies
Did Obama tank the antiwar movement? Party in the Street
Read Contexts Magazine– It’s Awesome!

Written by fabiorojas

May 8, 2018 at 4:01 am