How do you like to be recognized for your accomplishments?

"I am very simple. I do not require formal recognition, but kind words from my coworkers and superiors will keep me motivated and working hard. I always feel grateful when my colleagues take the time to acknowledge my work. Knowing that my dedication is recognized and appreciated by those around me is a great feeling. Their kind words motivate me to continue doing my best and strive for even greater achievements in the future. It's amazing how a few simple words can greatly impact my mood and motivation. I value my colleagues' positive feedback and support, and it inspires me to keep pushing forward."

We all like to be recognized in some way for our accomplishments in the workplace. Share with the interviewer how you want to be known for your hard work. Some leaders may prefer more public recognition, such as being acknowledged in a school-wide email or newsletter. Others may appreciate a more personal approach, like a handwritten note, a promotion, or a one-on-one meeting to discuss their achievements. Ultimately, it depends on your personality and preferences when answering how you like to be recognized for your accomplishments.

"I am very much an over-achiever and find that the best way for me to be recognized for a job well done is to be given words of kindness and recognition. I am easily encouraged, and the best reward is knowing that my hard work is being noticed."

"I am a highly competitive person who is compensation driven. I like to be recognized for my accomplishments through monetary bonuses where the stakes are high. But don't get me wrong. I am compensation driven when my superiors come up with the idea, but I always strive to be my best even when compensation is not involved."

"I do not need recognition and prefer to give recognition to others, especially rookie teachers. It makes me happier to see others receive recognition."

"In general, I am highly competitive, I am motivated by kind words and not necessarily by formal recognition."

"For me, kind words of recognition from my peers and superiors have always been enough. Anything further than that would be up to the presenters of the recognition."

"A simple "thank you" is my favorite!"

What is your proudest moment as a teacher or leader?

"So far, my greatest accomplishment as an academic dean is upgrading my master's degree to a Ph.D. while working full-time and as a new mother. I learned so much about personal and professional diligence, and I am forever grateful for the opportunity."

As an academic dean, you will have many students and faculty looking up to you. Your passion for the job must shine through during your interview! Talk to the interviewer about what the proudest moment in your career has been so far. As an educator, you may have many proud moments throughout your career. Perhaps one that stands out is when a struggling student came to you after class and thanked you for believing in them and pushing them to succeed. It can be incredibly gratifying to see your impact on this student and to know that your efforts made a real difference in their life. Another proud moment could be when a group of your students won a national competition in their field of study. Seeing their hard work and dedication pay off can be truly inspiring and make you proud to be their teacher. Overall, being a leader is a challenging and rewarding profession, and you should be grateful for all of the proud moments you have experienced.

"My proudest moment as a leader was when I achieved my Ph.D. in Education and was promoted to academic dean six years ago. It was a great example to our students that continued education is worth the investment - no matter what stage you are in your career."

"I have many accomplishments that I am very proud of. Overall, I would say that my greatest work accomplishment is my positive reputation in the academic community. I am proud of my reputation as it represents years of hard work, dedication, and a commitment to excellence. As a professional in my field, I have always strived to stay up-to-date with the latest research and trends and apply this knowledge to benefit my clients and colleagues. Whether I am teaching a class, conducting research, or working as a dean, I always approach my work with integrity and a focus on achieving the best possible outcomes. This has earned me the respect and trust of my peers, and I feel honored to be considered a leader in my field. Ultimately, my reputation reflects the values I hold dear, and I am grateful for the opportunities I have had to contribute to the academic community."

"One of my proudest moments was when I led my 4th-grade team in redesigning our reading program by writing a $30,000 grant for books to use in the implementation of a guided reading program that resulted in an over 30% rise in students' academic achievement that school year."

"I had been teaching for about 20 years and felt fairly stale (using project ideas taught to me, remaking the same object over and over). While I had been getting positive student reviews and exhibition opportunities, I knew I needed to change in order to grow. So, I signed up for a workshop with Ruudt Peters in the Netherlands. I worked with a group of international artists in a course called "Now: Breath" where we challenged each other and ourselves in our creative habits. As a result, I completely redid my methodology for teaching in the jewelry studio. I created prompts that were unexpected and designed to disrupt what students normally do. My aim was to get them out of their creative habits. The evaluations were proof that it was successful. One student wrote, "I hated these prompts at first, but now they have changed my whole practice, how I create, and how I think."

"As a Dean of the School of Business, my proudest moment was receiving notification from the Accreditation of Collegiate Business Schools and Programs (ACBSP) that our program accreditation was reaffirmed. Because of the hard work, discipline, and attention to detail it took to research, write, and published the Self-Study I submitted for their review. As a teacher, it's when my students acquire their "Aha" moments from a period of instruction."

"One of my proudest moments was when one of my students came to see me after he had graduated with both his BS and MS to thank me for all my help and for all I had done for him over the years. This student was the smartest, nicest, most independent student for whom I had to do very little. He taught me so much. Similarly, I've had students who struggled every step of the way, and they came back to thank me for my help and encouragement. I think the thank you's from them is even more important. The first student would have been successful no matter what; I think the others are the ones for whom I made a difference. As a leader, I have made some really good staff hires who I think bring creative solutions every day."

When you suffer a setback, how does that emotionally affect you and your work?

"Setbacks can be trying, but I find that you have to learn how to lose before you learn how to win. While I never enjoy setbacks, I use them as a stepping-off point to something even better. When I suffer a setback, it can be tough emotionally, but I try my best not to let it affect my work. It's important to stay focused and keep pushing forward, even when things don't go as planned. Of course, there are times when setbacks can be frustrating and demotivating, but I try to use them as an opportunity to learn and grow. It's all about maintaining a positive attitude and staying committed to my goals, no matter the obstacles. Ultimately, setbacks are just a part of life, and I try to take them in stride and keep moving forward."

Everyone handles the stress and disappointment of setbacks differently. Some may become emotional or angry, while others can remain calm and professional. The interviewer wants to understand how you handle challenges and obstacles as a dean. They want to assess your resilience, problem-solving skills, and ability to learn from mistakes. It is essential to provide specific examples of setbacks you have faced and how you overcame them, demonstrating your capacity to adapt and grow in challenging situations. Remember to stay positive and focus on the lessons learned rather than dwelling on the negative aspects of the setback.

"Experiencing a setback is always disappointing and can be a bit disheartening, but I understand it happens occasionally. If I experience a major setback, I will take a few moments to debrief with a mentor and discuss what I could have done differently. Then, I move on!"

"When I suffer a setback, it can be difficult to emotionally manage the disappointment and frustration that comes with it. However, as a pragmatic thinker, I can quickly shift my focus to finding solutions and identifying what went wrong to avoid making the same mistakes in the future. I try not to dwell on the setback for too long, which can negatively impact my work and productivity. Instead, I use it as a learning opportunity and motivation to improve and achieve my goals."

"While setbacks could be viewed as negative, they are inevitable. Therefore, a leader must remain strong and perseverant. I take setbacks as an opportunity for improvement and leadership strengthening."

"Although setbacks will occur, I have always taken the approach of seeing it as an opportunity to be better than the cause of the setback. Therefore, I am disciplined enough to not allow it to emotionally affect me. I learn from it and move on."

"I must admit that it is difficult to deal with major career setbacks. But as a faculty member and administrator, you have to develop a thick skin. You get papers with lots of critiques, proposals rejected, and occasionally passed over for a position, but you don't accomplish anything without taking some risks. So, I sulk for a couple of days, then vow to work harder to be successful the next time or learn from the setback."

"Actually a lot - proposals not funded, publication submissions rejected, colleagues or friends gossiping or saying something bad about you, anonymous defaming mails, the student's bad attitude, etc. Some you need to fight back, some you just need to ignore. One thing important is that every setback will teach you something and make you a better person. We are human beings, we have the permission to make mistakes. Fail to learn and learn to fail! The key is ' do not let any setbacks kill you!' Falling forward and doing better."

What questions do you have for me in regards to this school or position?

"Thank you for asking - I do have a few questions. What is top of mind when it comes to filling this role? Also, what types of career growth opportunities would follow this position? And lastly, do you have internal candidates also interviewing for this position?"

Preparing questions for the interviewer is always a great idea, as it shows you are genuinely interested in the position and the company. It also allows you to learn more about the job, the company culture, and the expectations of the position. Asking questions can also help you stand out from other candidates and demonstrate your critical thinking and leadership skills. Additionally, it can help you better understand if the job is a good fit for you and your career goals. Having at least two to three questions ready for the interviewer is a simple but effective way to make a positive impression and increase your chances of landing the job.Review the school's website and other online resources to ensure your questions are not mundane or redundant. The last thing an interviewer wants to hear is a list of questions you could have found the answers to by merely watching a video on their website!

"Thank you for asking. A few questions come to mind. What is the biggest goal for your school this year? And, what is your proudest accomplishment since working with this university?"

"Thank you for the opportunity to ask a few questions. As an experienced academic dean, I am interested in learning more about the school or organization's culture and values. Can you please provide some insight into these areas? Additionally, I would like to know what the primary responsibilities and expectations are for the position. Lastly, could you please elaborate on the support and resources available for professional development and growth within this role?"

"Yes, I do have a question. What are the top characteristics you are looking for in the position? What do you see as challenges for the position?"

"Yes, thank you for asking. What are the characteristics and challenges of this position? And when will you make a decision in filling this position?"

"I'm well-versed in the university's strategic plan as outlined in CSU 2.0. And I also know the obligations of CSU as it impacts engineering, related to the JO project. But is there anything that I need to know about the president's priorities for the engineering college or the university which I should be aware of?"

"1)what kind of person you are looking for in this position?2)what expectations for the new Dean?3) what do the faculties hope for the Dean?4)what is your university policy for international collaborations particularly with China?5) do you have any plans or budgets for a research center yet?"

Would you consider returning to school to complete your PhD?

"Absolutely! I am passionate about continuing education and see great value in obtaining my PhD. In fact, I have been looking into different doctoral programs that will accommodate a full-time career and found a higher education leadership program that will work for me. It's through Grand Canyon University and will allow me to work full-time while working towards my PhD at my own pace."

As an academic dean, you most likely have a bachelor's or master's degree. If the interviewer asks if you have considered obtaining your PhD, you must not have that qualification. If you have not achieved your PhD, discuss with the interviewer if you see value in it for yourself. The interviewer wants to gauge your commitment to continuing education and professional development. It is important to consider your own career goals and aspirations before answering this question. If returning to school aligns with your long-term objectives, it may be worthwhile to explore this option further. Keep in mind that more colleges are requiring their academic deans to hold a doctorate in higher education or a similar field.

"Of course, I would consider returning to complete my PhD. While it has never been a requirement for any of the schools I have worked for. I certainly see value in higher education and think it would also be a great example to our students. Is this a requirement to be considered for the position?"

"Yes, I would certainly entertain that idea. I would, however, like to stay in a full-time dean position while pursuing my PhD. Would that be possible with your university if I were hired for the position?"

"I am currently enrolled in an Ed.D. program to enhance my academic leadership skills. Throughout the experience, I have greatly valued the courses on personal leadership, the leadership of others, and the management in diverse populations. I feel this experience will make me a positive fit for the Associate Dean position."

"I would, of course, entertain this idea because I love research and value this level of engagement in a topic, but would want to remain as a full-time dean to stay engaged with the College of Marin. Is this an education level you're seeking for this role?"

"I have completed my Ph.D. in Sociology, however, I would consider upgrading my master's degree in management to an MBA or Ph.D. Absolutely."

How do you handle communicating bad news to a fellow coworker or subordinate?

"I have found that communicating with respect and the intent to support the team member is the best approach. It is important to communicate what behaviors are off track and what resources are available to the individual to get back on track."

One of the most challenging parts of communication is delivering bad news to people you work with and care about. It doesn't come easy to deliver a less than positive work review or terminate someone. When providing bad news to a coworker, it's essential to approach the situation with empathy and sensitivity. Start by finding a private and quiet space where you can have a conversation without interruptions. Begin by acknowledging the difficulty of the situation and expressing your concern for how they may feel. Be clear and concise with your words, but avoid being blunt or insensitive. Offer your support and any assistance you can provide to help them through the situation. Remember to be patient, listen actively, and be prepared to answer any questions they may have. Ultimately, the best way to deliver bad news to coworkers is with respect, kindness, and compassion. Assure the interviewer that you can handle this type of task in a transparent, concise, and professional manner.

"I certainly do not enjoy communicating bad news to coworkers, but I have experience doing so. When this type of task is required of me, I practice empathy and compassion. Truth is always key, so I will be honest and clear when communicating the news. For instance, if I am to terminate someone's employment, I will not sugarcoat the reasons why. It's best they know so they can learn from the experience."

"I am very to the point regarding my communication skills and always try to be as honest and transparent as possible. Good or bad news, there is always a way to improve the situation and create something good from it. After delivering bad news, I will work with my faculty member to find a viable solution. It's important to approach the situation with empathy and understanding while also being clear about the situation at hand. I offer support and resources to help navigate any challenges that may arise due to the news, and I also make sure to follow up with the faculty member to check in and see how things are going. Ultimately, my goal is to ensure the faculty member feels heard and supported, even in difficult times."

"Delivering bad news to a fellow worker or subordinate is always a challenge. Depending on the news institutional policy and the individual, the news may need to be conveyed privately or in a witness's presence. Also, as a leader, the intent of the communication must be delivered clearly and possibly include improvement plans."

"I always communicate bad news to any person by way of our institutional policies governing that communication. I do so, in private and depending on the type of news it is, will determine whether I obtain a witness in the private setting when conveying the bad news."

"I schedule a time to sit with the person so that we can be undisturbed. I share with them the big picture (i.e. budget reductions, etc), and explain why this change is necessary."

"To deliver good news is easy and pleasant while delivering bad news needs some wisdom but someone has to do it. I would show my empathy and communicate in an honest way. I will also provide some possible solutions. For example, if it is a proposal was rejected, I will discuss with him/her how to improve for resubmission, if a staff was laid off, I would first assure his/her work and capability, discuss the situation and provide references for his or her job-hunting."

Tell me about a time when you improved communication between yourself and a colleague, student, or faculty.

"In my previous position, I had a professor who kept missing important email updates that I had sent out. This was causing some issues in our work, as they would often be working off outdated information. Instead of getting frustrated or upset, I decided to try a different approach.I scheduled a one-on-one meeting with the professor to discuss the issue. During the meeting, I explained how important it was for us to be on the same page and how their missing email updates were causing some problems. I asked if there was anything I could do to help improve the situation.The professor acknowledged that they had been struggling to keep up with their email inbox and suggested that we have a weekly check-in meeting to review any critical updates or changes. This way, they wouldn't miss anything important, and we could ensure that we were both up-to-date on everything we needed to know.Since implementing this solution, our communication has improved significantly, and we haven't had any issues with missed updates. It shows that sometimes the best way to improve communication is to have an open and honest conversation about the problem."

Possessing the skills to improve communication in the workplace is a precious asset. As an academic dean, you will work closely with faculty, staff, and students, and you must communicate clearly and effectively with diverse groups. Being able to provide an example of when you successfully improved communication with others demonstrates your ability to work collaboratively and your commitment to achieving positive outcomes. It can also show that you can adapt to different communication styles and solve complex problems. Give an example where you improved communication by describing the situation, what measures you took to improve communication, and the result. Talk to the interviewer about your ability to enhance communication in the workplace.

"In my current position, I have one particular board member who is an exceptionally brief communicator. If I ask two questions, he will answer just one. I learned quickly that he would not acknowledge anything he did not have a direct answer for. I began to ask him questions in a different way. For example, I will say, 'Do you have an answer for me on question X?' and he will say yes or no. We then go from there. This is a useful method of communication for that particular individual."

"Before becoming an academic dean, I had a student struggling in one of my classes. I knew that effective communication was key to helping this student succeed, so I made a point to reach out to them and ask how they were doing. We had a few conversations where I listened to their concerns and offered advice on how to improve their study habits. I also checked in with them regularly to see how they were progressing. By taking the time to communicate with this student and offer support, I was able to help them overcome their challenges and ultimately succeed in my class. It was a rewarding experience to see how effective communication can impact a student's academic success."

"Communication is so important in so many ways, especially when you are trying to communicate with a campus of teachers. When I was a grade-level lead teacher, I communicated with my team by sending them a weekly WAAG (Week at a Glance). The WAAG was simple, listing bulleted reminders for the upcoming week. This helped keep my team informed and in the loop on any important changes or responsibilities that came down the chain."

"We tend to be a very email oriented institution. While that has benefits, sometimes, a phone call if the client or co-worker is distant or a brief meeting improves communication. I have utilized these methods with students, faculty, peers, superiors, and clients. There is an additional level of communication and clarification that occurs face to face or over the phone and especially face to face that improves communication. An example is when I took members of our Registrar's office to lunch. I also have F2F meetings with the lead coordinators of projects weekly or biweekly."

"While I have done numerous performance plans (sometimes with HR), I most proud that when I was promoted to Chair, I struggled to communicate with a long-term faculty member who had more experience than me. I sensed that she had wanted the promotion I ultimately received, and she was no longer in leadership. What I did was informal. I had an office by hers, and I made sure my door was open when I knew she was between classes. We would chit chat and I got to know her concerns, her struggles, her life. She had stories to tell, as we all do, and this informal approach made it easier for us to communicate in more formal settings. It seemed like a trust issue. We didn't trust each other until we really got to know each other, and it helped me understand where her strengths were so I could put her in positions where she could succeed. For example, she's wonderful with first-year students as she has a daughter around the same age, and we decided to put her in our introduction to Fine Arts course, which has proven to be very successful."

"My department of _____ had Blackboard Analytics software as a platform of use in our department. However, the program was outdated and needed an upgrade of services. In the negotiation process, we were emailing back and forth which serve a purpose to a degree. But to complete this contractual upgrade of services I implemented a conference call of all the stakeholders and we came to terms and contracted services for Blackboard Pyramid Analytics software platform."

"I had some terse and critical emails from a faculty member. I picked up the phone and called them, apologized for my error, agreed we had the same general goals and worked out our differences. It is always better to talk on the phone or in person in these circumstances, though it is more difficult given covid and the fact that we are so spread out and I can't just walk down the hall and expect to find people as I would have in the past."

"Communication is a very important skill for any position. In my opinion, asking great questions is a good technique in communication. Also, don't be shy and don't be afraid of making mistakes. I have two examples to share. One is an Indian student in my team who is very talkative, he asked many questions and was dominant in class. Of course, you know, many students did not like him. The other is just the opposite, one student from China who is very quiet and rarely asked any questions in class. I talked to these two students separately and kindly pointed out their advantages and shortcomings, both of them improved a lot and now doing very well in their careers."

"I'm an early riser and typically respond or send emails to the faculty and staff when I get up in the mornings. I noticed that my librarian was acting differently one day, so I approached her and asked what the matter was. She said my early morning emails were disturbing her sleep since her work email came to her phone. I explained why I was sending emails at that time and showed her how to silence her emails at bedtime on her phone. I also encourage her to definitely come to me in the future if she has an issue."

Rate your communication skills from 1-10 with proper examples backing your given rating.

"I will rate myself an 8.5 because I am a strong communicator. It is the foundation of all business success. I always strive to be a better communicator, so I leave the rest of the scale as an aspirational measure. While I can generally articulate my thoughts and ideas effectively, there are still certain situations where I struggle to convey my message clearly. Additionally, I recognize there is always room for improvement regarding active listening and responding empathetically to others, which are both crucial components of effective communication. Overall, I believe that my communication skills are strong, but work must be done to become a truly exceptional communicator."

The interviewer asks you to rate your communication skills from 1-10 because effective communication is a critical skill for the role of an academic dean. By providing proper examples backing your rating, you can demonstrate your ability to communicate clearly and effectively with various stakeholders, including faculty members, students, and administrative staff. For instance, you could highlight your experience in delivering presentations, leading meetings, and resolving conflicts. Additionally, you could mention any strategies you use to tailor your communication style to different audiences and situations. Ultimately, the interviewer wants to gauge your communication proficiency to ensure that you can effectively convey information, build relationships, and facilitate collaboration in your role as an academic dean. Be sure to give a number rating with good examples while leaving a little room for improvement.

"I rate my communication skills as a 9/10 as I occasionally have times when I am not as clear as I would like to be. My supervisor and coworkers will attest to my clear and concise communication skills. Because I am an open leader, my team will let me know if I need to clarify anything. During a recent meeting, a faculty member asked me to clarify some information that had been presented. I was happy to help and provided them with additional details and context to ensure everyone was on the same page. It's important to me to make sure all questions are answered and that everyone feels comfortable with the information presented."

"I would rate my communication skills at 9 out of 10. I believe that I can generally express my thoughts and ideas clearly and concisely and am an active listener who can understand and respond to the needs and concerns of others. For example, I recently had a conversation with a colleague who was struggling with a project, and I was able to offer some helpful suggestions and support that allowed them to complete the task successfully. Additionally, I am comfortable communicating in various formats, including written, verbal, and nonverbal, which makes me a versatile communicator in various settings. Overall, while I am always looking to improve my communication skills, I am an effective and confident communicator who can connect with others and get my message across clearly."

"I will rank my communication skills at an 8. I always try to make an initial connection to the person or persons. I may comment upon something I know about them and their job, a well-done, etc. I try to use a framework to guide my discussions, why, what goals, who, what are my expectations, opportunity for questions. I often craft responses or an outline for unique or difficult communication."

"I will rate myself an eight because I value communication but, just like most people, I have things to learn. While I use multiple ways to communicate with various constituents, I am constantly learning the pace of implementing changes by giving ample time for questions and feedback. Communicating well with people with long institutional memory is critical for me to avoid missteps, but so is providing open platforms for new faculty to give critical feedback. People new to the institution can give us insights based on their experience and providing a set of fresh eyes. I realized I needed a more formal way to receive critical feedback on my program and have scheduled a listening session for late May with four members."

"I rate myself as an 8, which gives me room for improvement. I do so because I use a framework from which I communicate and receive communication with others in the workplace. Depending on whether the communication is verbal, non-verbal, written, by phone, or visual will determine my response. I always try to leave space for feedback and questions."

"I would give myself a 7. I can write decently; I have written papers and proposals (both technical and curricular and administrative). I've given talks and short off-the-cuff talks to many different types of audiences."

"I rate my communication skills to be 8 in English. English is not my native language and I cannot get rid of my accent totally, otherwise, my communication skills are 10."

"I would rate myself as a 9 because I am a good communicator. I am an active listener and respond empathetically if the situation arises. When starting a new position, I always ask my faculty and staff - how would they like me to communicate with them. Whether by email, text, or a call and I adhere to their preference. Additionally, when giving feedback, I usually start and end with positive affirmations."

How do you describe what you do for a living to others?

"As an academic dean, my job is to oversee and manage my institution's educational programs and faculty. I work closely with department chairs, faculty, and staff to ensure our students receive a high-quality education and have the necessary resources to succeed. This includes developing and implementing policies, programs, and initiatives that support academic excellence and providing guidance and support to faculty in their teaching and research. Additionally, I work with other administrators and stakeholders to ensure that our institution meets its strategic goals and serves the needs of our students, faculty, and community. My role is to ensure that our institution provides the best possible education and opportunities for our students while upholding our values of academic excellence, diversity, and social responsibility."

When an interviewer asks you how you would describe your job as an academic dean to others, they are trying to understand your communication skills and ability to distill complex ideas into simple language. They want to know if you can explain the responsibilities and duties of your position in a way that is easily understandable to people who may not be familiar with academia. It's important to be clear and concise and to focus on the most important aspects of your job. Overall, this question is an opportunity to demonstrate your ability to communicate effectively and to highlight your expertise as an academic dean.

"When asked what I do for a living, I explain that as an academic dean, my job involves overseeing the academic programs and faculty at the university. I describe how I work closely with department heads to ensure the curriculum is up-to-date and meets the needs of our students. Additionally, I manage budgets, hire and evaluate faculty, and promote the university's academic reputation. I also explain how it is a challenging role, but also incredibly rewarding as I get to play a part in shaping the future of the students and the university as a whole."

"I am asked this question quite often. I explain how my job is to oversee and manage the academic programs and curriculum of the school or university. I work closely with faculty members, students, and administrators to ensure the academic standards are met and that the students receive the best education possible. I also play a key role in developing and implementing policies and procedures that promote academic excellence and student success. I end by saying that my goal is to create an environment that fosters learning, growth, and innovation."

"I respond by saying I am a Director of Education for a technical college that provides the opportunity to change people's lives. Our programs are short and some students can be working in the field in as few as 9 months."

Do you consider yourself a patient person? How do you increase your patience level in challenging situations?

"Yes, I am extremely patient with other people. I tend to be impatient with myself if I am not finishing a project as fast as I think I should. But I am learning to be patient with myself as well. I find that breathing exercises and closing my eyes for a few seconds can help me regroup. I believe it is important to take the time to listen and understand others and be thoughtful and considerate in my actions. It can be challenging sometimes, but I always try to remain calm and focused, even in difficult situations."

The interviewer wants to know if you consider yourself a patient person, as this position requires dealing with various individuals, situations, and challenges that can be stressful and demanding. Being patient can help you handle these situations with grace and professionalism. When describing how you increase your patience level, you could mention how you practice mindfulness exercises, take deep breaths, and remind yourself of the positive impact you can make as a dean. Additionally, developing empathy and understanding towards others can also help you be more patient and understanding in difficult situations. More than anything, you want to assure the interviewer that you are a patient, level-headed individual.

"Yes, I consider myself a patient person. I would rate myself an 8 /10 for patience because I certainly have room to grow, but I have a very long fuse. If I need a boost of patience in a challenging situation, I will take a step away, count to 10 and then return to the situation. I recently read a book, 'The Power of Patience' by M.J. Ryan which also gave me some great new methods for coping with stress."

"As an experienced academic dean, I would say that I am a patient person. In my role, I have learned that patience is critical when working with students and faculty members. Whether dealing with a difficult situation or helping a student navigate a complex issue, I always try to remain calm and patient. I believe this approach helps me better understand the needs of those around me and fosters a more positive and productive environment. Ultimately, I believe that patience is one of the most important qualities that a leader in higher education can possess."

"Yes, I believe I am a patient person. In challenging situations, I do a lot of listening to measure all participants' viewpoints. After listening, I acknowledge the concerns and possibly offer solutions or compromising plans."

"Absolutely, you cannot work with students for over 20 years and not develop both empathy and patience. To increase my patience, I look for what is behind the tone in an email or conversation that is testing my patience and see what is driving that person's reaction. Often, I find myself wanting to respond quickly to things, and I've learned to provide space. Recently, a student sent an angry email about studio access. I noticed the time stamp at 2:03 am, and decided to let the email sit for 24 hours. Sure enough, the student emailed me after he slept, and had figured out the situation on his own (and sent an apology for the tone in the first email, which I appreciated)."

"Yes, I do consider myself a very patient person. I have a long fuse, it's call discipline. In moments when challenging situations occur, I become more resolute and focus on making the right decision to ameliorate issues of concern."

"Yes, I consider myself patient in challenging situations. I keep my cool and try to listen to viewpoints and try to come up with challenging situations. I admit I am sometimes impatient with the pace of change at a university, so I remind myself that it is better to wait to get buy-in from all involved parties, rather than to push through changes that may not have the desired end result."

"No, not really but I am doing better and better. I read some books about emotional intelligence that are really helpful. For example, Dale Carnegie's How to win friends and influence people. Also, my wife is a very patient lady, our personalities are just opposite. In every argument, I found she is right in the end. She taught me how to become a patient person and how to handle things in a wise way."

Are you familiar with this state's academic criteria?

"Yes, I became familiar with this state's academic criteria before applying for the position. The criteria is not far different from the state where I previously worked. Should I be the chosen candidate, I can assure you I will review this state's academic criteria very thoroughly."

As an academic dean, you will be responsible for ensuring that your institution meets the state's standards for education. This includes understanding the specific requirements and guidelines set forth by the state and staying up-to-date on any changes or updates to these criteria. By asking about your familiarity with these standards, the interviewer is trying to gauge your level of knowledge and experience in this area and determine how well you would be able to fulfill this fundamental responsibility. Academic criteria could change from state to state. If you are relocating from another state for this position, assure the interviewer that you understand the difference, if any, between your last position's requirements and this one.

"Yes, I have spent significant time comparing this state's academic criteria to the state where I last worked. From what I can see, there are no significant differences. I am confident that if any differences come up, I could learn and adjust quickly."

"Yes, I am very familiar with the academic criteria for this state. I have worked as an academic dean in this state for eight years and consider myself an expert in this state's academic criteria."

"Yes, I have been employed in a Texas higher education institution for the last 14 years. I have noticed the emphasis and value on course assessment become mandatory and not optional. I have also become very familiar with the course requirements based on standards provided in the ACGM and WECM."

"Yes, I have familiarized myself with the TCSG's admission requirements to include this past year no student needed to submit SAT or ACT scores in lieu of the COVID pandemic."

As an academic dean you will be exposed to a wide variety of people, situations, and environments. Do you feel prepared for this?

"I am certainly prepared to work in a diverse environment. I embrace it. I understood, before even applying here, that your university offers a diverse range of student body and faculty. I find this very exciting and look forward to learning more as the interview process continues."

The interviewer wants to gauge your level of comfort and adaptability in diverse situations and environments to determine if you will be a good fit for the role. As an academic dean, you will interact with various individuals, including students, faculty, staff, and community members. You need to navigate different social and cultural backgrounds with ease and sensitivity. Therefore, it is essential for you to feel prepared for this kind of exposure. Assure the interviewer that your previous experience and training have prepared you well for this role and that you are always open to learning and growing professionally.

"Yes, I am more than prepared for this role. I have been in education most of my career, teaching in elementary, high school, and then universities across the country. I have also traveled much of the world. These experiences have shaped me greatly, and I am positive that I can interact with any person and deal with any situation with professionalism and poise."

"Yes, I am excited and well-prepared to work in an environment that offers diverse people and situations. I have worked as an academic dean for the past 15 years, so I can assure you I have the experience and knowledge you are looking for. I welcome even further diversity from this role with your school."

"Yes, I have lived and worked overseas and in the US at a variety of HE types with a vast array of diverse people and projects. I am very field independent. I can work and be successful in building upon relationships to meet goals. The strengths come into play here: strategic, activator, individualization, arranger, and learner. I am always looking for a way forward with the implementation that is sustainable."

"Yes, I feel prepared. Through my previous work experience with students and colleagues has exposed me to a variety of people. Avoiding stereotypes and learning the stories that build each individual should be utilized in all engagements. Discovering each person's history and motivation factors is a persistent characteristic of mine that would be beneficial as an Academic Dean."

"I have been in education for the majority of my career, and have had the opportunity to refine what inclusion means to me. It's a practice. Inclusion must be practiced, refined, assessed, and repeated. If you think about discrimination (racism, sexism, ageism, abelist), it's an attitude that you have to investigate to change. Looking at historical models of critique, for example, has helped me understand the power dynamic in an art classroom and challenge that with my students. As a leader, I believe in an inclusive environment and express that freely. If leadership believes, everyone will. It's how resources are allocated, it's how courses are written, it's how each person can work to his or her strengths in any environment."

"I am well prepared to work in an environment that offers a variety of people and situations. My 14 years of combined Deanship provides me with the intellect to be successful and ready on day one. Through the many roles that I have earned within the academic world of teaching, learn and administrating I bring to the table a vast amount of experiences that I believe will make me a strong and successful Dean at this institution for many years to come."

"Yes. I am used to dealing with a wide variety of students, both happy and those angry and upset. I've dealt with faculty who also have been upset with a situation, and either tried to help make a change or help them understand the situation. And I've worked with many types of personalities on the faculty and staff. I always try to see the "good" or the strengths of everyone, and show my appreciation for that and value that."

"Yes, I have lived and worked overseas and in higher education for over 15 years which has well-prepared me for this role. I have always worked with a diverse team and collaborated with departments on projects."

Give me an example of a new academic rule or regulation that you have created.

"I have not yet had the opportunity to create any new academic rules or regulations. That said, I am keenly interested in creating a safe environment for students. If the opportunity arose, I would first update our school's bullying policies to include cyberbullying if that has not yet been addressed."

As an academic dean, you should have experience creating and enforcing academic rules and regulations. The interviewer is interested in your knowledge and expertise as an academic dean and wants to know how you approach the development of new academic rules and regulations. By asking you to provide an example, they can gain insight into your thought process and problem-solving skills in this role. It also allows the interviewer to understand your leadership style and how you navigate the complexities of academia. Overall, providing an example of a new academic rule or regulation you created can demonstrate your skills and qualifications for the position. Discuss your experiences with the interviewer, and be sure to highlight your most significant wins when it comes to academic rules.

"A few years ago, I created a new school policy to include bullying and cyberbullying. Because cyberbullying was a newer concept, our school did not have a policy to address those concerns. I created a zero-tolerance environment, and any breach resulted in expulsion. The improvement for our students was impressive, and I am very pleased with the results related to the change in policy."

"I am currently working on updating our school's Academic Integrity Disciplinary Procedures. These include policies surrounding plagiarism, cheating, forgery, and false representation. As a dean, I believe it is important to regularly review the university's rules and regulations and update them when necessary."

"I am currently working on developing our college's learning and teaching policy. I am really concerned about our programs' quality; I feel we need to improve our course Sylvi making it competency-based and aligning to industry needs. Also, due to increasing plagiarism cases, develop new college-based plagiarism in line with the university policy."

"I have not yet had the opportunity to create any new academic rules, but I have always had an interest in academic integrity and consistent grade distribution."

"We jokingly say at my current school that all rules are there for a really good reason. I've helped create several policies regarding our student galleries. Working with the academic council, I helped established GPA thresholds for reviewing at-risk juniors for student progress assessment and helped build CCAD Pro, a support workshop for students."

"I have written many policies for academic and administrative governance. The one that comes to mind is the Comprehensive Program Review policy that outlines how every major will undergo a program review every five to seven years."

"For UTA strategic funds, I proposed to form an imaging-guided therapeutics center and I created the rules for this center, one is anyone who joins this center must submit at least four proposals per year. I also set up the registrations for UTA SAVANT."

How do you handle a larger than average workload?

"When I have a normal workload, I make a list of all deliverable work. Then, I prioritize the list by deadline and ease of completion. I always try to hit the easy tasks first and get them off my to-do list. Feeling like I am making progress keeps me motivated. When I have a larger-than-average workload, I prioritize my tasks based on their urgency and importance. I create a to-do list and tackle the most pressing tasks first. I also try to break down larger projects into smaller, manageable tasks to avoid feeling overwhelmed. Additionally, I take breaks throughout the day to recharge and avoid burnout. It's important to communicate with my team and ask for help if needed, as we are all in this together. Staying organized and focused is key when dealing with a heavy workload."

The interviewer wants to be assured that you can handle the workload required in this position and will not become overwhelmed when workloads unexpectedly increase. When workloads increase, stress levels do too. The interviewer is also interested in understanding how you manage your time and prioritize tasks when faced with a high volume of work. As an academic dean, you may be responsible for overseeing multiple departments and projects simultaneously, so it's essential to demonstrate your ability to stay organized and focused under pressure. Additionally, the interviewer is looking for evidence of your leadership skills and knowledge to delegate tasks effectively. It's important to provide specific examples of times when you have successfully managed a heavy workload in the past, highlighting any strategies or tools that helped you stay on track.

"When I have a large workload, I do not stress over the tasks in front of me. Rather, I make a simple plan of which tasks are a high priority and which are a lower priority. The higher priority tasks I complete first, then move on to the lower priority tasks. Using this system, I can focus on my tasks individually, rather than stress out by the many tasks ahead of me."

"As an experienced academic dean, handling a larger-than-average workload is not an uncommon occurrence. However, I employ several strategies to ensure all tasks are completed efficiently and effectively. First, I like to prioritize tasks based on their importance and urgency. I achieve this by using a project management tool called Smart Worksheet. Second, I will not hesitate to delegate tasks to other members of the team, which can be a great way to lighten the workload. I always like to identify the strengths and weaknesses of my team members to ensure that tasks are delegated appropriately. Finally, setting realistic deadlines and managing time effectively can help ensure that all tasks are completed on time. It is important to take breaks and practice self-care to avoid burnout. By employing these strategies, handling a larger-than-average workload can be a manageable and successful experience."

"I am at my best when I have a long "to-do" list because it requires me to prioritize and stay focused on the job at hand."

"I handle larger than average workloads by following this process:1. Make a list of all projects to be completed.2. Prioritized deliverable by deadline dates.3. Complete the ease one first to get them off the list.4. Gathered the resources to complete each task.5. Execute my work plan."

"I work hard, often finishing tasks later in the evening. I prioritize my tasks and goals to make sure the most important ones get completed."

"I would dissect the large workload into small pieces and rank them by priority based on their importance, urgency, and timing, and then get them done one by one. I usually take care of the easy ones first and then move on to the difficult ones."

What sources do you look to when solving complicated problems?

"If there's a complicated problem, I'll write out the possible solutions and note what my gut tells me to do. Then, I will weigh those potential solutions against one another and list the complications that may arise from each choice. Ultimately, I believe the key to solving complicated problems is to be open-minded, stay curious, and be willing to try new approaches until I find the solution that works best."

The interviewer wants to know that you can think outside the box or even ask for help when you are stuck on a complicated problem. Academic deans can encounter a wide range of challenging issues. The most common challenges include managing faculty and staff, navigating budget constraints, developing and implementing educational policies, fostering diversity and inclusion, and ensuring compliance with regulatory requirements. Additionally, academic deans must balance the needs of various stakeholders, including students, faculty, staff, and administrators, while also maintaining the integrity and reputation of their institution. These tasks can be extremely demanding and require strong leadership, communication, and problem-solving skills. Maybe you look to a mentor or boss for advice. Perhaps you have handbooks, manuals, and systems you turn to for help. Or, you may opt for textbooks, online research, or colleagues to find the right solution. Show the interviewer that you are knowledgeable and equipped to handle these scenarios.

"When faced with a complicated problem, I will look to the resources my current school has provided me. The answer is almost always in there. If it's more of a moral than a knowledge-based dilemma, I will ask my mentor for his thoughts and opinion since I value his expertise in the education industry."

"I have a great cohort of professors and deans from my years in the education industry. If I am stuck on a problem or need additional help, I reach out to this group. If nothing else, they're there to lend an ear and let me bounce my ideas off them. I value this collaborative, supportive group I've amassed over the years."

"I refer to the institutional policies and procedures and the experience of my colleagues. I have found that my fellow Deans and coworkers often have great ideas and strategies for overcoming complicated problems. I really enjoy sharing ideas and learning from my colleagues."

"As a person who loves research, I draw upon several sources to solve problems. As a department chair, I look to students, faculty, and staff as my most important resource. I appreciate guidance from mentors with experience both inside and outside my institution. I look for information from others with more experience than me to help formulate solutions. I also believe in listening to "new voices" to shape decision-making."

"I have a great cohort of professors, Deans, and former supervisors to include college presidents that when I am stuck on an issue I can reach out to them and they will listen and provide feedback. I value this collaborative group that I have amassed while working in this educational industry over my many years of work. And if that does not work, I engage my supervisor and other Deans of the institution for help."

"I've talked with fellow deans and my provost for advice. I've also consulted with my department chairs and associate deans."

"1) First, I will check the requirements and regulations of the college and the University and figure out how complicated is the problem.2) I will seek help from the University resources like Title-IX3) I will discuss and seek solutions from the university administration, the dean's advisory committee, and the department chairs.4) I will seek solutions from Psychological groups if some mental issues are involved.Anyway, I will handle it in a professional way to find good solutions rather than make things more complicated."

Why are you the best academic dean for us?

"I feel that being newer to my career as an academic dean gives me an advantage over many other applicants. I plan to carve out a long-term career with your university while incorporating fresh perspectives that a more tenured dean will likely not possess. In this position, I will work tirelessly to create a supportive and inclusive environment that fosters learning and growth for all students, regardless of their backgrounds or circumstances."

The interviewer wants to know why you are the best choice for this position to see what makes you stand out from other candidates. They seek someone with the qualifications, experience, and skills to lead the academic department effectively. You must highlight your strengths and their alignment with the role's requirements. Be sure to provide specific examples of your accomplishments and how they demonstrate your ability to excel in this position. Ultimately, the interviewer wants to be convinced that you are the best candidate for the job, so be confident in your abilities and make a compelling case for why you are the right person for the role.

"I am the best academic dean for you because I am highly educated, having recently completed my PhD in Education. I would be a diverse leader for the student body, as I have traveled all over the world and speak four languages fluently. I also stand out because I have been a professor at two of the most well-respected universities in the United States."

"I was recognized as our state's most effective academic dean for four consecutive years. In my current school, I cut out a great deal of overspending while increasing fundraising dollars year after year. This has resulted in our university having a surplus of funds that the school has not seen in nearly 15 years, and I look forward to doing the same for your university. Additionally, I have worked as a professor for many years and have a deep understanding of what students need to succeed. I am dedicated to ensuring all students have access to the resources and support they need to achieve their academic goals. I am committed to creating a safe and inclusive learning environment that fosters creativity and intellectual growth. Overall, I am confident that my skills and experience make me the ideal candidate for the position of academic dean at your institution."

"I could say that I am the best Dean for you because of my in-depth knowledge of curriculum at all levels, or my experiences in serving language learners at all levels, but that is not the best reason I'm your person. What makes me the best is my passion and love of instruction. My excitement and my ability to motivate others, as well as my ability to think outside the box to meet student needs, are qualities that will make me a great Dean."

"My skill sets and experience are the perfect matches for the job requirements. As a former Dean of the School of Business, my work ethic makes me an ideal candidate for the position. For example, I led my Business program through its reaffirmation of accreditation through the Accreditation Council for Business Schools & Programs (ACBSP) single handily. Upon the review of the On-site Team of Evaluators, the program was reaffirmed of its accreditation. Moreover, I upgraded graduation requirements that gave confidence to our students that they could compete on the graduate level and I also mentored junior faculty to become Major Coordinator, Department Chairs as well as Deans."

"I would say I'm the best dean for the College of Marin because I am highly educated and bring a wealth of experience in both administration and teaching. While I don't come from a community college background, I have gone from a public but privileged institution in my early career to a private but pell-grant (40% of our students are Pell-grant) eligible institution. This has honed my skills in working with diverse groups in the classroom and in my office."

"I feel that as your Academic Dean and being newer in my career, I could offer different perspectives, outlooks, and understand what students are dealing with in today's academic environment."

"I can hit the ground running. I have a clear vision for this engineering program at CSU because I know its strengths and weaknesses and how THIS college fits into the region and within the CSU strategic themes of CSU 2.0. Because I know the strengths and weaknesses, and I know the people and structures here and in the community, I can develop the strategies to progress quickly towards this vision. And, I have experience at all levels of the college, as a well-respected teacher, a funded researcher, academic associate dean, department chair, and interim dean, with accomplishments at each level."

"1)my experience in various areas2)my outstanding funding and research records 3)my education, training in various cultures 4)my experience in management and administration 5)most importantly, my passion, motivation, and my dedication"

What is your favorite part of working as an academic dean?

"Since I am just starting in this position, I do not have a favorite part of the job I enjoy the most. However, my favorite part of working as an educator is mentoring students. I find it immensely rewarding to help students succeed in their careers and professional development."

The interviewer wants to know why you love working as an academic dean because they want to understand your passion for the job. They want to see if you are genuinely invested in the work you are doing and if you are committed to making a difference in the lives of students. Additionally, they are interested in learning more about your leadership style and your approach to problem-solving. Overall, this question is an opportunity to showcase your enthusiasm for the role and dedication to the academic community.

"There are many parts to my job that I love. If I had to choose my favorite, it would be having the opportunity to help shape the education and future of students. My role requires a passion for education and a dedication to ensuring the success of students and faculty alike. There is nothing like having a student look up to me as a mentor while working to achieve their goals."

"My favorite part of working as an academic dean is the high level of autonomy and the ability to shape the direction of the institution's academic programs. I enjoy working with faculty members to develop new programs, improve existing ones, and ensure the curriculum is up-to-date and relevant to students' needs. By working collaboratively with faculty and other administrators, I can help create a vibrant and dynamic academic environment that meets the needs of students and prepares them for success in their chosen fields."

Why do you want a career as an academic dean?

"As an academic dean, I can utilize my recently elevated education while making a bigger impact in the education industry by setting new academic policies and better-overseeing budgets. I have always been passionate about education and ensuring students receive the best possible learning experience. As an academic dean, I have the opportunity to make a real difference in students' lives by promoting academic excellence and supporting faculty members in their teaching and research endeavors. It's a challenging role but one that is incredibly fulfilling and rewarding. I am committed to using my expertise and experience to help shape the future of higher education and ensure students are prepared for success in their careers and life."

The interviewer is interested in understanding your motivation for pursuing a career as an academic dean. They want to know what specifically draws you to this role and what skills and experiences you bring to the table that make you a good fit for the position. Additionally, they are looking to gauge your commitment to the field and your long-term career goals. By asking this question, the interviewer hopes to better understand who you are as a candidate and what you can bring to the organization.

"I set my sights on a career as an academic dean as soon as I began teaching at the university level. It will be a fulfilling way to complement my career in education and is one of the primary reasons I completed my PhD. I find the prospect of working closely with faculty and students extremely rewarding, and the role of an academic dean is seen as a challenging and fulfilling career path for those passionate about education and leadership."

"I have been in the role of academic dean for the past seven years. First at the University of Georgia and then transferring to Louisiana State. I wish to continue my career as an academic dean because I find it incredibly fulfilling work. With responsibilities that include the hiring of faculty and setting policy, it's my way of ensuring that our students are receiving the level of education they deserve."

"During my twenty-year career, I have been fortunate to work under many incredible leaders, who helped shape me into the educator I am. I want the opportunity to share the knowledge and skills I've learned with teachers to help them grow professionally and to be the best they can be."

"I have been acting as a dean for a number of years, in the Middle East, and in a way through the CAP and AT programs.In these, I am responsible for ensuring education as outlined by the department is delivered but also assessed and in line with accreditation standards and policies. I enjoy building programs and tweaking all the parts and constituents for optimum outcomes."

"As I've had increasingly responsible leadership roles throughout my career (from director to various chair positions), I realize the role is incredibly fulfilling to me. Hiring faculty, setting standards, and working with different constituents help ensure students get the education they deserve."

"I have led a Business program as Dean before and was highly successful. For me, it is a fore-filling line of work that has the responsibility of hiring faculty and setting policy that is my way of assuring that our students are receiving the very best of an educational opportunity that this institution can deliver."

"My goal is to have a positive impact on our students' lives. As a professor, I can impact the 60 or so students that I teach each semester. As the dean, I can impact all 2700 students of the college by setting the direction of the college, which comes down to how we use our resources, hire and promote faculty and staff, and implement new programs or policies. I enjoy being able to make these decisions and shape the college's future, especially since I have a great team of faculty and staff to work with, and I enjoy working with them."

"Actually, this is a very good question. if you asked me this question 10-15 years ago, I would say NO. If you ask me 20 years later, I will also say NO. Now is a good time for me to pursue my dream as a dean. People at different stages or ages would pursue different things or dreams and write different chapters in their life encyclopedia. Not just like that, I think I have the talents and potential to be a dean to lead a school or college. and I believe this would be beneficial for society. For example, I think it is critical that we spend more money on the earth-human-life health studies rather than on something too fancy like dark matters. As a dean, I think I can push something like that and I believe it is the right thing to do. Also, I always like to challenge myself. To be a tenured full professor actually is not bad. but I want to get out of my comfort zone to do something new and promote myself to do a better job and better contribution to the society."

Tell me about an organization or group outside of work that you contributed to.

"Sure, I'd be happy to share with you about a group I've contributed to outside of work. Last year, I joined a local community organization that focuses on environmental conservation and sustainability efforts. As a member, I participated in various activities such as tree planting, beach clean-ups, and educating the public about the importance of reducing our carbon footprint. It was a great way to give back to the community and positively impact the environment. I also met some wonderful people who share the same passion for protecting our planet. Overall, it was a fulfilling experience that I hope to continue being a part of in the future. However, I have not formally volunteered in the past year, as I spend a lot of time helping my sister, who recently became a single mom. I watch my nieces on weekends, cook dinners for the family, and drive the kids to appointments and sports practices when necessary. I feel that taking care of the family's needs is essential, but it does not leave much time to volunteer with the community organization I was involved with."

Hiring managers often look for well-rounded candidates with the necessary academic qualifications and qualities that demonstrate their commitment to the community. Academic deans who volunteer in the community are often seen as individuals who are passionate about educating their students and making a positive impact on the world around them. Your involvement in the community shows you can balance your professional responsibilities with your personal values, and you can collaborate with others towards a common goal. Furthermore, volunteering can provide valuable skills and experiences that can be applied to the role, such as leadership, problem-solving, and communication skills. Overall, the interviewer recognizes the value of academic deans who volunteer in the community and often views them as strong candidates for the position.Discuss your willingness to give back to your community in some form of volunteerism. If you do not have formal volunteer experience, you can draw on things you do in your spare time to assist friends, family, or even your current employer.

"For the past eight months, I have volunteered with my two children at our local animal shelter every Wednesday evening. We help with grooming, feeding, and walking the animals. My kids are at an age where they understand the importance of giving back to the community. It's been an enjoyable experience and rewarding at the same time."

"I have a passion for volunteering, and for the past five years, I have led fundraising efforts for my church. This requires spending a lot of time making phone calls to community leaders and working on gaining media attention for our fundraising efforts. Giving back to the community is imperative, and I plan to continue doing so my entire life."

"I regularly volunteer with the children activities in my church, the Parent-Teacher Organizations within my child's school, and recently became a board member of the _____________. Each of these opportunities allows me to help others in the community."

"I have been working with a Public School Suspension group from which my Ph.D. dissertation was written since 2000. I do so virtually."

"I've been president of my bike club, president of my homeowners' association, and the pianist for my church."

"1) I am a volunteer to be the supervisor for UTA Society of Physics students2) I volunteer to organize a series of online popular science seminars worldwide and each seminar attracted 1000-2000 attendees 3 )I volunteer to help the local food bank with my kids"

What three words would you use to describe yourself as an educator?

"Through the years, I have often been referred to as engaging, warm, and helpful. As an educator, I wanted to ensure my students were always comfortable approaching me to ask for help or additional resources whenever needed. Also, I enjoy using various teaching techniques and tools to keep things interesting and interactive, such as group discussions, hands-on activities, and multimedia presentations. Additionally, being available and approachable for questions and concerns help my students feel supported and valued in the classroom."

A good educator is passionate about teaching and dedicated to helping students succeed. They are knowledgeable in their subject matter and understand how to effectively communicate information to others. They are patient, understanding, and always willing to go the extra mile to ensure their students learn and grow. A great educator cares deeply about their students and is committed to helping them achieve their full potential. They inspire, motivate, and challenge their students to be the best they can be, both inside and outside the classroom. Overall, a good educator is someone who is not only knowledgeable and skilled in their craft but also compassionate, patient, and dedicated to the success of their students.If you could sum up your teaching style in just three words, what would they be? Display to the interviewer that you are a good fit by choosing unique and descriptive words. If there are keywords that are used quite often in the job posting, job description, or the school's values, you can draw on those as well.

"If I had to describe myself as an educator, I would say I am inspiring, well-researched, and motivating. My students have often commented on the fresh approach that I bring to the classroom. I saw on your school website that you seek to hire those who inspire and consider themselves visionaries. That is certainly me!"

"Passionate, dedicated, and supportive is how I would describe myself as an educator. I believe that every student has the potential to succeed, and it's my job as an educator to help them reach their goals. I'm committed to creating a safe and inclusive learning environment where all students feel valued and respected. Whether it's through hands-on activities, group discussions, or one-on-one support, I'm always looking for ways to engage and inspire my students."

"I would use the words passionate, determined, and researcher."

"Focus, Creative, and Dedicated."

"Over the years, I've been described as challenging, hard-working and approachable. I strive for an open environment in the classroom where students can challenge themselves, each other, and me. For example, I designed a course called Critique and the Creative Practice for first-year MFA students where we dissected the value and harm of traditional arts training (critique models) to create the kind of classroom we wanted to have. Approachability is key to my teaching. Recently a student shared that he wrote the following to my superiors: "I have met faculty with lesser titles who are elitist and give off the impression that they are too busy to be bothered by another's existence. She is not that. She is the furthest from that that you could be. She is friendly. She is positive. She is inclusive. She is welcoming."

"As an educator, I first think of describing myself as an out-of-the-box thinker. Next, innovating and then inspiring."

"The three words I would use to describe myself are caring, motivating, and hard-working."

When have you worked among a diverse group of people?

"In my current role, I work alongside diverse, cross-functional teams daily. Together, we manage the school very effectively. I believe diversity is essential in the workplace for a variety of reasons. First, having a diverse workforce promotes creativity and innovation by bringing together people with unique perspectives and experiences. This can lead to more effective problem-solving and decision-making. Additionally, a diverse workplace can help to reduce discrimination and promote equality. Employees and students can learn from each other and gain a better understanding of different perspectives by having a mix of different backgrounds and cultures. This can lead to a more inclusive and harmonious workplace environment. Finally, having a diverse workforce can also help to improve business outcomes by better reflecting the needs and preferences of diverse customer bases. Diversity is a key component of a successful and thriving workplace."

The interviewer wants to understand your experience working with people from different backgrounds and cultures. They may want to know if you can work effectively in diverse teams and create an inclusive environment for everyone. It is essential to show that you value diversity and can collaborate with people with different perspectives and experiences. In academia, diversity enhances the educational experience as everyone can learn from others' experiences and perspectives. The interviewer wants to be assured that your beliefs align with the university's and that you will promote diversity if chosen for the academic dean position.

"I have worked with diverse groups of people most of my career, including my time in university. I am happiest in this environment because it offers a great learning opportunity. I especially enjoy working in a multicultural environment where individuals from different backgrounds and nationalities work towards a common goal. I believe that diversity is a strength, and leads to better collaboration, creativity, and innovation."

"I would say that almost every school or organization I have worked for has valued diversity. In my opinion, working with people from all walks of life is an essential key to success. Having a diverse student body can lead to increased creativity and innovation and improved communication and collaboration among students from different backgrounds. In my opinion, universities prioritizing diversity are more likely to attract a wide range of students, leading to a more well-rounded and inclusive educational experience for all. Ultimately, promoting diversity in universities is not just a matter of social justice, but it can also have significant benefits for both students and the institutions themselves."

"I have spent my entire career working with diverse groups of people and students. I believe working with diverse people has made me a better person because I value, respect, and appreciate the cultural differences each of us have brought to the table. I would not have wanted it to be any different."

"I would say that every organization that I have work with has valued diversity. I see diversity as a valuable strategic advantage in today's global economy."

"Since I started my graduate studies, I have been working with a diversity of people including males, females, and people from different areas and countries. As a faculty at UTA, my students are from different countries such as the USA, China, India, Italy, South Africa, Malaysia, Mexico, Iran, Nepal, Romania, etc. I am very comfortable working with a diverse group of people, each of them has some unique features and does well in research and collaborations. Working with a diverse group of people helped me to learn some skills and strategies for leading and managing in teaching, research and training."

Outline your formal education and training.

"I am a big believer in post-secondary education, as it adds a lot of value to those newer to the workplace. I received my Bachelor's degree in Education from Princeton University. After that, I pursued my Master's degree in Educational Leadership and Policy Studies from Brown Univeristy. Throughout my education, I gained a comprehensive understanding of educational policies, leadership skills, and research methods. Additionally, I have attended various workshops, seminars, and training sessions related to academic leadership and management. All of these experiences have equipped me with the knowledge and skills necessary to be an effective academic dean."

The interviewer is interested in understanding the depth of your knowledge and experience in academia. You can demonstrate your qualifications and expertise in the field by outlining your formal education and training as an academic dean. This information can also help the interviewer gauge whether you have the necessary skills and knowledge to succeed in the role. Overall, providing a clear and concise overview of your educational background can help you make a strong impression and increase your chances of landing the position.

"I graduated in 2001 with a Bachelor's Degree in Education from Stanford University. I graduated top of my class and was on the Dean's list. I followed this with a Masters's Degree in Business in 2003. Additional training includes a variety of leadership courses through my most recent employer."

"I have a Master's Degree in English and Spanish and graduated with a 4.0 from Dartmouth. Academically, I refined my writing skills and gave a keynote presentation to several hundred attendees, thereby working on my public speaking and presentation skills. I look forward to continuing to learn and grow as an academic dean with your school."

"I have earned the following degrees: Terminal Degree: Ph.D. in Sociology, Graduate Degree in Management, and Undergraduate Degree in Sociology. I have had advance training in Executive Leadership."

"I got my Master's at California College of Arts after an undergraduate degree from Miami University. Both colleges fueled my love of research, and I've been fortunate to present that work at various conferences. This experience has allowed me to refine my writing and public speaking skills. I look forward to continuing that growth."

"I've been a Nurse for 24 yrs vast experience. Recently I received my Doctorate in Health Care Administration from Capella University. Graduated with a 4.0 (Presidental member) and was recently invited and now attending The National Society of Leadership and Success (NSLS). I am currently back in school to earn my Master of Nursing with an emphasis in Education. I've been an adjunct instructor for quite some time in traditional and non-traditional setting schools, programs. I've worked for Corporate Wal-mart, and I've had my time in the Air Force."

"I studied Geology at my college of Geoscience at Jilin University in China, then I pursued my master's degree in Mineralogy at Central South University in China, and then my Ph. D. in Chemistry from Peking University in Beijing in China. In my postdoctoral position, I performed research in Materials Physics with a focus on superconductors, then I joined the Institute of Semiconductors, Chinese Academy of Sciences (CAS) in Beijing as a junior investigator and was then promoted to a senior scientist (equal to a full professor) and the deputy director for the National Laboratory of Semiconductor Materials at CAS at the age of 30. From 1998 to 1999, I was a visiting scholar at the School of Chemistry at Lund University, Sweden, and from 1999 to 2000, I was a senior visiting scientist at the Department of Chemistry at the University of Western Ontario, Canada. In 2000, I joined the company called _______ Inc. in Stillwater, OK, USA, and initiated the Nanotechnology Group as a leading manager. In 2006, I joined the University of Texas at Arlington (UTA) as an assistant professor in Medical Physics, I was promoted to an associate professor in 2011 and a full professor in 2013. I initiated the Nano-Bio Physics program at UTA and my current active research area is in Cancer Nanotechnology and Nanomedicine."

What motivates you to succeed?

"I have an internal drive that is second to none. My daily motivation comes from the promise I have made to my school and the student body to always give them the education and guidance they deserve and need. As an academic dean, my main motivation for success is ensuring all students receive the best education possible. It is fulfilling to see students thrive and achieve their goals, and it is my responsibility to create an environment that fosters growth and development. Additionally, I strive to constantly improve and innovate our academic programs to stay current with industry standards and provide our students with the skills and knowledge they need to succeed in their careers. My passion for education and dedication to student success drives me to strive for excellence as an academic dean."

A great employer will always want to know how they can keep you motivated and engaged on the job and to do so, they need to understand what motivates you. When the interviewer asks this question, they are trying to understand what drives you and inspires you to achieve your goals. They want to know if you are a self-motivated individual who takes the initiative or needs external motivation to get things done. They also want to see if your values and goals align with those of the university and if you have a clear understanding of what success means to you. It's essential to answer this question honestly and thoughtfully and to give specific examples of what motivates you to succeed. This will help the interviewer better understand who you are as a person and whether you are a good fit for the position and the company culture.

"What motivates me to succeed is seeing success in others. I am a natural leader and mentor, so when I see a student excelling in an area where they may have struggled before my help, I feel a true sense of pride and accomplishment. As an academic dean, my motivation comes from my passion for education and desire to positively impact students' lives. I am driven by the belief that education is the key to unlocking potential and creating opportunities for individuals to achieve their goals. As such, I am committed to providing students with the best possible learning environment, fostering a culture of academic excellence, and empowering faculty members to excel in their teaching and research endeavors. Ultimately, my goal as an academic dean is to help students realize their full potential and prepare them for success in their chosen careers."

"A supportive post-secondary environment will set the stage for a successful career for any diligent student. I am motivated by this fact. I need to ensure that the school I work for is delivering this level of support. My motivation comes from seeing my students succeed."

"I am motivated by seeing my faculty, staff, and students succeed. When they accomplish success and overcome challenges, I, as a leader, feel successful."

"I am motivated by my desire to succeed."

"Fundamentally, it's the students, their experience, and their success (in whatever way THEY view success). I have seen students go through our support programs and receive passing grades and that is amazing. I've seen students accepted into the most prestigious graduate programs and that's amazing; I've seen shy students start to say what they think in class and that's amazing."

"A supportive post-secondary institution of higher learning sets the stage for any diligent student to achieve their goals. Working in such an environment motivates me to assist our students, staff, and faculty in their achievements, which in turn strengthens the institutional footprint in today's global and highly competitive educational platform. Seeing this success is what motivates me."

"1) I like and enjoy what I have been doing 2) my passion motivation and dedication 3)my open attitude for collaborations"

How active do you plan to be with your faculty?

"Being active with my faculty is very important to me. I plan to stay active with my new faculty by getting to know them on a professional level, as well as understanding what motivates them to perform. I will attend various events, meet with faculty and students, and collaborate with other departments to ensure that our academic programs meet our students' needs. Additionally, I will work closely with our faculty to develop new initiatives and programs that will enhance the academic experience for our students. Overall, my goal is to be a visible and accessible presence on campus and to work tirelessly to ensure that our academic programs are of the highest quality."

Being hands-on and active with your staff is integral to being a dynamic leader. The interviewer is interested in knowing your level of involvement with the faculty as it can reflect your leadership abilities, communication skills, and management style. Being active with your faculty demonstrates your commitment to creating a collaborative and supportive academic environment. Additionally, it can help you stay updated on the latest developments in your field and ensure that you can provide the necessary support and resources to your faculty members. Assure the interviewer that you plan to be an active part of the school community with examples of how you plan to do so.

"Sitting behind a desk isn't my cup of tea. I like to be out on campus, experiencing the community as a whole. I plan to become active in my faculty's work lives and be a familiar face around campus. Being present and engaged with the students, faculty, and staff is key to fostering a positive and productive academic community. I intend to attend as many events and meetings as possible and to be open and accessible to anyone who needs to speak with me. Additionally, I plan to work closely with department chairs and other academic leaders to ensure we are providing the best possible educational experience for our students. My goal is to be a visible and supportive presence on campus and help create an environment where everyone can thrive."

"Through my years of experience, I have found that the more active a dean is with their faculty, the better everyone performs. When I was a professor, my academic dean was very hands-on. I knew I wanted to have the same approach when I became a dean one day. I make it a point to regularly meet with my faculty, listen to their concerns, and provide support and guidance when needed. I believe by being present and available, I can foster a positive and productive work environment for everyone involved. Whether through one-on-one meetings, group discussions, or workshops, I am committed to working closely with my faculty to ensure their success and the institution's success as a whole."

"I plan to be regularly active with the faculty. Regular meetings and discussions with them will provide updates regarding the institution and allow for opportunities for the faculty and staff to share their opinions and ideas. The faculty and staff are interacting with the students on a regular and almost daily basis. Therefore, their thoughts are greatly valued."

"The more engaged we are with each other, the better everyone performs. It's important to understand how each person I work with prefers to be communicated with (Meetings? texts? phone calls? emails?). I have been fortunate to work with two particular deans who are very involved with their faculty and plan to follow that model. While their communication styles were different, they followed three key principles: clear and predictable communication, action steps for them and their team, and direct language and deadlines. This style made it easy for me to prioritize work and reach success."

"I plan on weekly meetings with my Department Chairs as well as being visibly active among my faculty on a daily basis. I like to get away from my desk and move about the campus to listen and absorb the environment of the campus community."

"I'm not a sit-behind-the-desk person. I plan to be very active with my faculty. Getting to know them. What they are wanting of me, the organization, the students, even themselves? We would have faculty meetings, planning sessions, which would be a must."

"1) Monthly meeting with Chairs 2) Monthly meetings with the dean's advisory committee consisting of faculty members3) Monthly Lunch meeting with randomly selected faculties 4)Attend department faculty meetings once a year for each department5)Organize at least one conference a year for the entire school/college6)Maintain research active and join discussions with faculty on research activities and funding"

How do you like to encourage ideas in your faculty or student body?

Here are some ways that you can encourage ideas in others: - Get to know them and what they like to work on - Send an encouraging email letting them know you like their plan or ideas - Publicly praise their efforts - If they are doing a great job, offer them more related opportunities - If you are a leader, then tell them that you like their ideas - Say things like 'Well done' or 'Nice work' regularly - Show that you believe in their quality of work before they even deliver it

The interviewer is interested in understanding your leadership style and how you foster creativity and collaboration within your academic community. Encouraging ideas is vital for promoting innovation and growth, and as an academic dean, it is your responsibility to create a supportive environment that nurtures these qualities. One effective way to encourage ideas is to create a collaborative environment where everyone feels comfortable sharing their thoughts and opinions. This can be achieved through open communication channels and regular brainstorming sessions where everyone is encouraged to participate. Additionally, recognizing and rewarding innovative ideas can also serve as a motivator for both faculty and students to continue generating and sharing their ideas. It's important to foster an environment where everyone feels valued, and their contributions are appreciated, regardless of their position or background. By doing so, you can create a culture of creativity and innovation that benefits the whole community.

"I like to encourage my faculty and student body to be creative and present ideas to me, no matter how off the wall they may seem. Some of our most successful employees are confident in bringing forward their unique ideas. I encourage participation through an open door policy and strong praise for those who show initiative."

"As an academic dean, I believe encouraging ideas in our faculty and student body is crucial for fostering a culture of innovation and growth. I like to do this by hosting regular brainstorming sessions where everyone is invited to share their ideas, whether big or small. I also like to provide opportunities for faculty and students to collaborate on projects and research, which can lead to new and exciting ideas. I strive to create a supportive and inclusive environment where everyone feels comfortable sharing their thoughts and ideas."

"I will ask what someone is working on or would like to be working on. I ask for ideas. Sometimes people can talk about them, sometimes a post-it note helps. I may also suggest they drop me an email. All ideas are good ideas. People have to believe that or they won't collaborate to come up with the best. Again, a trust culture matters."

"I encourage faculty to engage on a given mission that is on the table for workplace improvement, by meeting with two or three of them in a group meeting and I allow them to brainstorm ideas to research. I then assign each of them to further research their ideas and come back in a future meeting with concept papers and then we narrow their ideas into one or two approaches. This process tends to allow them to own the project and encourage other faculty to contribute to the process which eventually becomes an action item for implementation and review."

"I give time for questions and comments during the college faculty meetings and events such as the dean's diversity committee meetings. I don't think that I have a big ego, so I am also open to suggestions. I have had a few students contact me directly or request meetings through my assistant, and I've been happy to hear their suggestions for new programs or to improve their education."

"I encourage my students and collaborators to work hard, to be creative and productive, and proactive because this is good for them. The reality of life is tough and cruel! if you are useful, you are useful. If have no use, you are no use. Every contribution would be appreciated, recognized, and has rewards, and the contributor is the best one to receive these benefits. For example, your publications, and your patents will help you to get a good job. Your funding will get you a tenure!"

"Encouraging ideas is closely related to trusting culture and safe space. I plan to encourage ideas in different ways: For example, to continue our weekly faculty hours where we can get together to discuss ideas, new initiatives, and feedback, etc. Continue and stimulate my team with a policy of "open doors," where anytime is a good time for listening to new ideas and feedback. With students, for example, to continue our monthly meetings with student leaders where students and my team are there to discuss ideas to make the program better and more efficient. Also, continue our anonymous online form for new ideas/feedback and create a monthly coffee time with the dean. In summary, we need to communicate in different ways to get the trust of the faculty and students for starting to flourish ideas."

What is your disciplinary style?

"As an educator, my disciplinary style has always been centered around positive reinforcement and clear communication. I believe that by building strong relationships with my students and setting clear expectations, I can create a safe and supportive learning environment that fosters growth and development. When students do make mistakes, I strive to approach these situations with empathy and understanding while also providing clear consequences that are fair and consistent. Ultimately, my goal is to help students become responsible and respectful members of our community, both in and out of the classroom. As a newly appointed academic dean, my disciplinary style will remain the same for faculty and students alike."

There are a variety of disciplinary styles that you could use as an academic dean, depending on your individual management approach. Perhaps you take a more hands-off approach, allowing faculty members to handle disciplinary issues on their own. Or you might take a more proactive approach, working closely with faculty to identify and address potential issues before they become major problems. Still, you may choose a more authoritarian method, using strict rules and consequences to maintain discipline among students and faculty alike. Ultimately, the disciplinary style you use will depend on various factors, including your personal management philosophy, the culture of the institution you work for, and the needs and goals of your department or program. Describe how you use a multi-faceted approach depending on these factors.

"As an academic dean, my disciplinary style is centered around fairness and consistency. I believe in setting clear expectations and consequences for faculty or students who violate rules or academic policies. However, I also strive to understand the root cause of the behavior and address it accordingly. I aim to provide support and resources for everyone to succeed academically, professionally, and personally. Ultimately, I aim to create a safe and inclusive learning environment where all students and faculty feel valued and respected."

"I believe that my disciplinary style is fair and consistent. I strive to establish clear expectations and guidelines for behavior, and I communicate these clearly to my students and faculty. I believe that it is important to hold everyone accountable for their actions, but I also believe in allowing them to learn from their mistakes and make amends, depending on the severity of the situation. I try to create a supportive and respectful learning environment and always aim to treat everyone with empathy and understanding. My disciplinary style effectively fosters a positive and productive learning environment for all."

How do you decide what gets top priority when scheduling your time?

"I prioritize my time by focusing on the most pressing issues first. This means I start by addressing any urgent matters that require immediate attention. Once those are taken care of, I move on to tasks that are time-sensitive or have deadlines approaching. I also consider the importance of each task and how it aligns with the overall goals and mission of the institution. Communication and collaboration with my team and other departments are also crucial in determining my priorities. It's a balancing act, but by staying organized and flexible, I can manage my time effectively and efficiently."

As an academic dean, you will have a large variety of tasks on your plate, and you must be able to quickly and efficiently prioritize your schedule and the schedule of others. Assure the interviewer that you can do this task while considering several factors. For example, you can mention how you focus on tasks that directly impact student success and well-being, such as meeting with students and reviewing academic performance data. Additionally, you can describe how you prioritize time-sensitive projects and deadlines to ensure they are completed efficiently and effectively. Finally, you can explain how you consider your team's and colleagues' needs, as collaboration and communication are essential in any academic setting. Ultimately, the interviewer will see your approach as grounded in a commitment to student success, efficiency, and collaboration.

"When prioritizing my schedule, I will assess the urgency level and calculate whether another person on my faculty can get the ball rolling on the project. In my current role, I hold regular faculty meetings so that all staff members can be heard regarding what they feel is a priority on campus."

"As an academic dean, I prioritize my time by focusing on the most important tasks first. This means I assess each task's urgency and importance and determine which ones require immediate attention. Of course, I also factor in any deadlines or meetings that are upcoming, as well as any pressing issues that need to be addressed. Ultimately, my goal is to ensure that I am effectively managing my time and resources while also meeting the needs of my department and the students we serve. It's not always an easy task, but I believe it can be done effectively with careful planning and organization."

"I prioritize based on the degree of urgency of the problem."

"I schedule my work-related time around the due dates of an assigned task. My goal has always been to be a week early in completing any assigned task for further review, feedback, and correction. In matters that come forward that are high priority, I focus my work ethic towards completing that task yet staying mindful of my previous work schedule."

"I prioritize collaboration with faculty and leadership. While urgent tasks tend to get top priority, I focus on long-term goals, so I'm not simply putting out fires. Long-term goals such as growing enrollment, creating a more inclusive curriculum and diverse hiring practices align with our core values as an institution, and those I keep at the forefront of all of these decisions."

"Assuming the projects and the urgency of those projects, that would be the determination of the priority. Understanding that priorities may change and that the projects and their sense of urgency may change."

"My priority would be items that are time-sensitive or have a major impact. For example, if it's two-thirds of the way through the semester and students are failing some courses, I focus on finding tutors for the students. Secondly, I'm responsive to other urgent requests that come from my boss or my colleagues that are time-sensitive. Third, I work towards standard deadlines, e.g. tenure review letters, etc."

How would you handle a situation where one of your faculty members was causing difficulty in the workplace?

"If I were to have a faculty member causing difficulty in the workplace, I would first check in with their union representative to ensure that any disciplinary action fell in line with union regulations and policy. After that, I would schedule a one-on-one conversation with that individual with the goal of that meeting to be making a plan to rectify the situation. A clear plan of action and potential recourse would be outlined."

As an academic dean, you are tasked with leading your faculty members. The interviewer asks this question to determine how you would handle a challenging faculty member to understand your conflict resolution, communication, problem-solving, and leadership skills. It's essential to manage conflicts and maintain a positive working relationship with faculty members, even when there are disagreements or difficult situations. Discuss how you approach these situations with patience, empathy, and a focus on finding solutions that work for everyone involved.

"I had a difficult faculty member a couple of years ago. He was quite unresponsive to change and unwilling to compromise regarding the school's needs in our proactive environment. I spoke with the faculty member one-on-one about three times before I began to take disciplinary action. Once more severe consequences were presented, he began to comply with the policy changes our school was implementing. If this happened again, I believe I would take faster action right away. There is little room for someone who cannot appreciate positive change and progression within education."

"In my years as an academic dean, I have realized that there is almost always one faculty member that likes to ruffle feathers. I am a direct and to-the-point leader. I do not tolerate any situations that include workplace bullying or misappropriation of school resources. If a faculty member acted out of line, I would have no issue initiating a stern conversation in which consequences would be outlined should the behavior continue. However, I would first gather information from the faculty member and any other employees involved to understand the situation. From there, I would work to mediate the conflict and find a fair resolution for all parties involved. If necessary, I would also involve human resources or legal professionals to ensure that the situation is handled appropriately and in compliance with any relevant laws or policies. Ultimately, I aim to create a safe and productive work environment for all employees while letting them know I do not tolerate inappropriate behavior."

"I would listen, gather data from relevant sides. I ask the faculty member to explain in case I misunderstood or have erroneous information. I then directly outline what the problem is as I understand it and why it is a problem, seek solutions, and set a date for review. I would jot notes documenting the discussion for a personnel file."

"I would always follow the institution's policy. I would document the issues regarding the faculty member and discuss the issues with the faculty member verbally. After a verbal discussion, I would continue to document the faculty member's behavior. If the situation continues, I will arrange a formal improvement plan documented and witnessed with the appropriate supervisors. Hopefully, the improvement plan is a successful intervention, but the faculty member could be replaced if not."

"As always I would review the Faculty Handbook and other institutional policy prior to having a stern conversation with the faculty member of which consequences would be outlined if such behaviors continue."

"I would sit down with the faculty member in a quiet, closed-door office. I would discuss the needs of our students, how important education is to them, and how many of them have to sacrifice greatly to attend school by working several jobs or giving up time with their children. I would emphasize the need to keep the focus on serving the needs of the students. Then I would ask how I can make their job a little easier so that they can better serve the students."

How do you assess academic performance?

"I believe that students should be assessed three to four times per year. In my current school, teachers administer academic evaluations after completing each module. The comprehensive evaluations clearly show us where we need to focus further. First and foremost, I review grades and transcripts to get a sense of each student's abilities and accomplishments. However, I also consider other factors, such as participation in extracurricular activities, research projects, and community service. Additionally, I regularly meet with faculty members to discuss their observations and evaluations of students' performance in the classroom. I strive to take a holistic approach to assessing academic performance and ensure that each student is given a fair and comprehensive evaluation."

Academic performance is a significant focus for academic deans, and various methods exist to assess a student's academic performance. One way is by looking at the student's grades and GPA over time. You may also consider any academic honors or awards the student has received. Additionally, you may review the student's course selection and the rigor of their coursework. Other factors that may be considered include attendance, participation in extracurricular activities, and overall engagement in the academic community. Talk to the interviewer about your areas of attention when assessing a student's academic performance, showing you are a good fit for the job.

"If I have an underperforming student in my school, I will sit down with them and first have them self-assess. The questions I ask include 'What are the personal factors affecting your academic performance?' and 'What are the academic factors affecting your performance?' When students can be completely honest with themselves, it is usually pretty easy to uncover the issue causing the poor grades."

"I assess academic performance by looking at a variety of factors. At the top of my list are the student's grades. I examine individual grades and overall grade point averages to understand how well a student is doing academically. In addition to grades, I consider the rigor of the courses the student is taking. A student who is taking challenging courses and earning good grades is clearly performing well academically. I also consider any extracurricular activities or accomplishments relevant to a student's academic performance. Ultimately, my goal is to ensure that all students are given the support and resources they need to succeed academically."

"Academic performance is dependant on many factors and levels. While the primary emphasis is typically placed on state-mandated learning or program outcomes, the methods to assess range from quizzes, homework, and exams. I believe regular assessments throughout the semester and providing performance feedback to students allow personal reflections for improvement. Additionally, the improvement may be at the student level or instructor level."

"I assess students' performance through demonstrated classroom assessment techniques. Of which I create assignments from active learning exercises in class, lectures, and exams. I also use a technique called metacognition that helps students think critically about their learning. From each metacognition assessment, students get the opportunity to assess their own learning."

"I assess academic performance in my own classes throughout the semester with a graded opportunity within the first two weeks of classes. My courses emphasize artistic production. Assessments can take place as in-progress or final critiques. Globally, I've worked on program and student learning outcomes through our Student Progress Assessment held each spring. We review every sophomore to see if they are meeting both institutional and program standards."

"First and foremost I feel that academic performance should be an ongoing assessment, not just when you feel a student is in trouble, and should be for all students. I assess academic performance first with the student. You don't know what may be going on with the student at the time so find out if there is something that may be hindering their performance, and go from there. I find that if you actively engage the student to understand what their issues are a better the success you'll have for turning the situation around."

"The first thing I would do is to set the goals or standards. Then, we will follow the goals and standards for assessment or evaluation. For example, Ph. D. students in my team must have one publication for comprehensive exam and three publications for graduation defense. I check and assess my students at each stage to make sure they are on the agenda and will meet the goals. For faculty members, we should have similar standards and evaluations."

Describe your role in supervising the development of the curricula at your educational institution.

"As a member of the educational institution, I play a crucial role in supervising curricula development. I am responsible for ensuring the curricula are up-to-date, comprehensive, and aligned with the institution's mission and objectives. I work closely with other educators to review and evaluate the curricula, identify areas for improvement, and make necessary changes to enhance the quality of education. I also collaborate with faculty members to ensure the curricula are delivered effectively and students receive the necessary support to achieve their academic goals. My goal is to help students achieve academic excellence and prepare them for success in their future careers, which is made possible with the right curricula."

The interviewer wants to understand your leadership and decision-making skills as an academic dean. They also want to know how you prioritize and allocate resources to ensure a successful curriculum development process. As the head of the academic department, you play a crucial role in shaping the institution's educational programs, and the interviewer wants to know how you approach this responsibility. It's essential to highlight your achievements in curriculum development and your ability to work collaboratively with faculty members and other stakeholders. By doing so, you can demonstrate your leadership abilities and commitment to promoting academic excellence in your institution.

"As a member of the curriculum development team in my current role, my job is to ensure the courses and programs we offer are up-to-date, relevant, and aligned with the needs of our students and the industry. I work closely with subject matter experts, educators, and administrators to identify the learning outcomes and competencies our students need to acquire and design and implement effective instructional strategies and assessment methods. I also monitor and evaluate the effectiveness of our curricula, gather feedback from students and faculty, and make necessary adjustments to improve our educational offerings. It's a challenging and rewarding job, and I take great pride in contributing to the success and growth of the college and our students."

"As an experienced academic dean, I have overseen curricula development at my former educational institution for the past 20 years. My role has been ensuring the programs are up-to-date, relevant, and aligned with industry standards. I work closely with faculty members to review and approve course content and ensure our students receive a high-quality education. Additionally, I monitor student progress and work with faculty to identify areas where improvements can be made. It is my goal to help our students succeed academically and prepare them for future careers in their chosen fields."

Tell me about your exposure to budgeting and fundraising in your last position.

"Fundraising was not a large part of my previous role; however, I did manage our school's budget very carefully. I believe my minor in business finance lends itself quite well when it comes to budgeting and has given me the knowledge and understanding needed to effectively allocate resources, make informed decisions, and analyze financial reports. By utilizing these skills, I have successfully managed budgets for my department and contributed to the economic success of the institution as a whole. Additionally, I can communicate more effectively with stakeholders and other decision-makers by speaking the language of finance. My budget management approach is grounded in financial literacy, strategic planning, and effective communication.Even though I have not participated in fundraising efforts, I am happy to do so in this role as I believe education can change lives. Financial support like scholarships and grants can make a big difference for students who can't afford to pursue their goals. Raising funds for our school will let me help students directly, which will be very rewarding."

The interviewer asks about your fundraising and budgeting exposure as an academic dean because these skills are essential for managing and growing the institution's financial resources. You will oversee the budget and ensure the institution's financial resources are effectively allocated to support academic programs and student services. You may also be required to fundraise to support research activities and other initiatives. Therefore, having experience in fundraising and budgeting can make you a more competitive candidate for the position. Discuss with the interviewer the budgets and fundraising efforts you have managed. Be sure to mention any significant results or achievements from your efforts.

"I have ten years of experience managing budgets and have been actively involved in fundraising for many years. In my last position, I managed our budget so effectively that we were under budget in our spending for three years in a row. This involved working closely with the finance team to develop budgets and financial forecasts, as well as monitoring spending and making adjustments as needed throughout the year.In terms of fundraising, I was involved in a number of initiatives to raise funds for the school. This included working with alumni and other donors to secure donations and organizing fundraising events and campaigns. I also worked closely with the development team to identify new fundraising opportunities and develop strategies for cultivating relationships with potential donors. My experience in budgeting and fundraising has always been a critical part of my role as an academic dean, and I believe my expertise in these areas will serve me well in this position."

"Budgeting and fundraising is the heart of what I have done in my 15 years as an academic dean. I am very comfortable putting together a budget and action plan. Over the years, I have gained significant exposure to budgeting and fundraising. I was responsible for overseeing the budget for the entire academic department, which involved careful planning and allocating resources to ensure that we could meet our goals and objectives. Additionally, I worked closely with our development team to identify potential donors and secure funding for various initiatives, such as scholarships and research projects. It was a challenging but rewarding experience, and I learned a great deal about the importance of effective financial management and strategic fundraising."

"I have long term experience with managing the budget within a discipline. I am currently utilizing and prioritizing the current budget in my Interim Associate Dean position while building a plan for next year's budget. The necessities for maintaining the department is consistent, but upgrades and faculty requests must be prioritized. To accomplish some requests, grants are an option. I am currently reviewing and working with others on receiving a grant for updates in our physics lab."

"I have ten years of experience managing multiple budgets and budget managers. I'm very comfortable putting together a budget and action plan and am often under-budget each spending year. While I don't have as much direct fundraising experience, I've supported advancement by securing named scholarships with donors."

"As interim dean, I've managed the budget for the entire college, for a total of about $12M, including about $200,000 in operating, plus $400,000 in engineering fees and $1M in GA. Our college has raised about $2M in gifts each of the past two fiscal years. I participated in many meetings with our advancement director, individuals, and corporations to help close these deals."

"I have good and long experience in budgeting and fundraising 1) when I was in China as a deputy director for a key lab with around 80 people, I did a lot of work on budgeting, salary raise, Bonus, etc2) when I joined _________, I set up a new group, the company only promised to pay my salary for up to 6 months, I had to raise funds for myself and my team members, I did learn from that position 3) as a professor and PI at UTA, I need to budget and raise funds to support my students, postdoctoral fellows, and my summer salary 4) as the director of the homeland security research center, I was in charge of the budget and fundraising 5)as a partner for _____, a startup company, I helped with marketing budgeting and fundraising, I went to China, USDA and visit farmers 6) as the treasure for NAI chapter at UTA, I am in charge of budgeting and fundraising including membership fees, donations, proposals, meetings sponsorship etcï¼Œ not only how to raise funds but also how and where to use them"

What are your salary expectations?

"As I am newer to my career as a dean, I would like to be offered a fair salary that reflects my recent education. I am most concerned with joining an organization that will help me to grow my career as an academic dean, which I can see doing with your university. That said. I would like to make the starting salary as noted on your job announcement."

The interviewer asks about your salary expectations to better understand them and see if they align with the institution's budget. It can also help them determine if you are a good fit for the position and if they can meet your expectations. It's important to be honest about your salary requirements while also being open to negotiation. Remember, the interview is a two-way conversation, and it's essential for both parties to feel comfortable with the compensation offered. When discussing salary expectations, it's essential to approach the topic carefully. You want to communicate your value while also being realistic. One effective way to respond is to research the average salary range for an academic dean in your region and then offer a range that aligns with that information. For example, 'Based on my research, I understand the average salary for this role in the area is between X and Y. I would be comfortable with a salary within that range, depending on the specific responsibilities and benefits offered.' It's also important to consider other aspects of the compensation package, such as health benefits, retirement plans, and vacation time. Be confident and transparent in your response while demonstrating you have done your homework.

"Currently, I earn a base salary of $75,000 per year plus a potential annual bonus and benefits. Last year my earnings were $82,000. I want to stay in the same range or slightly higher, including the benefits package mentioned in your job posting."

"I am currently making $103,000 per year with an additional comprehensive benefits package on top of that. I am looking for compensation aligned with my current earnings and which provides an opportunity for growth."

"I would want a minimum of $77,000."

"What is outlined in your advertisement meets my salary expectations. Given my experience, I would like to be considered at the higher end of that range."

"I am looking for compensation that is aligned with the role of a Dean and an opportunity for growth."

How will you earn the trust of your faculty and coworkers?

"Trust is something you earn over time with people. I will lead by example and be transparent in my communications. Trust happens when people deliver on doing what they say they will do. I take the approach of underpromising and over-delivering to accelerate the trust process. With strong trust, teams can accomplish great things together."

The interviewer wants to understand your approach to building relationships and establishing credibility in your new role. An academic dean needs to have the trust and support of their colleagues to effectively lead and promote a positive and collaborative working environment. You may want to highlight your past experiences in building relationships and fostering trust with colleagues and your commitment to open communication and transparency in your leadership style.

"I feel the best way to earn the trust of my faculty and coworkers is to be helpful, always do what I promise, and be honest with them at all times. Strong relationships have to be built on these principles."

"Building trust with my faculty and coworkers takes time and effort. First and foremost, I will be transparent and communicative with the people I work with. I will be open about my goals and values and keep my colleagues informed about decisions and initiatives that affect them. Additionally, I feel it's important to be approachable and collaborative and seek input and feedback from others whenever possible. By being responsive to the needs and concerns of my team, I can build a culture of trust and respect that will help me achieve my academic goals and objectives. Finally, it's important to lead by example and to model the behavior I want to see in others. By demonstrating a commitment to excellence, integrity, and professionalism, I can earn the respect and admiration of my colleagues and establish myself as a trusted leader in my field."

"Trust is the foundation for building relationships, and these relationships will be vital in my ability to succeed as a Title 1 Dean. I will earn my teachers' trust by having integrity, and by being honest and treating everyone fairly. I will earn their trust by being an active, empathetic listener, always keeping my word, and always giving them my undivided attention. I will look for opportunities to make connections and to stay in tune with their personal needs."

"Trust is something built over time but can be earned by doing what you say you will do, respecting people's time, as well as personal lives, and taking the time to learn about their values. These things take time and careful nurturing but can build a strong team. I've used a listening tour as a strategy to get to know people when I've changed positions. I've been able to get many people involved in the program, including faculty, staff, students, and alumni. This helped formulate a communication plan for the group and individuals, as well as providing me with an understanding the perceived strengths and weaknesses of the program."

"Trust is a by-product of leading by example and being transparent in my communications with faculty and coworkers. I will earn their trust by underpromising and overdelivering to accelerate the process. But, over time faculty and my coworkers will grow to love me. It has been my strongest trait within my work ethic."

"Keep your word! Once you promise it, make it happen! Think over and over before you promise!"

Do you think honesty is always the best policy?

"I do feel that honesty is the best policy so long as the honest comment does not come with the intention of being hurtful. Of course, there may be situations where being completely honest could cause harm or hurt to someone. In those cases, it may be better to withhold some information. But in general, being truthful and transparent is the best way to build trust and maintain strong relationships. It can be difficult to be honest, especially if the truth is not what the other person wants to hear, but in the long run, it is always better to be upfront and honest rather than hide the truth."

The interviewer asks if you think honesty is always the best policy to understand your moral compass and how you make decisions in difficult situations. They may also be trying to gauge your level of integrity and whether or not you can be trusted to act with transparency in a professional environment. Additionally, they want to see how you approach difficult situations where the truth may not be easy or comfortable to share. It's essential to be truthful in your response and considerate of the context in which the question is being asked. Ultimately, being honest and transparent can build trust and credibility, but it's important to do so in a discreet and respectful manner.

"Sometimes full disclosure can damage someone's self-esteem, and reality isn't always best expressed in full and can be self-indulgent based on the person's intention. In those instances, honesty isn't always the best policy. However, when approached correctly, you can remain honest while protecting the individual's feelings and self-esteem."

"Honesty is always the best policy. Often, it is just a matter of how you communicate and deliver your message, so managing this with each situation is critical to building honest and trustworthy relationships. While there may be situations where it is difficult to be completely honest, in the long run, being truthful and transparent can build trust and respect in relationships. Of course, there may be exceptions where honesty could cause harm, such as when disclosing sensitive information or in situations that require tact and diplomacy. Overall, I think it's important to strive for honesty and integrity in our interactions with others."

"Honesty is always the best policy. Being honest but cautious of the messages being sent will supplement trustworthiness among colleagues and students."

"As I say to my students in critique: honesty is caring. To not give honest feedback on someone's work isn't caring, it's hiding. You can absolutely be honest without giving cruel feedback, and that drives me as both a teacher and leader."

"Honesty is always the best policy. The skill set that experience leaders have is how they communicate and deliver a message of concern. Being able to accomplish that builds upon the trustworthiness of the communicator."

"Yes, I think honesty is the best policy, but I know that some items must be kept confidential to protect individuals' privacy."

"Yes and NO! All depends! Honesty is good but it can hurt people sometimes. Be wise and get things moving smoothly and do things that are beneficial for people."

What is your process for handling an alleged assault or battery on one of your students?

"As a newly appointed dean, my top priority would be to ensure the safety and well-being of all my students. If an alleged assault or battery were to occur, I would immediately follow the university's policies and procedures and launch an investigation to determine the facts of the incident and take appropriate action. This would involve gathering statements from all parties, reviewing the available evidence, and consulting with legal and law enforcement professionals as needed. Throughout the process, I would strive to maintain an impartial and fair approach, respecting the rights and dignity of all individuals involved. Ultimately, my goal would be to ensure that justice is served and that all students feel safe and supported on our campus."

When an alleged assault or battery occurs on one of the students, academic deans must take swift and decisive action, following the institution's policies and procedures. The process typically involves conducting an investigation into the incident, gathering evidence, and interviewing any witnesses. The dean will also work closely with law enforcement and other campus officials to ensure that the victim receives the appropriate medical and emotional support. It is essential that the dean prioritizes the safety and well-being of the student and takes all necessary steps to ensure that justice is served. Describe to the interviewer your process for handling an alleged assault or battery on one of your students.

"As an academic dean, I take any allegations of assault or battery on one of my students very seriously. The first step is to ensure the safety and well-being of the student and provide any necessary medical attention or counseling. Then, I work closely with campus security and law enforcement to investigate the incident and gather any evidence. It is important to maintain confidentiality and respect the privacy of the student throughout this process. Once all the facts are gathered, I collaborate with the appropriate authorities to determine the best course of action, including disciplinary action against the perpetrator and support for the victim. Ultimately, my goal is to create a safe and supportive environment for all students, and addressing incidents of assault or battery is critical to achieving that goal."

"In my profession, my process for handling an alleged assault or battery on one of my students is to prioritize the safety and well-being of the student. The first step would be providing the student with medical attention and emotional support. Then, I would work with campus security and local law enforcement to investigate the situation and gather any evidence. Maintaining confidentiality and respect for the student throughout the process is important. If the allegations are found to be true, appropriate disciplinary action will be taken against the perpetrator in accordance with the school's policies and procedures. Additionally, resources and support will be provided to the victim to aid in their recovery and healing. As an academic institution, we are responsible for creating a safe and supportive environment for all students."

Academic Dean Interview Questions

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1. How do you like to be recognized for your accomplishments?
2. What is your proudest moment as a teacher or leader?
3. When you suffer a setback, how does that emotionally affect you and your work?
4. What questions do you have for me in regards to this school or position?
5. Would you consider returning to school to complete your PhD?
6. How do you handle communicating bad news to a fellow coworker or subordinate?
7. Tell me about a time when you improved communication between yourself and a colleague, student, or faculty.
8. Rate your communication skills from 1-10 with proper examples backing your given rating.
9. How do you describe what you do for a living to others?
10. Do you consider yourself a patient person? How do you increase your patience level in challenging situations?
11. Are you familiar with this state's academic criteria?
12. As an academic dean you will be exposed to a wide variety of people, situations, and environments. Do you feel prepared for this?
13. Give me an example of a new academic rule or regulation that you have created.
14. How do you handle a larger than average workload?
15. What sources do you look to when solving complicated problems?
16. Why are you the best academic dean for us?
17. What is your favorite part of working as an academic dean?
18. Why do you want a career as an academic dean?
19. Tell me about an organization or group outside of work that you contributed to.
20. What three words would you use to describe yourself as an educator?
21. When have you worked among a diverse group of people?
22. Outline your formal education and training.
23. What motivates you to succeed?
24. How active do you plan to be with your faculty?
25. How do you like to encourage ideas in your faculty or student body?
26. What is your disciplinary style?
27. How do you decide what gets top priority when scheduling your time?
28. How would you handle a situation where one of your faculty members was causing difficulty in the workplace?
29. How do you assess academic performance?
30. Describe your role in supervising the development of the curricula at your educational institution.
31. Tell me about your exposure to budgeting and fundraising in your last position.
32. What are your salary expectations?
33. How will you earn the trust of your faculty and coworkers?
34. Do you think honesty is always the best policy?
35. What is your process for handling an alleged assault or battery on one of your students?

Academic Dean Interview Questions

1. How do you like to be recognized for your accomplishments?

2. What is your proudest moment as a teacher or leader?

3. When you suffer a setback, how does that emotionally affect you and your work?

4. What questions do you have for me in regards to this school or position?

5. Would you consider returning to school to complete your PhD?

6. How do you handle communicating bad news to a fellow coworker or subordinate?

7. Tell me about a time when you improved communication between yourself and a colleague, student, or faculty.

8. Rate your communication skills from 1-10 with proper examples backing your given rating.

9. How do you describe what you do for a living to others?

10. Do you consider yourself a patient person? How do you increase your patience level in challenging situations?

11. Are you familiar with this state's academic criteria?

12. As an academic dean you will be exposed to a wide variety of people, situations, and environments. Do you feel prepared for this?

13. Give me an example of a new academic rule or regulation that you have created.

14. How do you handle a larger than average workload?

15. What sources do you look to when solving complicated problems?

16. Why are you the best academic dean for us?

17. What is your favorite part of working as an academic dean?

18. Why do you want a career as an academic dean?

19. Tell me about an organization or group outside of work that you contributed to.

20. What three words would you use to describe yourself as an educator?

21. When have you worked among a diverse group of people?

22. Outline your formal education and training.

23. What motivates you to succeed?

24. How active do you plan to be with your faculty?

25. How do you like to encourage ideas in your faculty or student body?

26. What is your disciplinary style?

27. How do you decide what gets top priority when scheduling your time?

28. How would you handle a situation where one of your faculty members was causing difficulty in the workplace?

29. How do you assess academic performance?

30. Describe your role in supervising the development of the curricula at your educational institution.

31. Tell me about your exposure to budgeting and fundraising in your last position.

32. What are your salary expectations?

33. How will you earn the trust of your faculty and coworkers?

34. Do you think honesty is always the best policy?

35. What is your process for handling an alleged assault or battery on one of your students?