Postdoctoral Research Associate
Full Time
Chapel Hill, NC 27599
Posted
Job description
Posting Details
Department
School of Education - 340100
Posting Open Date
07/22/2022
Application Deadline
Open Until Filled
Yes
Position Type
Postdoctoral Scholar
Position Title
Postdoctoral Research Associate
Vacancy ID
PDS003544
Full-time/Part-time
Full-Time Temporary
Hours per week
40
FTE
1
Work Location
Chapel Hill, NC
Position Location
North Carolina, US
Hiring Range
Proposed Start Date
09/01/2022
Estimated Duration of Appointment
24 Months
Position Information
Primary Purpose of Organizational Unit
The University of North Carolina at Chapel Hill (Carolina), established in 1793 as the first public university in the nation, is a doctoral-granting institution situated in the beautiful college town of Chapel Hill, NC. Ranked fifth among public institutions by US News & World Report, and one of the original public ivy schools, Carolina has earned a reputation as one of the best universities in the world, and the School of Education is among the best in the nation. The School of Education prides itself on its strong, diverse student body, unparalleled academic opportunities, and a value unmatched by any public university in the nation.
The School of Education is an academic unit reporting to the Provost. The School is a major center of research, teaching, and public service within the State of North Carolina, the nation, and the world. The School offers a full range of undergraduate and graduate programs. The mission of the School of Education is to conduct research, and generate basic and applied knowledge about human development, educational technology and entrepreneurship, teaching and learning, school counseling, school psychology, administration, as well as educational policy and leadership; prepare leaders in the profession of education by conducting outstanding research, teaching, and service; and assist in the development of strong and effective public schools in North Carolina. In order to fulfill its mission, the School is organized into three academic divisions: (1) Culture, Curriculum, & Teacher Education (CCATE), (2) Learning, Development & Psychological Sciences (LDPS), and (3) Educational Policy, Organization, & Leadership (EPOL).
The School of Education is an academic unit reporting to the Provost. The School is a major center of research, teaching, and public service within the State of North Carolina, the nation, and the world. The School offers a full range of undergraduate and graduate programs. The mission of the School of Education is to conduct research, and generate basic and applied knowledge about human development, educational technology and entrepreneurship, teaching and learning, school counseling, school psychology, administration, as well as educational policy and leadership; prepare leaders in the profession of education by conducting outstanding research, teaching, and service; and assist in the development of strong and effective public schools in North Carolina. In order to fulfill its mission, the School is organized into three academic divisions: (1) Culture, Curriculum, & Teacher Education (CCATE), (2) Learning, Development & Psychological Sciences (LDPS), and (3) Educational Policy, Organization, & Leadership (EPOL).
Position Summary
The North Carolina Education Futures Initiative (EFI) at the University of North Carolina at Chapel Hill invites applications for a postdoctoral position in education policy. Applicants should have strong mixed-method research skills and an interest in K-12 education policy, with a particular focus on organizational decision making and budgeting processes in public education.
The successful candidate will join a dynamic team of scholars intent on: (1) conducting timely and rigorous empirical work on K-16 educational policy and practice in North Carolina; (2) translating that research and expertise into action and practices through partnerships and technical assistance; and (3) dissemination efforts targeted to state, local, and institutional leaders.
The postdoctoral fellow will contribute to and, in some cases, lead research projects stemming from a research grant to analyze organizational decision-making and school district spending priorities during the COVID-19 pandemic. The fellow will participate in all aspects of the research process, including design, IRB administration, analysis, and presentation. The fellow will help organize and compile both qualitative and quantitative data; participate in research planning with the wider team; supervise research assistants at the graduate and undergraduate levels; and participate in the broader academic life of the initiative and University. The fellow will be a part of a developing partnership with state district leaders and policymakers. The fellow will co-author peer-reviewed studies, write policy briefs, and present findings at seminars and professional meetings.
Initial research projects include compiling and analyzing documents and budgets on school district spending priorities during the COVID-19 pandemic and conducting interviews with district leaders about decision-making during this period. The fellow should expect to spend about 70% of their time working on ongoing research projects at EFI, while splitting the remaining 30% between building new collaborations focused on p-16 educational policy issues (e.g., educator labor markets, compensation, educational attainment and post-college success) and their own ongoing research that fits within the major focus areas of the initiative. The fellow will not have any teaching duties.
The postdoctoral scholar will need to have completed their doctoral studies by Fall 2022. The postdoctoral scholar will work with Professors Ethan Hutt (PI), Thad Domina (co-PI), and Matthew G. Springer (co-PI) as well as other EFI-affiliated faculty, research associates, and graduate students on education policy evaluation and analysis.
Preference will be given to candidates with strong mixed-methods research skills and strong evidence of writing capability, ability to manage competing demands, and experience working with messy administrative data. Because EFI is a highly collaborative research group, we seek an individual who is excited to be a member of a dynamic team, and who is driven by a desire to produce rigorous research aimed at driving improvements in educational outcomes for North Carolina students.
The successful candidate will join a dynamic team of scholars intent on: (1) conducting timely and rigorous empirical work on K-16 educational policy and practice in North Carolina; (2) translating that research and expertise into action and practices through partnerships and technical assistance; and (3) dissemination efforts targeted to state, local, and institutional leaders.
The postdoctoral fellow will contribute to and, in some cases, lead research projects stemming from a research grant to analyze organizational decision-making and school district spending priorities during the COVID-19 pandemic. The fellow will participate in all aspects of the research process, including design, IRB administration, analysis, and presentation. The fellow will help organize and compile both qualitative and quantitative data; participate in research planning with the wider team; supervise research assistants at the graduate and undergraduate levels; and participate in the broader academic life of the initiative and University. The fellow will be a part of a developing partnership with state district leaders and policymakers. The fellow will co-author peer-reviewed studies, write policy briefs, and present findings at seminars and professional meetings.
Initial research projects include compiling and analyzing documents and budgets on school district spending priorities during the COVID-19 pandemic and conducting interviews with district leaders about decision-making during this period. The fellow should expect to spend about 70% of their time working on ongoing research projects at EFI, while splitting the remaining 30% between building new collaborations focused on p-16 educational policy issues (e.g., educator labor markets, compensation, educational attainment and post-college success) and their own ongoing research that fits within the major focus areas of the initiative. The fellow will not have any teaching duties.
The postdoctoral scholar will need to have completed their doctoral studies by Fall 2022. The postdoctoral scholar will work with Professors Ethan Hutt (PI), Thad Domina (co-PI), and Matthew G. Springer (co-PI) as well as other EFI-affiliated faculty, research associates, and graduate students on education policy evaluation and analysis.
Preference will be given to candidates with strong mixed-methods research skills and strong evidence of writing capability, ability to manage competing demands, and experience working with messy administrative data. Because EFI is a highly collaborative research group, we seek an individual who is excited to be a member of a dynamic team, and who is driven by a desire to produce rigorous research aimed at driving improvements in educational outcomes for North Carolina students.
Minimum Education and Experience Requirements
A Ph.D. in education, public policy, social sciences, or another related field
Required Qualifications, Competencies, and Experience
- A track record of publication, or evidence of strong potential
- Ability to work collaboratively
- Interest in pursuing an inter-disciplinary, collaborative research agenda focused on education policy evaluation and analysis
- Expertise in one or more of the following areas:
- Mixed methods research, school finance, education policy evaluation and analysis, organizational theory, and administrative data;
- Large-scale, collaborative research projects
Preferred Qualifications, Competencies, and Experience
- Experience to develop a substantial research and publication record and scholarly recognition in the field
- Interest in education policy and program evaluation
- Experience with and managing data systems, particularly school budgets
- Experience working on team-based projects
- Experience working with policymakers and practitioners on research projects
- Exceptional interpersonal, verbal, and written communication
- Strong organizational skills and experience coordinating research and other grant-related activities across a large team
- Experience mentoring early-stage graduate or undergraduate researchers
Special Physical/Mental Requirements
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