Professor of Organizational Behavior Job Description

A Professor of Organizational Behavior occupies the intersection of social science and management practice. The job has three distinct components — teaching, research, and service — and the weight given to each depends almost entirely on the type of institution. At a research-intensive business school, the currency is publication in high-impact journals, and everything else is evaluated against that standard. At a teaching-focused university, instructional excellence and student outcomes carry the most weight. Understanding which environment you're entering before accepting a position is essential.

In the classroom, OB professors teach topics that don't fit neatly into finance or marketing: why people behave the way they do inside organizations, how groups form and dysfunction, what distinguishes effective leaders from ineffective ones, how organizational culture shapes and constrains individual action, and how decisions get made under uncertainty and political pressure. The subject matter is inherently behavioral and draws from psychology, sociology, and economics in roughly equal measure. Teaching it well requires translating abstract theory into situations that students — especially MBA students with work experience — can recognize from their own careers.

The research side demands methodological rigor. OB is an empirical discipline, and most top-journal publications involve original data — surveys, experiments, field studies, archival analysis, or some combination. A typical research project takes 2–4 years from initial idea to acceptance at a top-tier journal, and the rejection rates at journals like ASQ or AMJ exceed 90%. Faculty who sustain productive research careers are usually working on multiple projects at different stages simultaneously rather than betting everything on a single study.

Service obligations accumulate over a career. Junior faculty are expected to carry a light service load while building their research pipeline; senior faculty sit on editorial boards, lead department committees, serve in administrative roles, and mentor junior colleagues. Executive education — teaching short programs for corporate clients — generates revenue for the business school and compensation supplements for the professor, and is treated more seriously as a contribution than it might appear from the outside.

The role requires intellectual range. An OB professor might teach a negotiation course that uses game theory, lead a leadership development program drawing on clinical psychology, and publish experimental research on implicit biases — all in the same academic year.

Education:

• PhD in organizational behavior, management, organizational psychology, or a closely related field from an AACSB-affiliated doctoral program
• ABD (all but dissertation) candidates considered for visiting or lecturer positions; tenure-track hiring requires the degree in hand or defense scheduled before the start date
• Postdoctoral fellowships are uncommon in OB but exist at well-funded research centers at schools like Wharton, Kellogg, and Harvard Business School

Research credentials:

• Publication record or demonstrable pipeline in top-tier journals (AMJ, ASQ, AMR, JAP, OBHDP, OS, JOM)
• Coherent research identity — hiring committees want to know what the candidate's program of research is, not just what topics they have studied
• Conference presentation record at AOM, SIOP, or comparable outlets
• Grant experience valued at R1 institutions, particularly NSF or Templeton funding for behavioral research

Methodological skills:

• Experimental design: lab and field experiments, online study panels (Prolific, MTurk)
• Survey research: scale development, CFA, SEM using R, Mplus, or AMOS
• Multi-level modeling for nested organizational data (HLM)
• Qualitative and mixed-methods research for theory-building work
• Increasingly: text analysis, network analysis, and archival data methods

Teaching competencies:

• MBA classroom management, case method facilitation, cold-call discussion leadership
• Experiential learning design: simulations, role plays, team projects with structured debrief
• Doctoral seminar instruction — reading-intensive, theory-focused, designed to develop researchers

Preferred background signals:

• Industry or consulting experience valued at professionally oriented schools
• Executive education delivery experience for schools with active corporate programs
• Editorial board service or manuscript review history for senior candidates

The academic job market in organizational behavior follows a familiar pattern in business school disciplines: demand from top-ranked programs is steady and highly competitive, while demand from teaching-focused institutions is broader but pays less and offers fewer research resources.

Several structural forces are shaping the next decade of OB faculty hiring. Business school enrollments have shifted — traditional two-year MBA programs have lost share to accelerated, online, and specialized master's programs. This changes the instructional mix that OB faculty are asked to cover and raises the value of faculty who can teach effectively in compressed or hybrid formats. Schools that built faculty headcount around residential MBA cohorts have leaner hiring pipelines than they did 15 years ago.

At the same time, organizational behavior's subject matter has never been more visible in public discourse. Questions about leadership ethics, workplace culture, team performance, and organizational decision-making are covered seriously in business media. Faculty with strong research records and the ability to engage practitioner audiences have more platform than previous generations did, which creates executive education and consulting income that supplements academic salaries significantly.

The interdisciplinary boundaries of OB are expanding. Behavioral economics, computational social science, and organizational neuroscience are all contributing methods and frameworks that OB researchers are absorbing. Candidates who enter the market with quantitative and computational skills alongside strong theory grounding are competing well against more traditionally trained applicants.

Tenure-track positions at research universities remain intensely competitive — a single opening at a top-20 business school typically attracts 150–300 applications. The candidate who advances has a clear research identity, at least one top-journal publication or acceptance, strong teaching evaluations from doctoral coursework or teaching experience, and letters from recognized scholars who can speak to the quality and trajectory of the research program.

For those who clear tenure, the career offers unusual intellectual autonomy, strong job security, and compensation that, when executive education and consulting are included, compares favorably to many industry alternatives at the senior level.

Dear Members of the Search Committee,

I am writing to apply for the tenure-track position in Organizational Behavior at [University] Business School. I am completing my PhD at [Institution] under the supervision of [Advisor], with a dissertation examining how psychological safety interacts with team composition to predict voice behavior and subsequent unit performance in healthcare organizations.

My primary research stream focuses on team dynamics and the conditions under which members surface dissenting information to leadership. My dissertation study — a field experiment across 48 hospital units with 14-month performance follow-up — has received a revise-and-resubmit at the Academy of Management Journal. A companion paper examining the moderating role of leader humility is under review at OBHDP. I expect to have both manuscripts through revision cycles before my start date.

In the classroom, I have served as the primary instructor for the MBA Leadership and Organizations core course for two years, managing sections of 60 students through case-based discussion and a team simulation involving live feedback data. My teaching evaluations have averaged 4.6 out of 5.0. I have also designed and facilitated a doctoral proseminar on micro-OB theory that has drawn students from management, social psychology, and public health.

I am drawn to [University] because of the faculty group's ongoing work on organizational culture and the school's commitment to research that speaks to practitioners as well as scholars. I believe my research on team voice aligns directly with the department's interests and would benefit from the collaborative environment your program offers.

Thank you for considering my application. I look forward to the opportunity to discuss my research and teaching.

[Your Name]