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Depending on the nature or size and scope of a programming project, the most effective way to get the job done might be through teamwork. Teams might include only programmers, or they might include programmers, systems analysts, technical writers, program librarians, and users who are subject matter specialists. Each team has a leader who has ultimate responsibility for the success of the project and for the supervision of team members. The team approach is being used more and more because of the magnitude of projects and extended computer services. Past surveys of programmers revealed that as a group they have a low tendency toward social interaction on the job; that is, they exhibit a low need to work with other individuals. Whether or not the programmer or analyst is required to participate in team projects or the extent to which teamwork is used in an organization can be determined in the employment interview. Software companies have complained that universities are not stressing large team projects nor exposing students to the latest tools or coding problems. But the universities counter with the argument that the tools change constantly and therefore university studies should be broader in scope. Programming teams, however, are here to stay. Some schools are involving seniors in large commercial projects proposed by companies. This preparation is very valuable in today s job market.

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Two-Year College Executive Positions Chief executive of cer, system (chancellor) Chief executive of cer, single institution (president) Assistant to chief executive of cer, single institution Academic Positions Chief academic of cer (provost) Chief health-professions of cer Director, library services Acquisitions librarian Chief technical services librarian Chief public services librarian Reference librarian Catalog librarian Director, institutional research Director, educational media services center Director, international education Director, academic computing Director, sponsored research and programs Deans Agriculture Architecture Arts and sciences Business Communications Continuing education Dentistry Education Engineering Extension Fine arts Graduate programs Health-related professions x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x

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TIAA CREF is transferable from one institution to another, provided that both institutions participate in it. More than 12,800 education and research institutions participated in TIAA CREF in 2001. Whether transferability is important to a professor depends in part on whether he or she expects to move to another institution at some point during his or her career. New assistant professors beginning a career may not be able to predict such movement. State-institution retirement plans cannot be transferred across state lines, but it often is possible to buy in to the system of a new state. Usually the number of years one can purchase is limited. The contributions of employer and employee in a state or institutional retirement plan are invested by the managers of the plan. The participants in the plan have no options as to how or where the money is invested, except perhaps through a retirement board on which a few professors may serve. Subject to the policy of the employing institution, TIAA CREF allows participants to allocate percentages of retirement funds among a variety of investment vehicles, such as money market funds, equity funds, bond funds, and real estate funds.

shares a student s research interests and who is well known in the field can make doctoral study easier and more valuable Selection criteria for positions in academia can include dissertation and other research, publications, evaluations of professors, and experience outside the doctoral program such as previous employment in computer areas In addition, teaching evaluations may be considered because many doctoral students teach undergraduate classes as part of their graduate assistantships As the demand for computer professionals increases, so does the demand for educators Unfortunately, the number of new business PhDs has grown only 35 percent over the past decade, and of the 1,104 in 1999, only half entered academia In 2001, about 250 positions were vacant in Business Week s top 30 business schools, and adding vacancies in the 20 second-tier schools brings the number to more than 400.

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