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A more diverse academic applicant pool is built deliberately: define the real job broadly enough for qualified scholars with different research paths to see themselves in it, explain requirements and preferences plainly, advertise beyond the committee’s usual networks, evaluate every applicant against pre-set job-related criteria, and review aggregate funnel data where law and policy permit. No single intervention guarantees a representative pool, but this sequence makes it more likely that qualified people hear about the role and can compete on comparable evidence.
What a “diverse applicant pool” should mean in a faculty search
Diversity is not a universal quota or a single list of demographic categories. Define it for the institution, discipline, role and relevant population before choosing recruitment actions. A chemistry search, a clinical appointment and a creative-practice post may draw from different labor markets. Categories used in one country may not map neatly to those used elsewhere.
The practical objective is two-part: qualified candidates should learn about the job, and the committee should assess them fairly once they apply. Outreach expands awareness; it must not become a promise of selection or a request that any person represent an entire group.
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Pool composition also cannot be used to infer an individual’s qualifications. Aggregate monitoring can show where a process may need review, but it cannot explain why a pattern occurred or justify choosing one person over another.
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1. Agree on the academic need before drafting the advert
Start with the work the appointee must do
Write down the teaching, research, creative, clinical and service needs that the position must meet. Identify the methods, topics, populations, languages, professional credentials or collaborative abilities that are genuinely necessary. Separate those essentials from preferences that would merely be convenient.
UC Davis Academic Affairs recommends defining positions broadly enough to support a large and diverse pool while retaining the unit’s academic needs. Cornell’s faculty-recruitment guidance similarly advises describing strategic scholarly areas and desired experience without adding restrictions that deter qualified applicants.
Test every restriction
For each proposed requirement, ask:
- Is it necessary on the first day, or can the department provide training?
- Does it describe an outcome the job needs, or an unnecessarily specific route to that outcome?
- Would a qualified scholar using a different method, disciplinary label or career path still be able to succeed?
- Can the committee explain how evidence of this requirement will be assessed?
Broaden the scope only where the department will genuinely consider the resulting applications. Advertising flexibility that disappears during screening damages trust and wastes candidates’ time.
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Record the boundary of the search
Before the posting is approved, document why the field, rank, appointment length, location, teaching load and credential requirements are set as they are. This record helps the committee resist informal narrowing after seeing the pool and gives applicants a clearer account of the role.
2. Write a position description that lets people judge their fit
Label required and preferred qualifications
Use separate headings for “required” and “preferred” qualifications. State what each label means in the selection process. The University of Toronto’s 2021 guidance recommends considering “preferred” rather than “required” where appropriate and making the distinction explicit.
Requirements should be observable and job-related: for example, the ability to teach specified courses, conduct research in a defined area, hold a license by a stated date, or contribute to a documented program. Avoid coded language, unexplained acronyms and lists of prestige signals that are not needed for the work.
Describe the job, not just the institution’s values
An inclusion statement is useful only alongside practical information. Explain:
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- the department and its scholarly or professional context;
- the main duties and expected workload;
- the rank, contract or tenure conditions and anticipated start date;
- required materials and acceptable formats;
- the stages of review and an approximate timetable, if known;
- how candidates can request an accommodation or ask procedural questions; and
- which qualifications are essential versus advantageous.
A candidate should be able to decide whether their expertise fits and what evidence to submit without relying on an insider’s interpretation.
Use inclusive scope honestly
Terms such as “interdisciplinary” or “open to related fields” should correspond to the committee’s actual evaluation plan. If the department will consider adjacent disciplines, name examples and explain how scholarly equivalence will be judged. If it will not, do not imply otherwise to increase applications.
3. Plan outreach before the posting goes live
Map the existing and missing channels
Make a list of where qualified candidates are likely to hear about the opportunity, then mark which channels the committee used in its last searches. Toronto recommends active outreach to people, organizations and institutions beyond previous networks; UC Davis calls for targeted advertising and deliberate search planning.
| Channel | How to use it | Decision check |
|---|---|---|
| Professional associations | Place the advert in discipline-relevant outlets and circulate it through sections or interest groups that match the role. | Does the association reach the actual subfields and career stages sought? |
| Conferences and seminars | Ask organizers, speakers and attendees to share the approved posting; use existing events as information points rather than informal screening. | Will the message reach people outside the committee’s usual institutions? |
| Institutions and programs | Send the posting to departments, doctoral programs, postdoctoral offices and professional schools that train candidates in the role’s areas. | Are the contacts broad enough to avoid reproducing the same network? |
| Alumni and colleagues | Provide a standard message and invite circulation and candidate referrals. | Does the request share the opportunity without implying endorsement or guaranteed consideration? |
| Relevant community or professional networks | Use networks that serve qualified scholars in the field and explain the role’s actual requirements. | Can the channel provide reach without treating people as representatives of a group? |
Give outreach contacts a usable message
Send the approved title, a short description of the work, required and preferred qualifications, closing date, application link or location, and a contact for accommodations or questions. Ask contacts to circulate the same information rather than rewriting the criteria informally.
Personal invitations can encourage someone to consider applying, but they should not contain promises about interviews, ranking or selection. Keep a record of channels, dates and audiences so the committee can learn which efforts expanded reach.
Do not wait for the advert to do all the work
Posting on the institution’s site is necessary but insufficient. A search can be formally open while remaining invisible to people outside established networks. Start outreach when the posting is approved, refresh it during the open period where appropriate, and allow enough time for candidates who need accommodations or institutional approvals to apply.
4. Make the application process accessible and legible
Reduce avoidable barriers
Request only materials that the committee will use. If a research statement, teaching statement, writing sample or diversity statement is required, explain its purpose, length or format and the evidence reviewers should look for. Avoid duplicate questions across forms.
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Offer a clear route for accommodation requests and procedural questions. Check that the application system works with assistive technology, accepts the stated file formats and does not impose unexplained limits that exclude legitimate materials.
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Explain how evidence will be read
Tell applicants whether the committee values teaching effectiveness, community-engaged scholarship, interdisciplinary work, clinical practice, creative output, mentoring or other contributions. Do not require a particular career sequence when the job can be demonstrated through multiple paths.
Protect confidentiality
Explain who can access application materials and how optional demographic information, if collected, is separated from selection decisions. Follow the institution’s privacy rules and the law governing the jurisdiction rather than copying another university’s form.
5. Set the screening method before anyone reviews applications
Build a criterion-and-evidence matrix
Before opening applications, list each required and preferred criterion, the evidence that can demonstrate it, and the rating scale. UC Davis recommends creating criteria and an evaluation tool; Cornell recommends that more than one person review each application using consistent information.
| Criterion type | Example evidence | Guardrail |
|---|---|---|
| Teaching | Syllabi, teaching evaluations interpreted in context, student-learning evidence, supervision or curriculum work. | Do not treat one institution’s evaluation scale as directly comparable to every other scale. |
| Research or creative work | Publications, projects, performances, exhibitions, datasets, grants or documented community impact. | Assess quality and relevance to the role rather than relying on venue prestige alone. |
| Clinical or professional practice | Licensure, case or portfolio evidence, service outcomes and supervision. | State which credentials must be held by application, appointment or start date. |
| Collaboration and service | Specific contributions to teams, programs, governance or partnerships. | Distinguish an applicant’s demonstrated contribution from assumptions based on a co-authored output. |
| Preferred area | Evidence of a listed method, topic, language or program need. | Do not convert a preference into an undisclosed requirement after screening begins. |
Use more than one reviewer
Assign at least two reviewers to each application or use another documented cross-check. Reviewers should record evidence before discussing impressions, disclose conflicts, and use the same rubric. A chair should resolve genuine differences by returning to the evidence, not by adding a new criterion.
Control informal bias in discussion
Require comments to refer to job-related evidence. Interrupt judgments about “fit,” polish, personality or institutional prestige when they are not defined in the criteria. Ask whether the same evidence would receive the same interpretation from another candidate with a different career path.
6. Monitor the recruitment funnel lawfully
Choose stages in advance
Decide whether the committee will examine aggregate information after the deadline and at stages such as longlist and shortlist. UBC’s July 2024 faculty-recruitment guide describes voluntary survey data and analysis of proportional representation at several stages, both for an individual requisition and across multiple searches. Toronto also describes requesting aggregate pool information.
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| Stage | Question the aggregate review can raise | What it cannot establish |
|---|---|---|
| Applicants | Did the advert and outreach reach the intended labor market? | Why any individual applied or did not apply. |
| Longlist | Are screening criteria or evidence interpretations filtering groups unevenly? | That a particular reviewer or criterion caused the pattern. |
| Shortlist and interview | Where should the committee audit consistency, accessibility or outreach timing? | Which candidate is most qualified. |
| Across searches | Is a recurring pattern associated with scope, channels, timing or process design? | A causal effect without further investigation. |
Separate monitoring from selection
Use voluntary demographic data only in the form and manner allowed by local law and institutional policy. Keep it out of individual evaluation records unless a specific legal procedure requires otherwise. Aggregate results should guide process review, not determine a person’s eligibility, rank or outcome.
Define categories and benchmarks
State the geography, population definitions and date for any comparison. Categories may differ across countries and institutions, and a “representative” benchmark may be unavailable or inappropriate for a specialized field. If no valid benchmark exists, report the pattern without implying a precise gap.
7. Use evidence without promising a guaranteed result
Employment and Social Development Canada’s evidence summary reports different levels of support by intervention and population. It describes specialized outreach as effective for women and visible minorities and promising for Indigenous people and people with disabilities, while noting evidence gaps for other groups and actions. Those findings do not predict what will happen in a particular university, discipline or search.
University guidance is also context-specific. UC Santa Cruz’s summary of recommendations associated with a UC Berkeley report points readers to the original report for detailed methods and findings; it does not establish a universal percentage change in applicant composition. No specific named statistic is necessary to run the process above, and adding an unverified percentage would create false precision.
Treat each intervention as a testable process improvement: define the intended audience, implement it consistently, review permitted aggregate outcomes, and adjust the next search. Do not claim that a new advertisement or outreach channel “solved” representation after one hiring cycle.
Independent reader supportYour contribution helps us test, update, and keep practical guides available for everyone.8. Respect jurisdiction and institutional rules
Recruitment law, privacy requirements and affirmative-action rules differ. The UK government guidance cited here applies to England, Scotland and Wales and recommends widening recruitment channels, encouraging reapplication and avoiding tokenistic representation. A procedure suitable there may not be lawful or appropriate elsewhere.
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- which categories may be requested and whether responses must be voluntary;
- who may access raw and aggregate data;
- how long information may be retained;
- which accommodations and alternative formats are required;
- how conflicts of interest and records of deliberation must be handled; and
- whether local law permits any targeted or preferential procedure being considered.
Never transplant another university’s survey, benchmark or decision rule without this check.
9. Troubleshoot a pool that is not broadening
Few applications arrive from outside the usual network
Audit reach first: list every channel, audience and date, then add discipline-relevant associations, institutions and networks not used in prior searches. Check whether the title and opening paragraph reveal the actual field and whether the closing date allows enough time for circulation.
The applicant pool is broad, but the longlist is not
Compare the published requirements with the screening rubric. Look for preferred qualifications being treated as mandatory, prestige proxies replacing job-related evidence, or reviewers applying different standards. Recalibrate with sample applications and document any permissible correction before continuing.
Applicants say the process is unclear
Rewrite the advert and application instructions to distinguish requirements, preferences, materials, stages and contacts. Remove duplicate questions and explain how statements or portfolios will be evaluated. If an accommodation issue is reported, address the barrier and preserve the candidate’s ability to apply.
Members want to use demographic data to choose finalists
Stop and consult the applicable policy and legal office. Aggregate monitoring can identify a process concern; it does not establish an individual’s merit or authorize demographic selection. Return to the pre-set, job-related criteria.
One search shows an unexpected pattern
Do not infer a cause from one cycle. Compare permitted aggregate information across searches, review changes in scope, channels, timing and reviewer assignment, and record what will be tested next time.
10. A repeatable committee checklist
- Define the actual teaching, research, creative, clinical and service need.
- Remove restrictions that are not necessary, and document the reasons for those that remain.
- Separate required and preferred qualifications in plain language.
- Describe duties, context, materials, stages, accommodations and contacts.
- Map established outreach channels and add credible channels beyond the usual network.
- Prepare a standard, non-promissory message for colleagues, alumni, associations and institutions.
- Set criteria, evidence definitions, rating scales, reviewer assignments and conflict rules before screening.
- Apply the same process to every candidate and record job-related evidence.
- Decide in advance what aggregate funnel information may be reviewed under local rules.
- After the search, record channels, applicant-source information if lawfully collected, stage patterns and process changes for the next cycle.
How to compare recruitment actions
When time or staff capacity is limited, compare proposed actions on the dimensions below rather than choosing the most visible option.
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|---|---|
| Reach | Does the action contact qualified people outside established networks? |
| Fit | Does it reach candidates in the role’s actual disciplines and subfields? |
| Accessibility and clarity | Can candidates understand the requirements and participate in the process? |
| Evidence and feasibility | Is there support for the action in a comparable context, and can the department carry it out consistently? |
| Evaluation integrity | Does it widen awareness while preserving consistent, job-related selection criteria? |
| Measurement and rules | Can outcomes be assessed with permitted aggregate information under local law and policy? |
A strong plan usually combines several modest actions: an honestly broad role, a legible advert, outreach beyond familiar contacts, consistent review and lawful learning from the funnel. The combination improves the conditions for a diverse pool without turning any one tactic into a guarantee.
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