Transcript History Department Johann Neem
History Department Job-Internship Workshop Johann Neem
Why did you become a History major?
Most of you did it because you enjoyed it– had a great class.
82% of WWU History majors did not do it because parents approved.
63% of WWU History majors thought majoring in History was a bad career move.
Plans after college?
32% are extremely likely to go into teaching only 19% of you are intening to pursue a professional degree (law medicine, MBA, MSW, etc.) but the rest of you?
* WWU History Dept. Survey (2008)
What about the money?
Professional majors usually start out at higher salaries.
Why? Because professional majors are Oriented around specific fields demanded by the market; Lead directly to a specific job; And are often chosen by people seeking high salaries (like marketing or business or engineering majors) This is “selection bias”
What about the money?
Liberal arts and sciences majors Create higher gains in critical thinking and analysis The skills necessary for Graduate school Law school, business school, med school, PhDs Employment and Promotion Employers want critical thinking and writing skills MOST.
Most jobs are not pre-determined or require graduate school.
HART RESEARCH
A S S O C I A T E S
It Takes More Than A Major
:
Employer Priorities for College Learning and Student Success
Key findings from survey among 318 employers Conducted January 9 – 13, 2013
for
Methodology
Online survey among 318 executives at private-sector and nonprofit organizations that have 25 or more employees Each reports that 25% or more of their new hires hold an associate degree from a two year college or a bachelor’s degree from a four-year college.
Consensus among employers is that innovation, critical thinking, and a broad skill set are important for taking on complex challenges in the workplace.
Strongly agree with this statement about employees/future hires Somewhat agree Our company puts a priority on hiring people with the intellectual and inter personal skills that will help them contribute to innovation in the workplace 57% Candidates’ demonstrated capacity to think critically, communicate clearly, & solve complex problems is more important than their undergraduate major 95% 59% Our company is asking employees to take on more responsibilities and to use a broader set of skills than in the past 93% 52% 93% Innovation is essential to our company/organization’s continued success 51% The challenges employees face within our company are more complex today than they were in the past 50% 92% 91%
A majority of employers agree that both specific knowledge and a broad range of skills are necessary for advancement and long-term career success.
Which is more important for recent college graduates who want to pursue advancement and long-term career success at your company?
Having both field-specific knowledge and skills AND a broad range of skills and knowledge 55% Having a range of skills and knowledge that apply to a range of fields or positions 29% Having knowledge and skills that apply to a specific field or position 16%
Employers value cross-cutting skills and qualities when hiring.
Very important that our employees have this quality/skill Fairly important Ethical judgment and integrity 76% Comfortable working with colleagues, customers, and/or clients from diverse cultural backgrounds 63% Demonstrated capacity for professional development and continued new learning 61% Interest in giving back to the communities in which our company is located or those that it serves 26% Knowledge of global cultures, histories, values, religions, and social systems 71% 16% 55% 96% 96% 94%
Majorities of employers want colleges to place more emphasis on selected outcomes.
More emphasis than they do today Critical thinking/ analytical reasoning Ability to analyze/solve complex problems Effective oral communication Effective written communication Apply knowledge/skills to real-world settings Locate, organize, evaluate info from multiple sources Innovation/creativity Teamwork/collaboration in diverse group settings Ability to connect choices and actions to ethical decisions 64% The same emphasis 67% 82% 81% 80% 80% 78% 72% 71% Less emphasis 11% 7% 13% 6% 12% 8% 12% 8% 16% 6% 19% 9% 20% 22% 9% 11% 27% 9%
Majorities of employers want colleges to place the same or more emphasis on other outcomes.
More emphasis than they do today Knowledge of science and technology Ability to work w/numbers and understand statistics Proficiency in a language other than English Knowledge of global issues/developments & implications for the future Knowledge of U.S. role in world Knowledge of cultural diversity in America/ other countries Civic knowledge/ participation, community engagement Knowledge of democratic institutions and values 27% 43% 40% 35% 33% 30% 56% 55% The same emphasis 47% 45% 52% 53% 39% 45% Less emphasis 35% 35% 18% 18% 22% 18% 20% 9% 10% 15%
Employers are in agreement with a broad set of college learning goals that extend beyond workplace preparation.
Strongly agree with this statement about the aims of college learning Somewhat agree All students should have educational experiences that teach them how to solve problems with people whose views are different from their own 57% All students should learn about ethical issues and public debates important in their field 43% All students should have direct learning experiences working with others to solve problems important in their communities 41% All should take courses that build knowledge, judgment, commit ment to communities, ensure integrity/vitality of democracy 27% All students should acquire broad knowledge in liberal arts and sciences 32% All should learn about societies and cultures outside the U.S. and global issues and developments 26% 82% 80% 78% 91% 87% 86%
Employers believe a variety of emerging educational practices have the potential to help graduates succeed.
Will help a lot to prepare college students for success after graduation Will help a fair amount Expecting students to develop the skills to research questions in their field and develop evidence-based analyses 45% Students complete significant project before graduation, demonstrating knowledge in major & analytical, problem-solving, communication skills 42% Students complete internship or community-based field project to connect classroom learning with real-world experiences 47% Expecting students to develop the skills to conduct research collaboratively with their peers 33% Students acquire hands-on experience with the methods of science to understand how scientific knowledge is developed 78% 74% 83% 79% 39% Expecting students to work through ethical issues and debates to form their own judgments about the issues at stake 69% 34% 66%
Employers endorse the concept of a liberal education.
How important is it for today’s colleges to provide this type of education?
“This approach to a college education provides both broad knowledge in a variety of areas of study and knowledge in a specific major or field of interest. It also helps students develop a sense of social responsibility, as well as intellectual and practical skills that span all areas of study, such as communication, analytical, and problem-solving skills, and a demonstrated ability to apply knowledge and skills in real-world settings."
Only somewhat important 6% Very important Fairly important 51% 43%
Three in four would recommend the concept of a liberal education to their own child or a young person they know.
If you were advising your child or a young person you know about the type of college education they should seek to achieve in order to achieve professional and career success in today's global economy, would you recommend they pursue an education like the one described below?
74% I would advise a young person to pursue [a liberal education] 19% Depends
“This approach to a college education provides both broad knowledge in a variety of areas of study and knowledge in a specific major or field of interest.
It also helps students develop a sense of social responsibility, as well as intellectual and practical skills that span all areas of study, such as communication, analytical, and problem-solving skills, and a demonstrated ability to apply knowledge and skills in real-world settings."
7% Would not
Can you do anything?
(here’s what you said)
What about money?
Studies suggest that for the United States, after about $70,000/year annual income, gains in happiness for additional dollars decline dramatically.
In other words, money is not all you need.
(but you do need some, and you may want a lot)
Salaries?
Major
Accounting Biology Business Chemistry Engineering (Chemical)
Starting Median Salary Mid-Career Median Salary Growth
$46,000 $38,800 $43,000 $42,600 $63,200 $77,100 $64,800 $72,100 $79,900 $107,000 Engineering (Civil) English History Marketing Physics $53,900 $90,500 $38,000 $39,200 $40,800 $50,300 Source: The Wall Street
Journal
$64,700 $71,000 $79,600 $97,300 67.6% 67% 67.7% 87.6% 69.3
67.9% 70.3% 81.1% 95.1% 93.4%
Salaries? Different study.
MEDIAN EARNINGS BY MAJOR
Major Undergraduate degree only With a graduate degree
Engineering Computers/Math Business Physical Sciences $75,000 $70,000 $60,000 $59,000 Biology/Life Sciences $50,000 Humanities/Liberal Arts $47,000 Education Psychology/Social Work $42,000 $42,000 $99,000 $89,000 $80,000 $90,000 $85,000 $65,000 $57,000 $60,000 Source: Anthony Carnevale et al.,
What’s It Worth? The Economic Value of College Majors
, Georgetown University Center on Education and the Workforce (2011)
Unemployment rates follow the economy
Source: http://www.theatlantic.com/business/archive/2013/05/ a-history-of-the-job-market-for-new-college-grads-in-3 graphs/276386/
Unemployment rates follow the economy, continued
Source: http://www.theatlantic.com/business/archive/2013/05/a history-of-the-job-market-for-new-college-grads-in-3 graphs/276386/
But you need to find a job or an internship!
FIRST,
be proud and sell yourself, knowing that you have the skills employers most want.
Make them want YOU for what you can do with a History major .
Personalize it!
But you need to find a job or an internship!
Start looking for a job or internship NOW!!
A. Visit Career Services to find options and to make a plan; B. Visit the Alumni Network web site to connect with alum; C. Think of your own network of friends and family; D. Schedule information interviews to learn more and to network; E. Look on major websites for jobs/internships that require a BA (not a History major); F. Talk to your current employer about promotion potential; G. Think about moving to a new city; H. Think about sectors (government, nonprofit, business)’ I. Choose work that develops skills, or choose an organization and work your way up.