HOW GEOGRAPHY GRADUATES REPORT ON THEIR CAREERS: SOME RESULTS FROM HUNTER COLLEGE

Transcription

1 Middle States Geographer, 2003, 36: J-5 HOW GEOGRAPHY GRADUATES REPORT ON THEIR CAREERS: SOME RESULTS FROM HUNTER COLLEGE Enid Lotstein Ringer Department of Geography Hunter College New York, NY 021 ABSTRACT: Since 1II0St geography majors leave the academic setting after receiving their bachelor's or master's degrees, understanding how graduates utilize their geographic education is important to understanding career potential for geographers in non-academic settings. The purpose ofthis paper is to report Oil SOl/Ie results of a survey ofgeographv graduates jrom Hunter College about their careers. Different clements of what a geography degree could contrilntte to career potential were analyzed. The survey was administered to graduates during The analvsis is based on 50 responses. Responses of bachelor's and master's degree recipients are coniparedfor: the type of work tliev do, their knowledge ofcareer opportunities before majoring and after graduation, the utility of geography in opening up career opportunities, and whether they view themselves as having geography-related careers. The data point to the fact that M.A. 's more strongly connect to geography as a professional career than B.A. 'so The majority of M.A. 's consider themselves to have geography-related careers compared to B.A. 'so A greater percentage of M.A. 's than B.A. 's thought that geography liad opened up career opportunities. The largest group o] M.A. ',\' work in teaching, following bv automated systems (GIS) and data/map svstenis (cartography). The largest group of B.A. 's work in non-geographical fields, followed by automated systems and teaching. The largest group oj'b.a. 's either switchfields. or bell cfit from the B.A. ill geography as a liberal arts degree. PURPOSE / FRAMEWORK RELEVANCE Since most gcography majors leave the academic setting after receiving their bachelor's or masters dcgrees, understanding how graduates utilize their gcographic education is important to understanding career potential for geographers in non-academic settings. The purpose of this paper is to report on preliminary results of a survey of geography graduates about their careers. Different elements of what a geography degree could contribute to career potential were analyzed. This investigation began as an exploration of how different degree recipient hear the question, "What do you do with a degree in geography?" A number of related issues are: the range of career options open to geography degree recipients; how graduates apply their geographic education in the non-academic workplace; and how graduates assess the value of a geography degree as contributing towards their career potential. With cutbacks becoming a reality in higher education, it is increasingly important to be sure that people understand the benefits of a geography degree in the non-academic workplace. Frazier (1994) posed several questions that geography must address relevant to geographers In the non-academic workplace. These questions include: 1) Do we need to better understand "the linkages between the discipline and the nonacademic workplace?" 2) Do we need "to provide more direct utility to our students and society in the century?" and 3) Do we have a responsibility to provide our students "a well-defined, conceptual and analytical framework to enable them to compete in the workplace?"

2 How Geography Graduates Report all Their Careers: Some Results From Hunter College This investigation attempts to delve deeper into the questions posed by Frazier ( 1994). METHOD In July 2003, a survey was mailed to 329 graduates of the geography program at Hunter College. Graduates were informed that their answers would contribute to a study on what can be done with a degree in geography. The questionnaire was comprised of 15 questions. The source of names was the alumni office at Hunter College. Forty-four surveys were returned unopened, therefore a subtotal of 285 surveys were administered. Fifty responses were received, an 18% response rate. RESULTS This paper reports on the results of seven of [he 15 questions in the survey: I) type of graduate 13.1\., M.I\.; 2) timc in the workforce based on date of graduation; 3) "What type of work/profession are you currently in'!" 4) "Did you know about career opportunities he fore you decided to major in geography'!" yes/no; 5) "Did you know about career opportunities upon graduation in geography'! " yes/no; (I) "Did your degree in geography open up career opportunities for you in related fields')" yes/no; if so. which ones')" and 7) "Do you consider yourscl r to have a geography-related career') yes/no." The Geography Program at Hunter College The geography program at Hunter College oftel's undergraduate (B.A.) and master's level (M.I\.) courses in systematic and regional geography, physical geography, earth systems science, and geographic techniques and methods (including quantitative methods, cartography, remote sensing, and computer applicationx/gls). There is an option in social studies within the geography major for childhood and adolescence education majors, a program for the preparation of teachers of earth sciences and an environmental studies major. Types of Graduates that Comprise the Sample Nearly two thirds of the sample are B.I\.'s, one third M.A.'s. The majority of M.A.' s were out of the program ten years or less. The largest group (440C) of M.A. respondents was out of the program 6 years followed by 0-5 years (38(k). The sample of B.A.'s as two distinct groups, one group that is out 0 years and another. \6-20 years. The largest group of B.A. respondents was out 0-5 years (31 %), followed by years out (24(k), followed by 6- years out (21%). Type of Work Presently Done by Graduates The occupations of graduates were categorized after Frazier's (1994) approach (Figure I): I) teaching; 2) data and map systems; 3) automated systems; 4) environmental analysis /planner; 5) public planning; 6) business/economic development; and 7) other. The largest group of M.A.'s work In teaching (29(k), following by automated systems (GIS) and data/map systems (cartography) (18(;' each). The largest group of B.A.'s work in other non-geographical fields (48%) followed by automated systems and tcachi ng (I Y;' each). The other non-geographical fields are administrative (lock), computer (';'), working with people (16(;'), film (6'7r) and retircd/uncmplnycd ((I'll) (Figure 2). Knowledge of Career Opportunities Befure Majoring and Upon Graduation One quarter (23'7r) of B.A. 's knew nf career opportunities before majoring whereas (% knew about career opportunities upon graduation. Over 60(k of M.A.'s knew of career opportunities before majoring whereas 88';' knew about career opportunities upon graduation. The analysis suggests that a substantial amount of learning about careers took place between the time of majoring and graduation. However, is it enough') Can the benefits of a geography degree be made more apparent to those in a pre-major stage? 2

3 Middle States Geographer, 2003, 36:1-5 Figure 1: What are Graduates Doing with Their Degrees in Geography? 'i0 l I,-- IDM.A.'s ~ 1~u. rillr=ii[-..~j II B.A.'s Pro res S Ions Figure 2: Non-Geographical or Other Professions of Graduates 20 l'i. 'i I 0 1 I._I_J OM.A.'s: BB.A.'s I Professions Figure 3: Did Your Degree in Geography Open Up Career Opportunities'! Q,i [Jj 70 I j 0= I 40 Q. [Jj Q,i Yes III No ~, D Don 't Know 20 ~ 0 M.A.'s Degree Received 3 AA's

4 How Geography Graduates Report Oil Their Careers: Some Results From Hunter College Perception of Whether a Degrec in Geography Opened Up Career Opportunities A greater percentage of M.A,'s (62%) than B.A.'s (44';;) thought that geography had opened up career opportunities (figure 3). Fifty-five percent of B,A.'s did not think that geography had opened up career opportunities. Among M.A. 's, the greatest percentage had opportunities open up in teaching, public planning and business/economic development (19"/" each). Among B.A. 's, the greatest percentage had opportunities open up in public planning (l4"1r», followed by teaching, automated systems and environmental analysis (Y/I' each). Assessment of Whether Respondents Have a Gcography-Related Career The majority of M.A.'s (81"/1') considered themselves to have a geography-related career. At the B.i\. level, only 43'1r, considered themselves to have geography-related careers. B.A. teachers and public planners did not consider themselves to have geographical careers. However, they indicated that geography had opened up opportunities in related fields. Over hal f of undergraduates did not understand the value of the geography degree or could not put it into action. One question that grew out of this analysis was whether there are two independent groups represented by B.A.'s and M.A.'s. Based on the job titles provided, respondents were divided up into those with geographical careers and those without (at the B.A. and the M.A. levels). A 2x2 contingency table was set up and a chi square test performed. There was a chi square of 6.1 which was significant at the.05 level with 1 degree of freedom. A second test was performed based on asking respondents if they viewed themselves as having geographical careers. Again, respondents were divided up and distinguished between those with B.A.'s and M.A. "s. An analysis resulted in a chi square of 7.68, significant at the.01 level with 1 degree of freedom. The chi square tests demonstrated statistically that there are two distinct groups represented III the sample. Asking respondents about their careers is a stronger indicator of whether they have geographical careers than basing it on job titles. CONCLUSIONS Two distinct groups were identified from the responses based on the M.A. and B.A. degrees received; M.A.'s and B.A.'s answered the questions differently. M.A.'s know more about career opportunities before majoring and upon graduation. B.A.'s know little about career opportunities before majoring, but a substantial amount more upon graduation. The largest group of M.A.'s work in teaching, following by automated systems (GIS) and data/map systems (cartography). The largest group of B.A.'s work in non-geographical fields (48%) followed by automated systems and teaching. M.A.'s consider themselves to have geographical careers. B.A.'s do not. M.A.'s view geography as having opened up career opportunities. B.i\.'s do not. The data point to the fact that M.A.'s more strongly connect to geography as a professional career than B.A.'s. Over half of M.A.'s (60%) know about career opportunities before cmbarkinu e on a master's degree in geography; by graduation, nearly all (88",{.) do. It IS expected that master's degree candidates would know a substantial amount more about career potential before beginning the program and after completing it than students at the bachelor's level. The emphasis on teaching, and automated and data/map systems among M.A. professions makes sense, given the Hunter program's options in primary, secondary and earth science education, and on geographic techniques. The emphasis on nongeographical fields among B.A. professions does not make sense. Almost fifty percent of B.A.'s either switch, fields, or benefit from the B.A. in geography as a liberal arts degree, as strong generalists. A question that remains unanswered is why B.A.'s can't undertake geographical careers. Are thev not able to find geographically-related employment') Arc the benefits of a geography degree not clear') With more than half the B.A. "s feeling that geography did not open up career opportunities, and that they do not have geographical careers, what should we be doinu to address this? This may be a call to action t~ address the value of a egeography c. decree c in liuht c of the budgetary cutbacks in higher education. Alternatively, would the fifty percent who do not connect with geography be comparable to other 4

5 Middle States Geographer, 2003, 36: 1-5 majors? Is it appropriate for this number to be much lower in geography because of the applied nature of the subject matter? These results could help to identify career counseling g<l:ii, (<lr advising students. We could do better at helping undergraduates see the value of the degree. The benefits of studying geography need to be made explicit. so that the perceived value of the degree is greatly improved. This is true when students enter the major, as well as when they graduate. We also could coach graduates on how to best represent the strengths of a geography degree. There is a practical need to better prepare undergraduates for the non-academic workplace. This could include educating potential employers about the benefits of hiring geography majors. More lormal and comprehensive internship programs may be needed for undergraduates to introduce them to opportunities as applied geographers. It may also be appropriate to have an increased presence of nonacademic geographers and specific applied programmmg at regional meetings, to expose graduate students to the non-academic workplace. This work can further our understanding of geographers working in the non-academic world, and increase the presence of professional geographers in the non-academic workplace and their continued idcnti [ication professionally with geography (Abler, 1994) REFERENCES Abler, R.F Desiderata for Geography: An Institutional View from the United States. In The Challenge for Gcographv, ed. RJ. Johnston Oxford: Blackwell. Frazier, J.W Geography in the Workplace: A Personal Assessment with a Look to the Future. Journal ofgeography 93 :