scholarly journals Graduate school and the job market of the '90s: A survey of young geoscientists

Eos ◽  
1997 ◽  
Vol 78 (42) ◽  
pp. 461-466
Author(s):  
Chris M. Golde ◽  
Peter Fiske
Keyword(s):  
Graduate School ◽  
Job Market

A Skeptic's View of Corporate Jobs and New Academic Programs

1979 ◽  
Vol 12 (01) ◽  
pp. 26-29
Author(s):  
Roy E. Licklider
Keyword(s):  
Graduate School ◽  
Population Decline ◽  
Leading Edge ◽  
Academic Programs ◽  
Tenure Track ◽  
Job Market ◽  
Entry Level ◽  
Academic Job Market

Like the leading edge of the hurricaine, the first signals of the approaching depression in the academic job market are upon us. The change in expectations from 1968 to 1978 is hard to overstate. Departments that assumed their students would get “appropriate” jobs without help must now organize to get any employment for some of their graduates. It is not uncommon for graduates from second-level institutions to find that there simply are no academic jobs in their specialty anywhere in the country. Increasingly, departments are haunted by the fear of being “tenured up,” so even tenure-track junior positions may not lead anywhere. Already we are seeing the first consequences of this, as people rejected for tenure compete with new Ph.D.s for entry-level positions. All this is merely prelude, however, since the first actual population decline in the 18–22 year age bracket will not occur until the early 1980s, just about the time that people now entering graduate school will come on the job market.

Suggestions from an Africanist Job-Seeker

1977 ◽  
Vol 7 (3) ◽  
pp. 16-18
Author(s):  
Risa Ellovich
Keyword(s):  
Graduate School ◽  
Common Sense ◽  
Job Market

The job market is very bad for academics, especially for those of us just out of graduate school. I wish I could tell you some guaranteed way to land a job or even to get an interview, but I cannot. As an anthropologist recently on the job market, though, I do have some very basic, common sense advice which I believe can help.

That Isn't Real Anthropology: Teaching at the Community College

1979 ◽  
Vol 2 (2) ◽  
pp. 8-9
Author(s):  
Albin Cofone
Keyword(s):  
Community College ◽  
Community Colleges ◽  
Graduate Education ◽  
Graduate School ◽  
Reading Aloud ◽  
Cultural Ecology ◽  
Government Agencies ◽  
Job Market ◽  
Anthropological Theory ◽  
Intellectual Challenge

Having gone through graduate school and experienced the academic and intellectual challenge of advanced study, the new anthropologist is often excited by the anticipation of a life evolving around the merits of structuralism, functionalism or cultural ecology. Until recently; it has been almost exclusively the goal of graduate schools to train anthropologists to be fieldworkers and professor. For decades this expectation went unchallenged, but with the emergence of the Seventies and the corresponding decline in the job market, it has become obvious that fewer newly-trained anthropologists will be standing in front of classrooms. Instead they will be seeking their mark in places they may not have anticipated - in government agencies, private foundations, corporations and community colleges. The anthropologist in applied areas in general, and in the community college in particular, must face realities for which his graduate education may not have prepared him. Those vicarious dreams of teaching Crow kinship and reading aloud passages from The Rise of Anthropological Theory may have to be deferred.

Presidential Address 2019–Re-visioning Language, Texts, and Theories

PMLA ◽  
2019 ◽  
Vol 134 (3) ◽  
pp. 450-458
Author(s):  
Anne Ruggles Gere
Keyword(s):  
Graduate Student ◽  
Graduate School ◽  
Executive Director ◽  
Presidential Address ◽  
Vice President ◽  
Executive Council ◽  
Composition And Rhetoric ◽  
Chicago Convention ◽  
Job Market ◽  
Task Forces

I attended my first MLA convention in Chicago, in 1973. A frugal graduate student, I stayed at a nearby YMCA but huddled in the evenings with a friend from graduate school in the Palmer House lobby where we shared, surreptitiously, a flask of bourbon and laments about the awful job market. I could never have imagined that forty-five years later I would be delivering the presidential address. During the years since that Chicago convention, I have worked with the executive director Phyllis Franklin, who invited me and a few others to think with her about how the MLA might accommodate what we then called composition and rhetoric. I have worked with Rosemary Feal, who became the executive director as I joined the Delegate Assembly Organizing Committee and who left the MLA shortly after persuading me to stand for election to the office of second vice president. In my participation on task forces, division committees, the Publications Committee, the Delegate Assembly Organizing Committee, the Executive Council, and most recently as an officer, I have been continually impressed by the talent, commitment, and resourcefulness of those who work for the MLA. I am grateful to belong to an association with such an excellent staff, and I want to offer special thanks to my friend Paula Krebs, whose first full year as executive director coincided with my term as president. Her keen intelligence, administrative skill, and fierce advocacy for our profession convince me that the MLA is in very good hands.

Why Major in Literature?—–What We Say to Our Students

PMLA ◽  
2002 ◽  
Vol 117 (3) ◽  
pp. 519-521 ◽  
Author(s):  
Patricia A. Ward
Keyword(s):  
Creative Writing ◽  
Graduate School ◽  
Leadership Positions ◽  
Job Market ◽  
The World ◽  
Low Culture

What better time could there be to major in literature than now? The corpus of texts available, thanks to translation, is that of the world. The boundaries of the literary are allinclusive, embracing high and low culture. Reading lists are always a surprise. You can be a literature major and work with film, with computer-generated texts and hypertexts. You can cross over into creative writing and communications. The skills you will learn are easily transferable and will enable you to be a candidate in a variety of areas when you enter the job market, especially if you have had an internship. Humanities majors are more likely to attain leadership positions during their careers than are students in narrow technical fields. A literature major can even be combined with premed and prelaw if you are thinking about graduate school.

scholarly journals The Deluge of the MLIS Degree

2013 ◽  
Vol 1 (2) ◽  
pp. 84-86
Author(s):  
Julie Tulba
Keyword(s):  
Graduate School ◽  
Years Of Experience ◽  
Graduate Schools ◽  
Job Market ◽  
Entry Level ◽  
New Graduates

The librarian job market is already oversaturated, yet each year, graduate schools across the country are releasing newly-minted MLIS degree holders into the workforce, many with slim prospects for employment in their field, let alone a position to help repay their expensive graduate school loans. It would behoove universities to follow the example of some graduate schools in other inundated fields and limit the number of MLIS applicants they admit until the job market for librarians improves and, thus, eliminate the reality of new graduates competing with librarians who have 10 plus years of experience for entry-level positions.

The Humanities and the Future of Bioethics Education

2010 ◽  
Vol 19 (4) ◽  
pp. 518-521 ◽  
Author(s):  
JOSEPH J. FINS
Keyword(s):  
Higher Education ◽  
Graduate Students ◽  
Graduate School ◽  
Associate Professor ◽  
Job Market ◽  
Doctoral Studies ◽  
Bioethics Education ◽  
The Future

Let’s face it, the humanities are in trouble. Last year, in The Chronicle of Higher Education, Thomas H. Benton warned prospective graduate students to avoid doctoral studies in the humanities. His rationale: a job market down 40%, the improbability of tenure, the more certain prospect of life as an adjunct, and eventual outright exile from one’s chosen field. Benton, the pen name of William Pannapacker, an associate professor of English at Hope College in Holland, Michigan, pulled no punches. His piece was entitled, “Graduate School in the Humanities: Just Don’t Go.”

The Health of the Classics Job Market during the Pandemic: A Long-Term Perspective

2021 ◽  
Vol 17 (3) ◽  
pp. 561-582
Author(s):  
Simeon D. Ehrlich
Keyword(s):  
United States ◽  
Graduate School ◽  
The United States ◽  
Training Period ◽  
Job Market ◽  
Short Term ◽  
Minimal Impact ◽  
Current Trends ◽  
Academic Job Market

The pressures of the COVID-19 pandemic have led to a 60% decline in the scale of the academic job market in classics in Canada and the United States. Review of online job posting data stretching back to the mid-1990s shows that the health of this market correlates closely with that of the economy at large. While minor year-to-year economic fluctuations have a minimal impact on the job market in the long term, recessions fundamentally alter its character, with the market remaining depressed for years after the economy itself has recovered. Compounding this problem is the oversupply of PhDs flooding the market at present, a consequence of the long training period of graduate school, which keeps PhD output high for many years after a wave of undergraduate enrolment peaks. A third factor is the trend in academia to short-term positions with high teaching loads, which leads to fewer openings for permanent jobs and a diminished need for faculty. Taken together, current trends bode ill for the future of our discipline and pose an existential threat for many smaller programs.

Student Experience Applying to Graduate School for Speech-Language Pathology

2020 ◽  
Vol 5 (1) ◽  
pp. 192-205
Author(s):  
Lesley Sylvan ◽  
Andrea Perkins ◽  
Carly Truglio
Keyword(s):  
Graduate School ◽  
Master's Degree ◽  
Graduate Programs ◽  
Student Experience ◽  
Degree Programs ◽  
Speech Language Pathology ◽  
Application Process ◽  
Master's Degree Programs ◽  
Language Pathology ◽  
Master’S Degree

Purpose The purpose of this study is to better understand the experiences faced by students during the application process for master's degree programs in speech-language pathology. Method Data were collected through administering an online survey to 365 volunteers who had applied to master's degree programs in speech-language pathology. Survey questions were designed to gain the student perspective of the application process through exploration of students' deciding factors for top choices of graduate programs, emotional involvement in the application process, biases/rumors heard, student challenges, advice to future applicants, and what students would change about the application process. Results Factors that influenced participants' reasoning for selecting their “top choice” programs were largely consistent with previous studies. Issues that shaped the student experience applying to graduate school for speech-language pathology included financial constraints, concern regarding the prominence of metrics such as Graduate Record Examinations scores in the admissions process, a perceived lack of guidance and advising from faculty, and confusion regarding variation among graduate program requirements. Conclusion Gaining insight into the student experience with the application process for graduate programs in speech-language pathology yields useful information from a perspective not frequently explored in prior literature. While the data presented in this study suggest the process is confusing and challenging to many applicants, the discussion highlights practical solutions and sheds light on key issues that should be considered carefully by individual graduate programs as well as the field as a whole.

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