Survey on Humanities Graduate Education and Alternative Academic Careers (Employer Survey)

  1. Data contributor Rogers, Katina, University of Virginia Library, University of Virginia
Data Information
Sponsoring Grant: Andrew W. Mellon Foundation, University of Virginia Library
Date Files/ Data Package Created: 2013-08-08
Data Collection Dates: From: 2012-07-10 To: 2012-10-01
Associated Work (URL of Associated Libra Item or External Publication): http://libra.virginia.edu/catalog/libra-oa:3480 http://libra.virginia.edu/catalog/libra-oa:3272
Keywords
alt-ac, careers, graduate education, humanities, higher education
Abstract

As humanities scholars increasingly recognize the value of public engagement, and as the proportion of tenure-track faculty positions available to new graduates continues to decline, many humanities programs are focusing renewed attention on equipping graduate students for careers as scholars both within and beyond academe. To support those efforts, the Scholarly Communication Institute has carried out a study investigating perceptions about career preparation provided by humanities graduate programs. The survey results help to create a more solid foundation on which to base curricular reform and new initiatives by moving the conversation about varied career paths from anecdote to data.

The study consisted of two main phases: one public, one confidential. The first phase involved creating an exploratory public database of self-identified alternative academic practitioners. The database was built within the framework of the #Alt-Academy project (http://mediacommons.futureofthebook.org/alt-ac/) in order to leverage the energy of existing conversations. The second phase comprised two confidential surveys. The primary survey targeted people with advanced humanities degrees who self-identify as working in alternative academic careers, while a second targeted employers that oversee employees with advanced humanities degrees. Because we were working with a somewhat nebulous population, our subsequent distribution focused on “opt-in” strategies—especially social media, listervs, and traditional media coverage. While this method has limitations, we hoped to learn something not only from the content of the responses, but from the number and type of respondents.

The data obtained through this study represents an important step towards identifying and understanding the career preparation needs of humanities graduate students by examining particular issues facing the increasingly visible and vocal population of humanities graduates in alternative academic careers. Equipping graduate students with the skills and literacies needed for 21st century scholarly work—from technical fluency to an understanding of organizational structures—is critical to ensuring continued rigorous and creative research, scholarship, and teaching.

Notes

Additional materials related to this study:

“Humanities Unbound”: Report, Executive Summary, and Slides on Survey on Humanities Graduate Education and Alternative Academic Careers: http://libra.virginia.edu/catalog/libra-oa:3480

Dataset from Survey on Humanities Graduate Education and Alternative Academic Careers (Main survey): http://libra.virginia.edu/catalog/libra-oa:3272

Additional SCI materials are available at the following URLs:

Scholarly Communication Institute Reports, 2004 – 2011: http://libra.virginia.edu/catalog/libra-oa:3260

Reports on Scholarly Production and Authoring: http://libra.virginia.edu/catalog/libra-oa:3261

Reports on Rethinking Humanities Graduate Education: http://libra.virginia.edu/catalog/libra-oa:3266

Statement on “Creating Value and Impact in the Digital Age Through Translational Humanities”: http://libra.virginia.edu/catalog/libra-oa:3268