At the time of the survey, less than 5% of IDS graduates were unemployed and looking for work. In total, 40% of IDS grads earned over $60,000 and 65% earned over $40,000. Moreover, over 80% of IDS grads were satisfied or very satisfied with their career trajectories. These figures are promising given the early career stages of most of the respondents (the median age of respondents was 26 and the median years of work experience was 7.7).
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However, a relatively small-proportion of IDS grads (19.1%) reported that their current employment was directly related to the field of international development. Another 33.4% of IDS grads reported indirect connections between their current job and development, but almost 40% reported no connection at all.
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Over 57% of respondents had an additional degree beyond the Bachelor’s level and at the time of the survey almost 50% had plans to pursue further education and professional training. From this data and the experience of IDS grads in finding employment, it appears that increasingly an undergraduate degree on its own is not likely to be sufficient preparation for a competitive job market.
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“I would invite the student to continually be open to learning and open to the complexity of working with real people at whatever scale that might be.”
The most significant barriers to employment reported by IDS grads were ‘not enough jobs’, ‘too much experience required’, ‘salaries are too low’, ‘expectations of unpaid work’ and ‘language requirements’. Explore these challenges and advice on how to overcome them. While experience was considered an obstacle to employment by many IDS graduates, IDS students engage in Experiential Learning Programs like practicums, co-ops, and internships at a rate nearly 50% greater than the national university average which can help to overcome this barrier. An important component of these programs is the Diverse International Experiences of IDS graduates: |
“Any experience working or studying or volunteering abroad is seen as beneficial when aiming to work in an international organisation where the role could include working with partners from multiple countries or travel abroad so there are always skills that you have developed from these opportunities which will be beneficial to your career.”
Most prominent were the transferrable skills of written, oral and cross-cultural communication and interpersonal (e.g. teamwork) skills. While some of these skills can be learned through course-work others are more likely to come from volunteer or work experience. Indeed, many IDS graduates highlighted the need for particular skills which IDS programs did not help them develop, second language and financial management skills in particular. Skills, competencies and tools. |
“I recognize the usefulness of my degree for teaching me skills that I use everyday in the workplace, such as critical analysis, qualitative research methods and utilizing an equity lens.”
“Networking was very important for me to find work. I think it is especially important to not wait until after one graduates to do this. People and organizations in this field want to see that you have already demonstrated an engagement and investment in this area, regardless of whether or not it is paid.”
“You are making important contacts whether you know it or not. Think about your reputation from early on, especially when you are volunteering overseas. You never know how important someone you meet could become in your career.”
Respondents reported that regardless of career, their IDS education had a profound impact on their world view and ongoing values and behaviours as global citizens. IDS shaped graduates’ political activity, community engagement and consumer behaviour. Thus, IDS degrees prepare students for professional careers but also foster their capacities for active global citizenship. |
“I learned that there is a place for a global development perspective, including its ways of seeing justice and progress, in literally any career I could dream of.”
“While I do not know if I will ever return to the development sector, I am certain that my choice of study was appropriate - we study to learn, not just provide ourselves with a vocational path. The learning I did in IDS has continued to provide a framework for learning and engagement on social issues and I remain committed to community engagement”