Preparing for the (Non-Academia) Higher Education Job Market

I entered graduate school knowing that my higher-education doctoral degree would be the catalyst for changing my career path. 

My original path through student affairs had been fulfilling but not sustainable. The long hours of evening events strained my relationships, and the pay and opportunities for advancement were few. Over time, my values shifted, and I was no longer willing or able to make the tradeoffs in my work-life balance and mental health often required in student affairs positions. I had a vague understanding that I would need further education to embark on a career in research in higher education, but what even was a research career? 

I entered my graduate program knowing that a faculty role is the most commonly sought post-graduation career path. Additionally, I felt fortunate that my institution offered a Certificate in Institutional Research and some guidance for students who wanted to follow that path. Beyond those two options, I was unsure what else existed for me. When I began my internship with the Lumina Foundation, I learned that many staff members had previously held roles that I never realized existed beyond academia. System office positions, higher education policy organizations, and SHEEOs (State Higher Education Executive Officers) all became possibilities for career exploration. As I learned about these career paths, I realized that the skills needed for these jobs might differ from what would be expected from a student who hoped to become a faculty member post-graduation. 

I put together a project to conduct informational interviews with my colleagues to learn what I could do now to prepare myself for these job markets after finishing my Ph.D. I learned about their career journeys and what had brought them to Lumina and received five pieces of advice to carry on my journey:

1. Engage in Self-Discovery:

Given that my shift away from student affairs was because of a value mismatch, part of my search for another career involved thinking about my own why. I strongly believe in the power of higher education to create change in society, so I see myself continuing in the field. Still, the impact I am looking to make has shifted from helping individual students through relationship building to helping students across a system or state through policy implementation.

As you think about what brought you to higher education, it might also help you to think through your values in searching for a job. What matters to you? What interests you? Who do you want to advocate for? In what ways do you want to make an impact? Answering these questions would help you find the types of higher education organizations whose values match yours.

For instance, I realized I wanted a workplace that would not follow the standard academic year cycle with projects repeated on a semester or yearly cycle. I wanted to see projects to completion and then begin new projects. I love working with data, so having the opportunity to develop visualizations and presentations while using qualitative and quantitative methods is important to me. When I look at job descriptions, these are the types of activities that I look for.

2. Specialize in a Topic:  

Understand Some repeated guidance I received was the importance of becoming a subject matter expert; this tends to align strongly with the goals and structure of a Ph.D. program where your dissertation often catalyzes the development of your research agenda. Lumina’s hiring model is based on hiring subject matter experts; the organization is not alone in this practice. Advertising yourself as a content expert in a subject area is valuable to organizations and can help you stand out in job applicant pools.  

My research interests tend to be broad, and my colleagues assured me that you could also develop your specialization in your first few post-graduation positions as you settle into your career. As you go through your Ph.D. program, focus on the class projects that resonate with you and see if you can find a common topic that ties each project together. That may be the start of finding your specialization, but remember that specialization can be a double-edged sword if you become too specialized.  

3. Get a Broad Education: 

Somewhat paradoxically, my colleagues also emphasized the need for a broad education. Understanding the higher education ecosystem at a national or state level and the history of how external and internal forces have shaped higher education’s challenges is vital for one’s work. Staying current on the news is an important habit to develop. Understanding the current political situation allows you to track which initiatives are being supported and funded, the hot-button topics, and how your interests relate to those issues. 

My colleagues recommended that I read the Daily 202 (a news briefing provided by The Washington Post), which covers politics in D.C, The New York Times, The Chronicle of Higher Education, and other major news outlets will also provide daily summaries of relevant news. The Federal Register provides regular updates from the U.S. Department of Education about policies being considered or revised at the federal level. SHEEO.org also offers daily or monthly email summaries of higher education policy news. 

4. Build Relationships and Networks:

Working in policy and governmental spaces requires the development of large networks and strong relationships. Navigating conflict and building relationships based on trust and honesty are crucial to success in this field. There are a few ways to build your network. An informational Interview with people in positions you are interested in or with experience in positions you are interested in is a great way to learn about the field and practice building relationships. Internships can be vital for getting relevant experiences, networking, and building your reputation as someone with good ideas and the ability to get things done. Attending conferences hosted by policy or governmental organizations can be a great space to network and learn about relevant topics in the field. 

While informational interviews can feel intimidating, I highly recommend them. I pushed through my discomfort and insecurities with three helpful tactics. First, I had a mentor who helped me think through my questions and reviewed my email drafts. Second, I conducted the interviews with a project in mind, so I approached people asking for their assistance in a project, which felt like an easier ask. This request also provides the perfect opportunity to follow up later and share your work. Finally, I started with people in my organization who I knew would support my request to build my confidence.  

5. Constantly Scan the Field: 

No need to apply for jobs early in your graduate program, but keep an eye out for what types of positions appear. Review position descriptions and cast a wide net to learn more about available options. This process will help you become familiar with the kinds of positions and the skills employers seek. Think about how different types of work can inform each other – grassroots positions are a way to gain experience in policy work. I recommend using HigherEdJobs, SHEEO, and HigherEdPolicyJobs as resources. Setting up job alerts for state and federal education departments may also be a great way to understand other roles in government organizations.  

Conducting informational interviews has been a transformative process for me. I have learned terminology and career paths I did not realize existed when I began my doctoral studies. While I still do not know exactly where I will wind up upon completing my dissertation, I know that the path will lead me somewhere I never knew existed – and I am excited to continue discovering the unknown.

 

About the Author

 

Antonia began her career in higher education as a Student Engagement Coordinator at the Santa Rosa Junior College, where she supervised undergraduate students and helped them access basic needs support systems. Antonia pursued a Master’s degree in Counselling and Student Personnel at Minnesota State University, Mankato, where she provided academic support to students in the Residence Life department on campus and served as an Academic Advisor for the College of Business. She is pursuing her PhD in Higher Education at Indiana University, Bloomington. Her research focuses on understanding different aspects and perspectives on the purpose of higher education.