The Role of Geographic Education in Career Development and Worker Satisfaction among Geography Graduates

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dc.contributor.authorRinger, Enid Lotstein
dc.date.accessioned2023-06-29T20:34:59Z
dc.date.available2023-06-29T20:34:59Z
dc.date.issued2001
dc.description.abstractIn an exploratory survey of performed at Hunter College, City University of New York, 13 (29%) of the Geography Department’s graduates (N = 50), reported “ending up” in their professions because of specialized experience related to the geography degree or other specific experience. Fifty-two percent reported that spatial analysis was the most useful skill they brought to their profession. Respondents reported that “Making a Difference” (21%), “Bringing Geography to Education ” (16%), “Spatial Data Management” (11%) and the “Usefulness of the Work to Community and Agencies” (11%) were the most satisfying work characteristics. All respondents who saw spatial data management as satisfying work also viewed themselves as having geographical careers. Sixty-nine percent of respondents reported being dissatisfied with the “work world” in general.
dc.description.departmentGeography and Environmental Studies
dc.formatText
dc.format.extent11 pages
dc.format.medium1 file (.pdf)
dc.identifier.citationRinger, E. L. (2001). The role of geographic education in career development and worker satisfaction among geography graduates. Research in Geographic Education, 3(1), pp. 160-170.
dc.identifier.issn1529-0085
dc.identifier.urihttps://hdl.handle.net/10877/16986
dc.language.isoen
dc.publisherThe Grosvenor Center for Geographic Education
dc.sourceResearch in Geographic Education, 2001, Vol. 3, No. 1, pp. 160-170.
dc.subjectnon-academic careers
dc.subjectgeography education
dc.subjectspatial thinking
dc.subjectcareer satisfaction
dc.subjectapplied geography
dc.subjectgeographical skills
dc.titleThe Role of Geographic Education in Career Development and Worker Satisfaction among Geography Graduates
dc.typeArticle

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