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Job outlook for management instructors in the United States
Are management instructor jobs in demand?
Management instructor job and salary trends over time
Management instructor jobs over time
Management instructor job growth rate over time
| Year | # of jobs | % of population |
|---|---|---|
| 2021 | 1,357 | 0.00% |
| 2020 | 1,362 | 0.00% |
| 2019 | 1,444 | 0.00% |
| 2018 | 1,421 | 0.00% |
| 2017 | 1,467 | 0.00% |
Average management instructor salary over time
Management instructor salary by year
| Year | Avg. salary | Hourly rate | % Change |
|---|---|---|---|
| 2026 | $55,620 | $26.74 | +1.8% |
| 2025 | $54,620 | $26.26 | +2.8% |
| 2024 | $53,120 | $25.54 | +2.9% |
| 2023 | $51,600 | $24.81 | +1.9% |
| 2022 | $50,660 | $24.36 | +2.4% |
Management instructor jobs by state
Most common states for management instructors
| Rank | State | Population | # of jobs | Employment/ 1000ppl |
|---|---|---|---|---|
| 1 | Virginia | 8,470,020 | 2,126 | 25% |
| 2 | Alaska | 739,795 | 173 | 23% |
| 3 | Colorado | 5,607,154 | 1,250 | 22% |
| 4 | Oregon | 4,142,776 | 909 | 22% |
| 5 | Idaho | 1,716,943 | 373 | 22% |
| 6 | North Dakota | 755,393 | 167 | 22% |
| 7 | Delaware | 961,939 | 206 | 21% |
| 8 | Massachusetts | 6,859,819 | 1,365 | 20% |
| 9 | Rhode Island | 1,059,639 | 204 | 19% |
| 10 | Vermont | 623,657 | 117 | 19% |
| 11 | Maryland | 6,052,177 | 1,036 | 17% |
| 12 | Iowa | 3,145,711 | 543 | 17% |
| 13 | North Carolina | 10,273,419 | 1,623 | 16% |
| 14 | New Jersey | 9,005,644 | 1,455 | 16% |
| 15 | South Carolina | 5,024,369 | 820 | 16% |
| 16 | Kentucky | 4,454,189 | 706 | 16% |
| 17 | Nebraska | 1,920,076 | 310 | 16% |
| 18 | South Dakota | 869,666 | 138 | 16% |
| 19 | Washington | 7,405,743 | 1,096 | 15% |
| 20 | Minnesota | 5,576,606 | 852 | 15% |
Most common cities for management instructors
| Rank | City | # of jobs | Employment/ 1000ppl | Avg. salary |
|---|---|---|---|---|
| 1 | Fayetteville | 6 | 3% | $58,635 |
| 2 | Miami Lakes | 1 | 3% | $48,606 |
| 3 | Newark | 1 | 3% | $58,586 |
| 4 | Anaheim | 2 | 1% | $66,939 |
| 5 | Fort Collins | 2 | 1% | $65,534 |
| 6 | Huntsville | 2 | 1% | $55,533 |
| 7 | Tampa | 2 | 1% | $49,034 |
| 8 | Birmingham | 1 | 0% | $55,244 |
| 9 | Colorado Springs | 1 | 0% | $65,871 |
| 10 | Houston | 1 | 0% | $67,827 |
| 11 | Madison | 1 | 0% | $61,619 |
| 12 | Orlando | 1 | 0% | $48,920 |
| 13 | Washington | 1 | 0% | $63,717 |
Management Instructor job outlook: Expert opinions
Our panel of management instructor experts
Tiffin University
University of South Florida
Belmont University
Grambling State University
Skidmore College
College of Charleston
Shaw University
University of Nebraska-Lincoln
Clemson University
Elmhurst University
The University of Tennessee Knoxville
Oakland University
University of Massachusetts, Amherst
AGWA - American Grant Writers' Association, Inc.
Merrimack College
Florida International University
Washington University in St Louis
The University of North Carolina Greensboro
Misericordia University
University of Minnesota Crookston
Dr. Stephanie Opfer
Associate Professor of English, Assistant Dean of the School of Creative and Media ArtsTiffin University
Visual And Performing Arts
What general advice would you give to a Management Instructor?
Dr. Stephanie Opfer: Because of the state of higher education in our country today, teaching in higher education can be a difficult field to break into. However, most colleges and universities still hire adjunct instructors (part-time instructors). Students shouldn't be afraid to teach as an adjunct for a while to get some experience and decide if teaching is for them.
What Management Instructor skills would you recommend for someone trying to advance their career?
Dr. Stephanie Opfer: Flexibility and adaptability will be the biggest skills instructors will need. The state of higher education is changing, and the 'ivory tower' is going away. Colleges and universities are starting to focus more on career-oriented programs, which include practical and application skill sets. In order to stay relevant, the focus of humanities classes like art and film should be on teaching students analysis, synthesis, and other critical-thinking skills. The content becomes less important and becomes only the vehicle for teaching these skills.
What will help Management Instructors increase their earning potential?
Dr. Stephanie Opfer: Unfortunately, teaching as an adjunct does not pay well. Students should keep their full-time jobs and teach part-time until they find a full-time job at a college or university. That part-time teaching provides them valuable experience and connections that make them more competitive candidates for full-time positions because they'd also be competing with candidates who have PhDs. So adjunct work is more of a long-term investment rather than an immediate return. Also, even full-time teaching jobs don't pay particularly well, so they'll really need to love teaching if they want to do it full-time. If they don't like teaching as an adjunct, they won't like doing it full-time.
What skills stand out on Management Instructor resumes?
Lee Braver: Colleges and universities fall into different categories which value different skills and accomplishments. The most obvious division is between schools that emphasize research and those that pride themselves on their teaching. Research institutions are looking for scholars who can publish a lot in exclusive journals and presses, thereby enhancing their reputation. They are looking for evidence of research skills: publications, awards, letters of recommendation that praise the candidate's writing and thinking. Teaching schools, on the other hand, are looking for excellent teachers. In the buyer's market we now have, they can require high research ability as well, but some will actually be scared off by too much research. They will worry that the candidate will focus on their research instead of their teaching and that they will seek to leave as soon as they can. These schools are typically looking for teaching experience, high student evaluations, and letters that single out these qualities for praise, whereas research schools typically don't care a lot about these sorts of things. Thus, the qualities one type of institution values, the other can be apathetic towards or even avoid. Teaching schools far outnumber research schools, so there are far more jobs in the former than in the latter.
What hard/technical skills are most important for Management Instructors?
Lee Braver: Well, a Ph.D. is necessary, although one can sometimes be hired within striking distance of it. The ability to teach so as to bring students to the major and get high student evaluations are often requirements at teaching schools while writing well enough to publish, often in journals with single-digit acceptance rates, is crucial to research schools. Comfort with technology is becoming more and more important.
What skills will help Management Instructors earn the most?
Lee Braver: Let's see-an M.B.A., the ability to pick winning lottery numbers, being repelled by the humanities so that one goes into business-those would be pretty useful for making money. No one should go into academia for the money, not just not for wealth but even for a comfortable living, which is becoming more difficult to achieve in America in general. It is nearly impossible to make a living as an adjunct professor, which is where the profession is heading. There are many good-paying jobs, but those tend to congregate at the elite schools, the ones that emphasize research the most, and these are the fewest and hardest to get. Worse-paying jobs are also hard to come by, and the competition is just getting stiffer as more Ph.D.'s get dumped into the market each year which is itself accreting all those who did not land jobs in the previous years. At many institutions, raises are minimal since jobs are so hard to come by, and there's little else that rewards a humanities Ph.D. The only way to get a substantial raise is to get a credible offer from another institution and hope that yours wants to keep you enough to overbid them; otherwise, you're stuck, especially after getting tenure, and they know it. That's why tenure is called "golden handcuffs," though I think a better name might be something like velvet handcuffs, given gold's connotation of wealth.
Chase Neely
Adjunct Professor, Co-Founder and President of Leverage Creative GroupBelmont University
School of Law
What soft skills should all Management Instructors possess?
Chase Neely: As an instructor, you must be able to relate to the student. Express genuine care for what they're experiencing and for how they learn. That genuine care will also help you relate to the professors in your academic area.
What are the biggest trends we'll see in the Management Instructor job market given the pandemic?
Dr. Cheyrl Ensley: The demand for teachers is still prevalent. Virtual job fairs and interviews are the current trends. Additionally, employees are looking more at the candidate's knowledge and comfort level with online teaching and using technology to impact student learning.
What Management Instructor skills would you recommend for someone trying to advance their career?
Dr. Cheyrl Ensley: Training to be essential is critical. Increasing skills in using technology are necessary. Keeping students engaged and actively learning through technology is a crucial tool that will be extremely important to a teacher, whether teaching in person or virtually. Additionally, the gap year should be used to identify an area of interest for work. Once the site is specified, the graduate should build professional relationships and learn the site's culture.
What general advice would you give to a Management Instructor?
Dr. Cheyrl Ensley: Flexibility is important. The graduate must be prepared and flexible! The graduate must be prepared to teach effectively and efficiently, regardless of the delivery method and flexibility regarding reporting to the school or working from home. Be prepared and accepting of the fact that what is required of you may change unexpectedly. In this age of uncertainty, the graduate must be flexible enough to perform as needed and remain focused on student growth.
What experience really stands out on Management Instructor resumes?
Tillman W. Nechtman Ph.D.: In my home department, we've tried to stress that students need to ask themselves how they plan to tell their own story - how they want to present themselves - when they leave the college and head out on the job market. That's a personal question, one only the student can answer, and the answer shapes the things that a particular student will want to put on a resume. For instance, if you wanted to go to graduate school, we'd all suggest that you take the Thesis in History and put in the full-year work on a single research project.
That way, in your cover letter (and never underestimate the value of the cover letter as a tool for guiding potential employers through your CV and your other materials), you can narrate the work you did there. If you think your goal is to work in a museum setting, you should consider taking our class in Public History. That is a course that does a lot of directed research too, and it can span a year as well. But, it's a course that partners students with local public history institutions so that students get first-hand experience mobilizing historical research within a museum or institution of that sort. The key is for students to think about the story; they will tell potential employers. What are the things you did - that unique combination of courses and experiences - that make you stand out against the broader pool of applicants? How will you write that story in a cover letter so strong that nobody reading it will miss that you are the one candidate for the position? Be bold here. Make it clear. You stand out from the pack. Yes, perhaps other have taken a more traditional path to a specific job, but if that employer or graduate program wants somebody who can think outside the box or who brings in a different set of skills that just might shake things up in a positive way, well, make sure they know you're their candidate.
What type of skills will young Management Instructors need?
Tillman W. Nechtman Ph.D.: When it comes to skills young graduates need, I will speak specifically to the field of History. It's always been the case that History Majors do well in the job market. Now, to be sure, there is the temptation to limit the scope of what jobs we imagine a historian can do. Career Service Offices sometimes think that History Majors teach, work in libraries, and archives, maybe a museum, and that is about it. The fact is that it's not uncommon to find CEO at Fortune 500 companies who were History Majors as undergraduates.
Presidents. Media personalities. Lawyers. Judges. You name it. History Majors are everywhere, and I think I know the reason. History Majors learn to take lots of data - and we're omnivorous about what we call data - and we synthesize it. We give it two frames. First, we weave it into a narrative form, a story, if you will. Second, we give that narrative analytical meaning. We offer a thesis or an argument about the content we're sharing. Those are vital skills. The ability to walk people through data and to help them understand your analysis of that material. What field wouldn't appreciate that set of capabilities? And, I think that explains why History Majors tend to do so well in a host of fields and professions. I don't foresee that that will change in the future.
Will there be an enduring impact of the coronavirus pandemic on Management Instructors?
Tillman W. Nechtman Ph.D.: I do think that we'd be mistaken to think that there won't be a lasting impact from this pandemic on those who graduate while it is ongoing. Economically, there will be ripples for some time. That seems obvious. But, there are other issues to consider too-psychology, for instance. Seniors in the graduating class of 2019 did not get a graduation ceremony to mark that pivotal moment in their lives and in their learning. That's a loss. It needs to be recognized as such. And, it's but one example of the kind of losses we're all experiencing and which we all need to recognize. There is grieving that will need to be done once we've passed through the emergency of this pandemic.
For those who can make a comparison, the pandemic is not unlike getting a dramatic and life-altering medical diagnosis. It changes you. You don't just go back to being who you were before. Of course, History teaches us to appreciate that - the way life is an ongoing journey. Each step makes us a different person than we were before. To reflect more on the economics of this and the specifics of the job market, though, I would say that the pandemic has pushed a number of graduates that I know from last year back home to their parents' houses. Even those who have been fortunate enough to secure work have jobs that are remote right now, and rather than settle in near their jobs, and folks have opted to go home, hunker down with the family, and work from their old bedrooms. Those are the fortunate ones. I know many graduates from last year who did not secure work, and, in that way, I compare the class of 2019 to those who graduated during the Great Recession and struggled through that economic turmoil. Within the academy, hiring freezes will certainly hurt those with Ph.D.'s who are on the market. There simply aren't jobs right now. At my institution, we're still not even certain we can hire people on a temporary basis to replace colleagues going on sabbatical next year. Those sorts of decisions would have been made months ago in normal times. It's hard for me to imagine that that sort of dislocation won't cause economic and career ripples across time.
Will there be an enduring impact of the coronavirus pandemic on Management Instructors?
Dr. Phyllis G. Jestice: It's hard to imagine that there WON'T be an enduring impact of the pandemic. For History graduates, the worst of it is likely to be that two graduating classes will essentially be entering the job market at the same time---the 2020 graduates as well as the 2021 graduates---increasing competition. Many graduates, especially people coming out of a strong public history program like CofC's, have had many of their typical entry-level jobs essentially vanish for the better part of a year (coming back soon, I hope!)---museum work, park service work, historical societies, and so on. For non-history-specific jobs, where History majors are at an advantage (jobs that require good critical thinking and people skills), the market seems likely to bounce back more quickly.
What type of skills will young Management Instructors need?
Dr. Phyllis G. Jestice: The most important skill a History degree teaches has is critical thinking and writing, and those are skills that remain valuable for most of the white-collar workforce in this country.
What experience really stands out on Management Instructor resumes?
Dr. Phyllis G. Jestice: The experience that most stands out on resumés, to my mind, is definitely internships or anything where the applicant has had to show initiative and exercise independent thought.
What type of skills will young Management Instructors need?
TaVshea Smith: As a professor of education, I have noticed that there are a variety of skills that young graduates will need to enter the workforce. Young graduates should collaborate with others by building collaborative relationships that represent diverse cultures, lifestyles, races, genders, religions, and viewpoints. It is essential for young graduates, who enter the teaching profession, to be able to work in a team structure and know-how to manage conflict. The pandemic has shown us that technology is critical in education. As teachers, young graduates should know existing digital technologies and demonstrate significant adaptability to new technologies to integrate into their design of lessons and curriculum content. Young graduates must have a strong work ethic, demonstrate personal accountability, and establish effective work habits.
Are there any particularly good places in the United States for Management Instructors to find work opportunities?
TaVshea Smith: As an educator, graduates should be able to find many work opportunities to teach. The pandemic has highlighted the need for educators to share their immense talent with students and key stakeholders.
How do you envision technology impacting Management Instructors in the next 5 years?
TaVshea Smith: Technology will play a vital role in education in the next five years. The pandemic has changed the way educators think about teaching learners and interacting with families and colleagues. Educators will need to learn various instructional methods of engaging with learners, enhancing instructional practices, and using digital tools ethically and efficiently to create assignments, complete tasks, solve problems, and effectively teach students.
What experience really stands out on Management Instructor resumes?
Suzanne Kemp Ph.D.: Any work or volunteer experiences that they have had with students with disabilities. All of the graduates will have the same school experiences, and if they don't have anything else, they don't stand out from their peers. Additionally, they have to know that principals and professional school talk, so they have to do a great job in their in-school experiences, so their names are remembered and shared.
What Management Instructor skills would you recommend for someone trying to advance their career?
Suzanne Kemp Ph.D.: They need to stay engaged in some level of working with people with disabilities. If they do something that isn't relevant to the field, they won't be as marketable as a new graduate.
What technology do you think will become more important and prevalent for Management Instructors in the next 3-5 years?
Suzanne Kemp Ph.D.: All of the apps that assist with online learning. These change all of the time, and they have to be adapted to finding new apps that engage the student who may be learning at a distance, and hopefully, they can be integrated into in-person learning. Students graduate knowing how to use computers and now Zoom, but learning all of the available apps doesn't occur to the level it is now needed.
Bo Clements
Lecturer of American Sign LanguageClemson University
Department of Languages
Will there be an enduring impact of the coronavirus pandemic on Management Instructors?
Bo Clements: Pandemic during life after Graduation is very obviously tricky. Look at the unemployment rates. Millions of job positions are in a freeze. No jobs out there. A positive note that a student has a degree in American Sign Language with specialization in Interpretation Education & Training, Wireless Technology, or Development & Innovative of Social Media allows working from home to create thousands of online jobs - Teaching, Marketing, Engineering, Spectrum of Technology, and many more.
We cannot remove our masks, making it so difficult to communicate, as it's hard to read people's lips. That is the number 1 communication barrier for all of us. We cannot be close or touch each other in a public place, even at work, to communicate in person. That makes it so difficult to find jobs.
What are the biggest trends we'll see in the Management Instructor job market given the pandemic?
Tim Engstrom: The pandemic has shifted consumer purchasing to eCommerce, increasing the labor demand in distribution and delivery. The current capacity to handle this shift is constrained, impacting the flow of goods and cost structures. Businesses diligently transform their traditional businesses to support this shift while analyzing if they will stay in the long term or convert back to conventional norms.
Dr. Misty Anderson Ph.D
Department Head, English, Affiliate Professor of Theatre and Religious Studies, President, Tennessee University Faculty SenatesThe University of Tennessee Knoxville
College of Arts and Sciences
What type of skills will young Management Instructors need?
Dr. Misty Anderson Ph.D: When they tell us, we believe businesses are looking for people who can write well, think critically, be creative, and research ideas. That's precisely what English majors do. But they also bring a strong sense of empathy that comes from reading literature and from thinking about point of view when they write. Our ability to understand one another is crucial to democracy and the success of various fields, from medicine to marketing, to entrepreneurship, and honestly, everything.
Are there any particularly good places in the United States for Management Instructors to find work opportunities?
Dr. Misty Anderson Ph.D: And as long as Tennessee continues to expand broadband access, those jobs can be anywhere. We're incredibly excited when we hear about young people returning home or moving into small towns where they can run businesses and work remotely.
How do you envision technology impacting Management Instructors in the next 5 years?
Dr. Misty Anderson Ph.D: No one knows precisely what the future jobs will look like, but every indication is that the best ones will involve writing and communicating at a distance. We talk about how English majors have "robot-proof" futures. That human touch, through sound, honest communication, is irreplaceable.
Robert Anderson
Associate Professor & Department ChairOakland University
Department of English
Will there be an increase or decrease in demand for Management Instructors in the next 5 years?
Robert Anderson: Contrary to what many media reports say, the demand for graduates in English is pretty high. Like most degrees in the liberal arts, a degree in English can take a graduate to almost any field. English is not a professional program designed to prepare students for a specific career. In contrast, English majors learn skills that will transfer to almost every field. English majors learn to write carefully and read critically. Several years ago, we had a student graduate who got a job with a firm that manufactures parts for companies that supply parts to automakers. He got the job because of an internship he had as an undergraduate. His career was to take in reports from their client companies, about the parts they made, read them, and produce digested reports for the company's engineers. It may be surprising to hear that engineering and manufacturing firms would value the skills an English major would have, but most companies need people who can write clearly. He was so effective at his job that the companies he worked with wanted him to come work for them.
I tell my students that studying poetry can help them be critical thinkers in other contexts. Learning to work with metaphors, for example, develops students' abilities to find similarities between things where most people see only differences-and differences, where others find only differences (this is an idea I got from the British Romantic poet William Wordsworth). This kind of critical thinking can be beneficial. What is more, English majors learn how to research. They have to find sources relevant to a particular project, read and digest their findings, and integrate them into their writing.
Are there any particularly good places in the United States for Management Instructors to find work opportunities?
Robert Anderson: We have had graduates find work in a wide range of places-running social media for radio stations, working with the Detroit Pistons, the FBI, libraries, advertising agencies, large multinational corporations, editing and publishing, teachers, and law firms-indeed, I think it would be hard to come up with an industry where an English degree couldn't take you. Sometimes, the biggest obstacle facing English graduates is that their degree opens so many paths that they don't know which way to go. When students come to me to ask for career advice, I tell them to think about the kind of environment they want to work in-the sort of physical workplace, the environment, the sector-and then, do some research to find what employers in those places look for, and find ways to show that the things they have learned can meet those expectations.
What technology do you think will become more important and prevalent for Management Instructors in the next 3-5 years?
Allison Butler Ph.D.: Anything that allows for mobility and flexibility. Many of us are craving being back in our offices for the human connection, while we also see that the work can get done in a variety of different locations. I think a blend of human connection and digital flexibility will be a primary focus over the next few years.
Will there be an increase or decrease in demand for Management Instructors in the next 5 years?
Allison Butler Ph.D.: Assuming that we look at demand within the context of a struggling economy, I would say that there will be an increase in demand for graduates with a Communication degree in the next five years. Our students graduate with strong transferrable skills, including thinking on their feet, writing, speaking clearly, and thinking critically. They are up to speed on current events and are technologically savvy. That being said, I think there will be less of a demand for new hires across multiple fields because it will take some time to build back the economy, and it will be a difficult job market for all recent graduates.
What are the biggest trends we'll see in the Management Instructor job market given the pandemic?
John Porter Ph.D.: This will depend on what happens in the next six months or so. If the economy stays open and business can operate as it did a year ago, the trend will be more positive. When the economy is working, people are more financially secure. They have money to donate to foundations, and corporations have more profits to put into their funding resources.
If the economic shutdown increases where both businesses and individuals earn less money, there will be less money available for grant funding. The majority of grant funding comes from donations by everyday individuals.
If the economic shutdown is prolonged, then there will be an increase in government grant programs. The government gets its financial resources for things like grants by taxation. So individual taxes will likely increase.
Another line to balance is the excessive taxation of the rich. Nearly all very wealthy people have established a foundation where they give some of their wealth to grant awards to community non-profit organizations. When the government increases the taxes on this group, the excess money goes to the government to spend rather than local non-profits.
What type of skills will young Management Instructors need?
Russell Olwell Ph.D.: I have found that flexible students can use technology and connect with students who are getting jobs, but it is taking longer and can be frustrating!
Are there any particularly good places in the United States for Management Instructors to find work opportunities?
Russell Olwell Ph.D.: In the field I work the most in, education, the labor market has been volatile, with positions being held until the last minute due to budget pressures then proceeding quickly. Job seekers who kept their eyes open, had identified places they wanted to work, and had their materials ready to go were rewarded.
How do you envision technology impacting Management Instructors in the next 5 years?
Russell Olwell Ph.D.: Technology has changed education quickly. Some of our students got jobs as more experienced teachers quit, as they did not want to be a part of remote instruction. Our students have been quick to pick up educational software and have been able to move into open positions as a result. With more jobs being remote, where you are may make less difference. I have probably seen fewer students looking at long moves for work or graduate school.
David Chang
Chairperson, Frost Professor of ArtFlorida International University
Department of Art and Art History
What type of skills will young Management Instructors need?
David Chang: Young graduates should possess the knowledge, skills, and dispositions necessary to function professionally in today's society. Our students go through rigorous studio training along with cutting-edge theories that inform their practices.
Are there any particularly good places in the United States for Management Instructors to find work opportunities?
David Chang: Miami is one of the best places to find work opportunities in visual arts and art education. It is an international center for the arts, e.g., Art Basel, Art Miami, Art Context, and many other high-profiled art events throughout the year. For the art education field, Miami-Dade County Public Schools is the fourth largest school district in the nation, and there is a continuous demand for our graduates.
How do you envision technology impacting Management Instructors in the next 5 years?
David Chang: There is no doubt technology will impact the field in the next 5-10 years. FIU's Department of Art + Art History is poised to contribute to the area with our new and fast-growing BFA in Digital Arts with tracks in Animation and Graphic Design. As one of the largest art departments (over 650 students) in the state of Florida, all our undergraduate and graduate fine arts degree programs have been designated by the Florida Department of Education as strategic or STEM degree programs.
Are there any particularly good places in the United States for Management Instructors to find work opportunities?
Catherine Dunkin: Graduates who can combine healthy critical thinking and communication skills should find positions available nearly anywhere they would like to live and work. They will find growth areas in healthcare, management consulting, technology, and operations/supply chain.
Graduates have an opportunity to think carefully about and pursue rewarding careers in line with their personal goals, values, and geographical preferences. They may consider entrepreneurial start-ups, local nonprofits with compelling community missions, or larger management consulting firms and corporations offering global clients and projects exposure.
How do you envision technology impacting Management Instructors in the next 5 years?
Catherine Dunkin: Technology will continue to transform the public relations professional's job over the next five years. Today's professional will continue managing with a dramatically reduced number of traditional media outlets and an ever-increasing array of social media platforms, all with 24/7 deadline requirements.
To grow as leaders and trusted advisors to business executives, public relations professionals must continue to understand how to use data and technology in developing strategies, messages, and plans to engage sophisticated stakeholders. Technology will help measure results and show the impact of public relations efforts, which will continue to be critical in showing value and implications for their organizations.
April Dawkins Ph.D.
Assistant ProfessorThe University of North Carolina Greensboro
Library & Information Science Department
What experience really stands out on Management Instructor resumes?
April Dawkins Ph.D.: Across the United States, most school librarians are required to have a graduate degree in either education or library and information science with licensure as a school librarian (school library media coordinator). The most likely experience to benefit them in their job search is a previous experience as a classroom teacher. Teaching is one of the significant roles that school librarians play in schools, through direct and indirect instruction with students, and professional development for classroom teachers.
What Management Instructor skills would you recommend for someone trying to advance their career?
April Dawkins Ph.D.: Our graduates are likely to be already employed, both during their studies and immediately after graduation. Many school librarians transition from the classroom to the library setting, while they are completing their tasks. Suppose a graduate wanted to take an additional year before seeking employment as a school librarian. In that case, they might focus on improving teaching skills, their knowledge about children's and young adult literature, and picking up new technology skills. They could work on these skills by using a bookstore or public library, volunteering with after-school programs or community groups that do outreach with children, and exploring new technology trends.
What technology do you think will become more important and prevalent for Management Instructors in the next 3-5 years?
April Dawkins Ph.D.: Technology in schools is rapidly changing. Many schools have been transitioning to a one-to-one device environment in the last decade (the pandemic has put a rush on this for some districts who have been late to adopt this model). School librarians have played a significant role in the early adoption of technology and providing classroom teachers training in its practical use. In the current pandemic, school librarians have helped parents and students access technology for learning, such as online classrooms, ebooks and audiobooks, and other digital learning tools. School librarians are also powerful advocates for equity of access for all students by ensuring students have access to devices, stable broadband and the internet, and digital resources for learning and reading. While school librarians can advocate for these things, it will require a significant commitment at local, state, and national levels to ensure that ALL students truly have equity of access.
For the future, I see a growing need for school librarians to be knowledgeable about technology tools that have excellent accessibility features and promote individualized learning. We live in a world where students need to create new content and explore new ideas. Therefore, school librarians need to be well-versed in audio and video creation tools, and know the potential for augmented and virtual reality as learning tools.
David Hage
Assistant Professor, Field DirectorMisericordia University
Department of Social Work
What technology do you think will become more important and prevalent for Management Instructors in the next 3-5 years?
David Hage: I have seen many social service agencies behind technological trends in the past begin to catch up as they figure out how to deliver quality services in a post-COIVD world. Examples of technologies that will likely grow might include telehealth and online meeting platforms, for example.
In-home based services, offered via technology, are not the end-all-be-all solution, but they will be an essential tool to continue to provide services while practicing appropriate social distancing protocols rapidly.The National Association of Social Workers (NASW), Association of Social Work Boards (ASWB), Council on Social Work Education (CSWE), and the Clinical Social Work Association (CSWA) have wisely developed a set of standards for technology in social work practice which can help when implementing technology in the field.
Online documentation systems and electronic medical (EMR) or health record systems (EHR) will also likely increase in use as agencies need to make employee documentation more accessible from various locations. Mobile app-based supports may increase in use among social workers, and social service web-based resources and social service directories will be likely to increase in use among social service consumers, in addition to new novel technology solutions as well.
Will there be an increase or decrease in demand for Management Instructors in the next 5 years?
David Hage: Even before the global COVID-19 pandemic, there was a 13% expectation for growth within the social work field between 2019 and 2029 (BLS.GOV, 2019). Given the increase in complexity and specific societal problems, the needs of individuals, families, groups, and communities will likely continue to require qualified, competent, and caring social service professionals to meet growing social service demands.
Newer social work and human service graduates will have probably faced many of these COVID-10 specific challenges in their internship work and be uniquely positioned to confidently enter to workforce, amid the global pandemic, to positively impact the wide range of social problems facing society today, and for some time to come.
What are the biggest trends we'll see in the Management Instructor job market given the pandemic?
David Hage: I expect the need for social services to become even more prominent, given the COVID-19 pandemic. It is likely, and perhaps even unfortunately probable, that individuals, families, groups, and communities who are most vulnerable to the health-related, social, and economic consequences of the global pandemic will require additional social service supports to navigate increased problems related to several issues, including, but not limited to, poverty, management of disabilities, addictions, mental health-related questions, and many other population-specific challenges (United Nations, 2020).
For example, while children are participating in school remotely, their access to nutritional services and other essential supports will likely be reduced. They may be more likely to be abused and not have a school staff member detect the abuse, and therefore, suffer worse consequences or suffer longer (Elsevier Public Health Emergency Collection, 2020). Individuals susceptible to domestic violence will likely be more at-risk (NY Times, 2020).
People in general, and significantly older adults, will face increased social isolation and the challenges of anxiety and depression that accompany isolation, in addition to other material challenges (University of Michigan, 2020). The social work job market was projected to rise well before these problems emerged and will likely continue to reflect a demand for these needs to be met, especially as many social issues are on the rise.
Dr. Margaretha Rudstrom
LecturerUniversity of Minnesota Crookston
Agriculture and Natural Resources Department
What Management Instructor skills would you recommend for someone trying to advance their career?
Dr. Margaretha Rudstrom: I am taking this from the perspective of an agribusiness major.
If a student isn't able to land a position within their field of study, I would suggest they work on their people skills and stay up to date with what is happening in the markets, ag policy, and agriculture. Staying up to date means following the popular press in the areas you have a career interest in. That could mean following the news from places like Drovers, local and national producer associations, or congressional or senate ag committees. This will help keep you up to date on what's happening in the areas you have an interest in or are looking for a career.
I seem to be harping on the people skills piece. Get experience in working with customers, customer service, customer complaints. These experiences will help you develop critical thinking skills, problem-solving skills, and communication skills sought after by employers.