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Summary Report for:
25-1063.00 - Economics Teachers, Postsecondary

Teach courses in economics. Includes both teachers primarily engaged in teaching and those who do a combination of teaching and research.

Sample of reported job titles: Assistant Professor, Assistant Professor of Economics, Associate Professor, Associate Professor of Economics, Economics Instructor, Economics Professor, Instructor, Lecturer, Professor, Professor of Economics

View report: Summary  Details  Custom

Tasks  |  Technology Skills  |  Tools Used  |  Knowledge  |  Skills  |  Abilities  |  Work Activities  |  Detailed Work Activities  |  Work Context  |  Job Zone  |  Education  |  Credentials  |  Interests  |  Work Styles  |  Work Values  |  Related Occupations  |  Wages & Employment  |  Job Openings  |  Additional Information

Tasks

  • Prepare and deliver lectures to undergraduate or graduate students on topics such as econometrics, price theory, and macroeconomics.
  • Evaluate and grade students' class work, assignments, and papers.
  • Prepare course materials, such as syllabi, homework assignments, and handouts.
  • Compile, administer, and grade examinations, or assign this work to others.
  • Keep abreast of developments in the field by reading current literature, talking with colleagues, and participating in professional conferences.
  • Plan, evaluate, and revise curricula, course content, course materials, and methods of instruction.
  • Initiate, facilitate, and moderate classroom discussions.
  • Maintain regularly scheduled office hours to advise and assist students.
  • Maintain student attendance records, grades, and other required records.
  • Collaborate with colleagues to address teaching and research issues.
  • Select and obtain materials and supplies, such as textbooks.
  • Supervise undergraduate or graduate teaching, internship, and research work.
  • Compile bibliographies of specialized materials for outside reading assignments.
  • Advise students on academic and vocational curricula and on career issues.
  • Serve on academic or administrative committees that deal with institutional policies, departmental matters, and academic issues.
  • Participate in campus and community events.
  • Conduct research in a particular field of knowledge and publish findings in professional journals, books, or electronic media.
  • Perform administrative duties, such as serving as department head.

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Technology Skills

  • Analytical or scientific software — Insightful S-PLUS; Minitab Hot technology ; The MathWorks MATLAB Hot technology ; Time series modeling TSM software (see all 14 examples)
  • Calendar and scheduling software
  • Computer based training software — Blackboard Learn; Learning management system LMS; Moodle; Sakai CLE (see all 6 examples)
  • Data base user interface and query software — Data entry software Hot technology ; Microsoft Access Hot technology
  • Electronic mail software — Email software; Microsoft Outlook Hot technology
  • Financial analysis software — JessX
  • Information retrieval or search software — DOC Cop; iParadigms Turnitin
  • Internet browser software — Web browser software
  • Object or component oriented development software — R Hot technology ; Sun Microsystems Java
  • Office suite software — Microsoft Office
  • Optical character reader OCR or scanning software — Image scanning software
  • Presentation software — Microsoft PowerPoint Hot technology
  • Spreadsheet software — Microsoft Excel Hot technology
  • Word processing software — Collaborative editing software; Google Docs; Microsoft Word

Hot technology Hot Technology — a technology requirement frequently included in employer job postings.

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Tools Used

  • Compact disk players or recorders — Compact disk CD players
  • Desktop computers
  • Digital camcorders or video cameras — Digital video cameras
  • Digital cameras — Compact digital cameras
  • Digital video disk players or recorders — Digital video disk DVD players
  • Epidiascopes — Opaque projectors
  • High capacity removable media drives — Universal serial bus USB flash drives
  • Inkjet printers — Poster printers
  • Laser fax machine — Laser facsimile machines
  • Laser printers — Computer laser printers
  • Liquid crystal display projector — Liquid crystal display LCD projectors
  • Microphone stand — Microphone podiums
  • Microphones — Handheld microphones; Wireless microphones
  • MP3 players or recorders — MP3 digital voice recorders
  • Multimedia projectors — Computer projectors; Multimedia projection equipment
  • Notebook computers — Laptop computers
  • Overhead projectors — Overhead data projectors
  • Photocopiers — Photocopying equipment
  • Portable data input terminals — Interactive whiteboard controllers; Student response systems
  • Projection screens or displays — Projector screens
  • Scanners — Computer data input scanners
  • Scientific calculator — Digital calculators
  • Slide projectors — Carousel slide projectors
  • Special purpose telephones — Multi-line telephone systems
  • Tablet computers
  • Teleconference equipment — Conference telephones
  • Televisions — Liquid crystal display LCD televisions; Television monitors
  • Touch screen monitors — Interactive whiteboards
  • Videoconferencing systems — Videoconferencing equipment
  • Web cameras — Webcams

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Knowledge

  • Economics and Accounting — Knowledge of economic and accounting principles and practices, the financial markets, banking and the analysis and reporting of financial data.
  • Mathematics — Knowledge of arithmetic, algebra, geometry, calculus, statistics, and their applications.
  • English Language — Knowledge of the structure and content of the English language including the meaning and spelling of words, rules of composition, and grammar.
  • Computers and Electronics — Knowledge of circuit boards, processors, chips, electronic equipment, and computer hardware and software, including applications and programming.
  • Education and Training — Knowledge of principles and methods for curriculum and training design, teaching and instruction for individuals and groups, and the measurement of training effects.
  • Law and Government — Knowledge of laws, legal codes, court procedures, precedents, government regulations, executive orders, agency rules, and the democratic political process.

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Skills

  • Active Listening — Giving full attention to what other people are saying, taking time to understand the points being made, asking questions as appropriate, and not interrupting at inappropriate times.
  • Instructing — Teaching others how to do something.
  • Reading Comprehension — Understanding written sentences and paragraphs in work related documents.
  • Speaking — Talking to others to convey information effectively.
  • Critical Thinking — Using logic and reasoning to identify the strengths and weaknesses of alternative solutions, conclusions or approaches to problems.
  • Writing — Communicating effectively in writing as appropriate for the needs of the audience.
  • Learning Strategies — Selecting and using training/instructional methods and procedures appropriate for the situation when learning or teaching new things.
  • Active Learning — Understanding the implications of new information for both current and future problem-solving and decision-making.
  • Complex Problem Solving — Identifying complex problems and reviewing related information to develop and evaluate options and implement solutions.
  • Mathematics — Using mathematics to solve problems.
  • Social Perceptiveness — Being aware of others' reactions and understanding why they react as they do.
  • Judgment and Decision Making — Considering the relative costs and benefits of potential actions to choose the most appropriate one.
  • Monitoring — Monitoring/Assessing performance of yourself, other individuals, or organizations to make improvements or take corrective action.
  • Coordination — Adjusting actions in relation to others' actions.
  • Systems Analysis — Determining how a system should work and how changes in conditions, operations, and the environment will affect outcomes.
  • Systems Evaluation — Identifying measures or indicators of system performance and the actions needed to improve or correct performance, relative to the goals of the system.
  • Time Management — Managing one's own time and the time of others.

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Abilities

  • Oral Expression — The ability to communicate information and ideas in speaking so others will understand.
  • Oral Comprehension — The ability to listen to and understand information and ideas presented through spoken words and sentences.
  • Written Comprehension — The ability to read and understand information and ideas presented in writing.
  • Speech Clarity — The ability to speak clearly so others can understand you.
  • Written Expression — The ability to communicate information and ideas in writing so others will understand.
  • Deductive Reasoning — The ability to apply general rules to specific problems to produce answers that make sense.
  • Inductive Reasoning — The ability to combine pieces of information to form general rules or conclusions (includes finding a relationship among seemingly unrelated events).
  • Near Vision — The ability to see details at close range (within a few feet of the observer).
  • Number Facility — The ability to add, subtract, multiply, or divide quickly and correctly.
  • Problem Sensitivity — The ability to tell when something is wrong or is likely to go wrong. It does not involve solving the problem, only recognizing there is a problem.
  • Speech Recognition — The ability to identify and understand the speech of another person.
  • Mathematical Reasoning — The ability to choose the right mathematical methods or formulas to solve a problem.
  • Category Flexibility — The ability to generate or use different sets of rules for combining or grouping things in different ways.
  • Fluency of Ideas — The ability to come up with a number of ideas about a topic (the number of ideas is important, not their quality, correctness, or creativity).
  • Information Ordering — The ability to arrange things or actions in a certain order or pattern according to a specific rule or set of rules (e.g., patterns of numbers, letters, words, pictures, mathematical operations).
  • Originality — The ability to come up with unusual or clever ideas about a given topic or situation, or to develop creative ways to solve a problem.
  • Memorization — The ability to remember information such as words, numbers, pictures, and procedures.
  • Selective Attention — The ability to concentrate on a task over a period of time without being distracted.

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Work Activities

  • Training and Teaching Others — Identifying the educational needs of others, developing formal educational or training programs or classes, and teaching or instructing others.
  • Interacting With Computers — Using computers and computer systems (including hardware and software) to program, write software, set up functions, enter data, or process information.
  • Updating and Using Relevant Knowledge — Keeping up-to-date technically and applying new knowledge to your job.
  • Analyzing Data or Information — Identifying the underlying principles, reasons, or facts of information by breaking down information or data into separate parts.
  • Getting Information — Observing, receiving, and otherwise obtaining information from all relevant sources.
  • Interpreting the Meaning of Information for Others — Translating or explaining what information means and how it can be used.
  • Judging the Qualities of Things, Services, or People — Assessing the value, importance, or quality of things or people.
  • Communicating with Supervisors, Peers, or Subordinates — Providing information to supervisors, co-workers, and subordinates by telephone, in written form, e-mail, or in person.
  • Thinking Creatively — Developing, designing, or creating new applications, ideas, relationships, systems, or products, including artistic contributions.
  • Processing Information — Compiling, coding, categorizing, calculating, tabulating, auditing, or verifying information or data.
  • Coaching and Developing Others — Identifying the developmental needs of others and coaching, mentoring, or otherwise helping others to improve their knowledge or skills.
  • Organizing, Planning, and Prioritizing Work — Developing specific goals and plans to prioritize, organize, and accomplish your work.
  • Making Decisions and Solving Problems — Analyzing information and evaluating results to choose the best solution and solve problems.
  • Identifying Objects, Actions, and Events — Identifying information by categorizing, estimating, recognizing differences or similarities, and detecting changes in circumstances or events.
  • Establishing and Maintaining Interpersonal Relationships — Developing constructive and cooperative working relationships with others, and maintaining them over time.
  • Performing for or Working Directly with the Public — Performing for people or dealing directly with the public. This includes serving customers in restaurants and stores, and receiving clients or guests.
  • Provide Consultation and Advice to Others — Providing guidance and expert advice to management or other groups on technical, systems-, or process-related topics.
  • Developing Objectives and Strategies — Establishing long-range objectives and specifying the strategies and actions to achieve them.
  • Estimating the Quantifiable Characteristics of Products, Events, or Information — Estimating sizes, distances, and quantities; or determining time, costs, resources, or materials needed to perform a work activity.
  • Documenting/Recording Information — Entering, transcribing, recording, storing, or maintaining information in written or electronic/magnetic form.
  • Monitor Processes, Materials, or Surroundings — Monitoring and reviewing information from materials, events, or the environment, to detect or assess problems.
  • Scheduling Work and Activities — Scheduling events, programs, and activities, as well as the work of others.

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Detailed Work Activities

  • Teach social science courses at the college level.
  • Evaluate student work.
  • Administer tests to assess educational needs or progress.
  • Develop instructional materials.
  • Prepare tests.
  • Attend training sessions or professional meetings to develop or maintain professional knowledge.
  • Stay informed about current developments in field of specialization.
  • Develop instructional objectives.
  • Evaluate effectiveness of educational programs.
  • Guide class discussions.
  • Advise students on academic or career matters.
  • Maintain student records.
  • Research topics in area of expertise.
  • Write articles, books or other original materials in area of expertise.
  • Order instructional or library materials or equipment.
  • Select educational materials or equipment.
  • Supervise student research or internship work.
  • Compile specialized bibliographies or lists of materials.
  • Direct department activities.
  • Serve on institutional or departmental committees.
  • Plan community programs or activities for the general public.
  • Write grant proposals.
  • Advise educators on curricula, instructional methods, or policies.
  • Perform student enrollment or registration activities.
  • Promote educational institutions or programs.

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Work Context

  • Electronic Mail — 97% responded “Every day.”
  • Freedom to Make Decisions — 91% responded “A lot of freedom.”
  • Structured versus Unstructured Work — 78% responded “A lot of freedom.”
  • Contact With Others — 62% responded “Constant contact with others.”
  • Face-to-Face Discussions — 67% responded “Every day.”
  • Public Speaking — 55% responded “Every day.”
  • Indoors, Environmentally Controlled — 68% responded “Every day.”
  • Telephone — 62% responded “Once a week or more but not every day.”
  • Frequency of Decision Making — 45% responded “Every day.”
  • Importance of Being Exact or Accurate — 49% responded “Very important.”
  • Duration of Typical Work Week — 56% responded “More than 40 hours.”
  • Time Pressure — 36% responded “Once a month or more but not every week.”
  • Impact of Decisions on Co-workers or Company Results — 56% responded “Important results.”
  • Letters and Memos — 48% responded “Once a week or more but not every day.”
  • Spend Time Sitting — 29% responded “More than half the time.”
  • Deal With External Customers — 26% responded “Fairly important.”
  • Coordinate or Lead Others — 25% responded “Important.”
  • Work With Work Group or Team — 35% responded “Very important.”

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Job Zone

Title Job Zone Five: Extensive Preparation Needed
Education Most of these occupations require graduate school. For example, they may require a master's degree, and some require a Ph.D., M.D., or J.D. (law degree).
Related Experience Extensive skill, knowledge, and experience are needed for these occupations. Many require more than five years of experience. For example, surgeons must complete four years of college and an additional five to seven years of specialized medical training to be able to do their job.
Job Training Employees may need some on-the-job training, but most of these occupations assume that the person will already have the required skills, knowledge, work-related experience, and/or training.
Job Zone Examples These occupations often involve coordinating, training, supervising, or managing the activities of others to accomplish goals. Very advanced communication and organizational skills are required. Examples include librarians, lawyers, astronomers, biologists, clergy, surgeons, and veterinarians.
SVP Range (8.0 and above)

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Education


Percentage of Respondents
Education Level Required
63   Doctoral degree
31   Master's degree
6   Post-doctoral training

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Credentials

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Interests

Interest code: SI

  • Social — Social occupations frequently involve working with, communicating with, and teaching people. These occupations often involve helping or providing service to others.
  • Investigative — Investigative occupations frequently involve working with ideas, and require an extensive amount of thinking. These occupations can involve searching for facts and figuring out problems mentally.

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Work Styles

  • Analytical Thinking — Job requires analyzing information and using logic to address work-related issues and problems.
  • Integrity — Job requires being honest and ethical.
  • Innovation — Job requires creativity and alternative thinking to develop new ideas for and answers to work-related problems.
  • Dependability — Job requires being reliable, responsible, and dependable, and fulfilling obligations.
  • Initiative — Job requires a willingness to take on responsibilities and challenges.
  • Achievement/Effort — Job requires establishing and maintaining personally challenging achievement goals and exerting effort toward mastering tasks.
  • Independence — Job requires developing one's own ways of doing things, guiding oneself with little or no supervision, and depending on oneself to get things done.
  • Attention to Detail — Job requires being careful about detail and thorough in completing work tasks.
  • Persistence — Job requires persistence in the face of obstacles.
  • Self Control — Job requires maintaining composure, keeping emotions in check, controlling anger, and avoiding aggressive behavior, even in very difficult situations.
  • Adaptability/Flexibility — Job requires being open to change (positive or negative) and to considerable variety in the workplace.
  • Concern for Others — Job requires being sensitive to others' needs and feelings and being understanding and helpful on the job.
  • Leadership — Job requires a willingness to lead, take charge, and offer opinions and direction.
  • Stress Tolerance — Job requires accepting criticism and dealing calmly and effectively with high stress situations.
  • Cooperation — Job requires being pleasant with others on the job and displaying a good-natured, cooperative attitude.
  • Social Orientation — Job requires preferring to work with others rather than alone, and being personally connected with others on the job.

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Work Values

  • Achievement — Occupations that satisfy this work value are results oriented and allow employees to use their strongest abilities, giving them a feeling of accomplishment. Corresponding needs are Ability Utilization and Achievement.
  • Independence — Occupations that satisfy this work value allow employees to work on their own and make decisions. Corresponding needs are Creativity, Responsibility and Autonomy.
  • Recognition — Occupations that satisfy this work value offer advancement, potential for leadership, and are often considered prestigious. Corresponding needs are Advancement, Authority, Recognition and Social Status.

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Wages & Employment Trends

Median wages (2016) $95,770 annual
State wages Local Salary Info
 
Employment (2014) 17,000 employees
Projected growth (2014-2024) Faster than average (9% to 13%) Faster than average (9% to 13%)
Projected job openings (2014-2024) 4,700
State trends Employment Trends
 
Top industries (2014)

Source: Bureau of Labor Statistics 2016 wage data external site and 2014-2024 employment projections external site. "Projected growth" represents the estimated change in total employment over the projections period (2014-2024). "Projected job openings" represent openings due to growth and replacement.

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Job Openings on the Web

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Sources of Additional Information

Disclaimer: Sources are listed to provide additional information on related jobs, specialties, and/or industries. Links to non-DOL Internet sites are provided for your convenience and do not constitute an endorsement.

  • Postsecondary teachers external site. Bureau of Labor Statistics, U.S. Department of Labor. Occupational Outlook Handbook, 2016-17 Edition.

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