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106 Research Jobs Northern Ireland

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Added 10/05/2024

Research Fellow Register

Stranmillis University College

Salary: As per scale

Show Short Description

Research Fellow Register SALARY: £33,966 £39,347 per annum, pro rata GRADE: 7 REPORTING TO: Line Manager JOB PURPOSE: The University College is currently applying for a number of funded... more

Added 13/05/2024

Research Admin (Marketing)

Honeycomb Jobs Ltd

Salary: £20,000 - £30,000

Temporary Full-Time

Honeycomb is delighted to be working with our client, a long standing presence on the local market, to provide temporary support for an exciting project which the business is undertaking. This is a... more

Added 17/05/2024

Research Associate in Data Science

Ulster University

Salary: See Job Description

Job Title: Research Associate in Data Science (2 posts) Department/School: School of Computing, Engineering and Intelligent Systems Campus: Derry ~ Londonderry campus Salary: £31,414... more

Added 21/05/2024

Research Associate in Additive Manufacturing

Co. Londonderry

Research Associate in Additive Manufacturing School: School of Computing, Engineering and Intelligent Systems Campus: Derry/Londonderry Salary: £31,414 £45,611 per annum Duration: Fixed... more

Added 07/05/2024

Lab manager - Research/advanced technology

Salary: £30,000 - £40,000

Permanent Full-Time

MCS Group is delighted to be recruiting a talented Lab Manager to join a brand new start up to Belfast, with a huge presence/ office base in London also seeking to have explosive growth globally in... more

Added 16/05/2024

Research Associate (Realising The Potential Of Census '21)

Research Associate (Realising The Potential Of Census ’21) School: School of Psychology Campus: Coleraine Salary: £31,414 £33,001 per annum Duration: Fixed term until 31st March 2026... more

Added 14/05/2024

Research Associate in Behavioural Insights (Psychology, Economics and Policy)

Job Title: Research Associate in Behavioural Insights (Psychology, Economics and Policy) School: Department of Management, Leadership and Marketing Campus: Belfast Salary: £31,414 £37,119... more

Added 20/05/2024

Research Associate in Image and Vision Processing (2 posts)

Job Title: Research Associate in Image and Vision Processing (2 posts) School: School of Computing, Engineering and Intelligent Systems Campus: Derry/Londonderry Salary: £31,414 £45,611... more

R & D Manager

Apple Recruitment

Belfast, Co. Antrim

Salary: Negotiable

Job Title: R& D Manager Location: Belfast, City Centre Duration: Full Time Permanent position Office Hours: 9am 5.30pm Monday Friday. Salary: Depending on experience plus... more

R&D Engineer

Salary: £25,000 - £35,000

Your new company Join a dynamic and forward thinking organisation based in Lisburn, supplying cutting edge solutions to the automotive sector. As an R&D Engineer, you’ll play a pivotal role in... more

Reservations and Reception Adviser

Queen's University Belfast

Queen’s Accommodation is part of the Student and Campus Life Directorate which is dedicated to enhancing, enriching and exceeding the student experience as well as delivering an exceptional... more

R&D Technical Specialist

PGR Advisory Limited

Due to continued growth at PGR Advisory, we require an experienced R&D Technical Specialist to work within our specialist Research and Development team. This exciting role will involve liaising... more

Added 02/05/2024

Mechanical Design Engineer

Bela Recruitment

Co. Tyrone, Dungannon, Cookstown

Salary: £35,000 - £45,000

Bela Recruitment is hiring a Mechanical Design Engineer , based in the Dungannon area, Co.Tyrone Northern Ireland. Salary £35,000 £45,000 Location Dungannon area. You MUST already live... more

Added 29/04/2024

Lecturer/Senior Lecturer in Immunology

Salary: Not Disclosed

he School of Medicine, Dentistry & Biomedical Sciences (MDBS) at Queen’s University Belfast, is currently seeking to recruit a talented Lecturer/Senior Lecturer in Immunology. The appointed... more

Lecturer/Senior Lecturer in Retinal Disease

The School of Medicine, Dentistry & Biomedical Sciences (MDBS) at Queen’s University Belfast, is currently seeking to recruit a talented Lecturer/Senior Lecturer in Retinal Disease. The appointed... more

Lecturer/Senior Lecturer in Accounting

Queen’s Business School is currently seeking to appoint an exceptional candidate to the post of Lecturer / Senior Lecturer in Accounting. This is a key post within the Accounting Department. At a... more

Head of Agri-Environment Sciences (Grade 6)

AFBI - Agri-Food and Biosciences Institute

Head of Agri Environment Sciences (Grade 6) REF : IRC298508 DEPARTMENT : Agri Food and Biosciences Institute Northern Ireland (AFBI) SALARY : £65,409 £71,353 LOCATION : AFBI Newforge, 18a... more

Head of Agronomy and Plant Science

Belfast, Loughgall

Head of Agronomy and Plant Science REF : IRC302776 DEPARTMENT : Agri Food and Biosciences Institute Northern Ireland (AFBI) SALARY : £65,409 £71,353 LOCATION : AFBI Crossnacreevy, 50... more

Clerical Officer

The School of School of Medicine, Dentistry & Biomedical Sciences (MDBS) at Queen’s University Belfast, is currently seeking to appoint an exceptional candidate to the post of Clerical Officer... more

Added 15/05/2024

Added 26/04/2024

Policy Offiers - Mid & East Antrim Council

Riada Resourcing

Ballymena, Co. Antrim, Northern Ireland

Mid and East Antrim Borough Council Policy Officers Public Sector Do you come from a governance / policy / research background and interested in a move to the Public Sector? Apply today to find out... more

Pro Vice-Chancellor, Faculty of Engineering & Physical Sciences

Queen’s University Belfast Pro Vice Chancellor, Faculty of Engineering & Physical Sciences Since 1845, Queen’s University staff, students and alumni have made a difference to societies... more

Lecturer in Digital Media

Job Title: Lecturer in Digital Media School: Communications & Media Salary: G7/8 (£38,273 £56,054) Closing Date: 12th June 2024 Campus: Coleraine Reference Number: 027802 Full Time /... more

Added 08/05/2024

Lecturer in Occupational Therapy (0.6FTE)

Permanent Part-Time

Lecturer in Occupational Therapy (0.6FTE) Department/School: School of Health Sciences Campus: Derry~Londonderry Salary: Pro rata to £39,369 £56,054 Duration: Permanent Closing Date: 27... more

Added 03/05/2024

Senior UI UX Designer

MCS Group is delighted to be working in partnership with a local branding and advertisement agency born and bred in Belfast, with over 20 years of experience in the industry. If you would like to join... more

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Social Science Research Professional 2

🔍 school of medicine, stanford, california, united states.

The Division of Adolescent Medicine at Stanford University School of Medicine is seeking a Social Science Research Professional 2 to support health services research and health policy projects and programs in child and adolescent health. The ideal candidate is highly motivated, independent, organized, mission-driven, and experienced in health services research, public health and policy work related to preventive services, tobacco/secondhand smoke and nicotine control, and global health. The candidate will have the opportunity to help build an interdisciplinary research team to conduct work with broad scientific and public health impact in improving care delivery to adolescents and young adults. Our Division encompasses numerous aspects of adolescent health research, and provides a strong community of scientific colleagues, post-doctoral trainees, and students. 

Duties include:

·         Assist in designing and independently conducts portions of research project(s). Make recommendations on experimental design and/or research direction to principal investigator.

·         Develop and implement new, nonstandard procedures and research protocols where appropriate protocols are not described in the literature or where modification or adaptation of standard procedures and protocols is required, with the supervisor providing general guidance and suggestions.

·         Interpret, synthesize, and analyze data and results using scientific or statistical techniques.

·         Solve problems, and make decisions that affect the direction of the research and result in independent contributions to the overall project.

·         Participate in multidisciplinary teams across different faculties or schools.

·         Perform ongoing literature review to remain current with related research; apply to ongoing research and development of new protocols.

·         Contribute substantively to the preparation of papers for publication, especially in the results section, and to publication of findings. Present ongoing work to colleagues and/or at academic conferences.

·         Co-author sections of research publications and regulatory reports as needed.

·         Complete project-related administrative and budgetary reports as needed.

·         Supervise (either formally or informally) staff or students as needed, including oversight and direction on techniques, as well as consultation on project work. Serve as a technical resource for other research staff.

Stanford University provides pay ranges representing its good faith estimate of what the University reasonably expects to pay for a position. The pay offered to a selected candidate will be determined based on factors such as (but not limited to) the scope and responsibilities of the position, the qualifications of the selected candidate, departmental budget availability, internal equity, geographic location, and external market pay for comparable jobs. The pay range for this position working in the California Bay area is between $69,000 - $85,000.

*- Other duties may also be assigned

DESIRED QUALIFICATIONS:

·         Doctoral degree in public health or related social science discipline.

·         Experience in conducting health services and health policy research for maternal, child and adolescent populations and health systems in US and/or global settings.

·         Familiarity with health care delivery and clinical and community preventive services.

·         Ability to work with diverse populations, including those with limited English proficiency or low literacy levels

EDUCATION & EXPERIENCE (REQUIRED):

Bachelor of Arts degree in an applicable social science related field and two years applicable experience, or combination of education and experience in an applicable social science.

KNOWLEDGE, SKILLS AND ABILITIES (REQUIRED):

·         Comprehensive understanding of scientific theory and methods.

·         General computer skills and ability to quickly learn and master computer programs.

·         Strong analytical skills and excellent judgment.

·         Ability to work under deadlines with general guidance.

·         Excellent organizational skills and demonstrated ability to complete detailed work accurately.

·         Demonstrated oral and written communication skills.

·         Ability to work with human study participants.

·         Developing supervisory skills.

CERTIFICATIONS & LICENSES:   None

PHYSICAL REQUIREMENTS*:

·         Frequently perform desk-based computer tasks, grasp lightly/fine manipulation, lift/carry/push/pull objects that weigh up to 10 pounds.

·         Occasionally stand/walk, sit, use a telephone, writing by hand, and sort/file paperwork or parts.

·         Rarely twist/bend/stoop/squat, kneel/crawl, rarely reach/work above shoulders, operate foot and/or hand controls.

·         Add or subtract physical requirements based on the requirements of your specific job. (remove this statement for posting)

*- Consistent with its obligations under the law, the University will provide reasonable accommodation to any employee with a disability who requires accommodation to perform the essential functions of his or her job.

WORKING CONDITIONS:

·         May be exposed to blood borne pathogens.

·         May be required to work non-standard, extended or weekend hours in support of research work.

WORK STANDARDS

·         Interpersonal Skills: Demonstrates the ability to work well with Stanford colleagues and clients and with external organizations.

·         Promote Culture of Safety: Demonstrates commitment to personal responsibility and value for safety; communicates safety concerns; uses and promotes safe behaviors bases on training and lessons learned.

·         Subject to and expected to comply with all applicable University policies and procedures, including but not limited to the personnel policies and other policies found in the University’s Administrative Guide, http://adminguide.stanford.edu .

All members of the Department of Pediatrics are engaged in continuous learning and improvement to foster a culture where diversity, equity, inclusion, and justice are central to all aspects of our work. The Department collectively and publicly commits to continuously promoting anti-racism and equity through its policies, programs, and practices at all levels.  

• Schedule: Full-time
• Job Code: 4187
• Employee Status: Fixed-Term
• Department URL: http://pediatrics.stanford.edu/
• Requisition ID: 103324
• Work Arrangement : Remote Eligible

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 School of Medicine, Stanford, California, United States

📁 Research

Post Date: May 07, 2024

Post Date: Jan 29, 2024

Global Impact We believe in having a global impact

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Stanford's deep commitment to sustainability practices has earned us a Platinum rating and inspired a new school aimed at tackling climate change.

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From Google and PayPal to Netflix and Snapchat, Stanford has housed some of the most celebrated innovations in Silicon Valley.

Advancing Education

Through rigorous research, model training programs and partnerships with educators worldwide, Stanford is pursuing equitable, accessible and effective learning for all.

Working Here We believe you matter as much as the work

I love that Stanford is supportive of learning, and as an education institution, that pursuit of knowledge extends to staff members through professional development, wellness, financial planning and staff affinity groups.

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I get to apply my real-world experiences in a setting that welcomes diversity in thinking and offers support in applying new methods. In my short time at Stanford, I've been able to streamline processes that provide better and faster information to our students.

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Besides its contributions to science, health, and medicine, Stanford is also the home of pioneers across disciplines. Joining Stanford has been a great way to contribute to our society by supporting emerging leaders.

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I like working in a place where ideas matter. Working at Stanford means being part of a vibrant, international culture in addition to getting to do meaningful work.

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Getting Started We believe that you can love your job

Join Stanford in shaping a better tomorrow for your community, humanity and the planet we call home.

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Research Program Coordinator

• Madison, Wisconsin
• SCHOOL OF EDUCATION/WIS CENTER FOR EDUCATION RESCH-GEN
• Staff-Full Time
• Opening at: May 23 2024 at 14:00 CDT
• Closing at: Jun 6 2024 at 23:55 CDT

Job Summary:

The School Mental Health Collaborative (SMHC; https://smhcollaborative.org/ ) is a research center at the University of Wisconsin - Madison, School of Education's Wisconsin Center for Education Research. SMHC is focused on conducting research to inform policy and practice related to the promotion of the social-emotional and behavioral success of K-12 students. Our research projects are designed to promote the mental health of children and adolescents across a range of funding sources including federal grants and foundation funding. For more information visit: https://smhcollaborative.org/   The Research Program Coordinator plans and leads operational, outreach, financial, and promotional activities of the School Mental Health Collaborative. The Research Program Coordinator will also collaborate with individuals across many different organizations or entities.

Responsibilities:

• 20% Coordinates the daily activities and contracts related to one or more research program(s)
• 5% Assists in the development, coordination, and facilitation of trainings and workshops for internal and external audiences to disseminate research program developments and information
• 25% Plans, develops, and implements processes and protocols to support research aims
• 15% Serves as a unit liaison and subject matter expert among internal and external stakeholder groups, collaborates across disciplines and functional areas, provides program information, and promotes the accomplishments and developments of scholars and research initiatives
• 15% Monitors program budget(s) and approves unit expenditures
• 10% Develops policies, procedures, and institutional agreements on behalf of the program
• 10% Oversees student scheduling, leave reporting, staff hiring forms, and onboarding

Institutional Statement on Diversity:

Diversity is a source of strength, creativity, and innovation for UW-Madison. We value the contributions of each person and respect the profound ways their identity, culture, background, experience, status, abilities, and opinion enrich the university community. We commit ourselves to the pursuit of excellence in teaching, research, outreach, and diversity as inextricably linked goals. The University of Wisconsin-Madison fulfills its public mission by creating a welcoming and inclusive community for people from every background - people who as students, faculty, and staff serve Wisconsin and the world. For more information on diversity and inclusion on campus, please visit: Diversity and Inclusion

Required Bachelor's Degree

Focus in Education or Socials Sciences preferred.

Qualifications:

Prior experience with the following: - Participant recruitment; - State and federal education regulations; - Pre and post award management; - Student supervision; - Budget management; - Education, social services, or health and mental health promotion; - Event management

Full Time: 100% It is anticipated this position requires work be performed in-person, onsite, at a designated campus work location.

Appointment Type, Duration:

Ongoing/Renewable

Minimum $65,449 ANNUAL (12 months) Depending on Qualifications

Additional Information:

The Wisconsin Center for Education Research (WCER), established in 1964, is one of the first, most productive, and largest university-based education research and development centers in the world. WCER's researchers and staff work to make teaching and learning as effective as possible for all ages and all people. WCER's mission is to improve educational outcomes for diverse student populations, impact education practice positively and foster collaborations among academic disciplines and practitioners. To this end, our center helps scholars and practitioners develop, submit, conduct, and share grant-funded education research. WCER's Commitment to Diversity, Equity & Inclusion: Diversity is a source of strength, creativity, and innovation for UW-Madison and The Wisconsin Center for Education Research (WCER). Individual differences and group diversity inspire creative and equitable outcomes. WCER actively affirms values and seeks to increase diversity in our everyday interactions, practices, and policies. For more information and news about our center, please go to https://wcer.wisc.edu/ .  If you need to request an accommodation because of a disability during the recruitment process, please email [email protected]  and one of our Division Disability Representatives will contact you. More information can also be found at https://employeedisabilities.wisc.edu/disability-accommodation-information-for-applicants/ . 

How to Apply:

Please click on the "Apply Now" button to start the application process. As part of the application process, you will be required to submit: - A cover letter describing how your experience and qualifications meet the requirements of this position addressed to Dr. Andy Garbacz. - A current resume or CV. - A list of at least three professional references, including contact information.

Laura Hankes [email protected] 608-890-4461 Relay Access (WTRS): 7-1-1. See RELAY_SERVICE for further information.

Official Title:

Research Program Coordinator(RE123)

Department(s):

A17-SCHOOL OF EDUCATION/WCER

Employment Class:

Academic Staff-Renewable

Job Number:

The university of wisconsin-madison is an equal opportunity and affirmative action employer..

You will be redirected to the application to launch your career momentarily. Thank you!

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Integrated Pest Management Project Leader (Senior Scientific Officer)

LOCATION:  AFBI Newforge, 18a Newforge Lane, Belfast, BT9 5PX

Further appointments may be made from this competition should AFBI positions become vacant which have similar duties and responsibilities.

For more detailed information, including the duties and responsibilities of the post, and the criteria to be used during the recruitment and selection process, please click on the Candidate Information Booklet link below.

In order to apply for this position, please click on the “Apply for this job online” link below to register to this vacancy and to submit an online application.

Completed application forms must be submitted no later than 12:00 noon (UK time) on Friday 7th June 2024.

Applications are particularly welcomed from Roman Catholics and Females as these groups are currently under-represented within AFBI.

ALL APPLICATIONS FOR EMPLOYMENT ARE CONSIDERED STRICTLY ON THE BASIS OF MERIT

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Report reveals Gen Z’s appetite for civil disobedience and personal liberty

Research has identified variations in attitudes to a range of issues across generations..

Members of Generation Z are much more likely to embrace civil disobedience than older adults, with research suggesting young people value liberties more than other generations.

A report by the National Centre for Social Research (NatCen) highlights the political implications of the changing profile of the electorate, with Gen Z expected to constitute a quarter of the electorate by 2030.

Analysis of responses to NatCen’s most recent British Social Attitudes survey showed just 16% of voting-age members of Gen Z, which overall includes people born between 1997 and 2012, believe the law should always be obeyed even if that law is considered to be wrong.

This compares to 32% of all adults who feel the same, representing one of the starkest inter-generational variations found by the research.

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In addition, the survey found 43% of Gen Z agree that it is important citizens engage in civil disobedience when they oppose government actions, compared to 33% or less for all generations older than millennials born between 1981 and 1996.

Meanwhile, 57% of Gen Z believe that always obeying the law is an important part of being a good citizen, compared to at least 78% for all other generations.

Members of Gen Z  are also far less likely to believe that young people do not have enough respect for traditional British values, with 31% holding this view compared to 52% of adults overall.

Gen Z is also an outlier on censorship, with one in four believing restrictions on films and magazines are required to uphold moral standards compared to two in five adults in general.

However, Gen Z is closely aligned with other adults on the death penalty, with 38% and 41% respectively believing it is the most appropriate sentence for some crimes.

The report highlighted views on the sale of cannabis as providing a useful case study of how Gen Z’s views on law and order are shaped by liberal social attitudes.

Gen Z is strongly supportive of legalising the sale of cannabis (80%), while Baby Boomers born between 1946 and 1964 are split on the issue (52%).

The report also provides an insight into attitudes to other high-profile issues which may influence voting behaviour.

Gen Z is the only generation with a majority (59%) who back social care being entirely paid for by the government.

The report also said Gen Z “faces the biggest gap of any generation between housing aspiration and reality”, but most still want to buy their own home.

A majority of 81% of Gen Z would choose to buy if they could afford to, but 78% expect house prices to rise further over the next decade.

Therefore, most anticipate living with their parents or renting accommodation for an extended period.

Lovisa Moller, director of analysis at NatCen and co-author of Society Watch 2024, said: “A generational perspective helps explain how Britain is (or is not) changing.

“By looking at birth cohorts, we can help explain views on the relative importance of social order and individual freedom, for example. If present trends persist, Gen Z will be a generation that value personal freedoms and civil liberties more than any other current generation.

“The differences discussed in this report often come down to a few percentage points. We’re interested in these, objectively quite small, differences. That’s because when it comes to politics, percentage points matter.

“As Gen Z are expected to make up one quarter of the electorate by 2030, it is vital to understand their views on pressing policy issues.”

The survey included 5,578 interviews with a representative, random sample of adults in Britain and was conducted between September 12 and October 31 last year.

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King prorogues Parliament for first time in reign for General Election

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LEARNING OBJECTIVES

• Understand research resources for information about jobs, organizations, and industries.
• Get specific research ideas for background, as well as ongoing, research.

Job-Specific Research Resources

The ideal is to know a job for its day-to-day activities and over time, so you have both an immediate and longer-term perspective. It is helpful to talk to someone experienced in the job, as he or she will have a broad perspective. We will cover researching information by speaking directly to people in the informational interview section later in this chapter. However, remember that every live interaction, even if the intent is information gathering, is a possible job interview. So you want to do some research before speaking to anyone to present yourself in the best light. Here are several resources to familiarize yourself with a job:

• Job boards such as Vault.com and Monster.com
• Trade or professional associations
• Biographies and business and news profile stories
• Social media and niche online sites
• University career services offices

Job boards publish job descriptions that are great sources for the responsibilities, activities, and requirements of jobs. You also may be able to get some compensation information there. Job boards often also publish career information. Some resources are free but others are paid, and most boards offer both. For example, Vault.com offers “Day in the Life” write-ups of different types of jobs. People in the actual jobs write these, and they write them in diary style from the time they start their day until the time they go home. Monster.com offers Career Snapshots where they list different types of jobs with the job’s definition and statistics on historical and future growth. The Occupational Outlook Handbook ( www.bls.gov/oco ) is published every two years by the Bureau of Labor Statistics and details more than 250 jobs, including descriptions of the job and the hiring outlook.

Trade or professional associations represent people in a specific job. Depending on the job, there can be many different associations. Accountants can join the American Institute of Certified Public Accountants, the Association of Chartered Certified Accountants, and other accounting associations. You want to find one relevant to your target job. Associations will likely have member publications and statistics that can give insight into growth prospects, compensation statistics, and other trends in that job. Trade and professional news groups often cover who is coming and going and who has been promoted within their member companies. Often these news releases summarize people’s backgrounds en route to that job. To find trade or professional associations for your targets, look at the Encyclopedia of Associations , a reference set available at the library. You can also look for professional associations online at www.weddles.com/associations/index.cfm .

Biographies and business and news profile stories can give insight into day-to-day activities and the arc of a career. Stand-alone biographies are typically written for the most senior positions, but still might mention different functional areas. For example, One Day, All Children is the story of Wendy Kopp and the founding of Teach For America. In the strictest sense, it provides insight into starting a nonprofit. The book also mentions the different areas of the organization, which is helpful to anyone interested in nonprofit and education. There are also anthologies of biographies that might profile various business owners, marketers, or financiers. These show a range of careers. Finally, magazines and newspapers often profile people’s careers and backgrounds. Look at Fortune , BusinessWeek , Inc ., and Fast Company for career profiles. Sometimes publications profile top lists, such as Crain’s 30 Under 30, where you can see a summary of profiles.

LinkedIn ( http://www.linkedin.com ) is a social media site aimed at professionals who want to share information about their work and education backgrounds. You can search using specific keywords, such as accountant or grant writer, to find profiles of people who have jobs you want. You can then look at their profiles to see their education, early jobs, how they describe their jobs, and other skills and information. LinkedIn also has groups, some of which are organized around specific types of jobs. You can read discussions and view profiles to get a better sense for that profession. In addition to LinkedIn, there are niche career sites, such as eFinancial Careers for finance or MediaBistro for media that post articles about job trends.

Finally, some university career services offices have a physical and online library of resources. These offices are open to students and often to alumni.

Organization-Specific Research Resources

The same resources you use for information about jobs are also useful for information about organizations. Job boards often have information about the organizations in their job postings and also in the career information sections. Another benefit of browsing job postings is that you may get ideas for organizations that are not household names. In addition to Vault.com and Monster.com, which have mainly private sector jobs, you want to look at USAJOBS ( http://www.usajobs.gov/ ), the federal government’s official job site for information on public sector jobs. Idealist ( http://idealist.org ) is a good resource for nonprofit jobs.

Trade or professional associations usually have member directories, which are not just useful for finding people (at the networking stage in step 4) but also good for finding companies. A local chamber of commerce can help identify companies in a specific geography.

Business and news publications do profiles of organizations as well as people. These publications often produce top lists that also are useful organizational resources. Fortune magazine lists the largest companies in its Fortune 500 issue. It then segments the companies by geography and industry and profiles select companies. Fortune also tracks Most Admired Brands, Top Companies to Work For, and other categories. Fast Company lists the most innovative companies. Inc . lists the fastest-growing private companies. These lists are a great way to familiarize yourself with individual organization names and their relationship within their peer groups.

Organizations create groups or pages on social media sites, such as LinkedIn and Facebook. You can follow these groups or pages to get breaking news about your organizations of interest. By looking at profiles attached to these organizations, you can get a feel for the culture and environment.

For financial information on organizations, you have several options:

• Private companies are not obligated to disclose their financial information. Dun & Bradstreet’s Million Dollar Directory has information on larger private companies. You might also look at industry reports for mentions of specific private companies.
• Public companies are required to file financial statements with the Securities and Exchange Commission (SEC) . You can request these statements with the investor relations department of the company, or some may have their statements available online. Some companies collect this data for many organizations and make it available in a one-stop shop, such as http://www.annualreports.com or http://www.annualreportservice.com . In addition to just financial data, the 10-K financial statement is useful because a company is required to explain its business and to disclose challenges and trends in its business that may materially impact the numbers and data they are reporting. This section, often called risk factors, is a great summary of the critical issues for that company.
• Nonprofit companies have to file Form 990 with the IRS that lists operating costs, reserves, and salaries for top staff. Organizations that review charities, such as Guidestar ( http://www2.guidestar.org ), often have the 990 forms available.

Industry-Specific Research Resources

Again, some of the resources helpful to job and organization information also are helpful for industry information: job boards, trade and professional associations, business and news publications, and social media and online communities. In addition, you want to look at industry-specific associations and online communities.

Tracking Ongoing News

Even after you do overall research on a specific job, organization, or industry, you need to be able to track any current events or developments. You can consciously remember to search the Internet for news and media mentions of jobs, organizations, and industries of interest, or you can set up an automatic search via Google Alerts . With Google Alerts, you can select specific keywords, phrases, or names for Google to search on and send back to you (daily or weekly) with Internet mentions containing those keywords, phrases, or names. You want to use this sparingly and with very specific search terms because you may receive too many results. At the same time, this is a very useful tool to ensure that you capture the latest developments for jobs, organizations, or industries you are closely following.

KEY TAKEAWAYS

• Job-specific research resources include job boards, trade and professional associations, biographies and business and news publications, and social media and online communities.
• For organization research, you also want to look at financial statements available via investor relations of a specific company, the SEC, the IRS, or aggregators such as Dun & Bradstreet, annual report providers, or Guidestar.
• For industry research, in addition to the resources listed for job and organization information, you want to look at industry associations.
• For ongoing news, set a Google Alert for keywords and specific organization names.
• Do you have fast and reliable Internet access, and are you comfortable with Internet searches and social media?
• Do you have access to a good business or reference library?
• Do you know how to access your current learning institution’s or your alma mater’s career services office?
• Pick a specific job, organization, or industry target that interests you. Imagine that you have an interview relating to your target in the next three days. Come up with a research report that would enable you to speak intelligently about your target.
• Where do you need support in your research efforts?

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Is College Worth It?

1. labor market and economic trends for young adults, table of contents.

• Labor force trends and economic outcomes for young adults
• Economic outcomes for young men
• Economic outcomes for young women
• Wealth trends for households headed by a young adult
• The importance of a four-year college degree
• Getting a high-paying job without a college degree
• Do Americans think their education prepared them for the workplace?
• Is college worth the cost?
• Acknowledgments
• The American Trends Panel survey methodology
• Current Population Survey methodology
• Survey of Consumer Finances methodology

A majority of the nation’s 36 million workers ages 25 to 34 have not completed a four-year college degree. In 2023, there were 19 million young workers who had some college or less education, including those who had not finished high school.

The overall number of employed young adults has grown over the decades as more young women joined the workforce. The number of employed young adults without a college degree peaked around 1990 at 25 million and then started to fall, as more young people began finishing college .

This chapter looks at the following key labor market and economic trends separately for young men and young women by their level of education:

Labor force participation

• Individual earnings

Household income

• Net worth 1

When looking at how young adults are doing in the job market, it generally makes the most sense to analyze men and women separately. They tend to work in different occupations and have different career patterns, and their educational paths have diverged in recent decades.

In 1970, almost all young men whose highest educational attainment was a high school diploma (98%) were in the labor force, meaning they were working or looking for work. By 2013, only 88% of high school-educated young men were in the labor force. Today, that share is 87%.

Similarly, 96% of young men whose highest attainment was some college education were in the labor force in 1970. Today, the share is 89%.

By comparison, labor force participation among young men with at least a bachelor’s degree has remained relatively stable these past few decades. Today, 94% of young men with at least a bachelor’s degree are in the labor force.

The long-running decline in the labor force participation of young men without a bachelor’s degree may be due to several factors, including declining wages , the types of jobs available to this group becoming less desirable, rising incarceration rates and the opioid epidemic . 2

Looking at labor force and earnings trends over the past several decades, it’s important to keep in mind broader forces shaping the national job market.

The Great Recession officially ended in June 2009, but the national job market recovered slowly . At the beginning of the Great Recession in the fourth quarter of 2007, the national unemployment rate was 4.6%. Unemployment peaked at 10.4% in the first quarter of 2010. It was not until the fourth quarter of 2016 that unemployment finally returned to its prerecession level (4.5%).

Studies suggest that things started to look up for less-skilled workers around 2014. Among men with less education, hourly earnings began rising in 2014 after a decade of stagnation. Wage growth for low-wage workers also picked up in 2014. The tightening labor markets in the last five years of the expansion after the Great Recession improved the labor market prospects of “vulnerable workers” considerably.

The COVID-19 pandemic interrupted the tight labor market, but the COVID-19 recession and recovery were quite different from the Great Recession in their job market impact. The more recent recession was arguably more severe, as the national unemployment rate reached 12.9% in the second quarter of 2020. But it was short – officially lasting two months, compared with the 18-month Great Recession – and the labor market bounced back much quicker. Unemployment was 3.3% before the COVID-19 recession; three years later, unemployment had once again returned to that level.

Full-time, full-year employment

Since the Great Recession of 2007-09, young men without a four-year college degree have seen a significant increase in the average number of hours they work.

• Today, 77% of young workers with a high school education work full time, full year, compared with 69% in 2011.
• 83% of young workers with some college education work full time, full year, compared with 70% in 2011.

The share of young men with a college degree who work full time, year-round has remained fairly steady in recent decades – at about 80% – and hasn’t fluctuated with good or bad economic cycles.

Annual earnings

Annual earnings for young men without a college degree were on a mostly downward path from 1973 until roughly 10 years ago (with the exception of a bump in the late 1990s). 3

Earnings have been increasing modestly over the past decade for these groups.

• Young men with a high school education who are working full time, full year have median earnings of $45,000 today, up from $39,300 in 2014. (All figures are in 2022 dollars.)
• The median earnings of young men with some college education who are working full time, full year are $50,000 today, similar to their median earnings in 2014 ($49,100).

It’s important to note that median annual earnings for both groups of noncollege men remain below their 1973 levels.

Median earnings for young men with a four-year college degree have increased over the past 10 years, from $67,500 in 2014 to $77,000 today.

Unlike young men without a college degree, the earnings of college-educated young men are now above what they were in the early 1970s. The gap in median earnings between young men with and without a college degree grew significantly from the late 1970s to 2014. In 1973, the typical young man with a degree earned 23% more than his high school-educated counterpart. By 2014, it was 72% more. Today, that gap stands at 71%. 4

Household income has also trended up for young men in the past 10 years, regardless of educational attainment.

This measure takes into account the contributions of everyone in the household. For this analysis, we excluded young men who are living in their parents’ home (about 20% of 25- to 34-year-old men in 2023).

• The median household income of young men with a high school education is $75,200 today, up from $63,800 in 2014. This is slightly lower than the highpoint reached around 2019.
• The median household income of young men with some college education is $92,200 today, up from $81,100 in 2014. This is close to the 2022 peak of $93,800.

The median household income of young men with at least a bachelor’s degree has also increased from a low point of $118,700 in 2014 after the Great Recession to $145,000 today.

The gap in household income between young men with and without a college degree grew significantly between 1980 and 2014. In 1980, the median household income of young men with at least a bachelor’s degree was about 38% more than that of high school graduates. By 2014, that gap had widened to 86%.

Over the past 10 years, the income gap has fluctuated. In 2023, the typical college graduate’s household income was 93% more than that of the typical high school graduate.

The 2001 recession and Great Recession resulted in a large increase in poverty among young men without a college degree.

• In 2000, among young men living independently of their parents, 8% of those with a high school education were in poverty. Poverty peaked for this group at 17% around 2011 and has since declined to 12% in 2023.
• Among young men with some college education, poverty peaked at 12% around 2014, up from 4% in 2000. Poverty has fallen for this group since 2014 and stands at 8% as of 2023.
• Young men with a four-year college degree also experienced a slight uptick in poverty during the 2001 recession and Great Recession. In 2014, 6% of young college graduates were in poverty, up from 4% in 2000. Poverty among college graduates stands at 5% in 2023.

Labor force trends for young women are very different than for young men. There are occupational and educational differences between young women and men, and their earnings have followed different patterns.

Unlike the long-running decline for noncollege young men, young women without a college degree saw their labor force participation increase steadily from 1970 to about 1990.

By 2000, about three-quarters of young women with a high school diploma and 79% of those with some college education were in the labor force.

Labor force participation has also trended upward for college-educated young women and has consistently been higher than for those with less education.

After rising for decades, labor force participation for young women without a college degree fell during the 2001 recession and the Great Recession. Their labor force participation has increased slightly since 2014.

As of 2023, 69% of young women with a high school education were in the labor force, as were 78% of young women with some college education. Today’s level of labor force participation for young women without a college degree is slightly lower than the level seen around 2000.

The decline in labor force participation for noncollege women partly reflects the declining labor force participation for mothers with children under 18 years of age . Other research has suggested that without federal paid parental and family leave benefits for parents, some women with less education may leave the labor force after having a baby.

In contrast, labor force participation for young women with a college degree has fully recovered from the recessions of the early 2000s. Today, 87% of college-educated young women are in the labor force, the highest estimate on record.

Young women without a college degree have steadily increased their work hours over the decades. The past 10 years in particular have seen a significant increase in the share of employed noncollege women working full time, full year (with the exception of 2021).

• In 2023, 69% of employed young women with a high school education worked full time, full year, up from 56% in 2014. This share is the highest it’s ever been.
• In 2023, 65% of employed women with some college worked full time, full year, up from 58% in 2014. This is among the highest levels ever.

The trend in the share working full time, full year has been similar for young women with college degrees. By 2023, 78% of these women worked full time, full year, the highest share it’s ever been.

Unlike young men, young women without a college education did not see their earnings fall between 1970 and 2000.

The 2001 recession and Great Recession also did not significantly impact the earnings of noncollege young women. In the past 10 years, their median earnings have trended upward.

• For young women with a high school diploma, median earnings reached $36,000 in 2023, up from $30,900 in 2014.
• For those with some college, median earnings rose to $40,000 in 2023 from $37,700 in 2014.

For young women with a college degree, median earnings rose steadily from the mid-1980s until the early 2000s. By 2003, they reached $62,100, but this declined to $55,200 by 2014. In the past 10 years, the median earnings of college-educated young women have risen, reaching $65,000 in 2023.

In the mid-1980s, the typical young woman with a college degree earned about 48% more than her counterpart with a high school diploma. The pay gap among women has widened since then, and by 2014, the typical college graduate earned 79% more than the typical high school graduate. The gap has changed little over the past 10 years.

Noncollege young women living independently from their parents have experienced large household income gains over the past 10 years, measured at the median.

• In 2023, young women with a high school diploma had a median household income of $61,600, up from $48,100 in 2014.
• The pattern is similar for young women with some college education. Their median income rose to $75,200 in 2023 from $64,600 in 2014.

The median household income for young women with a four-year college degree is significantly higher than it is for their counterparts without a degree. College-educated young women have made substantial gains in the past 10 years.

The income gap between young women with and without a college degree has widened over the decades. In 1980, the median household income of young women with a college degree was 50% higher than that of high school-educated women. By 2014, the income gap had grown to 139%. Today, the household income advantage of college-educated women stands at 121% ($136,000 vs. $61,600).

Poverty trends for young women mirror those for young men, although young women are overall more likely to be in poverty than young men. The past 10 years have resulted in a steep reduction in the share of noncollege women in poverty.

• Today, 21% of young women with a high school diploma are living in poverty. This is down from 31% in 2014.
• 15% of young women with some college education live in poverty, compared with 21% in 2014.
• Young women with a college degree are consistently far less likely than either group to be living in poverty (5% in 2023).

Along with young adults’ rising incomes over the past 10 years, there’s been a substantial increase in their wealth. This part of our analysis does not look at men and women separately due to limitations in sample size.

In 2022, households headed by a young high school graduate had a median net worth of $30,700, up from $12,700 in 2013. Those headed by a young adult with some college education had a median net worth of $52,900, up from $15,700 in 2013.

The typical wealth level of households headed by a young college graduate was $120,200 in 2022, up from $46,600 in 2013.

There has not been any significant narrowing of the wealth gap between young high school graduate and young college graduate households since 2013.

Wealth increased for Americans across age groups over this period due to several factors. Many were able to save money during the pandemic lockdowns. In addition, home values increased, and the stock market surged.

• Most of the analysis in this chapter is based on the Annual Social and Economic Supplement collected by the U.S. Census Bureau. Information on net worth is based on a Federal Reserve survey, which interviews fewer households. Due to this smaller sample size, the net worth of households headed by a young adult cannot be broken out by gender and education. ↩
• Bureau of Labor Statistics data indicates that the labor force participation rate for men ages 25 to 54 has been declining since 1953. ↩
• This analysis looks at the earnings of employed adults working full time, full year. This measure of earnings is not uncommon. For example, the National Center for Education Statistics publishes a series on the annual earnings of 25- to 34-year-olds working full time, full year. ↩
• Other studies using hourly wages rather than annual earnings find that the college wage premium has narrowed. For example, researchers at the San Francisco Federal Reserve report that the college wage gap peaked in the mid-2010s but declined by just 4 percentage points to about 75% in 2022. ↩

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