MA Statistics

Which M.A. stream did you complete?

MRP 90.91%
Co-op MRP 4.55%
Thesis 4.55%

In which industry/field are you currently working?

There were a diverse range of responses from a wide variety of options. Responses included the following fields:

Education: 32%
Still in school: 18%
Finance: 9%
Heritage: 9%
Business: 9%
Recreation: 9%
Media/Journalism: 5%
Not working: 5%
Other industry/field: 5%

The majority of respondents were working in education or still in school themselves.

In response to “How does the background in the discipline of history impact your
professional or educational life?” the respondents wrote:

– “The MA History program helped me strengthen my writing and communication skills. It also gave me a chance to practice developing ideas and thinking critically. Upon
completion of the program, I returned to my professional life with more confidence in my leadership skills and more to offer at the management table.”
– “Since I am completing a PhD in history, I’m directly using and advancing the more
obvious skills such as reading, researching, and presenting information in meaningful
ways. But also the networking skills, and abilities to write a CV and abstracts and
proposals that I learned during the MA program has helped to get me into my PhD as
well as a number of conferences.”
– “I am expanding upon the material I studied for [during] my MA.”
– “After my MA, I worked as an instructor at Niagara College (NOTL Campus). The skills
I cultivated during my MA (and during the seminars I led at Brock University) were
invaluable for that profession. Even more, I was able to tie history into the lessons and
make them more comprehensive and engaging for my students!”
– “It has developed my abilities to communicate orally and [in written form], as well as
honed my research and critical thinking abilities which I use daily in my career.”
– “I have gained skills in research and written communication. I appreciate the importance of primary source materials and reading materials critically.”
– “Improves quality of life.”
– “I am qualified to teach history, but rarely do. The skills acquired/developed during my studies, however, inform my ability to teach a broader range of subjects.”
– “I am a teacher so the discipline of history has shaped how I teach my students to be
critical thinkers. Cultivating critical thinking skills is a huge part of the programs I design and teach to my middle school-aged students.”
– “The self teaching/critical thinking aspects developed through the study of history have carried forward into what I do every day. Similarly, an ability to sift through a broad swath of information in order to familiarize myself with the content has proven to be invaluable.”