Sustainable Development - using your degree
From CareersWiki
Contents |
Introduction
A degree from Scotland's first university is an excellent start to any future career. St Andrews has a reputation for excellence and the ability to attract the brightest students world wide. With this as a starting point you are well on the way to impressing future employers.
The overall goal of both Sustainable Development (SD) undergraduate and postgraduate programmes is to enable students to critically interrogate the principles, practice and plurality of SD and so to contribute to the evolution of innovative, interdisciplinary thinking and action in this area. The department runs both an undergraduate (MA/BSc) and postgraduate (MSc) degree in SD. Both degrees are relatively new, 2008 being the first year of SD undergraduate graduations, and 2010 the first year of SD postgraduate graduations. As a result, information on the range of jobs SD graduates go into is very much a 'work in progress'.
'Professional bodies are beginning to recognise that sustainable development is a key issue for professional practice and the wider role of professionals in society.' Annie Hall.
'Even industries not previously aligned with environmental principles are now required to employ environmentally knowledgeable professionals... That means more jobs being created, opening up opportunities for those with an interest in the environment.' IEMA
Studying SD equips you with some very specific skills according to your particular module choice or specialisms and also encourages the development of a wide range of transferable skills. Typical employers for SD graduates, both undergraduate and postgraduate, include local authorities, the Environment Agency (EA) and the Department for Environment, Food & Rural Affairs (DEFRA), environmental monitoring organisations, environmental consultancies, and charitable trusts such as National Trust and The Wildlife Trusts. Organisations as traditional as the Royal and Ancient Golf Club are now employing sustainable experts - read the job hunting experience of a St Andrews graduate now working there.
The Careers Centre can provide information on a comprehensive range of careers including those detailed above. There are specialist advisers for different occupational areas. We offer 20 minute drop-in sessions on a first come, first served basis. Drop-in is available for all students and recent graduates of the University of St Andrews on Mondays, Tuesdays, Thursdays and Fridays from 2.00pm - 4.00pm.
Students who are in their penultimate or final year and those studying for a Masters or Phd, can book an appointment with a careers adviser. Booked appointments generally last up to 30 minutes. Visit Careers advice for further details.
Student / Alumni Profiles
Rebecca is a Sustainable Development graduate of the University of St Andrews. She now works as a Transition Project Officer at the University of St Andrews. Read her profile
More Sustainable Development profiles.
Where Our Graduates Go
| Year | Organisation/Company | Position | SD Required? | Mentor | |
|---|---|---|---|---|---|
| 2011 | University of St Andrews Estates | Sustainability Intern case study | Yes | ||
| 2010 | ABC News, New York | Project worker - global campaign for girls' education entitled 10x10 case study | Not directly | ||
| 2010 | University of St Andrews | Transition Project Officer case study | Yes | ||
| 2010 | Rydon Group | Sustainability Leader case study | Yes | ||
| 2010 | Muchbetteradventures.com | Operations Manager | Not directly | ||
| 2010 | Hydrasun | Sustainability co-ordinator | Yes | ||
| 2010 | University of St Andrews | Sustainability Officer | Yes | ||
| 2009 | University of Oxford | PGCE Geography | Yes | ||
| 2009 | Care in the Community | Community Care Assistant | Not directly | ||
| 2009 | University of St Andrews | MSc Sustainable Development Education, Policy & Economics | Yes | ||
| 2008 | Community Energy Scotland | Development Officer case study | Yes | ||
| 2008 | Watch | Shop Manager | No | ||
| 2008 | Jacobs | Graduate Sustainable Consultant | Yes | Yes | |
| 2008 | University of Strathclyde | MSc Environmental Studies | Yes | Yes | |
| 2008 | Crichton Carbon Centre | Research Assistant | Yes | ||
| 2008 | Westlakes Scientific Consulting Ltd | Consultant In Applied Social Science | Yes | Yes | |
| 2008 | University of Dundee | Education For Sustainable Development | Yes | ||
| 2008 | University of Newcastle-upon-Tyne | Environmental Resource Assessment | Yes | Yes | |
| 2008 | Teach First | Geography Teacher | Yes | Yes | |
| 2008 | Forward Scotland Internship programme | Sustainable Development graduate (Budapest) | Yes | Yes | |
| 2008(CAN) | Sustainable Direction | Consultant | Yes | ||
| 2002(CAN) | Environmental Agency | Senior Planning Liaison Officer | Yes | ||
| 1998(CAN) | St Leonards School Durham | Head of Geography | Yes |
- Careers Alumni Network (CAN) indicates these alumni are willing and keen to be contacted to help St Andrews students with their careers search.
- Mentor - these SD graduates are willing to offer advice to current students, just ask Louise Reid, Rehema White or Pamela Andrew (pea1@) for their contact details.
Where Our Postgraduates Go
| Year | Organisation/Company | Position | SD Required? | |
|---|---|---|---|---|
| 2011 | BGC Engineering (Canada) | Junior Geological Engineer case study | Yes | |
| 2011 | Association of Progressive Entrepreneurs in Development (APED) | Credit Officer case study | Yes | |
| 2011 | H&S International Investment Co | Administrator case study | Not directly | |
| 2010 | University of St Andrews, Dept of Geography & Sustainable Development | PhD Candidate and Postgraduate Tutor case study | Yes | |
| 2010 | University of Dundee | Research Technician (Investigating the synergistic effect of pesticides on bee neurones) | Yes | |
| 2010 | Tayside NHS | Team Member, Sustainable Development Team | Yes | |
| 2010 | German Development Agency (Deutsche Gesellschaft für internationale Zusammenarbeit, or just "GIZ" for short), Frankfurt, Germany | Policy Adviser | Not directly |
Summer Internships & Work Experience
It can be very valuable to gain experience of work in various areas, but particularly in those areas that you are considering as a future career.
- The University Careers Centre has information on vacation jobs and internships in the US
- If you'd like to stay in St Andrews over the summer, you might want to apply for the St Andrews Summer Internship Scheme.
- Remember to network with students in more senior years, tutors, family and friends they may have suggestions and contacts.
- The Undergraduate Research Internship Programme (URIP) was launched in 2008 by the University of St Andrews. Under the URIP scheme, the University funds 20 undergraduates to carry out research over ten weeks during the summer vacation. The students work on independent projects under the guidance and supervision of a member of academic staff. Look out on the website for application forms which normally have to be returned by the end of April.
- Several penultimate year students have been successful in getting a paid summer internship with the Saltire Foundation. These are global experiences in USA, Japan, Cayman Islands and others.
- Summer Research Schools are also funded by organisations such as Nuffield, IAESTE and Carnegie.
- Examples of organisations which may offer internships to SD students include;
- British Antarctic Survey
- The Centre for Ecology & Hydrology- send a CV and covering letter detailing the type of placement you are looking for and the area of science and/or location in which you are interested to Catherine Mansfield, casm@ceh.ac.uk and it will be passed to the relevant staff for consideration.
- Community Energy Scotland - offer unpaid internships, send a CV and covering letter to info@communityenergyscotland.org.uk
- EDF Energy - run the UK's largest power networks
- Natural Power - this company often offer summer placements in areas such as hydrology and ecology
- North East Process Industry Cluster- includes environmental monitoring and environmental management
- Environmental and Renewable Energy - advertise internships and jobs
- Bright Business Partnership are an organisation which provides paid summer placements to 2nd and 3rd year students. They have two main programmes
- Step - which is nationwide and places students in small businesses in a variety of roles - marketing, PR, etc
- Environmental Placement Programme - this places students in Scottish businesses where they have a professional supervisor and covers areas such as waste minimisation, energy efficiency and product development. Community Recycling Networking for Scotland offer placements in 3rd sector Social Enterprises
- Lucy, a St Andrews student, shares her experiences of a Step internship
- Mott MacDonald - Global Engineering and Development Consultancy which offer environmental science summer internships
- Corporate Citizenship a global corporate social responsibility consultancy which runs three internship programmes throughout the year.
- WWOOF World Wide Opportunities on Organic Farms - this organisation puts volunteers in contact with organic farms/small holdings worldwide
- Speculative Applications - Contact employers who work in an area of interest to you and ask if they can offer you any type of experience - work shadowing, internship, mentoring.
- Joining a society and/or a professional body, particularly if you take on a role of responsibility, can impress future employers and also enhance employability skills such as - team working, negotiation, event management, controlling budgets, leadership etc. Have a look at the case study from a student who made the most of his time at St Andrews through involvement in societies. At St Andrews you have a wealth of societies to choose from. Here are a few relevant examples:
Examples of internships/work experience undertaken by SD students
| Year | Organisation/Company | Student/Achievement |
|---|---|---|
| 2012 | Taylor Wimpey West Scotland Ltd | Land, Planning & Sustainability Intern case study |
| 2012 | Envision Solar International | Marketing Intern case study |
| 2012 | ScottishPower Generation | Business Services Intern case study |
| 2012 | Shell | Social Performance Technical Assistant case study |
| 2010 | ACCA | Rebecca Petford - Won ACCA Undergraduate of the Year full report |
| 2010 | Fulbright Commission | Fulbright Scholarship - Kirsten - case study |
Professional Bodies, Trade Organisations & Journals/Magazines
These can often be a good source of information on internships, jobs and postgraduate study.
- Natural Environment Research Council - funds research centres,British Antarctic Survey,Centre for Ecology and Hydrology
- earth students - a resource for geoscience, geotechnical, environmental and geographical students to look for relevant courses, internship and graduate vacancies.
- Research Gate research jobs
Employability Profile
Over the course of your degree you develop a good mix of subject specific and transferable core skills (communication, team work, time management, presentation etc). Consider these alongside your other activities, such as paid work, volunteering, family responsibilities, sport, membership of societies, leadership roles, etc. Think about how these can be used as evidence of your skills and personal attributes. Then you can start to market and sell who you really are, identify what you may be lacking and consider how to improve your profile.
Dept of Geography and Sustainable Development Honours Careers Event
The department of Geography and Sustainable Development hosted a successful careers event for Senior Honours students undertaking the MA/BSc in Geography and MA/BSc in Sustainable Development on Friday 9th March 2012.
Organised by Drs Louise Reid and Kim McKee in partnership with the Pamela Andrew from University’s Career Service, the event encouraged students to think about how to sell their degree-specific and transferable skills to future employers.
During the morning students took part in a game called ‘selling yourself’, wrote elevator speeches, and participated in role-play to prepare them for interviews. Former alumni (pictured below with Louise and Kim) were also invited to share their experiences and career pathways. These included: Lucy Arndt (Estates Sustainability officer, University of St Andrews) and Rebecca Petford (Transition, University of St Andrews). Billi Bartley (NSPCC Senior Consultant) and Caroline McLaren (PwC Graduate Recruiter) also provided an employer’s perspective on recruitment, whilst Pam Andrew from the Careers Centre stressed the importance of networking and internship opportunities.
As well as supporting our undergraduate students to think about their future employability, this event also offered the department an important opportunity to reconnect with its alumni. We are always delighted to hear from our former graduates, and look forward to inviting current Senior Honours students back as alumni!
Skills
An SD graduate can offer advanced knowledge and skills in many or all of the following:
| A graduate in Sustainable Development will typically have: | Evidence: |
|---|---|
| Knowledge of cultural, political, economic and environmental issues in incorporating local, regional and international perspectives. | Elements of both the undergraduate and postgraduate programmes provide such knowledge. For instance students will explore the cultural, political and economic implications of environmental change as it occurs across local, regional and international areas and/or boundaries. One example is using systems-thinking to explore how these issues may be linked over time and space, but throughout both programmes we highlight the plurality of knowledge and understandings of the world. |
| Knowledge of moral and ethical issues arising from an understanding of diversity in people and place. | All students undertaking research for dissertations are obliged to undertake training on ethical standards, and where relevant, gain ethical approval. This raises an awareness of ethical and moral issues and encourages students to consider how these may vary across people and place, as well as developing tools or processes to mitigate moral and/or ethical conflicts. |
| Knowledge of issues in globalisation, environmental sustainability, multiculturalism and citizenship | Throughout the undergraduate and postgraduate programmes students deal with concepts such as globalisation, sustainability, and citizenship. For instance, as part of the 4th year undergraduate degree, students keep a reflective diary which is used to encourage critical thinking about the world in which they live, how they live in it, how others live in it, and to link this thinking into topical debates surrounding, for example, material culture and environmental sustainability. |
| Expertise in integrating, analysing and synthesising information from a range of sources, gained by working with complex environments and issues. | The SD undergraduate and postgraduate programme have contributors from within/outwith academia and across academic disciplines. By its very nature, to be sustainable requires complex, sophisticated and creative ways of dealing with environmental, societal and economic change. All students are therefore encouraged to consider the variety of evidence and information that exists about a given topic, integrating and reflecting on this to deal with complex issues. For example, as part of the 3rd year undergraduate degree, students work in groups on a scenario planning exercise, developing a solution to a complex policy problem. |
| By routinely working in teams on laboratory, desk and field-based research, SD graduates are versed in project management including planning, execution and evaluation; this involves skills such as time management, risk- assessment, problem solving and analysis. | All students will have the chance to experience laboratory, desk and field-based research. At every level of study there is either a field-trip or involvement of outside speakers. Through formative and summative assessment our students develop and exercise skills critical to project management, problem solving and analysis. In 1st year, for instance, students develop their own behaviour change programme, working within a tight frame work, designing the programme based on literature, executing the programme, evaluating its effectiveness and writing up their results. |
| Skills relating to formulating complex problems of optimisation and interpreting the solutions in the original contexts of the problems | Students are encouraged to problematize or discuss the assumptions around a particular problem, or the assumptions that have led to a particular problem emerging. This naturally leads students to critically engage with and develop understandings, strategies and processes which can help to mitigate these problems. With input from academics in the social sciences and humanities, we encourage students to also consider important the situated nature of such problems and incorporate these understandings when developing ‘solutions’. |
| Sustainable development requires the generation and use of a diversity of data types (text, numbers, images and maps). Graduates therefore have well-developed literacy, numeracy skills and are accustomed to manipulating and presenting these various data using a range of ICT formats, including geographical information systems (GIS). | SD students have numerous opportunities to develop and use a range of transferable skills. Across both programmes, assessments, whether formative or summative, are designed to encourage their development. For example, students studying SD will routinely give presentations, write essays or reports. To do so, they will, for instance, use statistical data (and packages), policy (discourse/content analysis), academic theory, and other information such as GIS, artworks, and historical texts. |
| The complex 'real-world' nature of sustainable development requires graduates to be flexible and adaptable - they must have the confidence and initiative to be able to deal with the unexpected. | We challenge our students through the use of abstract theory and applied real-world examples. Whether it is during field-trips, assessments or interactive and participatory classes, students have the opportunity to be inventive and develop novel ways of adapting to the world around them. They are encouraged to bring to bear their knowledge and learning when thinking or talking about, or experiencing the world, and we develop this by using case studies throughout our courses. |
Sustainable Development Careers/Employability Links
 |  | Each School has a Careers/Employability Link who "champions" employability. SD is lucky to have two: Dr Rehema White and Dr Louise Reid. If you have any information you consider important for your fellow students please let them know. Alternatively you can complete a "profile" which enables you to share your experiences with other students. |
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