Australia's History educators frequently face challenges regarding the value of post-school
qualifications in history. Comments from Australian Government ministers have intensified
claims that history degrees lack broad skills valued by employers. This study addresses
the dearth of research examining the alignment between learning outcomes from history
degrees and occupational skills. A comprehensive analysis was conducted on learning
outcomes from 27 history degrees offered by Australian universities. These outcomes
were mapped against the Australian Government's Skills Classification Core Competencies
and Occupation Listings, employing a rigorous curriculum mapping methodology. The
results identified 126 occupations that align with the skills and competencies developed
through history degrees. This research not only challenges misconceptions about the
employability of history graduates but also provides empirical evidence of the broad
applicability of historical skills across various sectors. The findings reveal a significant
concentration of history graduates in managerial and professional roles, indicating
the high value placed on critical thinking, analytical, and communication skills developed
by studying history. However, the study also highlights areas for improvement, particularly
in digital engagement and numeracy skills. The research demonstrates that history
degrees cultivate a range of transferable skills highly sought after in the modern
job market, including advanced communication, critical analysis, research proficiency,
and adaptability. These skills position history graduates to excel in diverse fields
such as public policy, journalism, law, business, and education. Furthermore, the
study underscores the importance of interdisciplinary approaches in curriculum design
to enhance graduate employability. This research contributes valuable insights for
curriculum development and career guidance in history education, demonstrating that
history degrees lead to diverse and meaningful employment outcomes. It also provides
a robust evidence base for advocating the value of historical studies in an increasingly
skills-focused higher education landscape.
