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Lecturer job growth summary. After extensive research, interviews, and analysis, Zippia's data science team found that:
The projected lecturer job growth rate is 12% from 2018-2028.
About 159,400 new jobs for lecturers are projected over the next decade.
Lecturer salaries have increased 12% for lecturers in the last 5 years.
There are over 214,023 lecturers currently employed in the United States.
There are 26,449 active lecturer job openings in the US.
The average lecturer salary is $61,988.
Year | # Of Jobs | % Of Population |
---|---|---|
2021 | 214,023 | 0.06% |
2020 | 211,179 | 0.06% |
2019 | 216,954 | 0.06% |
2018 | 199,784 | 0.06% |
2017 | 205,165 | 0.06% |
Year | Avg. Salary | Hourly Rate | % Change |
---|---|---|---|
2024 | $61,988 | $29.80 | +4.3% |
2023 | $59,420 | $28.57 | +5.0% |
2022 | $56,569 | $27.20 | +1.8% |
2021 | $55,552 | $26.71 | +0.1% |
2020 | $55,483 | $26.67 | +2.2% |
Rank | State | Population | # of Jobs | Employment/ 1000ppl |
---|---|---|---|---|
1 | District of Columbia | 693,972 | 164 | 24% |
2 | Alaska | 739,795 | 135 | 18% |
3 | Vermont | 623,657 | 68 | 11% |
4 | Virginia | 8,470,020 | 833 | 10% |
5 | Colorado | 5,607,154 | 540 | 10% |
6 | Montana | 1,050,493 | 104 | 10% |
7 | Kentucky | 4,454,189 | 349 | 8% |
8 | Oregon | 4,142,776 | 321 | 8% |
9 | West Virginia | 1,815,857 | 153 | 8% |
10 | Indiana | 6,666,818 | 441 | 7% |
11 | Rhode Island | 1,059,639 | 75 | 7% |
12 | South Dakota | 869,666 | 64 | 7% |
13 | New York | 19,849,399 | 1,209 | 6% |
14 | New Jersey | 9,005,644 | 501 | 6% |
15 | Maryland | 6,052,177 | 376 | 6% |
16 | South Carolina | 5,024,369 | 280 | 6% |
17 | Iowa | 3,145,711 | 204 | 6% |
18 | Nebraska | 1,920,076 | 112 | 6% |
19 | Massachusetts | 6,859,819 | 372 | 5% |
20 | Alabama | 4,874,747 | 226 | 5% |
Rank | City | # of Jobs | Employment/ 1000ppl | Avg. Salary |
---|---|---|---|---|
1 | Coral Gables | 28 | 55% | $47,837 |
2 | Lawrence | 12 | 13% | $54,801 |
3 | Amherst | 4 | 11% | $75,512 |
4 | North Chicago | 3 | 10% | $48,715 |
5 | East Lansing | 4 | 8% | $62,298 |
6 | Denver | 34 | 5% | $48,842 |
7 | Gainesville | 7 | 5% | $46,756 |
8 | Colorado Springs | 15 | 3% | $48,852 |
9 | Ames | 2 | 3% | $55,482 |
10 | San Jose | 24 | 2% | $89,814 |
11 | Baltimore | 12 | 2% | $62,725 |
12 | Cambridge | 2 | 2% | $75,772 |
13 | Los Angeles | 38 | 1% | $79,784 |
14 | Washington | 10 | 1% | $73,010 |
15 | Chicago | 3 | 0% | $48,395 |
16 | Miami | 2 | 0% | $47,820 |
17 | Aurora | 1 | 0% | $48,829 |
18 | Boston | 1 | 0% | $75,811 |
College of Idaho
Messenger College
Springfield College
University of Washington
Illinois College
Concordia University
Boston College
Pennsylvania State University Altoona
John Jay College of Criminal Justice, The City University of New York
John Carroll University
Point Loma Nazarene University
University of California, Santa Barbara
Indiana University
University of Hawaii at Manoa
University of Georgia
Grambling State University
Skidmore College
Shaw University
Clemson University
Elmhurst University
Bonnie Cantrell: When a chemist enters the job field, there is three main options for them: academia,
government, or industry. In academia, there are two types of careers: lecturers and researchers. A
lecturer position usually teaches the introductory level classes and one or two advanced level courses. A
majority of their days revolve around creating course content, setting up teaching laboratories,
mentoring students, and grading. Research professors typically teach the upper level courses in their
research specialty, but overall teach less courses than a lecturer to allow time for research. A majority of
a researcher's days include the same tasks as the lecturer, but they also work on writing grants to
continue to fund their research and edit manuscripts for journal publication of their research. Both
positions are also required to participate on committees that create the structure for the school's future
directions. Faculty entering academia all work towards becoming tenured. Those that have made it,
have job security and more confidence in their jobs.
Entry government positions and most of industry for a chemist would be a lot more directly
involved with laboratory work. The laboratory work you do though is almost always dictated by your
employer. This means you don't get to study what you are interested in, but you can focus more on the
chemistry as you don't have to teach and constantly apply for grants. Usually advancement in these
types of careers changes your day to day into more regulation and management responsibilities and less
hands-on involvement with chemicals.
Messenger College
Philosophy And Religious Studies
Dave Yount: To begin with, I'd recommend that bachelors' students should apply to and go to a grad school with the best experts in one's area of specialization, if the students' have one. The reputation of the school doesn't matter as much as the reputation of the professor(s) one works with. A degree is a degree, but the dissertation or master's advisor matters, and, in any case, the professors with the best reputations will tend to be at great schools. Of course, students should have fall back or safe colleges, where they're relatively sure they'll be admitted. From there, I'd recommend that grad students take a variety of seminars, exploring classes outside their specific area of interest, based on good teacher reviews, besides courses in their major area within philosophy. This will allow them to teach in a wider area upon graduation, or at least feel more comfortable teaching those kinds of classes. Also, if the student does not have full scholarship support, they should do everything they can to earn A's in classes and get to know their professors well, because they are the ones on the committees to determine who gets teaching assistantships, lectureships, researchships, etc. I suppose that last advice also applies to a student who does have a scholarship, and an additional benefit of knowing your professors well is that you'll have a wider variety of professors to ask to be on your committees, write recommendation letters, etc.
Dave Yount: Since philosophy focuses on a specific set of skills and abilities centered around logic, critical thinking, asking good questions, examining answers, and objecting when necessary, no matter what the topic, I don't think a lot will change in that area, from that perspective. Moreover, since philosophers have considered tough questions that remain questions that no philosopher has been able to convince all other philosophers, let alone non-philosophers, that he or she is correct, the skills mentioned above are still important. However, I will answer a slightly different question and state that I think that the ethics of AI will be very significant and get some serious attention for the foreseeable future.
Dave Yount: First, earn a Ph.D. because (i) your salary is based on your degree at some colleges, including community colleges; and (ii) it will be required in order to teach at basically any university or good 4 year college. Next, try to teach as much as you can while in grad school, especially classes where you are fully in charge of teaching the course (as opposed to a teaching assistant who grades and leads discussions), because that can help improve your starting salary in some colleges. Relatedly, I'd recommend publishing as many papers in grad school as possible, and have a book idea ready or already in progress after grad school, so you can increase your chances of earning tenure more quickly, instead of being turned down and moving around to different colleges and having to explain why your tenure was denied. Lastly, from what I can tell from witnessing which of my graduate school professors earned tenure and which did not, and from discussing this with tenured professors at conferences, even when an assistant professor has several books and many articles published by the end of the probationary period, if one does not get along well with one's colleagues, one will be much less likely to be able to earn tenure.
Springfield College
Department of Exercise Science and Athletic Training
Stephen Maris Ph.D.: The skills that are most important related to technical items are related to technology for the classroom, as well as technologies in use in the current state of anatomy and physiology literature. At this moment, that includes experience using Real-Time PCR, ELISAs, biomechanical analyses, measurements of cardiovascular function, and more. In terms of teaching the course, the instructors also need to have a strong background in the use of technology and pedagogical techniques that would be most appropriate for the class situation.
Stephen Maris Ph.D.: In terms of salary, the skills that will help earn the most are skills related to productivity. Specifically related to my current position, balancing both research and teaching and exceeding in both is the primary avenue for further increases in promotion and salary. Other positions would look for teaching experience and research experience, as well as the skills underlying both, such as time management, writing ability, presentation skills, and others.
University of Washington
Department of Philosophy
Colin Marshall: In terms of research specialty, many schools hiring philosophy instructors these days are looking for either a specialty in ethics or in traditionally under-represented areas of philosophy. In terms of teaching, there is high demand for teachers who can reach a range of students using a variety of techniques (not just standing up at lecturing at them).
Colin Marshall: Except for areas such as philosophy of physics that demand specific technical skills, most hiring committees aren't looking for any particular technical skills beyond an ability to teach introductory logic. However, being able to display a bit of technical expertise on a personal website is a plus.
Colin Marshall: As a rule, people focused on getting large salaries shouldn't go into philosophy instruction! It's a deeply fulfilling line of work, and it is possible to earn a reasonable salary, but the most reliable path for turning a philosophy degree into a six-figure salary is through law school. That said, the highest-paid positions among philosophy instructors are research-focused jobs at private universities. There are very few such jobs. Within the wider group of tenure-track jobs, publications and teaching are both the key factors in promotions, though how they're weighted differs by institution.
Illinois College
Department of Philosophy
Dr. Andrew Higgins: Yes, a greater diversity of educational experiences.
Dr. Andrew Higgins: Hard work.
John Norton Ph.D.: A need to communicate clearly and creatively through different medium
Brian Braman: My fear is that the pandemic will be another reason to do away with liberal arts education and push higher ed to become just another form of expensive trade school education. Students will feel more pressure to get a practical degree, whatever that means.
Brian Braman: I advise my students who are interested in majoring in philosophy to take specific courses in the business school just to give them additional skill sets, i.e., financial accounting. Also, students with whom I stay in contact and majored in philosophy through our great books program have all gone on to be very successful within business, and financial institutions in additional to law school and various graduate programs. Philosophy is not about content it is about the most important questions of human living, i.e., what really is the good life. The ability to wonder and raise questions have made our philosophy graduates more creative in their thinking, will be able to think in ways that are not confined by preconceived parameters. Finally, my students who have majored both in business and philosophy report back that their interviews focus more on their philosophy major than business. Being a business major doesn't really make you stand out as a candidate. To be honest , majoring in business not matter what school doesn't really give you anything unique. There is a common core, so a philosophy major, from my point of view, is an additional and richer formative element that makes one possibly a better human being and a more creative and strategic thinker.
Roselyn Costantino Ph.D.: Most important advice: Take initiative and be productive.
Find practical ways to use skills even if unpaid. Volunteer work is good. Use language skills. Technology skills. Exploit technology skills around the area of interest. If you want to be a teacher find out what software they are using today; what research skills are they utilize. Make sure you log your activities during the gap year especially those that relate to the area in which you want to work. If you want to go into finance, and you're working at a lawn service, understand and learn the business model and the accounting. If you're working at Starbucks (or in any commercial environment), get a chance to do inventories, learn about the ordering process and sources and suppliers for those orders; and how people are scheduled for work. All of that is relevant experience for business.
The CFO and recruiter for Keystone Staffing Solutions emphasized having evidence in your resume of of being productive during the gap time, no matter if it's one, two or three years. Evidence of being productive is what recruiters want to see on your resume: He stresses: "What did you do to expand your knowledge and skills not only in your selected area but beyond. BEING PRODUCTIVE for yourself proves to be an indicator of how productive you will be for me."
Still on gap year. How to go about it? Use teachers, friends, family, anyone in the field or related to it to provide guidance, insight, suggestions. This can lead to projects or experience that will help in learning and growth.
John Jay College of Criminal Justice, The City University of New York
Department of Philosophy
Enrique Chávez-Arvizo Ph.D.: It is difficult not to answer "yes" to this question. The new coronavirus pandemic has changed the world, but this is nothing new-the world never stops changing. It is precisely because of this that employers look for agents of change, problem solvers, and critical thinkers who cannot only see the turbulent forces affecting their industries, but offer solutions that adopt the new industry models opened up by the turbulent change. One enduring impact of the pandemic on philosophy graduates is that employers will value even more the reasoning and critical thinking skills that philosophy helps cultivate.
Philosophy graduates are in a unique position to engage with the new and the unfamiliar, and to think objectively and rigorously, considering manifold points of view about new ways to adapt and thrive in the face of great change. Philosophers excel at thinking about things that would not have occurred to others-that is our job-and the pandemic has opened people's eyes to how really indispensable this is.
Enrique Chávez-Arvizo Ph.D.: Studying philosophy helps you to develop a very wide range of transferable job skills, including the ability to reason and think critically, logically, and rigorously; discover and solve complex problems; communicate clearly, precisely, and effectively; write clearly and engagingly; and understand the ethical and social implications of actions, agents, and policies.
Students who major in philosophy are well prepared for the extremely competitive current job market in a surprisingly broad range of professional disciplines, including but not limited to the legal profession, securities, banking, and business management, information technology, government, non-governmental organizations, think tanks, education, journalism, medicine, and social work.
Deniz Durmus Ph.D.: Having strong soft skills make a candidate competitive and desirable for a variety of types of jobs. Critical thinking and excellent communication skills are quite crucial. Graduates should be able to analyze a situation critically, translate their analysis into their decision making process, and communicate effectively their thinking and decision processes to people around them both orally and in writing. Students should make a point to take some college courses that help develop critical thinking and effective communication skills before they graduate. Being a good team player is also a skill that will make them a desirable candidate. They should also be ready for the fast and hectic pace of the work environment by developing good skills of time and stress management.
Point Loma Nazarene University
School of Theology and Christian Ministry
Heather Ross: My initial thoughts are that philosophy provides a broad education and so many of our students go into a wide variety of fields. Philosophical education is explicitly concerned with the formation of the human being as a human being and so provides a motivation to care for the human condition itself. As a result, many of our students want to pursue professions related to explicit care and improvement of the world. So we have students who are going to law school, becoming educators, students going to medical school, making art and music, pursuing vocational ministry or are going into public health fields. Philosophy, at its core, enlivens that deep existential connection that we have to one another and to the world. It strengthens that sense of responsibility that we have to care for this life--other people, fellow creatures and the world.
Heather Ross: Students of philosophy become practiced at reading well and deeply. This means critical engagement, of course, but it also means they are cultivating a real sense of the complexity of problems and projects they will confront throughout their lives. They will learn how to negotiate, but even more importantly, embrace difference and multiplicity. They are learning to communicate that depth and complexity to others. They are learning how to write well. Their very notions of the possibilities of writing are being expanded from the analytical to the poetic. Our students also find themselves within a community of learners and come to value that community as a true gift worthy of pursuit throughout their lives. Lastly, our students grow to be more comfortable with unresolvable questions and ambiguity.
University of California, Santa Barbara
Psychological & Brain Sciences
Spencer Mermelstein: I first note that Psychology is a very versatile undergraduate degree. With a Bachelor's you can pursue a career within the field of Psychology (such as academic research, clinical, or applied) or in many different fields from education to business to healthcare to computer science and more. I think employers do value Psychology students' knowledge of human behavior, and they especially value the research skills and statistical literacy that are core to the science.
The effects of the COVID pandemic on the job market might depend then on what industry one is looking to join. Nonetheless, I have seen a few general trends from my point of view as a soon-to-graduate PhD candidate in an experimental psychology program. First, there was a major surge this year in applications to graduate school programs including PhD programs. As in past economic downturns, it seems like the relative current scarcity of jobs and other opportunities increases the demand for graduate education. In turn, this made graduate programs potentially a bit more selective given the greater number of applications. It will be interesting to see the next application cycle for grad school as the economy recovers.
At the other end of grad school, current PhD students seeking tenure track professorships in academic research are facing a very tough job market. Even before the pandemic, there were relatively few jobs for the number of new doctorates, but the pandemic has exacerbated the problem. Funding and hiring freezes at colleges and universities are likely to shrink the number of new professorships even further. I think we are going to see new PhDs increasingly consider careers outside of academia, where their research and data analysis skills can be put to use in fields like User Experience or Data Science.
I think these concerns are specific to my particular field of academic research at the moment, as I believe clinical psychology and applied psychology job opportunities will continue to grow for those with Bachelor's and graduate degrees.
Indiana University
Department of Theatre, Drama, and Contemporary Dance
Linda Pisano: Whatever makes you happy. Seriously. Despite how flowery it may sound, nothing is worse than seeing dedicated and highly expert makers, artists, and scholars stuck in a toxic work environment. We are in a world that is changing rapidly, and with employment uncertainty. Clearly, if a graduate wants a family, a house, a car, and disposable income than they need to pursue a route that can give them that sort of financial security. But if one has the freedom to make some choices for a while, perhaps getting a small trusted group of like-minded artists and professionals together and venture into something that is collaborative, rewarding, and allows you to wake up each day knowing you are happy and contributing to your community.
Richard Allsopp Ph.D.: Hard to say, but I don't see a negative impact
Richard Allsopp Ph.D.: Perhaps in dealing with viral infections, due to Covid, which is certainly
Richard Allsopp Ph.D.: Hard to say
University of Georgia
Biosciences and Diagnostic Imaging
Steven Holladay Ph.D.: The pandemic has changed how we teach anatomy (online-only at first; smaller groups of students now (half-class at a time in the dissection lab), masks in lectures, masks + shields in the dissection lab) but hasn't otherwise greatly changed our instruction. We lost an anatomist early in the pandemic (non-virus causes) and are presently advertising to replace that person, therefore still in hiring mode.
Steven Holladay Ph.D.: Our instruction is veterinary anatomy; we prefer a DVM degree but PhDs with experience and no DVM are also fairly common. Our hiring then varies considerably depending on what we're targeting. If we want a heavy instructional effort, we may hire a lecturer and have no research expectations. Or we may advertise a tenure-track/tenured position at assistant/associate/full professor level with expectations that range from collaborative research to creating and maintaining an extramurally-funded program.
Dr. Cheyrl Ensley: Flexibility is important. The graduate must be prepared and flexible! The graduate must be prepared to teach effectively and efficiently, regardless of the delivery method and flexibility regarding reporting to the school or working from home. Be prepared and accepting of the fact that what is required of you may change unexpectedly. In this age of uncertainty, the graduate must be flexible enough to perform as needed and remain focused on student growth.
Tillman W. Nechtman Ph.D.: When it comes to skills young graduates need, I will speak specifically to the field of History. It's always been the case that History Majors do well in the job market. Now, to be sure, there is the temptation to limit the scope of what jobs we imagine a historian can do. Career Service Offices sometimes think that History Majors teach, work in libraries, and archives, maybe a museum, and that is about it. The fact is that it's not uncommon to find CEO at Fortune 500 companies who were History Majors as undergraduates.
Presidents. Media personalities. Lawyers. Judges. You name it. History Majors are everywhere, and I think I know the reason. History Majors learn to take lots of data - and we're omnivorous about what we call data - and we synthesize it. We give it two frames. First, we weave it into a narrative form, a story, if you will. Second, we give that narrative analytical meaning. We offer a thesis or an argument about the content we're sharing. Those are vital skills. The ability to walk people through data and to help them understand your analysis of that material. What field wouldn't appreciate that set of capabilities? And, I think that explains why History Majors tend to do so well in a host of fields and professions. I don't foresee that that will change in the future.
TaVshea Smith: As a professor of education, I have noticed that there are a variety of skills that young graduates will need to enter the workforce. Young graduates should collaborate with others by building collaborative relationships that represent diverse cultures, lifestyles, races, genders, religions, and viewpoints. It is essential for young graduates, who enter the teaching profession, to be able to work in a team structure and know-how to manage conflict. The pandemic has shown us that technology is critical in education. As teachers, young graduates should know existing digital technologies and demonstrate significant adaptability to new technologies to integrate into their design of lessons and curriculum content. Young graduates must have a strong work ethic, demonstrate personal accountability, and establish effective work habits.
Clemson University
Department of Languages
Bo Clements: 1) teaching ASL included four parts: Educational background, Teaching background, Professional Development evidenced with hours, and Deaf Community Service. 2)Degrees (Must have MA or higher). 3) ASLPI score of 4 or higher, SLPI: ASL rating of Advanced Plus or higher or other proficiency interviews approved in the future. 4) List of courses you took to teach ASL - ASL Literature, ASL Linguistics, Deaf Culture/Deaf Community, Teaching Methods (ASL or Foreign Language), Assessment Tools, and Curriculum Development or Language Acquisition. Hold certification of American Sign Language Teachers Association, Inc. Also, show your expertise in using technology, such as the ZOOM platform, plus know how to edit a video, etc.
Bo Clements: There will be changes nonstop that impact this field in the general classroom and outside of the school of social media during the next five years. Some say there will be an explosive booming for technology products and smart devices for video platforms for teaching jobs and video relay services and more ASL access between Deaf or Hearing to work with Deaf/Hearing clients.
More Deaf people work from home and some own businesses via ASL access through video relay services and using video conference platforms. We need an expansion of technology to provide training to educate doctors, nurses, administrations, lawyers, etc., learn how to use robotic mobility style with a monitor that shows a live interpreter to communicate with Deaf consumers on the spot. It costs a low rate compared to waiting for a community interpreter to come. We should have a choice, to request to have a robotic live interpreter or/and a community interpreter.
It is an excellent opportunity to create new jobs for ASL students to work with video phone corporations, wireless corporations, online and streaming innovations, and applications for smartphones and smart computers to bring out a better partnership with colleges/universities ASL programs and internships.
Bo Clements: Pandemic during life after Graduation is very obviously tricky. Look at the unemployment rates. Millions of job positions are in a freeze. No jobs out there. A positive note that a student has a degree in American Sign Language with specialization in Interpretation Education & Training, Wireless Technology, or Development & Innovative of Social Media allows working from home to create thousands of online jobs - Teaching, Marketing, Engineering, Spectrum of Technology, and many more.
We cannot remove our masks, making it so difficult to communicate, as it's hard to read people's lips. That is the number 1 communication barrier for all of us. We cannot be close or touch each other in a public place, even at work, to communicate in person. That makes it so difficult to find jobs.
Bo Clements: 1) teaching ASL included four parts: Educational background, Teaching background, Professional Development evidenced with hours, and Deaf Community Service. 2)Degrees (Must have MA or higher). 3) ASLPI score of 4 or higher, SLPI: ASL rating of Advanced Plus or higher or other proficiency interviews approved in the future. 4) List of courses you took to teach ASL - ASL Literature, ASL Linguistics, Deaf Culture/Deaf Community, Teaching Methods (ASL or Foreign Language), Assessment Tools, and Curriculum Development or Language Acquisition. Hold certification of American Sign Language Teachers Association, Inc. Also, show your expertise in using technology, such as the ZOOM platform, plus know how to edit a video, etc.
Bo Clements: There will be changes nonstop that impact this field in the general classroom and outside of the school of social media during the next five years. Some say there will be an explosive booming for technology products and smart devices for video platforms for teaching jobs and video relay services and more ASL access between Deaf or Hearing to work with Deaf/Hearing clients.
More Deaf people work from home and some own businesses via ASL access through video relay services and using video conference platforms. We need an expansion of technology to provide training to educate doctors, nurses, administrations, lawyers, etc., learn how to use robotic mobility style with a monitor that shows a live interpreter to communicate with Deaf consumers on the spot. It costs a low rate compared to waiting for a community interpreter to come. We should have a choice, to request to have a robotic live interpreter or/and a community interpreter.
It is an excellent opportunity to create new jobs for ASL students to work with video phone corporations, wireless corporations, online and streaming innovations, and applications for smartphones and smart computers to bring out a better partnership with colleges/universities ASL programs and internships.
Bo Clements: Pandemic during life after Graduation is very obviously tricky. Look at the unemployment rates. Millions of job positions are in a freeze. No jobs out there. A positive note that a student has a degree in American Sign Language with specialization in Interpretation Education & Training, Wireless Technology, or Development & Innovative of Social Media allows working from home to create thousands of online jobs - Teaching, Marketing, Engineering, Spectrum of Technology, and many more.
We cannot remove our masks, making it so difficult to communicate, as it's hard to read people's lips. That is the number 1 communication barrier for all of us. We cannot be close or touch each other in a public place, even at work, to communicate in person. That makes it so difficult to find jobs.
Tim Engstrom: The pandemic has shifted consumer purchasing to eCommerce, increasing the labor demand in distribution and delivery. The current capacity to handle this shift is constrained, impacting the flow of goods and cost structures. Businesses diligently transform their traditional businesses to support this shift while analyzing if they will stay in the long term or convert back to conventional norms.
Tim Engstrom: Automation in processing orders in distribution centers, contactless shopping, and autonomous delivery vehicles. The constraints in the infrastructure and labor will drive this shift in processing the work.
Tim Engstrom: The pandemic has placed Supply Chain into everyday conversations with the general public due to product availability challenges. Improving product flow is challenging traditional supply chain solutions, increasing the demand for supply chain professions. It is a great time to be in the field of the supply chain.
Tim Engstrom: The pandemic has shifted consumer purchasing to eCommerce, increasing the labor demand in distribution and delivery. The current capacity to handle this shift is constrained, impacting the flow of goods and cost structures. Businesses diligently transform their traditional businesses to support this shift while analyzing if they will stay in the long term or convert back to conventional norms.
Tim Engstrom: Automation in processing orders in distribution centers, contactless shopping, and autonomous delivery vehicles. The constraints in the infrastructure and labor will drive this shift in processing the work.
Tim Engstrom: The pandemic has placed Supply Chain into everyday conversations with the general public due to product availability challenges. Improving product flow is challenging traditional supply chain solutions, increasing the demand for supply chain professions. It is a great time to be in the field of the supply chain.