Background on Architecture Graduate Survey
Assessment of Current Needs

This page includes information about the background and development process 
for the Architecture Graduate Survey that ACSA is deploying beginning in October 2014. Click here for the most recent updates on this project.

On this page, you can read about what ACSA learned about our member schools' current practices, existing survey questions, challenges, and priorities based on an initial call for input in August 2013. We heard from nearly thirty schools in depth, representing all of ACSA’s regions and a broad range of schools and programs, both accredited and non-accredited. Enthusiasm for this ACSA-wide effort was high, and we encourage the continued participation of all ACSA member schools as this initiative takes shape over the coming months.

Current Practices

  • Many schools have post-graduation and alumni surveys (annually or less frequently), and some have exit surveys for every graduating class. Many schools do not yet have either survey type, while a few have both.
  • A few schools have other formalized feedback systems, including in-person exit interviews, internship surveys, and—in the case of community colleges—data collected from universities to which students transferred. Many schools also described anecdotal tracking through informal contact with alumni.
  • The majority of schools with current instruments use an email with a link to a website where the survey is completed. Some schools also offer surveys by email-reply, phone, or mail.
  • A summary of questions that schools are currently employing in their exit and/or post-graduation surveys can be found below.



The biggest challenges that schools described are maintaining alumni contact information and increasing response rates. Reported response rates ranged from around 10% for alumni or post-graduation surveys based on a single blast email with incomplete or out-of-date contact lists, to near 100% for exit (pre-graduation) surveys and post-graduation surveys with follow-up calls and emails.
Effective ways to address contact information and response rates include:

  • Making responses mandatory or near mandatory for pre-graduation exit surveys, by tying surveys to graduation essentials such as pick-up of cap and gown.
  • Alumni response rates were increased (to over 95%) through automated reminder emails followed by individual, repeated personal follow-ups via email and phone, combined with confirmation of contact information through social media (e.g. LinkedIn and Facebook).
  • High response rates (to over 80%) were also reported by schools employing automated or streamlined systems for generating targeted reminder emails without personal follow-ups.
  • Capturing a permanent, non-institutional email address at the time of graduation was cited by many schools as a crucial tool for keeping in touch with alumni. This reduces the need for schools to update alumni contact information through more involved methods such as online searches.
  • Some schools are automating contact information updates by inviting alumni to connect their LinkedIn accounts when accessing an institution-maintained job website.
Related to the above, another challenge mentioned by many schools is the demand on staff time. A related hurdle lies in negotiations with central institutional offices regarding access to or responsibility for contact lists and data collection efforts. 


While no single survey could equally address all issues, here is a list of priorities identified by schools, which we should consider together as we move forward.


Survey Design:

  • quick and simple for respondents
  • gives back to respondents by following up with relevant survey results
  • helps gather and maintain alumni contact information
  • builds or at least does not harm alumni loyalty
  • ties into ongoing alumni engagement (e.g. career services, mentoring, events)
  • supports or is compatible with survey’s for a department’s non-architecture programs
  • accommodates participation of schools with existing surveys and requirements
  • results benefit all schools as well as prospective students and employers
  • use of a branching question structure to avoid asking irrelevant questions
  • avoids duplicating existing information that the school already knows
  • have versions for both accredited and non-accredited architecture programs


Survey Questions:

  • remain consistent over time for internal benchmarking
  • are consistent across schools for external benchmarking   
  • line up with NAAB criteria to inform curricular changes and facilitate accreditations
  • provide solid placement details to help with accreditation, university reporting
  • avoid vague “rate your school” or “how happy are you” phrasings
  • identify socioeconomic and other demographic factors beyond race and gender
  • focus on facts that respondents can reliably report
  • identify alumni intentions as well as facts (e.g. expectations relative to employment status)
  • consider prior work and education through to career outcomes and subsequent education
  • support cross-referencing with surveys of employers’ perceptions of alumni
  • support cross-referencing with school-specific data from NAAB, NCARB, AIA
  • suitable for both American and Canadian schools, with alternate wordings as necessary


Survey Administration:

  • delivered to students by schools
  • avoids survey fatigue by keeping survey requests to a minimum
  • is compatible with FERPA
  • is as low-maintenance as possible for participating schools
  • offers a streamlined or automated system for respondent reminder emails
  • is consistent in format and delivery for reliable data
  • offers schools direct access to their raw data
  • offers schools discretion in publicly sharing identifiable information about their school

Bank of Existing Questions

This section provides a summary of existing exit, post-graduation, and alumni survey questions currently in use by ACSA member schools, which we hope will fuel productive discussions as we launch our career outcomes data effort. 

Questions asked by all or nearly all surveys

  • Current primary activity/employment status (or for exit surveys: post-graduation plans) (Responses can include full and part time, but also self-employed, caring for family, working two or more jobs, employed on a temporary contract, traveling, volunteering, etc.)
If employed:
  • Salary/income from primary activity
  • Job title, employer, and location (follow-up: primary responsibilities, size of firm, sector of firm)
  • Current sector/relatedness of employment to studies in architecture
If not employed:
  • Reasons for not being currently employed

  • Impact of formal and informal institutional resources (listed) on employment and career  
  • Current geographic location/zip code


Questions very frequently asked

  • Length of time spent seeking employment
  • Job satisfaction and employment characteristics such as paid overtime, hours worked per week, raises and promotions, employment benefits, length of time in current position
  • Plans or active participation in IDP (IAP in Canada) as a step towards licensure (follow-ups for more advanced alumni: completion or length of time to complete IDP/IAC)
  • Progress and plans to complete ARE (ExAC in Canada) towards licensure
  • Membership in AIA (RAIC in Canada), other organizations and credentials
  • Enrollment in or plans for further education
  • Self-assessment of preparation for employment/further education
  • Experience in (internships, study abroad, extracurriculars) during enrollment
  • Program offered opportunities and training in various objectives (based on NAAB/CACB SPCs)
  • Pre or post-enrollment experience in self-employment, contracting, freelance, non-profits
  • Courses, faculty members, institutional resources that made a particularly em impact
  • Overall assessment of educational experience; strengths, weaknesses, and suggestions
  • Advice for current students, willingness to be contacted by program's students in future
  • Willingness to recommend program
  • Permanent, non-institutional contact information


Other questions

  • Firm characteristics regarding size, financials, client base, current hiring
  • Use and relevance of specific tools and skills taught, and/or NAAB/CACB SPCs
  • Formal and informal career services and other resources used since graduation
  • Means for covering costs of education, size of student debt
  • Parental education level, zip code before enrollment
  • Marital status, children/dependents


All U.S. Graduates in Architecture and Related Fields

Visualized data on the race/ethnicity and gender of 2012-13 graduates from institutions across the United States, in architecture and a selection of other majors.

+ Explore the data


Architecture Graduate Survey

This data gathering effort aims to learn more about the priorities and activities of recent architecture graduates, and it is now ready to launch. We hope your school will participate!

+ Learn more

Community Design Directory

Information on over two hundred academic, nonprofit, and private sector organizations using their architecture-related expertise to advance the public good.

+ Learn more


Where are the Women?

The farther up you look in the world of architecture, the fewer women you see. We’ve rounded up some publicly available metrics behind this claim, in order to examine them more closely.

+ View Data Graphics

Architect Wages in U.S. and Canada

These interactive graphics allow you to explore wages by median, high, and low values across North American cities and states/provinces, in order to better understand compensation in architecture.

+ Explore the data


ACSA Atlas

Atlas is an ongoing project examining architectural education in relationship to demographics, higher education, the profession, and the economy. 

+ View Data Graphics

All U.S. Programs in Architecture and Related Fields

Map and charts covering all U.S. programs in architecture and related fields, at certificate, associate's, bachelor's, and graduate levels.

+ Explore the Data

Admissions Survey 2014

ACSA shares data from May-June 2014, covering the recent season of admissions and changes in anticipated architecture school enrollments for fall 2014.

+ Read the Report


How long does it take to become an architect around the world?

We compared the minimum times to become qualified to practice architecture across the world's biggest economies.  

+ Learn more


Roundup of Data on Architecture Education

This is a collection of links to existing quantitative and qualitative research on architectural education and its relationship to careers and higher education, from non-ACSA sources.

+ Learn more


Suggest a Resource or Project

The ACSA relies on you for input and expertise. If you have a comment, suggestion, or resource to bring to our attention, please let us know.

+ Get in touch