A. COMPARESON OF THE LEVEL oF CAREER ADVANCEMENT IN BUSINESS :«:i;e;;s:;;;2§:5 BETWEEN SELECTED LIBERAL ARTS_ANrDi;r;_-giyi_ SCIENCE GRADUATES AND BUSINESS ADMINISTRATION GRADUATES IiflfiflififljflfllflfiUTEHTIHIILIWWIIHII 00701 3927 This is to certify that the thesis entitled A COMPARISON OF THE LEVEL OF CAREER ADVANCEMENT IN BUSINESS BETWEEN SELECTED LIBERAL ARTS AND SCIENCE GRADUATES AND BUSINESS ADMINISTRATION GRADUATES presented by William J. Kearney has been accepted towards fulfillment ‘ of the requirements for i Ph.D. degree in January, 1965 I , , ./ 1’ v- ,I , , f$4 . _ , . ./ ' (41/ . ‘ I...-_--'»~';';7/,7I-'1/usih Maim' nrofessor Date January 27, 1965 0-169 1. [B R A R Michigan St. UIIIVCI‘SIE PLACE IN RETURN BOX to remove this checkout from your record. TO AVOID FINES return on or before date due. DATE DUE, DATE DUE DATE DUE ' 1 l‘ > J3 F'U‘. ‘ ‘4 H2197 ”We MSU Is An Affirmative Action/Equal Opportunity Institution c:\cIIc\duedue.pm3-p.1 ABSTRACT A COMPARISON OF THE LEVEL OF CAREER ADVANCEMENT IN BUSINESS BETWEEN SELECTED LIBERAL ARTS AND SCIENCE GRADUATES AND BUSINESS ADMINISTRATION GRADUATES by William J. Kearney The purpose of this study was to determine whether or not there is a statistically significant difference in the level of career advancement attained in business, as measured by yearly earnings and position level within organizations, of college graduates who possess bachelor‘s degrees in liberal arts and science, as opposed to college graduates who possess bachelor's degrees in business administration, when the variables of age, socio-economic status, and mental ability or intelligence are controlled. As an outgrowth of the data collected for the analysis of the research problem, an investigation was made to determine whether or not statistically significant correlations exist for either of the groups of graduates between socio-economic status, grade-point average, intelligence, number of organizations in which the graduates have been employed, and their present yearly earnings and position levels, In total, 509 graduates of Michigan State University were selected for the purpose of the study., Of the 509 graduates, 321 graduated during the 1950 academic year, and 188 graduated during the 1955 academic year. Of the 321 graduates in 1950, 206 earned their bachelor's degree in business administration and 115 earned their William J. Kearney bachelor's degree in liberal arts and science. Of the 188 graduates in 1955, 100 received their bachelor's degree in business administration, while 88 received their bachelor's degree in liberal arts and science. None of the graduates had any undergraduate or graduate education since receiving their bachelor's degrees. In addition, none of the graduates had training for such purposes as licensing or certification. The graduates in this study were all pursuing careers in business organi— zations; none of the graduates in this study were engaged in either military or civil service careers. Finally, all the graduates were males. Age at college graduation, socio-economic status at graduation, and mental ability or intelligence were designated as the control variables to be used in the study, The two groups of 1950 graduates were statistically alike with respect to each of these factors. Similarly, the two groups of 1955 graduates were statistically alike with respect to age, socio-economic status, and intelligence. Position level within organizations and yearly earnings were the two factors that constituted the criteria for measuring the level of career advancement. Data for the study were collected from university records and by a mail question- naire. Four points in time following college graduation Were selected for the purpose of making comparisons of the level of career advance— ment between the 1950 liberal arts and science graduates and the business administration graduates. Three points in time were selected for making similar comparisons between the two groups of 1955 graduates. Within the methodological limitations of the study, no relation- ship was found between the two types of academic programs and the level of career advancement attained in business by either the 1950 or 1955 William J. Kearney graduates of these programs. A slight relationship was found between grade—point average and the present yearly earnings of the 1950 busi— ness administration graduates. For the 1955 business administration graduates a slight relationship was found between the socio—economic status of the graduates at graduation and the present position levels occupied by these graduates. The findings of this study suggest that the frequently expressed View of the superiority of a liberal arts and science program in prepar- ing students for careers in business should be re—evaluated. Since the liberal arts and science graduates did not attain a higher level of career advancement than the business administration graduates under the con- trol conditions of this study, we conclude that the preparation afforded by a liberal arts and science education is not inherently superior to that provided by a business administration education. At the same time, the findings of this study do not support the opposing view that a busi- ness administration education affords a superior preparation for a career in business to that provided by a liberal arts and science edu— cation. A COMPARISON OF THE LEVEL OF CAREER ADVANCEMENT IN BUSINESS BETWEEN SELECTED LIBERAL ARTS AND SCIENCE GRADUATES AND BUSINESS ADMINISTRATION GRADUATES By William J'. I Kearney A THESIS Submitted to Michigan State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Department of Management 1965 37/78, WM AC KNOW LEDGMENT Iwish to express my gratitude to the following members of the dissertation committee for their encouragement and guidance: Professor Rollin H. Simonds, Chairman; Professor Stanley E. Bryan; and Professor Frank H. Mossman. Special acknowledgment is also due Professor Willard Warrington, Director, Office of Evaluation Services; Mr. Walter F. Swartz, Assistant to the Registrar; Mr. John M. Carter, Assistant Director, Alumni Relations; and Miss Gladys M. Franks, Head Clerk, Alumni Relations. Their cooperation in making available university records for use in this study is sincerely appreciated. My deepest debt of gratitude is owed the hundreds of graduates who took part in this study. It was their interest and cooperation that made the completion of this study a reality. Their response to my request for participation in this study was overwhelming. TABLE OF CONTENTS AC KNOW LEDGMENT . LIST OF TABLES . LIST OF ILLUSTRATIONS CHAPTER I. INTRODUCTION . The Research Problem. Need for the Research . . Nature and Scope of the Research . Summary . II. PREVIOUS RESEARCH Introduction Career Studies of Alumni. Views of Businessmen on Education for Business Studies of the Relationship Between Type of Edu- cation and Business Careers . Summary . III. RESEARCH METHODOLOGY Selection of the University . Selection of the Years of College Graduation . Definition of Terms Curriculum Assignment of Major Areas of Study Collection of Data on Graduates from Available University Records The Control Variables . Criteria for Measuring the Level of Career Advancement . Selection of Time Periods for Analysis Correlation Data Pre- test First Mailing: Page xiii unaware O\ 18 21 23 23 26 29 30 32 38 44 44 45 ,, ‘ TABLE OF CONTENTS — Continued 1 CHAPTER Page Second Mailing. . . . . . . . . . 46 Screening of Returned Questionnaires . ., . . . . 48 IV. ANALYSIS OF THE DATA . . . . . . . . . . . . . 49 Re—statement of the Research Problem . . . . . 49 Statistical Formulas . . . . . . . . . . . . . . . 51 The 1950 Graduates . . . . . . . . . . . . . . . 51 The 1955 Graduates . . . . . . . . . . . . . . . 60 V. SUMMARY AND CONCLUSIONS. . . . . . . . . . . 68 Introduction. . . . . . . . . . . . . . . . . 68 Research Methodology . . . . . . . . . . . . . 68 Findings . . . . . . . . . . . . . . . 69 Implications of the Findings . . . . . . . . . . . 72 Future Research . . . . . . . . . . . . . . . . . 74 APPENDIX 1. . . . . . . . . . . . . . . . . . . . . . . . . . 76 APPENDIXII......................... 83 BIBLIOGRAPHY........................ 165 TABLE LIST OF TABLES Major Areas of Study Classified as a Liberal Arts and Science Curriculum for the 1950 Graduates . Major Areas of Study Classified as a Business Administration Curriculum for the 1950 Graduates Major Areas of Study Classified as a Liberal Arts and Science Curriculum for the 1955 Graduates . Major Areas of Study Classified as a Business Administration Curriculum for the 1955 Graduates Number of Michigan State University Graduates Receiving Questionnaires by Educational Program and Year of Graduation . Analysis of Questionnaire Mailings and Returns . Analysis of Factors Causing Rejection of Returned Questionnaires by Year of Graduation and Edu- cational Program . Analysis of Questionnaires Mailed, Returned, Rejected, and Used by Educational Program and Year of Graduation . Age of 1950 Graduates when Bachelor' 5 Degree Conferred . Principal Occupations of the Fathers of the 1950 Graduates at the Time the Graduates Received the Bachelor‘ 8 Degree Socio—Economic Ranking of 1950 Graduates at the Time Bachelor‘s Degree Conferred Distribution of ACE Test Scores Among the 1950 Graduates . Page 84 85 86 87 88 89 90 91 93 94 95 96 LIST OF TABLES - Continued TABLE 13. 17. 18. 20. 21. 22. 23. Distribution of Grade-Point Averages of the 1950 Graduates . Size of Organization in which 1950 Graduates Secur- ed Their First Full-Time Job Following College Graduation Distribution of 1950 Graduates by Structural Organi— zation Size in which Graduates Secured Their First Full-Time Job Following College Graduation . Number of 1950 Graduates Who Secured Their First Full—Time Jobs in Organizations in which Relatives Were Owners or Executives Position Levels Occupied by 1950 Graduates in First Full-Time Jobs Following College Graduation . Distribution of Yearly Earnings of 1950 Graduates from First Full-Time Job Following College Gradu- ation.......................... Size of Organization in which 1950 Graduates Were Employed Five Years after College Graduation . Distribution of 1950 Graduates by Structural Organi- zation Size in which Graduates Were Employed Five Years after College Graduation Number of 1950 Graduates Employed in Organiza— tions Five Years after College Graduation in which Relatives Were Owners or Executives . Position Levels Occupied by 1950 Graduates in Jobs Held Five Years Following College Graduation Distribution of Yearly Earnings of 1950 Graduates from Job Held Five Years after College Graduation . vi Page 97 98 99 100 101 102 103 104 105 106 . LIST OF TABLES — Continued TABLE Page 24. Size of Organization in which 1950 Graduates Were Employed Ten Years after College Graduation . . . 108 25. Distribution of 1950 Graduates by Structural Organi— zation Size in which Graduates Were Employed Ten Years after College Graduation . . . . . . . . . . . 109 26. Number of 1950 Graduates Employed in Organiza- tions Ten Years after College Graduation in which Relatives Were Owners or Executives . . . . . . . 110 27. Position Levels Occupied by 1950 Graduates in Jobs Held Ten Years Following College Graduation . . . 111 28. Distribution of Yearly Earnings of 1950 Graduates from Job Held Ten Years after College Graduation. 112. 29. Size of Organization in which 1950 Graduates Are Presently (1964) Employed . . . . . . . . . . . . . 113 30. Distribution of 1950 Graduates by Structural Organization Size in which Graduates Are Presently (1964) Employed . . . . . . . . . . . . . . . . . . . 114 31. Number of 1950 Graduates Presently (1964) Em— ployed in Organizations in which Relatives Are Owners or. Executives . . . . . . . . . . . . . . . . 115 32. Number of Organizations in which 1950 Graduates Have Been Employed Since College Graduation (including present organization). . . . . . . . . . . 116 33. Position Levels Occupied by 1950 Graduates in Their Present (1964) Jobs . . . . . . . . . . . . 117 34. Distribution of Yearly Earnings of 1950 Graduates from Present (1964) Jobs. . . . . . . . . . . . . . 118 LIST OF TABLES - Continued TABLE 35. 36. 37. 38. 39. 40. 41. 42. 43. Page Present (1964) Yearly Earnings Medians and Ranges for the 1950 Business Administration Graduates by Socio—Economic Rank at the Time Bachelor's Degree Conferred . Present (1964) Yearly Earnings Medians and Ranges for the 1950 Liberal Arts and Science Graduates by Socio-Economic Rank at the Time Bachelor' s De- gree Conferred . Present (1964) Yearly Earnings Medians and Ranges for the 1950 Business Administration Graduates by Grade-Point Average . Present (1964) Yearly Earnings Medians and Ranges for the 1950 Liberal Arts and Science Graduates by Grade- Point Average . Present (1964) Yearly Earnings Medians and Ranges for the 1950 Business Administration Graduates by ACE Test Score . Present (1964) Yearly Earnings Medians and Ranges for the 1950 Liberal Arts and Science Graduates by ACE Test Score . Present (1964) Position Level Medians and Ranges for the 1950 Business Administration Graduates by Socio-Economic Rank at the Time BachelorI s Degree Conferred . Present (1964) Position Level Medians and Ranges for the 1950 Liberal Arts and Science Graduates by Socio-Economic Rank at the Time Bachelor‘ 5 De- gree Conferred . Present (1964) Position Level Medians and Ranges for 1950 Business Administration Graduates by Grade-Point Average . viii 119 120 121 122 123 124 125 126 127 LIST OF TABLES — Continued TABLE 44. 45. 46. 47. 48. 49. 50. 51. 52. 53. 54. Present (1964) Position Level Medians and Ranges for 1950 Liberal Arts and Science Graduates by Grade—Point Average . Present (1964) Position Level Medians and Ranges for the 1950 Business Administration Graduates by ACE Test Score . Present (1964) Position Level Medians and Ranges for the 1950 Liberal Arts and Science Graduates by ACE Test Score . Age of 1955 Graduates when Bachelor' 5 Degree Conferred..'.................. Principal Occupations of the Fathers of the 1955 Graduates at the Time the Graduates Received the Bachelor' 5 Degree Socio-Economic Ranking of 1955 Graduates at the Time Bachelor's Degree Conferred Distribution of ACE Test Scores Among the 1955 Graduates. Distribution of Grade-Point Averages of the 1955 Graduates . Size of Organization in which 1955 Graduates Se- cured Their First Full-Time Jobs Following College Graduation . Distribution of 1955 Graduates by Structural Organization Size in which Graduates Secured Their First Full-Time Job Following College Graduation . Number of 1955 Graduates Who Secured Their First Full-Time Jobs in Organizations in which Relatives were Owners or Executives Page 128 129 130 132 133 134 135 136 137 138 LIST OF TABLES - Continued TABLE 55. 56. 57. 58. 59. 60. 61. 62. 63. 64. 65. Position Levels Occupied by 1955 Graduates in First Full-Time Jobs Following College Gradu- ation . Distribution of Yearly Earnings of 1955 Graduates from First Full-Time Job Following College Gradu- ation . Size of Organization in which 1955 Graduates Were Employed Five Years after College Graduation Distribution of 1955 Graduates by Structural Organi- zation Size in which Graduates Were Employed Five Years after College Graduation , Number of 1955 Graduates Employed in Organiza- tions Five Years after College Graduation in which Relatives Were Owners or Executives Position Levels Occupied by 1955 Graduates in Jobs Held Five Years Following College Graduation Distribution of Yearly Earnings of 1955 Graduates from Job Held Five Years after College Graduation Size of Organization in which 1955 Graduates Are Presently (1964) Employed . Distribution of 1955 Graduates by Structural Organi- zation Size in which Graduates Are Presently (1964) Employed . Number of 1955 Graduates Presently (1964) Em- ployed in Organizations in which Relatives Are Owners or Executives . Number of Organizations in which 1955 Graduates Have Been Employed Since College Graduation (including present organization). Page 140 141 142 143 144 145 146 147 148 149 '150 LIST OF TABLES - Continued TABLE 66. 67. 68. 72. 73. 74. 75. 69. 70. 71. Position Levels Occupied by 1955 Graduates in Their Present (1964) Jobs . Distribution of Yearly Earnings of 1955 Graduates from Present (1964) Job . Present (1964) Yearly Earnings Medians and Ranges for the 1955 Business Administration Graduates by Socio-Economic Rank at the Time Bachelor' 5 Degree Conferred Present (1964) Yearly Earnings Medians and Ranges for the 1955 Liberal Arts and Science Graduates by Socio-Economic Rank at the Time Bachelor' 8 Degree Conferred Present (1964) Yearly Earnings Medians and Ranges for the 1955 Business Administration Graduates by Grade-Point Average Present (1964) Yearly Earnings Medians and Ranges for the 1955 Liberal Arts and Science Graduates by Grade—Point Average . . . . . . Present (1964) Yearly Earnings Medians and Ranges for the 1955 Business Administration Graduates by ACE Test Score Present (1964) Yearly Earnings Medians and Ranges for the 1955 Liberal Arts and Science Graduates by ACE Test Score Present (1964) Position Level Medians and Ranges for the 1955 Business Administration Graduates by Socio-Economic Rank at the Time Bachelor' s Degree Conferred Present (1964) Position Level Medians and Ranges for the 1955 Liberal Arts and Science Graduates by Socio-Economic Rank at the Time Bachelor‘ s Degree Conferred xi Page 151 152 153 154 156 157 158 159 160 LIST OF TABLES ~ Continued TABLE 76. 77. 78. 79. Present (1964) Position Level Medians and Ranges for 1955 Business Administration Graduates by Grade-Point Average . Present (1964) Position Level Medians and Ranges for 1955 Liberal Arts and Science Graduates by Grade-Point Average . Present (1964) Position Level Medians and Ranges for the 1955 Business Administration Graduates by ACE Test Score . Present (1964) Position Level Medians and Ranges for the 1955 Liberal Arts and Science Graduates by ACE Test Score . Page 161 162 163 164 —__.\ FIGURE 1. LIST OF ILLUSTRATIONS Structural Organization Sizes . xiii Page 40 CHAPTER I INTRODUCTION The Research Problem The purpose of this study is to determine whether or not there is a statistically significant difference in the level of career advance— ment attained in business, as measured by yearly earnings and position level within organizations, by college graduates who possess bachelor's degrees in liberal arts and science, as opposed to college graduates who possess bachelor's degrees in business administration, when the variables of age, socio—economic status, and mental ability are con— trolled. As an outgrowth of the data collected for the analysis of the research problem, an investigation will be made to determine whether or not statistically significant correlations exist for either of the groups of graduates between socio—economic status, grade-point average, mental ability, number of organizations in which the graduates have been employed, and their present yearly earnings and position levels. Need for the Research At the present time there is a lack of empirical research which is methodologically rigorous regarding the relationship between career advancement in business and type of educational preparation at the college level. If such a relationship exists, the identification of the relationship has important implications for prospective college students who wish to prepare themselves for careers in business, administrators and faculties of colleges and universities who are responsible for the design of college curricula, and business organizations which seek to identify individuals possessing potential executive talent. Among future college students who are planning a college education as a preparation for a career in business, the determination of a relationship between type of educational program and career ad- vancement in business would be of direct benefit to them as an aid in deciding the type of educational program they should pursue. While the preparation of students for a career is but one aspect of the education experience, it is nonetheless an important function of institutions of higher education, and schools of business in particular. In view of the recognition by business school faculties of the continuing need to improve business school curricula, the identification of a relationship between educational preparation and careers in business would provide a valuable guide for the design of business school curricula. Specifically, faculty members would have an invaluable aid in designing the type of business curricula that would facilitate the advancement of businessmen to the limits of their potential. Evidence of a relationship between educational preparation and careers in business would provide business organizations with an extremely useful guide for the selection of individuals who possess top level executive potential. Knowledge of the superiority of either a liberal arts and science education or a business administration edu— cation as a preparation for business would be useful for the selection of corporate personnel for participation in executive development pro- grams. Thus, those who would benefit most from such a program could be identified for participation. Benefits would accrue not only to indi- vidual firms but to our economy as well through the greater utilization of our most valuable resources--human resources. The need for empirical research on the relationship between educational preparation and careers in business is well documented in the research and writings of Professor Frank C. Pierson and Professors Robert A. Gordon and James E. Howell. Professor Frank C. Pierson, author of The Education of American Businessmen, a research study of education for business commissioned by the Carnegie Foundation, states the need for this research. Professor Pierson notes that it is not clear from the evidence, which he and others have analyzed, whether a particular type of edu- cational program has any advantage in preparing individuals for careers in business. 1 Professors Gordon and Howell make specific reference to the need for determining the relationship between educational preparation and business careers in their study of education for business sponsored by the Ford Foundation: There is particular need for a large scale study of the re- lationship between education and business career. This should include a survey of business school alumni drawn from a broad cross-section of schools and departments of business, in which an attempt would be made to evaluate the kinds of business train- ing received. With this should go a companion study of a large sample of businessmen of varied educational backgrounds that would investigate in some detail the relationship between career pattern and type of education. The present report would have rested on a more solid foundation had it been possible for us to make these studies or to have had them already available.‘2 (Italics mine.) 1Frank C. Pierson and Others, The Education of American Businessmen: A Study of University-College Programs in Business Administration (New York: McGraw-Hill Book Company, Inc. , 1959), p. 12.5. 2Robert A. Gordon and James E. Howell, Higher Education for Business (New York: Columbia University Press, 1959), p. 426. Nature and Scope of the Research The research study described in the following chapters is designed for the specific purpose of identifying the impact of two types of educational programs——liberal arts and science and business adminis- tration-~upon the business careers of the graduates of these programs. All of the graduates in this study received their bachelor's degrees from Michigan State University. All of the graduates are males. None of the graduates have acquired additional undergraduate education or graduate education since receiving their bachelor‘s degrees. Similarly, none of the graduates have pursued courses of study for licensing or certification. All of the graduates have been engaged in business careers; none are pursuing military or civil service careers. Age and socio-economic status at college graduation, and intelligence were designated as the control variables for the study. The two groups of graduates in this study for each of the selected academic years of graduation are statistically alike in age at college graduation, socio- economic status at graduation, and intelligence, as measured by intelli- gence test scores. Thus, by using rigid criteria in selecting the graduates to be included in the study, and by controlling three factors that may be of importance in business careers, the impact of the two types of edu— cational programs upon business careers can be determined. The research reported in the following chapters is limited to an analysis of the career patterns of the graduates of a single large, state supported university in the mid—west. In addition, the graduates included in this study have been selected on the basis of rigid criteria; A more detailed enumeration of the specific characteristics of the graduates analyzed and the research design is provided in the chapter on research methodology. Summary In the preceding paragraphs the research problem of this study has been stated. The need for research on the relationship between educational preparation at the college level and business careers has been indicated with particular reference to the needs of future students, administrators and faculties of colleges and universities, and business organizations, which seek to identify individuals with potential executive ability. The need for this research is also indicated in two important studies of education for business. Last, a brief description of the nature and scope of this study was presented. In the chapter which follows previous empirical research pertinent to the research problem of this study is briefly reviewed and analyzed. CHAPTER II PREV IO US RESEARCH Introduction Previous research related to the research problem of this study may be organized into three general categories: (1) career studies of alumni that attempt to portray the typical graduate a certain number of years after graduation, (2) studies that detail the views of businessmen on education for business, and (3) studies that attempt to determine the relationship between educational preparation and busi- ness careers. The nature of most alumni career studies, usually conducted by college and university alumni offices, limit the usefulness of these studies in making a-determination of the impact of educational prepara— tion upon business careers. Studies that attempt to determine the views Of businessmen on the kind of education needed for a business career, While useful, do not provide data that objectively identify and measure the relationship between types of educational programs and the careers in business of graduates possessing these educational backgrounds. For the most part, the studies that comprise the above two Categories formed the basis for the discussions in the Ford and Carnegie reports on the relative merits of different kinds of educational prepara— tion for business careers.3 The foundation for the conclusions and x . 3Gordon and Howell, op. cit., pp. 75—126. Pierson, op. cit., pp. 55-123. recommendations made by the authors of these two reports pertaining to curriculum changes in business schools must be assumed to rely heavily on these studies for their justification. At the time of this research only two empirical studies were available that can be classified in the third category. One of these appeared in Professor Pierson's book, The Education of American Businessmen. In the Carnegie (Pierson) report an attempt was made to determine the relationship, if any, between the type of educational pro— gram of college graduates and their business careers. As we shall see later, however, this study was not methodologically rigorous in its design, and thus the findings can be explained on the basis of factors other than the type of educational experience of the graduates in the study. The other study was made by Dr. Don H. Palmer at Wayne State University in 1961.4 However, Palmer’s research did not focus on liberal arts and science graduates, but rather was concerned with the analysis of the business careers of accounting graduates as opposed to business administration graduates. The studies cited in the following two categories do not repre- sent all of the empirical research available in each of the categories. They are, however, typical of the type of research that has been done. 5 Since these studies offer little in the way of a factual foundation for identifying the existence of any relationship between type of educational 4Don H. Palmer, Ten Years in Business: Comparative Judg— ITlents Regarding Fulfillment of Career Expectations of Graduates in A(Scountirg and in Business Administration at Wayne State University aflier a Decade of Practice (Detroit: Bureau of Business Research, SChool of Business Administration, Wayne State University, 1961). 5A more complete listing of these types of studies may be fOund in: Gordon and Howell, op. cit., pp. 75—126; and Pierson, OE. cit., pp. 55—123. preparation and business careers, only a very brief discussion of their nature will be presented here. Only to the extent that these studies reveal what is not available in the form of pertinent data are they relevant to this study. Career Studies of Alumni William S. Warren, Jr., reports in the Harvard Business School Bulletin the results of an alumni survey of two groups of Harvard School graduates.6 The purpose of this survey was, for the most part, to provide a picture of the careers of these graduates. Data are pre- sented showing average salary, business ownership, number of job changes, community activities, type of industry in which employed, and functional specialty. The study was based on an analysis of 10, 000 completed questionnaires from graduates receiving degrees in the time periods of 1922 through 1925 and 1947 through 1950.7 In 1958 the Stanford Graduate School of Business reported the findings of an alumni survey, which included MBA graduates of the classes 1927-1952.8 The survey . summarizes where the alumni are employed, in what industries they are employed, what their functional activities are, how many have entered general management, and how interested and satisfied the graduates are with their careers.9 Salary data for graduates of four time periods of graduation are also presented. 6William S. Warren, Jr., “Three Clues to Your Future, ” @vard Business School Bulletin, XXXII (Summer, 1956), 4-6. 71bid., p. 6. 8Ellen Uhrbrock, “Alumni Vocational Survey, " The Stanford Business School Association Alumni Bulletin, XXVIII (January, 1959), 9‘14. 91bid. , p. 10. A study by the Graduate Division of the University of Pennsylvania's Wharton School of Finance and Commerce presents data on the business careers of its 1949 and 1950 graduates ten years after their graduation. 10 They found that one-half of them were earn- ing $13, 000 or more a year. The average income was $15, 800. Seventy per cent had been employed by only one or two employers, including their present employer, since graduation. Thirteen per cent were working in firms with feWer than 500 employees. A similar study of the 1954 and 1955 graduating classes was cited that indicated these graduates Were following closely in the footsteps of the 1949 and 1950 graduates. 11 Dr. Richard W. Husband conducted a study of the 1926 class of Dartmouth. 12 Dr. Husband' 5 study was designed to determine if it might be possible to predict from a graduate' 8 academic record how successful he would be twenty or thirty years after college graduation. Dr. Husband found that graduates who had low grade point averages had lower than average earnings, while graduates who had grade point averages in the highest two categories had the highest earnings. 13 With regard to intelligence test scores and present earnings, Dr. Husband found that:14 (1) graduates scoring lowest had not done so well, (2-) graduates scoring highest also fell off in earnings, and (3) for most graduates no significant relationship between present earnings and test 10”Ten Years After . ,” Business Week (May 7, 1960), p. 89. “Ibid., p. 89. 12Richard W. Husband, ”What Do College Grades Predict, " Fortune, LV (June, 1957), 157-158. 13311151., p. 157. 1“Ibid., p. 157. .-—-. A~4u xv. Score was evident. In addition, graduates who majored in business and economics had the highest median income, while those who majored in English, language, art, and philosophy ranked lowest.15 Similarly, those who were fraternity members, leaders in campus political organizations, and those who were in extra-curricular activities all experienced higher incomes than their less active counterparts. These findings were based on 275 questionnaire replies out of the 368 graduates of 1926.16 In 1955, the Amos Tuck School of Dartmouth College completed a. survey in which alumni were asked whether they favored a "broad principles" approach in contrast to "vocational training“ in education 17 Replies were received from 70. 0 per cent of the living for business. alumni. Sixty-one per cent or 712 expressed a view on the above issue. Ninety per cent of the graduates responding favored the "broad principles“ approach. 18 Dr. Chris A. Theodore conducted a study of the 1949 business graduates of Boston University. 19 As in the case of the Wharton study, an attempt was made to develop a profile of the 1949 business graduate. In addition to earnings, the study focused on the graduates' social back- ground, employment experience, and their opinions about the value of their college education. One—half of the 1949 class Were surveyed. With regard to their opinions on the value of their college education, 15M” p. 157. 16_I_I:_>i_d., pp. 157—158. 17Dartmouth College, Report to Tuck Alumni (May, 1956), pp. 1-2. 181329, p. 1. 19Chris A. Theodore, “Boston University Graduates in Busi- ness and Industry: A Sample Study of the Class of 1949, ” Boston University Business Review, 111 (Spring, 1956), 23—24. 75.0 per cent of the graduates felt that 25. 0 per cent or more of the business courses they took in college were of value in their present employment. One-fourth felt that none, or less than 25. 0 per cent of the business courses were of any value.” The areas in which the graduates felt that their business education was most deficient are philosophy, business research training, English, and labor—management relations, in that order.21 Some of the graduates volunteered that their educational experience did not adequately emphasize practical applica- tion of the subjects they studied.‘22 It is important to note that in none of these six studies was there a contrasting group of businessmen with non—business educational backgrounds. Thus, because of the design of these studies, no inferences can be drawn about the relative merits of business versus non—business educational programs. The Educational Relations Service of the General Electric Company under took a study of its college—graduate personnel in 1955.23 Of the 24, 000 college graduates employed by General Electric, 13, 586 Were included in the study. Two groups of graduates we re established—— engineering graduates and non—engineering graduates. Although much data were collected as a result of a number of questions asked of the graduates, data on questions pertaining to the attitudes of the graduates about their college education are of particular relevance: Four subject areas in the college curriculum were considered to be extremely valuable, regardless of the academic background or type of employment of the respondent, in contributing to career Z°Ibid., p. 29. 21110111., p. 29. 22Ibid., p. 31. 23What They Think of Their Higher Education (New York: Educational Relations Service, General Electric Company, 1957). -~.... . success. English communication—-both written and ora1-—was reported high on the list. Non— engineering respondents placed this subject area first, while engineers rated it second only to Mathematics, which is also a communication tool. Other sub— ject areas reported as important for career success by both groups of respondents included Physics, Economics, and Mathematic s . The least valuable subject areas, judged from a career standpoint above, were felt to be History, Foreign Language, miscellaneous sciences (Biology, Botany, Geology, etc.) and certain social sciences (principally Government and Economics). When asked to name the program of studies most recom— mended for success in a business career, respondents gave almost equal emphasis to the four major study areas (Sciences, Social Science, Humanities, and Business). Except for differences in ranking as to importance, survey respondents indicated that a good collegiate program for business management training should in— clude basic work in English, Science and Engineering, Mathematics, Economics, and General Business. Liberal—arts graduates also stressed the fundamental value of work in Psychology and the Humanities. In general, the respondents seemed to value the broad liberal—arts background for personal and career development, with specialization, if essential, occurring at the graduate level. .24 Although some inferences can be made from the studies of alumni and employees cited in the above paragraphs, the others that are available, the purpose of these studies and their methodological design do not establish the existence of any relationship between type of educational program and the business careers of the graduates of these programs. Views of Businessmen on Education for Business Studies that analyze the opinions of businessmen as to the type Of educational program that most adequately prepares college graduates 241bic1., pp. 5-6. «(I for careers in business constitute the second group into which the available empirical research may be categorized. Five empirical studies that fall into this category are of particular interest. At the University of North Carolina, a Business Executives Research Committee was appointed to undertake a study of education for business administration.25 The report of this study contains the ideas and attitudes of seventy—three North Carolina Businessmen about professional business education. Their viewpoints on business edu- cation may be summarized: If anything unique should be expected of a business school graduate, it is that he should be educated in breadth Within several pertinent areas of business so that he can adapt himself more quickly than other students to a successful and productive career in business. We must guard against the tendency toward excessive specialization induced by the functionalization of business.26 In a later section the report states: It follows naturally that a broad education is to be preferred to a narrow specialization if we are to achieve the end product we have set forth above. By broad education we mean a basic founda— tion in the liberal arts plus an understanding of how all the elements of business administration function in relation to each other, and how the business unit as a whole functions Within a capitalistic economy. We believe this can best be achieved with approximately fifty per cent of the student‘s course work in the area of business administration and the balance in liberal arts. Specialized training-—not education--is the one thing that we in industry are able and prepared to give our management employees through on-the-job responsibility and outside instruction. Broad general education in business administration and the arts and sciences can best be acquired in college. The higher up the manage- ment ladder an executive progresses, the more important it becomes that he not confine his thinking to a specialized channel, 25Business Looks at Business Education (Chapel Hill: School Of Business Administration, University of North Carolina, 1958). Zélbid” pp. 7-8. but that he analyze the forces that affect his business activities 2 from a broad frame of reference. 7 With regard to what a business school should do in terms of degree programs, the report states: On the undergraduate level major emphasis should be placed on a four year program leading to a bachelor‘s degree. . Most of us, however, would prefer a graduate of a five year program, consisting of three years of liberal arts and two years of business, leading to a Master‘s degree.28 Quite different views on education for business were found in another study of businessmen. In 1962, the University of Santa Clara School of Business published a study of the opinions of ninety—five businessmen in the Santa Clara Valley on education for business.29 Dr. Lawrence C. Lockley, author of the report, summarized his find— ings: The businessmen were asked about their 0Wn schooling, about the schooling that would be most beneficial for their competitors, and about the schooling they looked for in the candidates for career jobs in their companies. Without exception, the collegiate work they thought most valuable was specialized and vocational. They recommended organization and management, accounting and control, sales management, marketing, human relations, finance, and so forth. They were asked: ‘For the performance of your present job, in what areas would you like to have more knowledge or information. It turned out that marketing, business administration, accounting, finance, and labor relations would be most useful. Only when presented with a check list did the respondents mention the liberal arts, and then, only to put them at the bottom of the list. Yet these Z7IIo:Ic1., p. 10. zelbid., p. 20. 2c’Lawrence C. Lockley, The Small Business Executive Evaluates Business Education (Santa Clara: School of Business, University of Santa Clara, 1962). 15 Were the managers or heads of firms employing up to 1200 em— ployees; 70 per cent of the respondents had had one or more years of college and 36 per cent of them were college graduates.” A similar study was conducted by Bond, Leabo, and Swinyard on the opinions and attitudes of sixty—six chief executive officers of leading American corporations.31 In response to a question that asked which specific academic subjects were most helpful as they progressed to their present position in management, the subjects most frequently mentioned were: accounting, economics, English, general management, human relations, law, and marketing.32 The report states that . only one—third of the executives suggested that the best edu— cational preparation involved a liberal arts undergraduate education without suggesting modifications which gave a more professional orientation to the program.33 The authors of the study also made an attempt to determine from the executives‘ careers ". . . the relationship between the initial position and the route to general management. “34 Two interesting observations were made: First, the liberal arts group showed less mobility than any of the others. One-half of them remained in the same industry and with the same company that originally hired them. The science—engineering category showed a similar pattern of im- mobility but to a slightly lesser degree. On the other hand, individuals with business school training tended to make more moves to different industries and different companies on their climb up the executive ladder. 30Lawrence C. Lockley, ”Another Look at the School of Busi— 1“less Graduate, “ Collegiate News and Views, XVII (October, 1963), 5. “Floyd A. Bond, Dick A. Leabo, and Alfred w. Swinyard, Preparation for Business Leadership (”Michigan Business Reports, " Number 43; Ann Arbor, Michigan: The University of Michigan, 1964). 3zIbid., p. 9. 33Ibid., p. 39. 34Ibid., p. 7. 16 Second, the same two groups (liberal arts and science- engineering), and to some extent the law group, tended to remain in the department or function of their first job as they moved up to top management. Perhaps the most striking fact revealed . . . is that all but one of the innovators——the entrepreneurs——came from business school backgrounds.35 In a concluding section of the report, the authors state: The background and experience of the executive group partici- pating in the study provide evidence that traditional views on the relative values of a liberal arts education versus other types of training may not be as soundly based as was formerly believed. Among the participating executives, those with educational back- grounds in business administration tended to have greater inter- industry and functional mobility, and greater motivation for risk taking than executives with only liberal arts backgrounds. As a minimum, further research on the influence of various types of education on executive mobility, entrepreneurship, and career patterns is required.3 Dr. Rollin H. Simonds conducted a study to determine the skills and knowledge that business executives actually use that might be acquired through college courses. Rather than ask executives What skills and knowledge they look for or recommend for prospective execu- tives, Dr. Simonds asked executives to recall the skills they used during the two years preceding the date of the study, so that more objective and valid statements on the educational requirements for executive posi- tions could be made. Two hundred forty executives grouped into 22 different classes of positions were surveyed by mail questionnaire. One hundred thirty- three executives, or over 55 per cent, returned completed questionnaires.37 351bic1., p. 8. 361bid., p. 42. 37Rollin H. Simonds, "College Courses They Say They Use, “ Michigan Business Review, XIII (July, 1961), 23. 17 The courses that the executives indicated they use very often were Business Letter Writing, Human Relations, and Personnel Manage— ment. These were followed by English Composition, Principles of Accounting, Organization and Administrative Theory, Work Simplifi— cation, Public Speaking, Public Relations, and General Psychology.38 Moreover, of the first twenty courses the executives indicated they use very often, fourteen were courses in business administration. Of the twenty courses in the group ranking lowest in the number of executives reporting frequent use, only two were business administration courses.39 Data gathered for the study were also analyzed by the classes of posi- tions in which the executives were grouped. The last of the five studies of businessmen‘s views on edu- cation for business to be presented here is that reported by John Fielden, which surveyed a cross—section of Harvard Business Review readers.40 In evaluating his findings, Fielden arrives at three specific conclu— sions:41 (l) the executives feel that an undergraduate education in liberal arts is just as useful as an undergraduate education in business administration for a career in business, (2) the executives do not have any one particular educational program clearly in mind when they speak of a liberal education, and (3) the executives feel that the individual. best prepared for a career in business is one whose educational program consists of more than one discipline. In a concluding remark Fielden states: Our findings indicate that when businessmen cry out for liberal education, they do not mean a purely liberal arts education, 381b1d., p. 26. 39Ibid., p. 27. 40John Fielden, “Educating Tomorrow‘ s Executives, ” Harvard Business Review, XXXVIII (November-December, 1960). 4llbid., p. 176. III] fjdfi. . 18 but a broad training that includes more than one general area of study. 'In effect, they are against narrow—mindedness, and are in favor of an educational experience which will broaden and liberalize an executive.42 Two distinct and important conclusions may be drawn from the findings of the four preceding studies. First, the studies indicate that there is a diversity of Opinion among businessmen as to the type of educational program that best prepares college graduates for careers in business. Second, with the possible exception of one phase of the study by Bond, Leabo, and Swinyard, these studies deal only with the Opinions of businessmen. They do not attempt to trace in a methodo— logically rigorous manner the career patterns of college graduates in business who are graduates of different types of educational programs. Only through studies of this nature can a determination be made as to the relative merits of different types of educational programs for careers in business. Studies of the Relationship Between Type of Education and Business Careers The last two studies that will be reviewed in this chapter were specifically designed for the above purpose, although in one case two groups of business administration majors were studied, and in the other, no control variables were used so that the isolated impact of educational programs could be determined. Nevertheless, these studies are relevant to the research problem of this study. In 1961, Dr. Don H. Palmer made a comparison of the career patterns of selected accounting majors as opposed to selected business 43 administration majors. In his report Palmer states that: 421bid., p. 180. 43Palmer, op. cit. 19 The specific purpose of this study is to determine if there is a significant difference in the degree to which graduates who major in accounting and those who major in other fields of business administration estimate that they have fulfilled their career expecta- tions. The study seeks to assess the roles of accounting specializa- tion when age, honor-point average, and certain measures of socioeconomic status are controlled.44 One general hypothesis is stated in the study. Ten sub-hypotheses are presented for use in determining whether or not the research evidence supports or refutes the major hypothesis. On the basis of his research, Palmer concludes: The general hypothesis that ten years after college accounting specialists judge that they have more completely fulfilled their career expectations than do the business administration graduates, by and large, is not supported. This conclusion is based on the fact that eight of the ten sub-hypotheses did not reveal statistical differences at the established 5 per cent level. As so measured, the accounting specialists did not begin their careers with more appropriate entry positions than did the others as measured by their retrospective judgments. They were not better paid. They did not rate their careers as more nearly fulfilling their expecta- tions than did the others. Accounting graduates have taken additional formal education and have abandoned business careers relatively just as often as have the others. Neither did they indicate that they are doing what they have wanted to do and plan to continue in their present careers to a degree significantly greater than do the graduates in general business. Finally, the year-to-year in- creases in salaries of the accounting majors were not more con- sistent than those of the others.45 We noted earlier, however, that this study does not focus on other types of educational programs than those in business. A three- company study by National Analysts, Inc., reported in Professor Pierson' 8 book, attempts to determine whether or not any relationship 4“*Ibid., pp. 2-3. 45Ibid., p. 108. 20 exists between educational experience and career patterns in business.46 The purpose of the study was to make an intensive analysis of the educational experience and career patterns of college- trained managers in two cross-section samples of the managerial personnel in each of three moderate-sized companies. The focus of this inquiry was on the question, 'How effective is business education in preparing individuals for careers in business 7‘ To this end the major comparisons in the study were between those whose major field of study was business or commerce and those with major fields of study in other areas.47 In total, 144 interviews were taken. Of those interviewed, 59 were business majors, while 85 majored in other subjects.“3 As in the case of the preceding studies presented here, the graduates were asked questions about the circumstances under which they obtained their education, their present attitude toward their educational experience, and their general attitudes and values. Perhaps the most important finding of the study is that for the younger group of graduates (under 37 years of age), the starting salary of the business administration majors was slightly higher than that of graduates who majored in other fields. However, at the time of the study the present salary of business adminis- tration majors lagged behind that of graduates who majored in other fields.49 Pierson states that the meaning of this finding is not too clear. He suggests that business graduates may not have performed as well on the job as graduates of other educational programs, and hence, are not 50 promoted as rapidly. He does suggest, however, that there may be other explanations . 51 46Pierson, op. cit., pp. 124—148. 47%., pp. 125—126. 48%., p. 127. 491_bi_g., p. 136. Solbfin p. 146. 5190351., p. 146. 21 While the study by National Analysts may indeed indicate that other types of educational programs are superior to a business edu- cation in preparing graduates for careers in business, it is not clear " that this is definitely true. As Pierson suggests, factors other than the type of educational preparation may be operating to cause differences in career patterns; in this case, perhaps differences in intelligence. 52 Since the study by National Analysts did not establish two groups of graduates——business administration and others (i. e., liberal arts, science, engineering)——who were alike with regard to such factors as age, socio~economic status, intelligence and academic achievement, we can only conclude that the findings of the study do not clearly lead to the conclusion that one type of educational program is superior to another in preparing individuals for careers in business. Summary In the preceding paragraphs three categories of previous research have been identified and representative studies of research in these categories have been discussed. Three specific criticisms of these studies may now be noted: (1) The purpose and methodological design of the studies of alumni do not provide the kind of data necessary to draw conclusions about the existence of any relationship between the educational preparation of college graduates and their business careers. (Z) Surveys of the views of businessmen on the education of college graduates for careers in business reveal only a diversity of opinion on the matter. Furthermore, they deal in opinions rather than in facts. (3) The findings of the study by National Analysts, Inc., and reported by Pierson, regarding the business careers of business versus non— business graduates may be explained on the basis of factors other than 521bid., p. 136. 22 the type of educational program, since such important factors as socio- economic status, intelligence, and academic achievement were not controlled. " The research study reported in the following pages was under— taken largely as a result of the inadequacies of previous research in the area. This study attempts to establish whether or not a relationship does in fact exist between the educational programs pursued by college graduates and their business careers, when other career determining factors are controlled. The next chapter presents the methodological design and foundation for the research that was undertaken. CHAPTER III RESEARCH METHODOLOGY This chapter outlines in detail the methodological framework utilized in the study. Each of the component parts of the framework that constitute a distinct step in this research design are identified and discussed. Selection of the University A primary consideration in the design of the research metho- dology was the selection of the university from which graduates would be drawn for inclusion in the study. At the outset, several factors indicated the advisability of selecting a university that had graduated large numbers of liberal arts and science and business administration graduates. These factors were as follows: 1. The anticipation that a large number of the graduates could not be contacted because of the absence of current mailing addresses. 2. The anticipation that questionnaire returns would not exceed 50 per cent of questionnaire mailings. 3. The failure of some respondents to answer critical questionnaire items. 4. Since the study would be restricted to only recipients of the bachelor's degree, some graduates would be excluded because of graduate study. 23 Z4 5. Since the study would be concerned only with those graduates who have followed a business career, some graduates would be excluded because they have pursued continuous careers in the military service, civil service, or one of the professions. 6. Only male graduates would be included. 7. In the process of establishing two groups of graduates who are alike with respect to the control variables, some graduates would be eliminated. 8. Since one of the control variables would be mental ability, the university selected would have to be one which had test scores available from an acceptable testing instrument measuring intelligence. With the above limiting factors in mind, an investigation was initiated to identify universities that had graduated large numbers of liberal arts and science and business administration graduates. Since limited funds and proximity to the university would be deciding factors in the university selected, the decision was made to limit the investi— gation to the universities comprising the Big Ten, with the hope that Michigan State University, the writer's university, would prove to be a satisfactory selection. The following universities were therefore included: University of Illinois Indiana University State University of Iowa University of Michigan Michigan State University University of Minnesota Northwestern University Ohio State University Purdue University University of Wisconsin 25 The annual reports of the Department of Health, Education, and Welfare titled, Earned Dgees Conferred: Bachelor's and Highs; Degrees, provided information on the type and number of degrees con- ferred by colleges and universities by major areas of study for the t. 53 The report form, years indicated in the appropriate annual repor which is mailed to universities and colleges, lists 160 subject-field g roupings. On the basis of the 160 subject-field groupings, three categories of graduates were established: (1} business administration graduates, (Z) liberal arts and science graduates, and (3)) other graduates. Each of the 160 subject-field groupings was assigned to one of the three cate— gories. Since only an approximation of the number of business adminis— tration and liberal arts and science graduates was desired, rigid or formal definitions of these terms were not formulated. After assigning each of the 160 subject-field groupings to one of the three categories, data on the number of earned bachelor‘s degrees conferred to males in business administration and liberal arts and science for the years 1947 through 1961 were collected for each of the ten universities. Michigan State University was among the four uni— versities having the largest number of business administration and liberal arts and science graduates. Officials in the Registrar‘ 5 Office, Alumni. Office, and the Department of Evaluation Services of Michigan State University were contacted; they confirmed the availability and suitability of university reCords for the study, and agreed to cooperate in the study by making available the necessary data on file with the university. The Department \ 53United States Office of Education, Earned Degrees Conferred: B\achelor's and Higher Degrees, Office of Education Circular Numbers: 247, 262, 282, 333, 360, 380, 418, 461, 499, 527, 570, 636, 687, 719 (Washington, D. C.: U. S. Government Printing Office). 26 of Evaluation Services indicated that the American Council on Education Psychological Examination for College Freshmen, an intelligence test, had been given to entering freshmen students since 1942, and that scores were available for freshmen entering Michigan State University from 1944 through 1958. Michigan State University was therefore selected as the uni— ' versity from which graduates would be draWn for inclusion in the study. The next step was the identification of the graduating years from which the graduates would be selected. Selection of the Years of College Graduation The selection of two years of college graduation from which two groups of graduates—-liberal arts and science and business adminis— tration--would be drawn for each of the graduating years was governed by the following two factors: (1) the need for obtaining a large number of graduates to form the universe on which the study would be based, and (Z) the need for sufficient time to have elapsed since receipt of the bachelor's degree and the initiation of this study, so that differences in the level of career advancement between the two groups could occur and be discerned. The decision was made to include two years of college gradu— ation. This would permit a determination as to whether or not differences in the level of career advancement, if any, were present, between the two groups of graduates for one year of graduation were consistent with the differences in the level of career advancement of the two groups of graduates of another, more recent year of college graduation. This procedure would also provide a means of identifying the presence of any shifts in the impact on their business careers of the type of educational program pursued by the graduates. 27 The Annual Report of the Secretary of the State Board of Agriculture, State of Michigan, for 1950, 1955, and 1956, which pro— vides data from the Michigan State University Registrar‘s Office on the number of bachelor‘s degrees conferred by the university by college major, and by the term of the academic year, was used as the basis for selecting the years of college graduation that would be studied. 54 On the basis of the need for a large number of graduates and sufficient elapsed time for differences in the level of career advance- ment to occur, the academic years of 1950 and 1955 were chosen as the years of college graduation from which recipients of the bachelor’ 5 degree would be selected as the universe for the study. Definition of T erms The following definitions were formulated as a means of identi- fying liberal arts and science and business administration graduates and of identifying the academic year in which graduates earned their bachelor‘s degree . Liberal Arts and Science Curriculum55 The term liberal arts and science curriculum shall be used to designate a college curriculum composed of major areas of study that led to the conferral of a bachelor‘s degree by the School of Science and Arts of Michigan State University during the academic years of 1950 and 1955. 54‘Annual Report, Secretary of the State Board of Agriculture, State of Michigan (East Lansing, Michigan: Michigan State University). 55The terms ‘program‘ or ‘education' will be used interchange- ably with the term ‘curriculum.‘ 28 Liberal Arts and Science Graduate The term liberal arts and science graduate shall be used to designate a graduate of Michigan State University who earned a bachelor‘s degree as a result of successfully completing the require- ments of a liberal arts and science curriculum, as these requirements were outlined in the university catalogs of 1946-1947 and 1951—1952. 56 Busine s 8 Administration Curriculum The term business administration curriculum shall be used to designate a college curriculum composed of major areas of study that led to the conferral of a bachelor‘s degree by the College of Business and Public Service of Michigan State University during the academic years of 1950 and 1955. Busine s 8 Administration Graduate The term business administration graduate shall be used to designate a graduate of Michigan State University who earned a bachelor‘ 5 degree as a result of successfully completing the requirements of a business administration curriculum, as these requirements were outlined in the university catalogs of 1946—1947 and 1951-1952.. 1950 Graduate The term 1950 graduate shall be used to designate an individual who earned the bachelor‘s degree in either liberal arts and science or business administration during any one of the following terms of the 56Students are held responsible for meeting the graduation requirements set forth in the university catalog in effect at the time of their enrollment in the university. 2.9 1950 academic year: Fall term 1949, Winter term 1950, Spring term 1950, and Summer term 1950. 195 5 Graduate The term 1955 graduate shall be used to designate an individual who earned the bachelor‘s degree in either liberal arts and science or business administration during any one of the following terms of the 1955 academic year: Fall term 1954, Winter term 1955, Spring term 1955, and Summer term 1955. Curriculum Assignment of Major Areas of Study In order to operationalize the definitions of liberal arts and science curriculum and business administration curriculum, the Registrar‘ 5 Report in the Annual Report of the Secretary of the State Board of Agriculture, State of Michigan, for 1950, 1955, and 1956 were used to identify the major areas of study that constitute either a liberal arts and science curriculum or a business administration curriculum. 57 Table 1 presents the major areas of study classified as a liberal arts and science curriculum for 1950 graduates. 58 Table 2 presents the major areas of study classified as a business administration curriculum for 1950 graduates. Similarly, Tables 3 and 4, respectively, present 5"'Eighty-Ninth Annual Report, Secretary of the State Board of ovagriculture, State of Michigan (East Lansing, Michigan: Michigan State College, 1951), pp. 155-156; Ninety-Third Annual Report, Secretary of the State Board of Agriculture, State of Michigan (East Lansing, Michigan: Michigan State University, 1955), pp. 279-281; Ninety-Fourth Annual Report, Secretary of the State Board of Agricul- 31153, State of Michigan (East Lansing, Michigan: Michigan State Uni— versity, 1956), pp. 293-297. 58All tables appear in Appendix II in the order in which they are discussed. 30 the major areas of study classified as a liberal arts and science cur- riculum and a business administration curriculum for the 1955 graduates. 59 Using the operational definitions of a liberal arts and science curriculum and a business administration curriculum in conjunction with the Registrar‘ s Report in the appropriate Annual Report of the Secretary of the State Board of Agriculture, State of Michigan, the number of liberal arts and science and business administration graduates for the 1950 and 1955 academic years was determined. The total number of graduates of each of the two curricula for each of the two academic years were then identified as the universe from which graduates would be screened for inclusion in the final groups for the study. Collection of Data on Graduates from Available University Records The identification by name of liberal arts and science and busi- ness administration graduates for the 1950 and 1955 academic years was accomplished through the use of university commencement programs. The commencement programs pertinent for graduates of the 1950 and 1955 academic years were made available by the Registrar‘s Office. The graduates for each of these years were listed by the colleges of the university conferring the degrees. Each graduate‘s full name and college 59There are two exceptions to the organization of the major areas of study appearing in the Registrar‘s Report for 1950, 1955, and 1956. Economics and Political Science are listed under the College of Business and Public Service for the academic years of 1950 and 1955. For the purposes of this study these two major areas of study are classi- fied as constituting a liberal arts and science curriculum. Therefore, economics and political science graduates who are included in the study are classified as liberal arts and science graduates. 31 major were indicated. This information was recorded on a separate mimeographed worksheet for each graduate who met the requirements of the definition of a liberal arts and science or business administration graduate. Since student numbers were not listed, the graduate‘s full name and college major would later serve to identify the graduate with his individual record on file at the Alumni Office. Upon the completion of the collection of the names of the 1950 and 1955 graduates of the two educational programs, records on each graduate at the Alumni Office were consulted to record on the individual worksheets the graduate‘ 5 student number and current mailing address. Prior communication with the Department of Evaluation Services indicated that test scores for students were recorded only by student number. It was therefore imperative that each graduate‘ 5 student number be determined and re- corded for the collection of test scores. Finally, grade-point averages for the graduates were obtained through the Registrar‘ 8 Office. Concurrently with the collection of current mailing addresses and student numbers, it was possible to eliminate certain graduates from the study on the basis of information appearing on their alumni record pertaining to their careers and educational attainment. Individuals eliminated from the study at this stage of data collection were as follows: 1. Graduates who indicated they are engaged in one of the professions . 2. Graduates who indicated they have taken undergraduate courses in business administration since receiving their bachelor‘ 5 degree. 3. Graduates who indicated they have taken graduate work or earned a graduate degree. 4. Graduates who indicated they have taken a course of study leading to a license or certification (e. g. , C. P.A., C. L. U.) and those who are licensed or certified. 32 5. Graduates who indicated they have pursued a continuous career since graduation in the military or civil service (federal or state). 6. Graduates who indicated they have earned a second bachelor‘s degree. Upon the completion of collecting student numbers and current mailing addresses, test scores on the American Council on Education Psychological Examination for College Freshmen (ACE) were obtained 60 The total score attained from the Department of Evaluation Services. by each graduate was recorded on the worksheet for each graduate. Graduates for whom no test score was available were eliminated from further consideration in the study. The remaining graduates were those to whom the questionnaire was mailed. For each of the graduates who would receive a questionnaire, a code number was assigned and an address card was filled out with the following information: address college major student number code number The Control Variable s Since the purpose of this study is to determine whether or not a significant difference exists in the level of career advancement in business of college graduates of liberal arts and science programs, as opposed to graduates of business administration programs, it was necessary to identify and consider other factors that are influential in determining the level of career advancement which is attained in business. Among the factors identified for consideration were the following: (1) the age at which the graduate earned the bachelor‘ s 60The abbreviation "ACE“ will be used to refer to the American Council on Education Psychological Examination for Entering College Freshmen. 33 degree, (2) the socio-economic status of the graduate at the time of graduation, (3) mental ability or general intelligence, (4) employment in organizations in which relatives of the graduate are owners or executives at the time of hiring, (5) undergraduate study in business administration after conferral of the bachelor‘s degree, graduate study in any field, or study leading to licensing or certification (e. g. , C. P.A., C. L. U. ), (6) personality, and (7) motivation. Each of the above factors was analyzed for the purpose of devising means of measuring and controlling them so that an accurate determination could be made of the impact of the two types of edu- cational programs. Personality and motivation were immediately eliminated from further consideration. No personality tests were given the graduates during their college careers, and none could be ad- ministered in view of the obvious problems that would be encountered at the time of this study. Although the same situation existed for the factor of motivation, the lack of a suitable testing instrument to measure this factor clearly eliminated it as a control variable. With the elimination of personality and motivation, the first three factors listed above were selected to be used as control variables. Graduates who indicated additional education following receipt of the bachelor‘ 8 degree were to be excluded from the study. In conjunction with the test score data available through the university and the data to be gathered by questionnaires mailed to the graduates, the characteristics of the graduates on each of the four remaining factors would be analyzed to determine whether or not the liberal arts and science graduates differed significantly from the busi- ness administration graduates for either one of the two years of gradu- ation. Should a statistical difference on any factor be found between the two groups of graduates, those graduates whose data contributed to the difference would be eliminated from the groups. This process of 34 elimination would be continued until no statistically significant difference on any of the factors were present. The remaining graduates in the groups would then be analyzed for differences in level of career advance— ment. Age The age at which the graduates earned the bachelor’s degree was determined by the questionnaire sent to each of the graduates. This variable was controlled by using the 1;_ distribution to determine whether or not a statistically significant difference existed between the mean age at which the bachelor‘ 8 degree was conferred on liberal arts and science graduates versus business administration graduates for each of the years of graduation (1950 and 1955) . We shall see later that no significant difference was found between the mean age of the 1950 liberal arts and science graduates and the 1950 business administration graduates who returned questionnaires that were not eliminated for failure to meet other requirements for acceptance. Similarly, no dif- ference in mean age was found for the two groups of 1955 graduates. No attempt was made to adjust the mean age at graduation of the two groups between academic years of graduation so that no difference existed. Soc io - economic Status Although no entirely satisfactory scale for identifying socio- economic levels in American society is available, the scale developed by Dr. Alba M. Edwards of the United States Census Bureau was selected. 61 It is the most widely known and used of those available at 61Alba M. Edwards, Sixteenth Census of the United States: 1940. Population: Comparative Occupation Statistics for the United States: 1870 to 1940 (Washington, D. C.: U. S. Government Printing Office, 1943). 35 the present time. Dr. Edwards identifies six socio-economic levels in American society which he arranges in descending order of socio- - .62 economic status. 1. Professional persons 2. Proprietors, managers, and officials a. Farmers (owners and tenants) b. Wholesale and retail dealers c. Other proprietors, managers, and officials Clerks and kindred workers Skilled workers and foremen Semi- skilled workers O‘U‘II-PUJ Unskilled workers a. Farm laborers b. Laborers, except farm c. Servant classes In presenting and discussing the relevance of the socio-economic groupings in his scale, Dr. Edwards states: The social-economic groups are something more than large sub-divisions of the Nation's labor force; and they are something more than mere summary groups constructed to facilitate the broader aspects of the labor force. Each of. them represents a distinctive part of the labor force--a part with its own peculiar characteristics and having its own peculiar significance. In form- ing these groups, industry lines were crossed and all of the workers who were doing productive work requiring similar qualifi- cations or who were performing services requiring similar qualifi— cations were brought together into one large, homogeneous group, without particular reference to the different occupations the workers were pursuing. So constituted it is evident that each of these groups represents not only a major segment of the Nation's work force, but, also, a large population group with a somewhat distinct standard of life, economically, and, to a considerable extent, intellectually and socially. In some measure, also, each group has characteristic interests and convictions as to numerous public questions--social, economic, and political. Each of them ézlbidu pp. 178—179. 36 is thus a really distinct and highly significant social—economic group. 63 The determination of the socio-economic status of the graduates was accomplished by data obtained from the questionnaire returned by the respondent concerning the occupation of the respondent‘s father at the time of the respondent's graduation from college. The socio- economic status of the graduates at the time of graduation was assumed to be identical to that of the father. 64 The questionnaire item concerning the father's occupation, which formed the basis for placing the graduates in one of the socio-economic levels, automatically located the graduate‘ 5 position in one of the six rankings of Dr. Edwards' socio-economic scale. Control of this variable was accomplished by using the t_ dis— tribution to determine whether or not a statistically significant difference existed between the mean socio—economic status of liberal arts and science graduates and business administration graduates of 1950 and 1955. As will be discussed later, no significant difference was found for either of the two groups of 1950 and 1955 graduates who returned questionnaires that were not eliminated for failure to meet the other requirements for acceptance. No attempt was made to adjust the mean socio-economic status of the two groups between academic years of graduation so that no difference existed. Mental Ability or Intelligence The American Council on Education Psychological Examination for College Freshmen (ACE) was the instrument used to measure the 63Ibid., p. 179. 64For the most part, children inherit the socio-economic status of their parents, and that of the father in particular, until they are estab- lished in their own careers or marry. For the purposes of this study, then, graduates were assumed to occupy the same socio-economic status as that of the father at the time the graduates earned the bachelor' 5 degree. 37 mental ability or intelligence of the graduates in this study. Test scores of the graduates on the ACE were made available through the Department of Evaluation Services of the University. The ACE test had been administered to the graduates at the time they entered the University as freshmen. - The ACE examination has been widely used for years at the college level, and is one of the best modern, general intelligence tests available.65 W. D. Cummins states that the ACE examination ". . . is perhaps the test that one is likely to recommend to anyone who is looking for a ‘good‘ intelligence test to give to a group of college freshmen. " 66 As the questionnaires sent to each of the graduates were re- turned, the graduate‘s ACE test score was recorded on the questionnaire. As in the case of age and socio—economic status, the t_ distribution was used to determine Whether or not a statistically significant difference existed between the mean ACE test score for the liberal arts and science graduates and the business administration graduates of 1950 and 1955, who returned questionnaires that were not eliminated for failure to meet the other requirements for acceptance. No difference in the mean ACE test score was found, as will be shown later, and no attempt was made to adjust the mean ACE test score of the two groups between academic years of graduation so that no difference existed. Summary Age, socio-economic status, and mental ability or intelligence are all influential factors in determining the level of career advancement vfi 65Albert B. Crawford and Paul S. Burnham, Forecasting College Achievement: A Survey of Aptitude Tests for Higher Education: Part I. General Considerations in the Measurement of Academic Promise (New Haven: Yale' University Press, 1946), p. 99. 66Oscar K. Buros (ed.), The Third Mental Measurements 'Y_earbook (New Brunswick: Rutgers University Press, 1949). p. 297.. 38 achieved in business. They were determined to be factors that could be identified and measured. These factors were therefore designated as the control variables, and will hereafter be referred to as such. Only by isolating or neutralizing the effects of other influential factors would it be possible to learn the true impact of the type of educational program on the level of career advancement attained. At the outset of the research it was recognized that the effect of two other factors, in addition to the three factors designated as the control variables, would have to be neutralized. Education after the Bachelor‘ 3 Degree and Relatives as Owners or Executives As a means to further insure the validity of the study, graduates who returned questionnaires indicating that they had acquired additional education after receiving the bachelor' 5 degree were eliminated from the final groupings. The discussion of the overall characteristics of the graduatesincluded in the study, which follows in a later section, will indicate that the final two groups of graduates for either year of graduation possess only the undergraduate education they acquired at Michigan State University. Similarly, later analysis will show that there was no statistically significant difference in the number of gradu- ates of either type of educational program for either academic year who were employed at any time in their careers where relatives were owners or executives . Criteria for Measuring the Level of Career Advancement Yearly earnings and position level in organizations were the two factors selected as the criteria for measuring the level of career advancement in business of the graduates in this study. Data on these 39 two factors for selected points in time in the occupational careers of the graduates were gathered from the questionnaires returned by the respondents. For the most part, earnings and status within an organization are the factors commonly used to evaluate business careers of indi- viduals in American society. Although problems are encountered in defining and identifying position levels in organizations of different sizes, the yearly earnings and the position level of an individual in a business organization do serve as means for evaluating business careers. Since these are the most commonly used factors, they were selected for use in this study. Graduates in the study were asked in the questionnaire to indi- cate their yearly earnings at specified points in time after college gradu— ation. The graduates were instructed to include in the yearly earnings figure the salary and any commissions or bonuses or like income result— ing from their source of employment. For the purposes of establishing position levels in organizations to which the graduates would later be assigned on the basis of question— naire data, three structural sizes of organizations, in terms of number of employees, were established. Figure 1 presents a graphical descrip- tion of the structural types of organization that were established. It is assumed that organizations falling within one of the three organization classifications share a common number of levels of authority and responsibility, and that an individual's position in an organization corresponds to one of these levels. Figure 1 indicates the levels estab- lished for each of the structural types of organization, and shows how organization levels are assumed to evolve from the smallest structural type to the largest.“ The highest level for each organization structure 67Although the literature in management and organization theory does not provide specific and firmly established criteria or examples for the design of structural types of organizations, the work of the 40 v VSEEEV mn%\\%\.§\rfi wwxmxm. \Q kwskv/ W \ bhnhi KG V NNRRNKQK «gm. $3 “Q - weakened. §e§x® NEG Ks ski “QC m .WNQQQ $8qu #ka wQSQ§KbQVVmJI I... I WKQBXKWQSW is sees ease v mweefiuxmaeg 111111111 Eskuxmasmw ufimvmk. Ks egw \Q m w§¥ EQ I [Seek utmfimxmfieQ t$§$swm§e§w§ m. \ !!!!! 711 ermsxw \QWWWWWK N I m Qfifihfigfisfi N \ II/ Koxmkfiw «peek /// \s sakéxs Semi \ IIIIII El // \ \eefikQQ \bkwkse / / I kenees§xr§§w w§§§~®m§§§m§m been Bee QKR sex .Qsé - meefieeeee§§§§ew .v \ Neeanbbe/An k\\%s\\\.mmk®\ w§ .uNAK «mowfiemfiefiw miesxefioexm meek “SQ Nb§ .. §§7 M§§em~txx$\%§§% hex; .. “we? ukkfiemkathsz / s / weekshwm %Q%\\.§Q weeeQQRQQeQNNQN mememexqu QQN- N efla heee§e§§ \mfie seem. N. ekbeQ 41 is designated as the first or highest level of authority and responsibility, and is designated as position level one. Succeeding position levels are numbered in descending order. Thus, organizations of a structural size employing 1 to 200 employees are identified as having three levels of authority and responsibility in rank order, and thus have three posi— tion levels. The largest of the three structural types encompasses organizations employing over 1, 000 employees and has five levels of authority and responsibility in rank order; thus it has five position levels. The assignment of graduates to one of the three structural types of organization was accomplished by a questionnaire item request- ing the graduate to indicate the number of employees in the organizations in which he was employed at specified times in his occupational career. These figures were later verified in Poor' 5 Register of Directors and Executives. The factors established to indicate a graduate's level of organi— zational authority and responsibility within the organization at specified times in his occupational career, and therefore his position level, are as follows: (1) job title of his position, (2) primary duties, (3) job title of the person to whom he reported, (4) number of persons supervised, and (5) yearly earnings. In the vast majority of cases, the first three of the above factors provided sufficient information for making position level assignments. following authors is evidence that the attempt to establish such structures is not without foundation: Paul E. Holden, Lounsbury S. Fish, and Hubert L. Smith, Top-Management Organization and Control (New York: McGraw-Hill Book Company, Inc., 1951), pp. 1-7’5; Dalton E. McFarland, MarLagement Principles and Practices (New York: The Macmillan Com- pany, 1958), pp. 162-164; Thomas R. O'Donovan, “Contrasting Orien- tations and Career Patterns of Executives and Lower Managers” (unpub- lished Ph. D. dissertation, Department of Personnel and Production Administration, Michigan State University, 1961), pp. 2—6; Paul Pigors and Charles A. Myers, Personnel Administration (4th ed.; New York: McGraw-Hill Book Company, Inc., 1961), p. 110. 42. The item on the questionnaire designed to provide data on the number of people under the graduate‘ s supervision was variously interpreted by the graduates. Some interpreted this question to mean the number of people under their direct supervision, while others interpreted it to mean the number of people below them in the organization. However, as stated above, the difficulty encountered on this factor did not hinder position level assignments because the data obtained on the first three factors proved to be quite adequate. Yearly earnings were also designed to be used as a factor determining position level, although in a secondary nature, since in large part yearly earnings or income reflect status. However, data on job title, primary duties, and the person to whom the graduate reported proved to be adequate. Figure 1 indicates the levels established for each of the structural types of organization. It also shows the manner in which the organization levels in organizations employing 1 to 2.00 and 201 to 1, 000 employees correspond with the levels in organizations employing over 1, 000 employees. That is, an individual occupying a position in level two of an organization employing l to 200 employees is assumed to be exercising the authority and responsibility of an individual occupying a position in level four of a firm employing over 1, 000 employees. The actual position level of graduates employed in organizations employing 1 to 200 and 201 to 1,000 employees were equated with the position levels in organizations employing over 1, 000 employees in the manner shown in Figure 1. Thus, the position level occupied by a graduate is expressed in terms of the level he would occupy in an organi- zation employing over 1, 000 employees, even though the organization in which he was actually employed had less than 1, 000 employees. These data were collected for specified points in time in the occupational careers of each of the two groups of graduates for each of the academic years of graduation. The numerical identification of 43 position levels enabled a determination to be made as to whether or not a statistically significant difference exists between the two groups of graduates in the position levels they occupied at the specified points in time after college graduation. Selection of Time Periods for Analysis Specific points in time after college graduation for which occu- pational data would be collected had to be designated. Although the procedure of collecting occupational data relevant as of the date of this study would reveal the existence of a current difference in the level of career advancement between the two groups of graduates, such a pro— cedure would not indicate at what point in time this difference occurred, or whether or not the difference consistently favored one group through time. Such determinations were important for this study. The decision was therefore made to specify a number of time periods for which occu- pational data for comparative purposes would be gathered. Four time periods since college graduation were established for the 1950 graduates, and three for the 1955 graduates. The first time period for 1950 and 1955 graduates was that immediately following college graduation. The 1950 graduates were instructed to give occu— pational data for the jobs they held during the first, fifth, tenth, and fourteenth years after college graduation. The 1955 graduates were instructed to give occupational data for the jobs they held during the first, fifth, and ninth years after college graduation. Reference to the question- naire in Appendix I will show the manner in which the request for occu- pational data was made and the instructions the respondents were to follow in supplying the data. 1.... 44 Correlation Data Data on the socio-economic status, grade—point average, ACE test score of the graduates, and the number of organizations in which the graduates have been employed were used to determine whether or not any significant correlations exist between these factors and the present yearly earnings and the present position levels of the graduates. Data on each of these four factors appeared on each respondent' s questionnaire. Correlation coefficients were computed, using the values as they appeared on the questionnaire, between each of these four factors and the present yearly earnings of the graduates. The correlation co- efficients were computed using the Pearson product—moment method for each group of graduates for each of the academic years of graduation.68 The correlation computations for socio—economic status, grade—point average, ACE test score, and the number of organizations versus the present position levels of the graduates were computed using the same method as that employed for the yearly earnings correlations. Pre—test A pre—test of the questionnaire designed for the study was con— ducted to determine if the individual questionnaire items would provide the kind of data necessary for this study. A code book of instructions for coding the responses to the questionnaire items was also formulated so that its usefulness could be determined on the basis of actual returns. Although the primary reason for the pre—test was to establish the validity of the questionnaire items in gathering data, the pretest also served to provide some indication of the total returns to be expected, and estab— lished whether a difference in the number of returns might be encounted between any of the groups of graduates. 68See page 51 for formula. 45 A random sample was taken of six graduates from each of the two groups of graduates for each of the years of graduation. This sample was taken from the groups of graduates previously rejected because test scores for them could not be obtained. With the exception of test scores, these graduates were identical to those who would be used in the actual study. A total of twenty-four graduates were selected for the pre-test, six from each of the four groups. Each graduate received a cover letter, questionnaire, and return envelope. Seventeen questionnaires were returned out of the twenty-four mailed. The returns were about equally distributed between each of the four groups. Analysis of the returned questionnaires by individual questionnaire item revealed that with minor modifications, the question- naire design and the individual questionnaire items would be satisfactory for gathering the data needed for the study. No problems were encount- ered in using the code book in coding the pre-test returns. First Mailing Appendix Icontains the cover letter and questionnaire used in the study. The questionnaire and accompanying business return envelope were reproduced by offset. The cover letters were reproduced by an autotype machine. Thus, each graduate received an individually typed letter. Cover letters were individually signed in ink. The number of graduates who were mailed questionnaires, by type of educational pro- gram and year of graduation, is presented in Table 5. In total, 1, 052 questionnaires were mailed on March 2., 1964. Table 6 shows the number of questionnaires returned by year of graduation and type of educational program. March 25, 1964, was established as the cut—off date for the first mailing. As of that date, a total of 585 questionnaires were re— turned. As each questionnaire was returned, its corresponding address 46 card was pulled and marked. The returned questionnaires were then filed by academic year of graduation and type of educational program, in preparation for coding and screening. As of March 25, 1964, 467 questionnaires had not been returned. Second Mailing On March. 31, 1964, a second mailing was made. Appendix I shows the cover letter used in the second mailing. The second cover letter, dated March 31, 1964, was reproduced by offset, and each was individually signed in ink. Each of the 467 graduates who did not respond to the first mailing received another questionnaire, cover letter, and return envelope. As each questionnaire was returned, its corresponding address card was marked and pulled. As in the case of the returns from the first mailing, those returned from the second mailing were grouped by academic year of graduation and type of educational program. As of May 1, 1964, the cut—off day for the second mailing, 160 questionnaires had been returned from those mailed on March 31, 1964. Table 6 pro— vides a breakdown on the returns from the second mailing by year of graduation and educational program. In total, 745 questionnaires or 70. 8 per cent of the 1, 052 graduates returned questionnaires. Chi—square analysis, shown in Table 6, indicates that at the 5 per cent level of confidence with three degrees of freedom no statis— tically significant difference exists between any of the groups in the number of questionnaires returned from the first and second mailing. In order to determine whether there might be a difference in the graduates who returned questionnaires as opposed to those who did not, with regard to the control variables, the mean ACE test score achieved by the graduates in each of the four groups who returned questionnaires was compared with the mean ACE test score of those who did not return questionnaires. Since data on the ages and socio—economic 47 standing of the graduates were to be determined through the question- naire, the analysis could not be extended to these variables. The mean ACE test score for the 1950 business administration graduates who returned questionnaires is 108.102, while the mean score for those who did not return questionnaires is 109. 090. The com- puted _t_ value of -0.4873 is not significant at the 5 per cent level of confidence. For the 1950 liberal arts and science graduates, those who returned questionnaires obtained a mean score of 109. 994, while those who did not return questionnaires achieved a mean score of 109. 019. The computed _t_ value of 0.4083 is not significant at the 5 per cent level of confidence. In the case of the 1955 business administration graduates, the mean ACE score for those who returned questionnaires is 112. 351, while the mean score for those who did not return questionnaires is 104. 090. The obtained t_ value of 2. 6122 is significant at the 5 per cent level of confidence. Finally, the mean ACE test score for the 1955 liberal arts and science graduates who returned questionnaires is 109. 302, while those who did not return questionnaires obtained a mean score of 109. 382. The computed :t__ value of —0. 0247 is not significant at the 5 per cent level of confidence. The analysis of test scores, in conjunction with the high per- centage of graduates (70.8%) who responded to the questionnaire, strongly indicates that, with the possible exception of the 1955 business adminis- tration graduates, there is no difference in age, socio—economic status, or mental ability, between graduates who returned questionnaires and those who did not. Furthermore, this analysis indicates that the busi- ness careers of those who returned questionnaires are not likely to be different from those who did not return questionnaires. 48 Screening of Returned Questionnaires After coding the questionnaires, each of the 745 questionnaires was screened for inclusion in the final groups. Table 7 indicates the number of graduates, by year of graduation and type of educational pro- gram, that were eliminated, and the reason for their elimination. Table 8 presents the number of graduates by year of graduation and type of educational program who were included in this study, and for whom an analysis of the level of career advancement was made be- tween liberal arts and science graduates and business administration graduates. Questionnaire data for these graduates were transferred to punch cards. A computer program was written to establish whether or not a statistically significant difference between the two groups of graduates for each year of graduation could be found on the three control variables. We shall see in detail in the next chapter that no differences were found in age, socio-economic status, and mental ability between the 1950 liberal arts and science graduates and the 1950 business administration graduates. Likewise, no differences in these control variables were found for the 1955 graduates. Another computer program was written for analyzing yearly earnings. Chi-square analysis was used in the analysis of position level, and these computations were made using a desk calculator. With the completion of the computer programs and the return of the questionnaire data from the computer, the next step was the analysis of the data. This is the subject of the next chapter. . CHAPT ER IV ANALYSIS OF THE DATA Re-statement of the Research Problem The purpose of this study is to determine whether or not there is a statistically significant difference in the level of career advance- ment attained in business, as measured by yearly earnings and position level within organizations, of college graduates who possess bachelor's degrees in liberal arts and science, as opposed to college graduates who possess bachelor's degrees in business administration, when the variables of age, socio—economic status, and mental ability are con- trolled. As an outgrowth of the data collected for the analysis of the research problem, an investigation will be made to determine if statis- tically significant correlations exist for either of the two groups of graduates between socio-economic status, grade-point average, mental ability, number of organizations in which the graduates have been em- ployed, and their present yearly earnings and position levels. It should be recalled at this time that all graduates who have pursued any type of education beyond the bachelor' 3 degree and those employed in other than business organizations have been excluded from the two educational groups for each of the two years of graduation. Reference to Table 7 indicates in detail the graduates who have been excluded from the groups and the reason for their exclusion. Throughout the analysis presented in this chapter we will therefore be concerned with graduates who possess only an undergraduate education in liberal 49 50 arts and science or business administration, and who have been engaged in a business career. Data for the 1950 graduates are analyzed first; analysis of the data for the 1955 graduates follows. Data are presented and discussed on the three control variables for each of the two groups of graduates. The data necessary for the analysis of career advancement are then presented and analyzed. The presentation and analysis of these data follow the sequence of time periods established for making comparisons between the two groups of graduates. Within each time period, a determination is made as to whether a difference between the two groups exists in the size of organizations in which they were employed. Similarly, a determination is made for each time period as to whether the two groups of graduates differ in the number who had relatives as owners or executives in the organizations in which they were employed. Once these analyses have been completed, the data on position level and yearly earnings for the time period under consideration are presented for analysis. Based on these two factors, a determination is made for the time period under consideration as to whether or not a statistically significant difference in the level of career advancement exists between the two groups of graduates. lrnmediately following the analysis of data for the last (present) time period, data necessary for the correlation analyses are presented and analyzed. The final step in the presentation of data pertaining to each year of graduation is a brief summary of the findings in the form of a state— ment as to whether or not a statistically significant difference in the level of career advancement exists between the two groups of graduates for any of the specified time periods. This is followed by a similar state- ment concerning the findings of the correlation analyses. 51 Statistical Fo rmulas The following formulas were used in the statistical analysis of the data:69 .1. 3315f. SP “(l/Nl)+(1/NZ) 717.: ,1; (fi- ml 131 F1 I r? l _ Z(X—§)) (Y—Y) x/zcx -)U(W2 2(Y - YF The 1950 Graduates The Control Variables Table 9 presents the ages at which the 1950 graduates earned their bachelor‘s degree. The mean age for business administration graduates is 24. 28 years, while the mean age for liberal arts and science graduates is 24.19 years. The t_ value is 0. 3218, which is not significant at the 5 per cent level of confidence. We can therefore say that there is no statistically significant difference betWeen the two groups in the mean age at which they earned the bachelor' 5 degree. The principal occupations of the fathers of the 1950 graduates at the time the graduates received the bachelor' 5 degree are presented in Table 10. Item 4 on the questionnaire was coded in such a manner that the occupation of the graduate' s father identified the socio-economic 69Wilfred J. Dixon and Frank J. Massey, Jr., Introduction to Statistical Anal sis (New York: McGraw—Hill Book Company, Inc., 1957), p. 12.1. Helen M. Walker and Joseph Lev, Statistical Inference (New York: Holt, Rinehart and Winston, 1953), p. 85 and p. 233. All computations Were made from ungrouped data. The two tail test is used in all tests of significance in which the ; distribution is utilized. 52 ranking of the graduate on the Edwards socio-economic scale. The numbers appearing in column 16 of the questionnaire indicate the socio- economic ranking of the occupations listed in item 4 of the questionnaire. Table 11, which shows the socio—economic ranking of the 1950 graduates, is therefore constructed on the basis of the data contained in Table 10. The mean socio-economic rank is 2. 93 for the business administration graduates and 2.. 70 for the liberal arts and science graduates. The _t_ value is l. 5252, and is not significant at the 5 per cent level of confidence. Therefore, there is no statistically significant difference in socio- economic status between the business administration graduates and the liberal arts and science graduates. ACE test scores for each of the two groups of 1950 graduates are given in Table 12. The mean test score for business administration graduates is 108. 308; the mean test score for liberal arts and science graduates is 108. 630. The t_value of -O. 1521 is not significant at the 5 per cent level of confidence. Table 13 shows the distribution of grade- point averages for the 1950 graduates. Summary The preceding analysis establishes the fact that the business administration graduates and the liberal arts and science graduates of 1950 are statistically alike with respect to age, socio—economic status, and mental ability or intelligence. We will now analyze the occupational data at specified points in time to determine if a statistically significant difference exists in the level of career advancement between the liberal arts and science graduates and the business administration graduates. First Full-Time Job Tables 14 through 18 contain the occupational data relevant to the status of the business careers of the 1950 graduates immediately 53 following college graduation. The sizes of organizations in which the graduates obtained their first full—time job immediately following college graduation are shown in Table 14. Table 15 is constructed from the data in Table 14 and presents the distribution of the graduates in the three structural sizes of organizations. Chi—square analysis is used to determine the existence of a statistically significant difference in the distribution of the two groups of graduates in the three categories of organizations. The computed chi-square of 13. 579 is significant at the 5 per cent level with three degrees of freedom. The chi-square value of 10. 417 for the ”no response“ category indicates that, with the elimination of this category, no statistically significant difference be- tween the groups exists. The number of graduates in the "no response" category is extremely small relative to the number in other categories. Furthermore, we are concerned only with the distribution of graduates in the three organization categories. We shall therefore eliminate the "no response" category from consideration and conclude that there is no statistically significant difference between the two groups in the structural size of organization in which they obtained their first full- time job after college graduation. The number of 1950 graduates who obtained their first full—time job after college graduation in organizations in which relatives were owners or executives is shown by structural size of organization in Table 16. The computed chi—square values of 0. 502, 2.123, and 2. 030 for organizations employing l to 200, 201 to 1,000, and over 1, 000 employees, respectively, are not significant at the 5 per cent level of confidence with three degrees of freedom. There is, therefore, no statistically significant difference between the two groups in the number of graduates who obtained their first full—time job after college gradu- ation in organizations in which relatives were owners or executives. 54 The position levels attained by the 1950 graduates in their first full-time job following college graduation are presented in Table 17. The computed chi-square value is 10. 682, which is not significant at the 5 per cent level of confidence with five degrees of freedom. We may thereforeconclude that there is no statistically significant difference between the two groups of graduates in the position levels they occupied in their first full-time jobs immediately following college graduation. The yearly earnings of the two groups of graduates are indicated in Table 18. The mean yearly earnings for business administration graduates is $4, 133. 00, while the mean yearly earnings for liberal arts and science graduates is $4,112. 02. The t_ value is 0.1073, and is not significant at the 5 per cent level. Based on the criteria of position level and yearly earnings, we therefore conclude that, for the time period immediately following college graduation, there is no statistically significant difference in the level of career advancement attained in business by the liberal arts and science graduates as opposed to the business administration graduates. Fifth Y ear After Graduation Data on the jobs the 1950 graduates held during the fifth year after graduation are presented in Tables 19 through 23. The various sizes of organizations in which the graduates were employed are shown in Table 19. Table 20 is constructed on the basis of the data in Table 19 and presents the distribution of the graduates in the three structural sizes of organizations. The computed chi~square value of 0. 270 is not significant at the 5 per cent level of confidence with three degrees of freedom. Data on the number of graduates employed in organizations in which relatives were owners or executives are given in Table 21. At the 5 per cent level of confidence with three degrees of freedom, the computed 55 chi—square values of 1. 038, 2. 833, and 0. 000 for organizations employ— ing 1 to 200, 201 to 1,000, and over 1,000 employees, respectively, are not significant. We therefore conclude that there is no statistically significant difference between the liberal arts and science graduates and business administration graduates in the sizes of organizations in which they were employed or in the number of graduates who had relatives as owners or executives in the organizations in which they were employed. Table 22 indicates the position levels the graduates occupied five years after graduation. At the 5 per cent level with five degrees of freedom, the chi-square value of 0.874 is not significant. Thus, there is no statistically significant difference between the groups in the posi- tion levels attained five years after graduation. Yearly earnings of the graduates are shown in Table 23. Business administration graduates earned a mean of $7, 182. 62 five years after graduation, While liberal arts and science graduates earned a mean of $7, 025.87. The t_ value of 0.4233 is not significant at the 5 per cent level. On the basis of the findings that pertain to position level attained and yearly earnings, we conclude that, at the fifth year after graduation, there is no statistically significant difference in the level of career advancement of liberal arts and science graduates as opposed to business administration graduates. Tenth Year After Graduation Tables 24 through 28 provide data that pertain to the jobs the graduates held during the tenth year following college graduation. Table 24 indicates the sizes of organizations in which the two groups of graduates were employed. The distribution of the graduates in the three 56 structural sizes of organizations is given in Table 25. The computed chi-square value of 2. 394 is not significant with three degrees of freedom at the 5 per cent level of confidence. The number of graduates employed in organizations in which relatives were owners or executives is indi- cated in Table 26. No significant difference between the two groups of graduates exists. The chi-square values of 2. 622, 0. 000, and 1. 030 for organizations employing l to 200, 201 to l, 000, and over 1,000 employees, respectively, are not significant at the 5 per cent level of confidence with three degrees of freedom. Data on the position level attained by the graduates ten years after graduation are presented in Table 27. No statistically significant difference between the two groups exists. The chi-square value of 9. 915 is not significant at the 5 per cent level with five degrees of freedom. Yearly earnings data for the tenth year are contained in Table 28. The mean yearly earnings for business administration graduates is $10, 334. 80, while the mean yearly earnings for liberal arts and science graduates is $10, 030.81. The computed .t__ value of 0.5871 is not signifi- cant at the 5 per cent level of confidence. We therefore conclude that, at the tenth year after college graduation, the criteria of position level and yearly earnings indicate no statistically significant difference in the level of career advancement in business exists between the liberal arts and science graduates and the business administration graduates. Fourteenth Year After Graduation Occupational data for the jobs in which the graduates are now : employed fourteen years after graduation are shown in Tables 29 through 34. The various sizes of organizations in which the graduates are em-1 ployed are indicated in Table 29. Table 30 presents the distribution of 57 the graduates in the three structural sizes of organizations. The com- puted chi-square value of 4. 391 is not significant with three degrees of freedom at the 5 per cent level. The number of graduates employed in organizations in which relatives are owners or executives is presented in Table 31. At the 5 per cent level of confidence with three degrees of freedom, the computed chi—square values of 1. 008, 0. 000, and 0. 000 for organizations employing 1 to 200, 201 to l, 000, and over 1,000 employees, respectively, are not significant. Table 32 indicates the number of organizations in which the two groups of graduates have been employed. No statistically significant difference exists between the groups. At the 5 per cent level with eight degrees of freedom the chi— square value of 2. 602 is not significant. Analysis of the position levels the graduates occupy fourteen years after graduation reveals that there is no statistically significant difference in the distribution of position levels, indicated in Table 33, between the business administration graduates and the liberal arts and science graduates. The chi—square value of 5. 528 is not significant with five degrees of freedom at the 5 per cent level. Table 34 indicates the yearly earnings the two groups of graduates report for the fourteenth year after graduation. The mean yearly earnings are $13, 686. 24 and $13,459. 89 for the business adminis- tration graduates and the liberal arts and science graduates, respectively. The 1:_ value of 0. 2565 is not significant at the 5 per cent level. Thus, fourteen years after college there is no statistically significant difference between the two groups of graduates in their level of career advancement as measured by position level and yearly earnings. Correlation Analyses The relationship between socio-economic status, grade-point average, mental ability, number of organizations in which employed, 58 and yearly earnings fourteen years after graduation is given by the correlation coefficients (r) of these four factors. The correlation of each of these factors for the 1950 business administration graduates with present yearly earnings is: .0268, . 2268, -. 0280, and a. 0264, respectively. Only the correlation between grade—point average and present yearly earnings (. 2268) is significant at the 5 per cent level of confidence with 163 degrees of freedom. The correlation for the 1950 liberal arts and science graduates for each of these four factors with present yearly earnings is: -. 0046, -.0112, .1079, and -.0829, respectively. These values are not sig- nificant at the 5 per cent level with 87 degrees of freedom. We there- fore conclude that only in the case of the 1950 business administration graduates is there a slight relationship between any one of the above factors (grade—point average) and present yearly earnings. Correlation coefficients were also computed to determine the relationship between socio-economic status, grade-point average, mental ability, and number of organizations in which employed, and the present position levels occupied by the 1950 graduates. For the 1950 business administration graduates the respective correlation co- efficients are: .1283, .1175, .0682, and .0735. These values are not significant at the 5 per cent level of confidence with 180 degrees of freedom. Thus, we conclude for the 1950 business administration graduates, there is no relationship between the socio—economic status, grade-point average, mental ability, and the number of organizations in which the graduates have been employed, and their present position levels. The correlation coefficients for socio-economic status, grade- point average, mental ability, number of organizations in which employed, and present position levels for the 1950 liberal arts and science gradu- ates are: .0905, —.0057, .0512, and .0321, respectively. These values 59 are not significant at the 5 per cent level of confidence with 94 degrees of freedom. We conclude for the 1950 liberal arts and science graduates that there is no relationship between the socio—economic status, grade- point average, mental ability, and the number of organizations in which the graduates have been employed, and their present position levels. Tables 35 through 40 present the median present (1964) yearly earnings and yearly earnings ranges for each of the classifications of socio- economic status, grade-point average, and intelligence test scores for the 1950 graduates. Similarly, median present (1964) position levels and position level ranges are presented in Tables 41 through 46 for each of the classifications of socio-economic status, grade-point average, and intelligence test scores . Conclusions The preceding analysis for each of the time periods indicated reveals that there is no statistically significant difference in the level of career advancement, as measured by position level and yearly earnings, between the 1950 liberal arts and science graduates and the 1950 business administration graduates, all of whom are statistically alike with respect to age and socio-economic status at the time of graduation, and mental ability or intelligence. For the 1950 graduates, we therefore conclude that under the control conditions of this study there is no relationship between the two types of academic programs-—business administration and liberal arts and science--and the level of career advancement attained in business organizations . Furthermore, we must conclude from the preceding analysis for the 1950 business administration graduates there is no relationship between socio-economic status, mental ability, the number of organi- zations in which they have been employed, and their present yearly 60 earnings. -Only a slight relationship exists for this group of graduates between grade-point average and present yearly earnings. No relation- ships exist between any of these four factors and the present yearly earnings of the 1950 liberal arts and science graduates. Similarly, no relationships exist for either group of 1950 graduates between socio- economic status, grade—point.average, mental ability, and the number of organizations in which the graduates have been employed, and their present position levels. Finally, no difference between the two groups of 1950 graduates exists in the number of. organizations in which they have been employed. The 1955 Graduates The Control Va riables The ages at which the 1955 graduates earned their bachelor‘ 8 degree are shown in Table 47. The mean age for the business adminis- tration graduates is 22. 72 years, while the mean age for the liberal arts and science graduates is 22.88 years. The t_value is =0.4321, and is not significant at the 5 per cent level of confidence. We can therefore say that there is no statistically significant difference between the two groups of graduates in the mean age at which they earned the bachelor' 5 degree. Principal occupations of the fathers of the 1955 graduates at the time the graduates received the bachelor's degree are presented in Table 48. The organization and transfer of the father' s occupational data into socio-economic rankings for the 1955‘graduates was accomplished in the same manner as that previously described and used for the 1950 graduates. The socio-economic ranking of the 1955 graduates is pre— sented in Table 49. The mean socio—economic ranks are 2. 31 and 2. 47, respectively, for the business administration graduates and the liberal arts and science graduates. At the 5 per cent level the obtained t_ value 61 of -l. 0455 is not significant. No statistically significant difference exists in socio-economic status between the business administration graduates and the liberal arts and science graduates. An indication and measure of the mental ability or intelligence of the graduates is provided by the test scores of the graduates on the ACE examination presented in Table 50. The mean score for the busi- ness administration graduates is 112.750; the mean score for liberal arts and science graduates is 107.710. The t_ value is 1.8570, and is not significant at the 5 per cent level. There is, therefore, no statis- tically significant difference between the two groups of graduates in mental ability or intelligence as measured by the ACE examination. Table 51 shows the distribution of grade-point averages for the 1955 g raduate s . Summary The preceding analysis establishes the fact that the 1955 busi- ness administration graduates and the 1955 liberal arts and science graduates are statistically alike with respect to age and socio—economic status at the time of graduation, and mental ability or intelligence. We shall now proceed to analyze at specified points in time the occupational data necessary to determine whether a statistically significant difference exists in the level of career advancement between the 1955 liberal arts and science graduates and the 1955 business administration graduates. First Full—Time Job Tables 52 through 56 contain the occupational data relevant to the status of the business careers of the 1955 graduates immediately following college graduation. The various sizes of organizations in which they obtained their first full-time job are shown in Table 52. Table 53 is constructed from the data in Table 52 and presents the 62 distribution of the graduates in the three structural sizes of organizations. The computed chi-square value of l. 468 is not significant with three degrees of freedom at the 5 per cent level of confidence. Thus, there is no difference between the two groups in the structural sizes of organi- zations in which they obtained their first full~time job immediately follow- ing college graduation. The number of 1955 graduates who obtained their first full-time job after graduation in organizations in which relatives were owners or executives is given in Table 54. No difference exists between the two groups on this factor. The obtained chi-square values of 2.474, 0. 000, and 0. 000 for organizations employing l to 200, 201 to l, 000, and over 1, 000 employees, respectively, are not significant at the 5 per cent level of confidence with three degrees of freedom. The position levels attained by the 1955 graduates in their first full-time job after graduation are presented in Table 55. The computed chi—square value is 2.181. It is not significant at the 5 per cent level with five degrees of freedom. No difference therefore exists between the two groups on position level. The yearly earnings of the two groups of graduates are indicated in Table 56. The mean yearly earnings for business administration graduates is $4,773. 51, while the mean yearly earnings for liberal arts and science graduates if $5, 053. 05. The t_ value is ~1.4746, and is not significant at the 5 per cent level. We conclude that for the time period immediately following college graduation, there is no statistically significant difference in the level of career advancement attained by the liberal arts and science graduates as opposed to the business administration graduates. 63 Fifth Year After Graduation Data on the jobs the 1955 graduates held during the fifth year after graduation are presented in Tables 57 through 61 . The sizes of organizations in which the graduates were employed are shown in Table 57. The number of graduates employed in each of the three structural sizes of organizations is presented in Table 58. The obtained chi-square value of l. 239 is not significant at the 5 per cent level with three degrees of freedom. The number of graduates who were employed in organizations in which relatives were owners or executives is given in Table 59. At the 5 per cent level with three degrees of freedom, the computed chi- square values of 1. 379, 0. 000, and l. 547 for organizations employing l to 200, 201 to 1,000, and over 1, 000 employees, respectively, are not significant. The position levels the graduates occupied five years after college graduation are indicated in Table 60. The obtained Chis-square value of 3. 845 is not significant at the 5 per cent level with five degrees of freedom. Thus, there is no statistically significant difference between the groups in the position level they attained five years after graduation. Yearly earnings of the graduates are shown in Table 61. Business administration graduates earned a mean of $8, 179.11 five years after graduation, while liberal arts and science graduates earned a mean of $8, 186.40. The t_ value of -0. 0149 is not significant at. the 5 per cent level. We conclude that at the fifth year after college graduation, using the criteria of position level and yearly earnings, there is no statistically significant difference in the level of career advancement of the liberal arts and science graduates as opposed to the business administration g raduate s . 64 Ninth - Year After Graduation Occupational data for the jobs in which the graduates are now employed nine years after college graduation are contained in Tables 62 through 67. Table 62 indicates the sizes of organizations in which the 1955 graduates are employed. Table 63 presents the distribution of the graduates in the three structural sizes of organizations. The computed chi-square value of 4. 776 is not significant with three degrees of freedom at the 5 per cent level. The number of graduates employed in organizations in which relatives are owners or executives is given in Table 64. The chi—square values of 0. 346, 0. 000, and 2. 044 for organizations employing l to 200, 201 to 1,000, and over 1,000 employees, respectively, are not significant at the 5 per cent level of confidence with three degrees of freedom. Table 65 indicates the number of organizations in which the two groups of graduates have been employed. No statistically significant difference exists between the groups. At the 5 per cent level with eight degrees of freedom the chi—square value of 6. 059 is not significant. The position levels the 1955 graduates currently occupy nine years after college graduation are indicated in Table 66. The computed chi-square value is 7. 919, and it is not significant at the 5 per cent level of confidence with five degrees of. freedom. Thus, there is no statistically significant difference between the two groups in the position levels which they currently occupy. Table 67 indicates the yearly earnings the two groups report for the ninth year after graduation. The mean yearly earnings are $11, 728. 31 and $11,751. 56, respectively, for the business administration graduates and the liberal arts and science graduates. The _t_ value of -0. 0272 is not significant at the 5 per cent level. 65 Therefore, at the ninth year following college graduation there is no statistically significant difference between the two groups of graduates in their level of career advancement, as measured by the criteria of position level and yearly earnings. Correlation Analys es No relationships exist for either of the two groups of graduates between socio-economic status, grade—point average, mental ability, number of organizations in which employed, and the yearly earnings of the 1955 graduates nine years after college graduation. The respective correlation coefficients (r) for each of these four factors are: . 0860, -. 1141, —. 0311, and -.0684 for the 1955 business administration graduates. The correlation coefficients for the 1955 liberal arts and science graduates are, in the same order: .1153, .1648, —.0488, and -. 1394. None of the above correlation coefficients is significant at the 5 per cent level with 82 and 70 degrees of freedom, respectively. The correlation coefficients for socio-economic status, grade— point average, mental ability, and the number of organizations in which the 1955 business administration graduates have been employed, with their present position levels, are: . 2224, -. 1489, —. 0947, and ~. 0270, respectively. The correlation between socio-economic status and present position position level. is significant at the 5 per cent level with 86 degrees of freedom. The remaining correlations are not significant for this group of graduates. The correlation coefficients for the above four factors with present position levels for the 1955 liberal arts and science graduates are, in the same order: .1319, .0299, .1120, and . 0893. These values are not significant at the 5 per cent level of confidence with 75 degrees of freedom. Tables 68 through 73 present the median present (1964) yearly earnings and yearly earnings ranges for each of the classifications of socio-economic status, grade—point average, 66 and intelligence test scores for the 1955 graduates. Similarly, median present (1964) position levels and position level ranges are presented in Tables 74 through 79 for each of the classifications of socio-economic status, grade-point average, and intelligence test scores. Conclusions The analysis of occupational data for the 1955 graduates estab- lishes the fact that, at the specified points in time, there is no statis- tically significant difference in the level of career advancement, as measur— ed by position level and yearly earnings , between the liberal arts and science graduates and the business administration graduates, all of whom are statistically alike with regard to age and socio-economic status at the time of graduation, and intelligence. These findings indicate that for the 1955 graduates, and under the established control conditions of the study, there is no relationship between the two types of academic program—-liberal arts and science and business administration-—and the level of career advancement attained in business organizations. In addition, the findings of this study indicate that no relationship exists between the factors of socio—economic status, grade—point average, intelligence, number of organizations in which the graduates have been employed, and the yearly earnings of either group of 1955 graduates nine years after college graduation. No relationships exist between grade-point average, mental ability, and the number of organizations in which employed, and the present position levels occupied by the 1955 business administration graduates. There is, however, a slight relation— ship between socio-economic status at college graduation and the present position levels the 1955 business administration graduates occupy. In the case of the 1955 liberal arts and science graduates no relationships exist between the socio-economic status, grade-point average, mental 67 ability, the number of organizations in which the graduates have been employed, and the present position levels occupied by these graduates. Finally, the two groups of 1955 graduates do not differ in the number of organizations in which they have been employed. CHAPTER V SUMMARY AND CONCLUSIONS Introduction The purpose of this study was to determine whether or not there is a statistically significant difference in the level of career advancement attained in business, as measured by yearly earnings and position level within organizations, of college graduates who possess bachelor' s de- grees in liberal arts and science, as opposed to college graduates who possess bachelor's degrees in business administration, when the varia- bles of age, socio-economic status, and mental ability are controlled. As an outgrowth of the data collected for the analysis of the research problem, an investigation was made to determine whether statistically significant correlations exist for either of the groups of graduates between socio-economic status, grade-point average, mental ability, number of organizations in which the graduates have been em— ployed, and their present yearly earnings and position levels. Re 5 ea rch Methodology A total of 509 graduates of Michigan State University were selected for the purposes of this study. Of the 509 graduates, 321 graduated during the 1950 academic year, and 188 graduated during the 1955 academic year. Of the 321 who graduated in 1950, 206 earned their bachelor‘s degree in business administration and 115 earned their bachelor's degree in liberal arts and science. Of the 188 graduated in 1955, 100 received their bachelor's degree in business administration, while 88 received their bachelor' 3 degree in liberal arts and science. 68 69 None of the graduates have had any undergraduate or graduate education since receiving their bachelor's degrees. In addition, none of the graduates have had training for such purposes as licensing or certification. The graduates in this study were all pursuing careers in business organizations; none of the graduates were engaged in either military or civil service careers. Finally, all the graduates were males. Age at college graduation, socio-economic status at graduation, and mental ability or intelligence were designated as the control vari- ables to be used in this study. The two groups of 1950 graduates were statistically alike with respect to each of these three factors. Similarly, the two groups of 1955 graduates were statistically alike with respect to age, socio-economic status, and mental ability or intelligence. Position level within organizations and yearly earnings were the two factors that constituted the criteria for measuring the level of career advancement of the graduate s . Findings Four points in time following college graduation were selected for the purpose of making comparisons of the level of career advance- ment between the 1950 liberal arts and science graduates and the 1950 business administration graduates. No statistically significant differences at the 5 per cent level of confidence were found at any of the four points in time between the two groups of graduates in the sizes of organizations in which they were employed, or in the number of graduates who had relatives as owners or executives in the organizations in which they were employed. At no point in time were statistically significant differences found at the 5 per cent level of confidence between the two groups in the position levels they occupied or in their yearly earnings. Thus, as measured by position 70 level in organizations and yearly earnings, there was no statistically significant difference between the 1950 liberal arts and science gradu— ates and the 1950 business administration graduates in the level of their career advancement. At the 5 per cent level of confidence, no difference was found to exist between the two groups in the number or organizations in which they have been employed since college graduation. Within the methodological limitations of this study, no relation- ship is found to exist between the two types of academic programs-- liberal arts and science and business administration--and the level of career advancement attained in business by the 1950 graduates of these two educational programs. The findings of this study also indicate that there is no relation- ship between the factors of socio-economic status, intelligence, number of organizations in which the graduates have been employed, and the present yearly earnings of either group of 1950 graduates fourteen years after college graduation. While no relationship exists between grade- point average and present yearly earnings of the 1950 liberal arts and science graduates, a slight relationship between grade-point average and present yearly earnings exists for the 1950 business administration graduates. For both groups of 1950 graduates no relationships exist between socio-economic status, grade-point average, intelligence, number of organizations in which the graduates have been employed, and their present position levels. Three points in time following college graduation were selected for the purpose of making comparisons of the level of career advance— ment between the 1955 liberal arts and science graduates and the 1955 business administration graduates. For each of the three points in time, at the 5 per cent level of confidence, no statistically significant differ- ences were found between the two groups of graduates in the sizes of organizations in which they were employed, or in the number of graduates 71 who had relatives as owners or executives in the organizations in which they were employed. Similarly, at the 5 per cent level of confidence, no statistically significant difference between the two groups of 1955 graduates was found to exist in the level of their career advancement, as measured by position level within organizations and yearly earnings. No difference was found to exist at the 5 per cent level of confidence between the two groups in the number of organizations in which they had been employed since college graduation. Therefore, no relationship is found to exist between the two types of academic programs and the level of career advancement attained in business by the 1955 graduates of these two educational programs. Finally, no relationship exists for either group of 1955 graduates between the factors of socio—economic status, grade-point average, intelligence, number of organizations in which the graduates have been employed, and the present yearly earnings of the 1955 graduates nine years after college graduation. For the 1955 business administration graduates no relationships exist between grade-point average, intelli- gence, number of organizations in which the graduates have been em- ployed, and their present position levels. A slight relationship exists between socio-economic status at college graduation and the present position levels occupied by the 1955 business administration graduates. In the case of the 1955 liberal arts and science graduates no relationships exist between these four factors and present position levels. The absence of a relationship between academic achievement and present yearly earnings suggests that perhaps personality, moti- vation, and opportunity play an important role in high earnings. Since these factors were not incorporated into the research design of this study, their importance in achieving high earnings can only be surmised. 72 Implications of the Findings Under the control conditions of this study, no relationship is found to exist between type of educational program-~liberal arts and science or business administration-~and the business careers of the graduates of these programs. The findings of this study were based on an analysis of the career patterns of the graduates of a single large, state-supported university. Thus the findings reached on the basis of this study do not constitute conclusive evidence that a relationship does not exist for graduates of other colleges and universities. However, it seems unlikely that similar studies of graduates from other institutions would arrive at substantially different findings. Other studies of a similar nature are, of course, necessary to confirm this View. More importantly, the findings of this study strongly suggest, as Bond, Leabo, and Swinyard conclude from the evidence of their study, ". . . that the traditional views on the relative values of a liberal arts education versus other types of training may not be as soundly based as n70 was formerly believed. (Italics mine.) The author of the Carnegie 70Bond, Leabo, and Swinyard, op. cit., p. 42. In support of their statement, the authors cite evidence from their study that execu- tives possessing a business administration education tended to have greater interindustry and functional mobility, along with greater moti- vation for entrepreneurship and risk taking than their counterparts who had a liberal arts education. (See pp. 8 and 42.) In the writer' s opinion, the words "frequently expressed" should be substituted for the word "traditional“ used by Bond, Leabo, and Swinyard. While it is true that many people can be found who ex- press the view that a liberal arts education provides a superior prepara— tion for a career in business, it is not clear that this is the traditional or generally accepted view, in the sense that a majority of people hold this View. The opposing View, that a business education is a superior preparation, is also held by a number of people, and there is no evidence to indicate that either View is an expression of the majority viewPoint. It is true, however, that both views have their advocates, and that both Views are frequently expressed. 73 report implies, and the authors of the Ford report state, that business administration graduates of some schools are likely to be handicapped in their careers because of vocationalism and over-specialization in the curricula of schools of business.“ The findings of this study suggest that this criticism should be re-evaluated. The findings of this study indicate that liberal arts and science graduates were no better (or worse) prepared than the business administration graduates, since no differences were found in the levels of career advancement that they attained in business. Perhaps, then, we must conclude that the possession of a college education, in itself, is more important for a career in business than the area of study in which it is obtained. Proliferation of specialized courses is not a unique character— istic of academic programs in schools of business. A brief examination of the course offerings in the liberal arts and science areas of most colleges and universities reveals a similar proliferation of specialized course offerings. Specialized courses can lead to narrowness and the routine learning of unimportant detail in the area of liberal arts and science in the same manner as it can in business education. “It should not be forgotten that what is called pedantry was invented in those studies “72 If, however, faculty and which are commonly classified as liberal. students alike approach courses of study with a desire to develop basic problem—solving ability and skill in organizing and analyzing knowledge, the inherent limitations of specialized courses upon the intellectual growth of the student can often be mitigated. Perhaps what we have found in this study is evidence that the liberal arts and science area is subject to the 71Pierson, op. cit., pp. x and 166. Gordon and Howell, op. cit., p. 138. 72Ralph Barton Perry, "When Is Education Liberal?” in Robert A. Goldwin and Charles A. Nelson (eds.), Toward the Liberally Edu- cated Executive (New York: The New American Library, 1957), p. 49. 74 same criticism as that recently directed at schools of business; and that the frequently expressed View of the superiority of the liberal arts in developing within individuals a broad base of analytical skills and knowledge is really not the case. The findings of this study do not support the view that a liberal arts and science education provides a superior preparation for a career in business. At the same time, the findings of this study do not support the opposing View that a business administration education provides a superior preparation for a career in business. If, then, we are not satisfied with the quality of college-trained men in business, the problem becomes one of improving the educational preparation offered in both liberal arts and science and business administration. Future Research While this study reveals no relationship between the two types of educational backgrounds of the graduates and their business careers at this time, differences may occur in the future. It would be entirely appropriate to repeat this study at a later date when the graduates of this study have reached an age at which they could be expected to have reached the peak of their business careers. Repetition of this study at a later time would therefore serve to confirm or refute the present findings and identify the long-run relationship between educational preparation and careers in business. On the basis of this study, three additional areas worthy of future research also emerge. First, two or three studies identical to the present research in methodological. design are needed to substantiate or confirm the findings reported in the previous chapters. Such studies would also provide an indication as to whether or not regional differences or differences among colleges or universities occur. In conjunction with this study, two or three other studies would provide a sufficiently 75 large population of graduates so that industry differences might be studied. Second, studies similar in methodological design are needed to determine the impact of graduate study in business upon the careers of graduates of such programs. At the present time we do not know the relationship between graduate education in business and the business careers of graduates holding master's degrees in business. Third, and perhaps most important of all, there is a need for a large scale study which is methodologically rigorous to indicate the impact of a college education on the careers of men in business. APPENDIX I COVER LETTERS AND QUESTIONNAIRE 76 77 LJICITICLADJ STYVTE IJthVEIKSLTY'EMWWANflNG GRADUATE SCHOOL OF BUSINESS ADMINISTRATION DEPARTMENT OF MANAGEMENT March 2, 1964 Mr. James A. Jones 123 Green Street Lansing, Michigan Dear Mr. Jones: In c00peration with Michigan State University, you are being asked to participate in a study of businessmen's career patterns. This study will make a comparison of the career patterns of businessmen who have different educational backgrounds. Such information is vital to the institutions and individuals who are responsible for the formulation of educational programs. Your participation in this study will provide important information as to how these programs should be formulated. This study is an outgrowth of the recommendations made by the Ford Foundation and the Carnegie Corporation in previous research. The enclosed questionnaire will take no more than fifteen minutes of your time. The number of businessmen being asked to participate in this study is very small. The success of this study, therefore, depends upon receiving your cooperation in returning a carefully completed questionnaire. Your reply is coded and will be held in strict confidence. No firm or person will be identified in the final data. A stamped, self-addressed envelope is enclosed for your convenience. Yours truly, William J. Kearney Project Director Enclosure: 2 78 MICHIGAN STATE UNIVERSITY EASTLANSING GRADUATE SCHOOL OF BUSINESS ADMINISTRATION DEPARTMENT OF MANAGEMENT March 31, 1964 Mr. James A. Jones 123 Green Street Lansing, Michigan Dear Mr. Jones: A few weeks ago you received a questionnaire and a letter requesting your participation in a study which will make a comparison of the career patterns of businessmen having differ- ent educational backgrounds. Since I have not received your reply, I am enclosing a second questionnaire. This study is an outgrowth of previous studies made by the Ford Foundation and the Carnegie Corporation, and will provide valuable information to the educators who are responsible for the formulation of educational programs in business. Since the number of individuals selected for the study is quite small, the study will be successful only if each person returns a carefully completed questionnaire. Your question- naire is coded, and your reply will be held in strict confidence. No firm or person will be identified in the final data. A business return envelope is enclosed for your convenience. This is a rare and important opportunity for you to be an active force in the design of educational programs in business. May I hear from you soon? Yours truly, William J. Kearney Project Director Enclosure: 2 79 STUDY OF BUSINESSMEN Michigan State University P. O. Box 213 East Lansing, Michigan 48824 Strictly Confidential CQ e No. 1. At what age did you receive your bachelor's degree?........ 6-7 2. Have you taken any undergraduate college courses in business administration since you received your bachelor's degree? 8 Yes D 1 No C] 2 If yes, approximately how many credit hours? sem. 9—10 term (Circle one) hours 3. Extent of schooling of yourself and your father. (Place an "x" in the highest level attained): 11-12 Your Self Father Less than high school...........................[3 1 Some high school................................C] 2 High school graduate............................C] 3 Some college....................................E3 College graduate.....................[3 5 [3 Some graduate degree study...........[] 6 C1 \lmUlob Completed graduate degree............[] 7 C] 3a. If you have taken some graduate degree study or received a graduate degree, please indicate your field of study and 13 degree: Field of Study Degree 80 4. Check the principal occupation of your father at the time you received your bachelor's degree. (If father was deceased, ILQ—lS-lé please indicate his previous occupation): Your Occupation Father UDSkilled. O O O O O O O O O O O O O O O O O O O O O O O O O O O O O D 016 worker semi-Skilled. O O O O O O O O O O O O O O O O O O O O O O O O O O D 025 Skilled-O. O O... O. 0...... .0 O O O. O O. 0.... O. D 034 Farm worker or small tenant............B 046 Farm tenant with paid help............. 052 Farmer Farm owner without paid help...........[] 062 Farm owner or manager with paid help...[3 O72 Clerk or retail salesman.........................C] 083 other salesman...C.............COOOOOOOOO00......D 093 Foreman or first line supervisor.................[j 104 Minor executive (above supervisor but below department head)..........[] 112 Major executive (department head and above)......C] 122 Owner, small business (100 employees or less)....[j 132 Owner, large business (over 100 employees).......[j 142 Doctor..........O...................D 151 Engineer.......0......OCOOGOOCOCOOCOD 161 Lawyer.............0...’............D 171 Profession Minister............................[j 181 PrOfessorOCOCOC.00....COCCCOOOCOO...D 191 Public school teacher...............[j 201 Other (please specify)... 211 Other occupation (please specify)..... 22 OCCUPATIONAL CAREER HISTORY How many firms have you been associated with as an employee 17 during your business career since receiving your bach- elor's degree (including your present firm)?.......... Please indicate on the following pages the status of your employment at the specified points in time after college graduation. Please provide employment data for each of the specified points in time, even if you remained with the same employer or held the same job title. Salary data is especially important for this study. All data will be held in strict confidence. 3&1 Your first full-time job following college graduation which marked the beginning of your business career: Name of Employer: Job Title of Your Position: 24 Location: Date Position Assumed: City State 25-28I month vear Briefly DescEibe Your Primary Duties: Mmmer of Employees When You Were Employed. (Give employment figure for organization as a whole): Employees ID Number of People Under Your Your Yearly Earnings. (To include Supervision: commissions, bonuses, etc., from Employees your source of employment): ZEN Job Title of Person to Whom You $ Reported: 19—22] ffifl Nease check if any of the following people were owners or executives nithis firm at the time you were employed: 23| Father [:1 l Othgr relatives C] 2 None [2 3 Your job §_years after college graduation. (If you changed jobs during your fifth year after graduation, please supply data for the job which you held longest during the fifth year): Name of Employer: Job Title of Your Position: 37 Location: Date Position Assumed: City State 38-41 month vear Briefly Describe Your Primary Duties: Mmber of Employees When You Were Employed. (Give employment figure fix organization as a whole): Employees 31 Number of People Under Your Ymu‘Yearly Earnings. (To include Supervision: commissions, bonuses, etc., froni 11_ Employees your source of employment): 421 Job Title of Person to Whom You $ <33 orted: 32-35I 43 Hease check if any of the folloWing people were owners or executives hithis firm at the time you were employed: Father 1:] 1 Other relatives [3 2 None D 3 (over) For 1950 graduates. 82 Your job 12,1ears after college graduation. (If you changed jobs during your tenth year after graduation, please supply data for the job which you held longest during the tenth year.) 1955 graduates may proceed directly to the last section. Name of Employer: Job Title of Your Position: 5m Location: Date Position Assumed: City State 51-54l month year Briefly Describe Your Primary Duties: Number of Employees When You Were Employed. (Give employment figure for organization as a whole): Employees 241 Number of People Under Your Your Yearly Earnings. (To include Supervision: commissions, bonuses, etc., from Employees your source of employment): §§L Job Title of Person to Whom You $ Reported: 45-48l '58] in this firm at the time you were 71?] Father [:1 l Please check if any of the following people Other relatives C] 2 were owners or executives employed: None [3 3 Your present job. For 1950 and 1955 graduates: Name of Employer: Job Title of Your Position: 63L Location: City State 164-67I Date Position Assumed: month: year Briefly Describe Your Primary Duties: Number of Employees (Give employment figure for organization as a whole): Employees "571 Your Yearly Earnings. (To include commissions, bonuses, etc., from your source of employment): , $ 58-611 Number of People Under Your Supervision: Employees TEE 33b Title of Person to Whom You Re‘ort: 69 in this firm at the time you were E Father 1:] 1 Other relatives [3 2 Please check if any of the following people were owners or executives first employed: None [:3 3 APPENDDCH TABLES 83 84 Table 1. -—Major Areas of Study Classified as a Liberal Arts and Science Curriculum for the 1950 Graduatesa Number Number Major Area of Study Graduated in Study Art 28 8 Bacteriology 22 2 Bacteriology and Public Health 0 0 Biological Science 8 l Botany 11 1 Chemistry 69 13 Economics 95 20 English 18 0 Entomology 8 0 Fine Arts 0 0 Foreign Studies 1 0 French 2 0 Geology and Geography 0 0 Geography 6 1 Geology 42 4 German 2 0 History 15 2 History and Political Science 66 6 Latin 0 0 Mathematics 31 1 Mathematics and Physical Science 11 0 Philosophy 4 0 Philosophy and Psychology 10 0 Physics 30 2 Physiology 1 0 Political Science 2 0 Psychology 80 16 Socral Science 57 10 Sociology and Anthropology 28 3 Spanish 1 0 Speech, Dramatics and Radio Education 81 17 Zoology 74 8 Total--Liberal Arts and Science 803 115 aLSources: Michigan State College Catalog: 1946-1947 (East Lansing, Michigan: Michigan State College, 1946), p. 145; Eighty-Ninth Annual Report. Secretary of the State Board of Agriculture, State of Michigan (East Lansing, Michigan: Michigan State College, 1951), pp. 155—156. 85 Table 2. -—Major Areas of Study Classified as a Business Adminis- tration Curriculum for the 1950 Graduatesa Number Number Major Area of Study Graduated in Study Business Administration 619 177 Hotel Administration 85 29 . . . . b Total--BuSiness Administration 704 206 aLSources: Michigan State College Catalog: 1946-1947 (East Lansing, Michigan: Michigan State College, 1946), p. 107; Eighty-Ninth Annual Report. Secretary of the State Board of Agriculture, State of Michigan (East Lansing, Michigan: Michigan State College, 1951), pp. 155-156. Economics and Political Science are classified under Liberal Arts and Science. 86 Table 3. --Major Areas of Study Classified as a Liberal Arts and Science Curriculum for the 1955 Graduates8L Number Number Major Area of Study Graduated in Study Bacteriology and Public Health 8 l Botany and Plant Pathology 3 0 Chemistry 28 3 Divisional Biological Science 6 0 Divisional Physical Science 15 1 Divisional Social Science 72 14 Economics 114 34 English 17 5 Entomology 2 0 Fine Arts 16 1 Foreign Studies 1 0 French 1 0 Geography 4 2 Geology 13 1 German 1 0 History 35 3 Mathematics 20 2 Mathematics and Physical Science 0 0 Philosophy 3 0 Physics and Astronomy 15 2 Political Science 23 2 Psychology 32 2 Sociology and Anthropology 3 0 Spanish 0 0 Speech 57 15 Zoology 25 0 Total-~Liberal Arts and Science 514 88 aSources: Michigan State College Catalog: 1951—1952 (East Lansing, Michigan: Michigan State College, 1951), p. 179; Ninety-Third flnual Report. Secretary of the State Board of Agriculture, State Of Michigan (East Lansing, Michigan: Michigan State University, 1955), pp. 279-281; Ninety-Fourth Annual Report. Secretary of. the fiat: Board of Agriculture, State of Michigan (East Lansing, Michi- gan; Michigan State University, 1956), pp. 293—297. 87 Table 4. --Major Areas of Study Classified as a Business Administration Curriculum for the 1955 Graduatesa Number Number Major Area of Study Graduated in Study Accounting 76 25 Food Distribution 9 2 General Business 155 52 General Institution Management 4 2 Hotel Management 42 13 Restaurant Management 15 6 Total-—Business Administrationb 301 100 aSources: Michigan State College Catalog: 1951-1952 (East Lansing, Michigan: Michigan State College, 1951), p. 131; Ninety-Third Annual Report. Secretary of the State Board of Agriculture, State of Michigan (East Lansing, Michigan: Michigan State University, 1955), pp. 279- 281; Ninety-Fourth Annual Remrt. Secretary of the State Board of Agriculture, State of Michigan (East Lansing, Michigan: Michigan State University, 1956), pp. 293-297. Economics and Political Science are classified under Liberal Arts and Science. Table 5. --Number of Michigan State University Graduates Receiving Questionnaires by Educational Program and Year of Graduation Educational P rog ram Y ear of Graduation 1950 1955 Total Number Number Bus ine s 8 Administration Liberal Arts and Science 394 199 593 260 199 459 Total 654 398 1052 t+~ ._ .— o~o.m w.o\. mil. mJVm ox: new ohm mwm Nmofi 1308 Q/ 8 owe; was i; N13. 3 No mam 2: a? .m a 4.4 mm? mwmd mdo me N..om mm mm w.mm H: mm: 6.4 .msm mmml momé N50 om: wJVm mm NNH imm me com. .msw .<.1H 0mm: 1:6 w.:l mwm NUNm mm ma: iwm ONN mom .p< .msm 0mm: i @935qu pechduom pushes—em peflhdbem pmfimz ©9559qu posedumm pofimz EmHmOHnH ems .02 05 .02 .02 we .02 .oZ HMGOSNUSUH mg pochdbom HmuoH mcflflmz pcooom mcfiflmz umhflm cam Meow 33.22 mchdumm cam mwflflflmz ehflmsdoflmmda mo 393.9347 u .0 maan 90 0.00H0m 0.00H 0m 0.00Hm0 0.00HEI HmpoH HA: 0 m .m N 0 .w. m w.» 0 mGEodoH pmooxm cofimmemohnm m How” rodum 0 .0 0 m .m N im N 0 .mH NH mcflmfiooflim Ho combmoflfiuoO How. capsum ism mm mdm o... mam mm 53. em 3353 22m 8.3 ooyon opmdpmHO H0\pcm unpsbm ouudpmHD 0.0 m \l.MN 0 m .Nm HN 0.0N 0N coflmdfioMHO owoa—HOO mocfim mmocflmsm A: 333% opusfiomummopdb 0.m N 0.0 0 0.0 0 0.0 0 Gofimdpdpw omodoO oocflm HoonO wcflsomofi mSOSCSGoU 0.0 m m.m N Tm N m; H SOSMSUMHO owofloU oocfim outflow IAHNPSEZ moodcficou «.m. m a .e m Tm N s .N N 33335 36:00 88m 8.3m .8 Hmuopomv outflow 3.30 E onegofioucfim mDODGSaoU e .02 e. .02 e. 52 e. .02 .mw Sold 64 .md@ .mow .<:.H .p< .mfim onflmccoflmosa mo Compoomom wcflmdmo Hopomh 88H wOHnH HmcofimOdpm pad Coimdpmho mo Meow. >3 moeflwccoflmmsfl posesbom wo Gofiooomom mQHmDmU mpopowh 00 3.93.934.-- .n oHQdH 91 m.w0 00m FQM 0MN 0.00M mes Nmofl NNmN H3308 710 00 0 .0». 0m 0 .00a v: 00H elm oocoflom paw 3.1% Hunonfiim mmmfi m .Nn 00H m .eN 0m 0 .00a me 00H H0». GofldmbmficfiEp/w mmocfimdm mmofi 0 .mo m: Hem m0 0 .00H 0m: 00N mow cocoflom pad 3.3% Hmhonkd 0mm: 0N» 00N N.\.N C. 0.00M mwN $0M vow coflpmflmfifigpxw mmoflflmdm 0mm: 00 .02 00 .02 00 .02 .02 .02 Qoflumdpmno mo Meow. pomD popoofiom ponhspom @6382 pobmdpmpw paw EmeOHnH Hmcoflmodpm mohfimccofimodfl cOSMSUNH—U mo Mme? paw Emamownm Hmcoflmospm IE. comb cam .pobooflom .pochdbom .pofimz moaflmccoflmoda wo mfimtfimdduu- .m oERH. THE 1950 GRADUATES 92 93 Table 9. --Age of 1950 Graduates When Bachelor's Degree Conferreda Age When Bachelor' 5 Bus. Ad. L.A.& S. Total Degree Conferred No. % No. 70 No. % 20 2 1.0 0 0.0 2 0.6 21 14 6.8 7 6.1 21 6.5 22 35 16.9 17 14.9 52 16.2 23 29 14.1 23 20.0 52 16.2 24 49 23.7 26 22.6 '75 23.4 25 34 16.4 19 16.5 53 16.5 26 17 8.3 7 6.1 24 7.5 27 9 4.4 8 7.0 17 5.3 28 5 2.4 2 1.7 7 2.2 29 2 1.0 3 2.6 5 1.6 30 3 1.5 2 1.7 5 1.6 31 2 1.0 0 0.0 2 0.6 32 1 0.5 1 0.8 2 0.6 33 1 0.5 0 0.0 1 0.3 34 1 0.5 0 0.0 l 0.3 35 1 0.5 0 0.0 1 0.3 36 1 0.5 0 0.0 1 0.3 'Total 206 100.0 115 100.0 321 100.0 aBusiness Administration Mean Age : 24. 28; Liberal Arts and Science Mean Age 2 24.19;_t_: 0. 3218. 94 0.00H HNm 0.00H mHH 0.00H 00N H.308 0 .m 0H 0 .n w m .m HH . . €3.6on ommeHmv Goflmmdooo .HoHHHO e; m a .o H a; e . 328% $830 .880 0 .0 N 0 .0 0 0 .H N . . . . . . . . . . . . . Hegemou HOOHOm 023.9% 0.0 N 0.0 H m.0 H . . . . . . . . . . . . . . . . . . . .HOmmoHOHnH m .0 H 0.0 0 m .0 H . . . . . . . . . . . . . . . . . . . . HonHGHHZ eonmoHounH Goo N Nod N 000 O o o . o o a o . o o u o o o o o o o o o onkwa/zmq moN w “no...v m mod m o o o o o o o . o o o o o o o o . o o o HQQHHMHWGM 0.0 m N..H N m.0 H . . . . . . . . . . . . . . . . . . . . . wouooQ 0 .0 N 0 .0 H m .0 H . . . . . . . . . . HmooonAHEo 00H Ho>ov mmochdn. omhmH Sauce/O v.0H N0 0.: NH w.HN mm . . . . . . . . .HmmoH .Ho moo>oHAHEo 00: mmmGdeo. HHdEm .HoaBO 0 .MH H1» 0 .mH 0H 0 .mH 0N . . . . . . . . . . Ho>0bhm Hose pmofi Haoabhmmopv o>deoox® HommSH m .0 0m 0 .HVH NH m .0 mH . Hume: Eocfiudmop seoHenr HDAH HOmH>Homdm m>onHmV 038.5on0 MOSHE H» .w NN \l .w 0H m .w NH . . . . . . . . . . . . . . HOmH>Homdm oGHH HmHHH Ho amaohoh N6 0N H0 \l m.0 mH . . . . . . . . . . . . . . . . . . . . . . . .GmgmoHMm HoHHHO m .N m N. .H N 0 .N 0 . . . . . . . . . . . . . . . . . . QmEmmvam HHmHoH Ho vHHoHO N .H w. 0 .0 0 0 .H Hy . . . . . . AHHoH HoHdnH HHHB Howwcma .Ho Hock/o 8.3mm o o o o a o o o o o o o o 0 AH AH v .m HH m m w w. m n Hos HOHm HSOHHHB Hose/o Shah HoEHdm o o o 0.0 o 0.0 o . . . . . . . . . . . . .391 Ben fir... 8.88 83m m .0 H 0 .0 H 0 .0 0 . . . . . . . . . . . Hcmcob HHeEm .Ho HOVHHOB Sperm H.w 0N m.HH mH m0 mH . . . . . . . . . . . . . . . . . . . . . HooHHHva ¢.0H mm m.HV m 0.mH 0N . . . . . . . . . . . . . . . . . . HooHHHvauHEom H8203 Him HH 0.N m 02m 0 . . . . . . . . . . . . . . . . . . . .HooHHHvaGD O 0 o a 0 07H 80 OZ 00 OZ GoHodmdooO H.308 .meJQiH .04 .mde oommeQ m .HoHoeHomm 08. poiooofi moumdpmaw o5 08TH. ofi pm mobmsHomHO 0m0H 05 Ho 985mm 9: Ho mcoHHmnHSooO HdnHHocHHnH: .0H oHnHmH. .. ul.|.|lheu...1...~... . . ..I .Ia.... .. TEFL)!!! I H... I . u- . . J. - V.P. laud-Will nun—"a. J'uuutI'WH fun-11‘ .1 “If . .1. i a 1.. um...”— hru I.- 95 .NmNm .H NIH. ”00.N n vHGmm OHSOQOUO onoom Geo: mocoHom pcm mun/w HwHonHHiH 30 .N H chmm ngocooouoHoom c382 GOHHmHHmHGH8< mmoGHmsmm 0.00H HNm 0 .00H mHH 0 .00H ACON HmHoH .>.m NH m.m HV 0.m w mHovHHoB HooHHHvaQD 0 m.0H mm m.HV m 0.mH wN mMoVHHoB HooHHHvaHEom m 0 .NH mm 0 .0N HVN 0 .0H mm Segohoh pad mpoxhog HomHHHOHm HV m . HH mm m .H H NH > . H H HVN mHoVHHoB HooHHoQHvH Home mvHHoHU m ~13. mm: e .3 mm m .2. of: 2.358 9:. @8882 5833.108 N m . \l «N 0 .0 HH m .0 NH chmHenH HmGOHmmemoanH H 00 .02 Q0 .07H 80 .oZ QSOHO oHEocooouoHoom Msmm 18.08 .m .3014 .00. .md@ mpoyhewdou moumofl mLoHocHommH oEHH was. He moumspmhu 0m0H Ho wchHcmm ngoCooo-oHoomuu .HH oHQmH 96 Table 12. —-Distribution of ACE TestScores Among the 1950 Graduates21 Bus. Ad. L.A.&S. Test Score No. 70 No. % 63.0 0 0.0 1 0.9 66.0 2 1.0 3 2.6 71.0 1 0.5 0 0.0 76.0 15 7.2 3 2.6 80.5 1 0.5 l 0.9 81.5 3 1.5 1 0.9 84.5 14 6.8 5 4.3 89.0 2 1.0 1 0.9 92.0 14 6.8 10 8.7 96.0 2 1.0 O 0.0 98.5 12 5.8 9 7.8 101.0 5 2.4 1 0.9 101.5 3 1.5 2 1.7 103.5 12 5.8 11 9.6 106.0 1 0.5 2 1.7 107.0 5 2.4 O 0.0 109.0 16 7.8 10 8.7 111.5 3 1.5 6 5.2 112.5 5 2.4 2 1.7 116.0 16 7.8 8 7.0 117.0 2 1.0 O 0.0 118.0 7 3.4 5 4.3 119.0 5 2.4 3 2.6 119.5 0 0.0 l 0.9 123.0 2 1.0 0 0.0 123.5 20 9.6 9 7.8 126.0 3 1.5 0 0.0 127.0 5 2.4 4 3.5 131.0 0 0.0 1 0.9 133.0 20 9.6 13 11.3 136.0 3 1.5 0 0.0 137.0 5 2.4 3 2.6 143.0 1 0.5 0 0.0 151.0 1 0.5 0 0.0 Total 206 100.0 115 100.0 8'Business Administration Mean Score : 108. 308; Liberal Arts and Science Mean Score :108. 630; p: 0.1521. .HF—p. 97 Table 13. --Distribution of Grade-Point Averages of the 1950 Graduatesa Grade-Point Bus. Ad. L.A. 818. Total Average No. % No. % No. % 1.00-1.19 82 39.8 41 35.6 123 38.3 1.20-1.39 56 27.2 36 31.3 92 28.7 1.40-1.59 31 15.1 14 12.2 45 14.0 1.60—1.79 19 9.2 17 14.8 36 11.2 1.80—1.99 7 3.4 4 3.5 11 3.4 2.00-2.19 4 1.9 2 1.7 6 1.9 2.20-2.39 5 2.4 1 0.9 6 1.9 2.40-2.59 2 1.0 0 0.0 2 0.6 2.60-2.79 0 0.0 0 0.0 0 0.0 2.80-2.99 0 0.0 0 0.0 0 0.0 3.00 0 0.0 0 0.0 0 0.0 Tkfial 206 100.0 115 100.0 321 100.0 A: 3.00; B:2.00; C : 1.00. 98 Table 14. ——Size of Organization in Which 1950 Graduates Secured Their First Full-timevJob Following College Graduation Number of Bus. Ad. L.A.&S. Total Emploges No. % No. % No. % No Responsea 1 0.5 9 7.8 10 3.1 1-100 62 30.1 34 29.5 96 29.9 101-200 16 7.8 4 3.5 20 6.2 201-500 12 5.8 7 6.1 19 5.9 501—1,000 9 4.4 10 8.7 19 5.9 1,001—5,000 34 16.5 18 15.7 52 16.2 5, 001—10,000 12 5.8 2 1.7 14 4.4 10,001-25,000 11 5.3 11 9.6 22 6.9 25, 001—50,ooo 14 6.8 4 3.5 18 5.6 Over 50, 000 35 17.0 16 13.9 51 15.9 Total 206 100.0 115 100.0 321 100.0 8- . . . . . . Thls category includes respondents who were 1n milltary serv1ce or c ivil service at this time period, as well as those who did not respond to the question. Table 15. --Distribution of 1950 Graduates by Structural Organization Size in Which Graduates Secured Their First Full-time Job Following College Graduation Structural Bus. Ad. L.A.&S. Total Organization Size No. ‘70 No. % No. % 1,2 No Responsea 1 0.5 9 7.8 10 3.1 10.417 1-200 78 37.9 38 33.0 116 36.2 0.597 201—1,000 21 10.2 17 14.8 33 11.8 1.871 Over 1,000 106 51.4 51 44.4 157 48.9 0.694 Total 206 100.0 115 100.0 321 100.0 13.579 a . . . . . . This category includes respondents who were in military serv1ce or civil service at this time period, as well as those who did not respond to the question. .Uofihom 683 mi: mcfihdw moi/Low E>Ho Ho ooflfHom KAHNISE a: who? .Ho .muflm GOUMNHGmeo wcfichmodoo COMM—mold one 0.5. Ucommmh won USU monomdvmhw oocoflom cam 3.3% 132:4 mafia pom 9.3.96me GodumemficfiEfio/w mmmqflmdm mGOm 100 08.N 0.2: S 0.2: 63 QTN 0.2: S 0.2: S moms 0.2: mm 0.2: we 186.6 08.0 0.0 o 0.0 o .. 08.0 0.0 o 0.0 o 08.0 0.0 o m; H 688%.: 662 086 0.2: 1.. 1mm E: 310 Ti. 3 0.5 2 ~36 6.3 mm 6.: mm maoz oood 0.0 o 0.0 o- ooo.~ o.o o m.o N 02.5 6;. m 1... v 333$ Sfio coed 0.0 o o; N coed 0.... 5 mg. N 000.0 6.2 6 N4: 2 Sfiam R .6 .oz .4 .02 R .4 .oz .4 .62 e .4. .oz .4 .62 N .msw .<.q .3. .25 N .mg 1.14 .3. .65 N .3 4.4 .3. .65 m®o>onEH ooo .H H®>O mooknofimem ooo .H1HON mooknofimgm OONI~ ouwm CofiEufiHmHO Hahsuoduum QfiAmcofiflom . mmo>fidooxm .Ho whack/O ®H®>> wok/3.36m £0335 CH. mcofimufidmeO a“ moroh. oEHHafidrm umhflh .HflmFH. Umpdoom 0:3 mmumgomHU 0mm: mo Hmfigdzau x: 0.3mm“. 101 Table 17. --Position Levels Occupied by 1950 Graduates in First Full-Time Jobs Following College Graduation Position Educational Program Level Bus. Ad. L.A.& S. 752 No ‘70 No. % 1 O 0.0 O 0.0 0.000 2 0 0.0 O 0.0 0.000 3 9 4.4 4 3.5 0.325 4 22 10.7 13 11.3 0.123 5 173 83.9 89 77 4 0.413 Not indicated 2 1.0 9 7 8 9.821 Total 206 100.0 115 100.0 10.682 102 Table 18. --Distribution of Yearly Earnings of 1950 Graduates from First Full-Time Job Following College Graduationa Yearly Earnings Bus. Ad. L.A. 81 S. Total Category No. 70' No. 70 No. % No Responseb 6 2.9 11 9.6 17 5.3 Under $2, 000 1 0.5 0 0.0 1 0.3 2,000-2, 999 34 16.5 18 15.7 52 16.2 3,000-3, 999 78 37.8 43 37.3 121 37.8 4, 000-4, 999 40 19.4 21 18.2 61 19.0 5, 000-5, 999 22 10.7 7 6.1 29 9.0 6, 000-6, 999 9 4.4 7 6.1 16 5.0 7,000-7, 999 8 3.9 1 0.9 9 2.8 8,000-8, 999 5 2.4 5 4.3 10 3.1 9, 000—9, 999 0 0.0 1 0.9 1 0.3 10,000-10, 999 1 0.5 0 0.0 1 0.3 11,000-11,999 1 0.5 1 0.9 2 0.6 12,000 and over 1 0.5 0 0.0 1 0.3 Total 206 100.0 115 100.0 321 100.0 aBusiness Administration mean yearly earnings : $4, 133. 00; Liberal Arts and Science mean yearly earnings = $4,112. 02; t_: 0.1073. This category includes respondents who were in military service or civil service at this time period, as well as those who did not respond to the question. 103 Table 19. --Size of Organization in Which 1950 Graduates were Employed Five Years After College Graduation Number of Bus. Ad. L.A. 81 S. Total Emplflrees No. ‘70 No. ‘70 No. 70 No Responsea 12 5.8 7 6.1 19 5.9 1-100 49 23.7 35 30.4 84 26.1 101-200 17 8.3 5 4.3 22 6.9 201—500 11 5.3 4 3.5 15 4.7 501-1,000 10 4.9 7 6.1 17 5.3 1,001-5, 000 34 16.5 19 16.5 53 16.5 5, 001-10, 000 10 4.9 8 7.0 18 5.6 10, 001-25, 000 16 7.8 10 8.8 26 8.1 25, 001—50, 000 11 5.3 5 4.3 16 5.0 Over 50,000 36 17.5 15 13.0 51 15.9 Total 206 100.0 115 100.0 321 100.0 a . . . . . . This category includes respondents who were in military serv1ce or civil service at this time period, as well as those who did not respond to the question. 104 Table 20. --Distribution of 1950 Graduates by Structural Organization Size inW’hich Graduates Were Employed Five Years After College Graduation Structural Bus. Ad. L.A.&S. Total . . . 2 Organization Size No. % No. 70 No. % “it No Responsea 12 5.8 7 6.1 19 5.9 0.000 1-200 66 32.0 40 34.8 106 33.0 0.164 201-1, 000 21 10.2 11 9.6 32 10.0 0.000 Over 1,000 107 52.0 57 49.5 164 51.1 0.106 Total 206 100.0 115 100.0 321 100.0 0.270 a . . . . . . This category includes respondents who were in military serv1ce or civil service at this time period, as well as those who did not respond to the question. I. .1. J A} .1rtvfrfI10lu . .1 . 3.-.. . . 105 .68th 683 m3» median oofwhom 3.36 .Ho outflow 83.3288 E 6H6? .No .oNflm Cofimwficmmho wcflchmocoo dogwood 65. OH pnommon “on EU mouddUmHO oosoflom 6cm mum/N. 136an CNS/om cam moundpmHO cofimuumficfiefio/w mmonfimsm Nam 68.6 6.62 86 6.2: 83 NNNN 6.2: 2 6.2: AN 68; 6.2: 3. 6.2: 66 2666.8 666.6 6.6 o 6.6 6 666.6 6.6 o 6.6 6 666.6 6.6 o 6; N 686263 662 666.6 N68 66 N.88 2: 666.6 6.26 8 N68 62 ONN.o 6.68 66 8.66 3 6.82 86.6 6.6 o 8.6 2 666; 6.6 o 6.3 N 666.6 6.3 NN 18 6 3326M .8660 666.6 6.2 2 8; N SN; N4: N 6.8 N 666.6 6.2 6 8.NN S $636.8. R8 .62 .8 .oz 68 .8 .oz .8 .62 68.8 .oz .8 .62 N .343 .64 .65 N 66.8.4 .6... .65 N 664.4 .3. .65 66882468” 666 .2. 8.6 mmmwoafim ooo .TSN 666>on1§m SN; mfimcogag oufim doflmwfiadwho #93565“ pm amok/floooxm .Ho mHoSBO who? mofifimfiom £08.25 a“ GOSMSUMHO owodoO H654 "6“de mac/Tm msoflmuficmmao E notwoamcflm www.msnmhu 0mm; mo 6.6385211 .HN 3an 106 Table 22. --Position Levels Occupied by 1950 Graduates in Jobs Held Five Years Following College Graduation Position Educational Program Level Bus. Ad. L.A. &s. X, 2 No. ‘70 No. % 1 1 0.5 0 0.0 0.000 2 2 1.0 1 0.9 0,, 000 3 24 11.7 12 10.4_ 0.119 4 34 16.5 24 20.9 0.671 5 132 64.0 71 61.7 0.084 Not indicated 13 6. 3 7 6.1 0.000 Total 2.06 100.0 115 100.0 0.874 107 Table 23. -—Distribution of Yearly Earnings of 1950 Graduates from Job Held Five Years After College Graduationa Yearly Earnings Bus. Ad. L.A. 81 S. Total Category No. 70 No. 70 No. % No Responseb 20 9.7 11 9.6 31 9.7 Under $3, 000 1 0.5 1 0.9 2 0.6 3,000-3,999 2 1.0 3 2.6 5 1.6 4, 000-4, 999 26 12.6 6 5.2 32 10.0 5, 000-5, 999 38 18.4 24 20.9 62 19.4 6,000-6, 999 47 22.8 28 24.4 75 23.5 7,000-7,999 31 15.0 13 11.3 44 13.8 8,000-8,999 7 3.4 15 13.0 22 6.9 9, 000-9, 999 8 3.9 2 1.7 10 3.1 10,000-10,999 7 3.4 5 4.3 12 3.7 11,000-113 999 4 1.9 3 2.6 7 2.2 12,000—12,999 4 1.9 2 1.7 6 1.9 13,000—13,999 2 1.0 0 0.0 2 0.6 14, 000—14, 999 0 0.0 0 0.0 0 0.0 15,000—15,999 2 1.0 1 0.9 3 0.9 16,000-16, 999 2 1.0 0 0.0 2 0.6 17,000-17, 999 1 0.5 0 0.0 1 0.3 18,000—18, 999 2 1.0 0 0.0 2 0.6 19, 000-19, 999 0 0.0 0 0.0 0 0.0 20, 000-28, 000 2 1.0 1 0.9 3 0.3 Total 206 100.0 115 100.0 321 100.0 aLBusiness Administration mean yearly earnings : $7, 189. 62; Liberal Arts and Science mean yearly earnings : $7, 025.87; t_z 0.4233. bThis category includes respondents who were in military service or civil service at this time period, as well as those who did not respond to the question. 108 Table 24. ~-Size of Organization in Which 1950 Graduates Were Employed Ten Years After College Graduation Number of Bus. Ad. L.A. 81 S. Total Employees NO. % No. % No. 70 No Responsea 13 6.3 11 9.6 24 7.5 1-100 62 30.0 25 21.7 87 27.2 101-200 13 6.3 7 6.1 20 6.2 201-500 16 7.8 10 8.7 26 8.1 501—1,000 12 5.8 8 7.0 20 6.2 1,001-5,000 37 18.0 16 13.9 53 16.5 5,001-10, 000 7 3.4 9 7.8 16 5.0 10,001—25,000 13 6.3 6 5.2 19 5.9 25,001—50, 000 9 4.4 9 7.8 18 5.6 Over 50, 000 24 11.7 14 12.2 38 11.8 Total 206 100.0 115 100.0 321 100.0 a . . . . . This category includes respondents who were in m111tary serv1ce or civil service at this time period, as well as those who did not respond to this question. 109 Table 25. --Distribution of 1950 Graduates by Structural Organization Size in Which Graduates were Employed Ten Years After College Graduation Structural Bus. Ad. L.A. 81 S. Total Organization Size No. % No. % No. ‘70 7C2 No Responsea 13 6.3 11 9.6 24 7.5 0.711 1-200 75 36.4 32 27.8 107 33.3 1.469 201—1, 000 28 13.6 18 15.7 46 14.3 0.093 Over 1,000 90 43.7 54 46.9 144 44.9 0.121 Total 206 100.0 115 100.0 321 100.0 2.394 a . . . . . . This category includes respondents who were in m111tary serv1ce or civil service at this time period, as well as those who did not respond to the question. 110 .63th 69:6. wit. mcfladp moi/How 3.3.6 .Ho moi/How >Hwfificfl 0: ohms? .Ho .ouflm coflumuflcdmho wcflCHoocoo dowpmodw 60$ 00. pflommoh won 636 060.030de oocoflom pad 06L< 139:4 : p.90 mouwdpdho cofimapmfiafiapeq. mmocfimsm mfim 00.0.2 0.002 00 0.002 00 000.0 0.000 00 0.002 0N NN6.N 003 N0 0.00M 68 068.0 000.0 0.0 0 0.0 0 000.0 0.0 0 0.0. 0 000.2 2.0 a 0.0 0 0666660.: 662 00.0.0 0.00 mm 0.002 00 000.0 0.00 62 0.60 0N 000.0 0.08 0N 0.08 mm 6:02 000.0 0.0 o 0.0 0 000.0 0.0 o in N wmwd m.NH w. m.® N. ®>Humaom .8660 000.0 0.2 H 0.0 0 000.0 0.: N 0.8 N 060; 0.0 m 0.2 3 .8560” 60.8 .2 .8 ..z 68 .8 ..z .8 ..z .8 .8 ..z .8 ..z N . emgw eofiam 000 J Ho>O 066%0HQEM ooo .HIHON moo>onSH OON1H oufim dofimuflsmeO Hahduoafipm .mmoN/HpSooxm Ho 0.66ch 6963 mo>fimaom £3635 a: GowumSUmHO mmofloO .960de 0806.». GoH 020305.90th E U®>OHQEH 060030.050 0mm: mo Hoacflsznn .om. 6370B 111 Table 27. -—Position Levels Occupied by 1950 Graduates in Jobs Held Ten Years Following College Graduation Position Educational Program Level Bus. Ad. L.A. & s. 96 2 No. % No. % 1 O 0.0 l 0.9 1 000 2 9 4.4 2 1.7 1.571 3 55 26.7 16 13.9 5.000 4 47 22.8 34 29.6 1.342 5 82 39.8 51 44.3 0.292 Not indicated 13 6.3 11 9.6 0.710 Total 206 100.0 115 100.0 9.915 Table 28. -—Distribution of Yearly Earnings of 1950 Graduates From Job Held Ten Years After College Graduationa Yearly Earnings Bus. Ad. L.A. 81 S. Total Category No. ‘70 No. % No. % No Responseb 27 13.1 16 13.9 43 13.4 Under $4,000 1 0.5 0 0.0 1 0.3 4,000-4,999 0 0.0 0 0.0 0 0.0 5, COO-5,999 6 2.9 5 4.3 11 3.4 6,000-6,999 13 6.3 11 9.6 24 7.5 7,000-7,999 30 14.6 14 12.2 44 13.8 8,000-8,999 31 15.1 16 13.9 47 14.7 9, 000-9. 999 21 10.2 14 12.2 35 10.9 10,000-10,999 24 11.6 11 9.6 35 10.9 11,000—11,999 10 4.9 6 5.2 16 5.0 12,000-12,999 11 5.3 3 2.6 14 4.4 13,000-13,999 4 1.9 6 5.2 10 3.1 14, 000-14, 999 3 1.5 0 0.0 3 0.9 15, GOO-15,999 9 4.4 3 2.6 12 3.7 16,000-16,999 0 0.0 2 1.7 2 0.6 17,000-17,999 0 0.0 3 2.6 3 0.9 18,000-18,999 4 1.9 1 0.9 5 1.6 19,000-19,999 4 1.9 0 0.0 4 1.2 20,000-35,000 8 3.9 4 3.5 12 3.7 Total 206 100.0 115 100.0 321 100.0 3'Business Administration mean yearly earnings : $10, 334., 80; Liberal Arts and Science mean yearly earnings : $10, 030.81; t_= 0. 5871. This category includes respondents who were in military service or civil service at this time period, as well as those who did not respond to the question. 113 Table 29. -—Size of Organization in Which 1950 Graduates are Presently (1964) Employed Number of Bus. Ad. L.A. 81 S. Total Employees No. % No. % No. % No Responsea 20 9.7 15 13.0 35 10.9 1-100 64 31.0 22 19.1 86 26.9 101-200 10 4.9 7 6.1 17 5.3 201—500 10 4.9 8 7.0 18 5.6 5011000 10 4.9 8 7.0 18 5.6 1,001-5,000 33 16.0 19 16.5 52 16.2 5, 001-10, 000 13 6.3 11 9.6 24. 7.5 10,001-25,000 7 3.4 5 4.3 12 3.7 25,001—50,000 12 5.8 6 5.2 18 5.6 Over 50,000 27 13.1 14 12.2 41 12.8 J 1 Total 206 100.0 115 100.0 321 100.0 1 a . . . . . . ‘ This category 1nc1udes respondents who were in m111tary serv1ce or civil service at this time period, as well as those who did not respond to this question. I 114 Table 30. -—Distribution of 1950 Graduates by Structural Organization . Size in Which Graduates are Presently (1964) Employed Structural Bus. Ad. L.A.8IS. Total Organization Size No. ‘70 No. % No. % ’X, Z No Responsea 20 9.7 15 13.0 35 10.9 0.490 1—200 74 35.9 29 25.2 '103 32.1 2.700 201—1,000 20 9.7 16 13.9 36 11.2 1.083 Over 1,000 92 44.7 55 47.9 147 45.8 0.118 Total 206 100.0 115 100.0 321 100.0 4.391 a . . . . . . 5 This category 1nc1udes respondents who were in m111tary serv1ce or ‘ civil service at this time period, as well as those who did not respond to the question. 115 .688va 6823 022.3 M02836 6625.860 H2336 .Ho 6028360 hamfiflg 2.2.8 .0ng Ho .6N20 220323202me0 9218028600200 6030645 65. 08 602002068 80G EU 068036.080 mocmflom 660 06.84 136324 m2 @020 060.036th 2803030222864 006G205m ON . . . d 000.0 0.002 66 0.002 N0 000.0 0.002 62 0.002 0N 000.2 0.002 0N 0.002 28 2666.2. 000.0 0.0 0 0.0 0 000.0 0.0 0 0.0 0 000.0 0.0 0 0.0 0 2666662602 6672 000.0 0.002 66 0.002 N0 000.0 6.80 22 0.60 82 000.0 0.08 6N 0.88 86 6.qu 000.0 0.0 0 0.0 0 000.0 0.0 0 0.6 2 866.0 6.02 6 0.6 6 6266282 82260 000.0 0.0 0 0.0 0 000.0 6.N2 N 0.02 N 206.0 6.02 6 N62 N2 822660 6v .8 .oz .8 .oz 68 .oz .8 .oz 68 .8 .oz .8 .672 N 0204.12 .64 .6662 N08 0204.2 .64 .6662 N 004.2 .264 .6662 AH . 666862.250 000 .2 HmSo 666862.280. 000 .2-20N 666862.280 00N-2 222666266260 wwwm Cofidmwcmfio Hmhduodaum 068/356me .80 0.8550 6.20 06>..30H6m £622.23 222 082020200222me0 022 poaofimem $1603 Nigomohfl 066.030th 0mm; .80 866.832-- .2m 6305 116 Table 32. —-Number of Organizations in Which 1950 Graduates have been Employed Since College Graduation (Including Present Organization) Number of Bus. Ad. L.A. 81 S. Total Organizations No. % No. % No. % 7f, 2 1 57 27.8 35 30.4 92 28.7 0.189 2 .53 25.7 25 21.7 78 24.3 0.501 3 35 17.0 26 22.6 61 19.0 1.137 4 26 12.6 11 9.6 37 11.5 0.475 5 19 9.2 10 8.7 29 9.0 0.000 6 11 5.3 4 3.5 15 4.7 0.300 7 4 1.9 2 1.7 6 1.9 0.000 8 0 0.0 l 0.9 1 0.3 0.000 9 or more 1 0.5 1 0.9 2 0.6 0.000 Total 206 100.0 115 100.0 321 100.0 2.602 117 Table 33. --Position Levels Occupied by 1950 Graduates in Their Present (1964) Jobs Position Educational Program Level Bus. Ad. L.A. &S. 1; Z No. % No. % 1 0 0.0 1 0.9 1.000 2 9 4.4 5 403 0.000 3 60 29.1 23 20.0 2.557 4 43 20.9 32 27.8 1.445 5 74 35.9 39 34.0 0.038 Not indicated 20 9.7 15 1350 0.488 Total 206 100.0 115 100.0 5.528 118 Table 34. --Distribuation of Yearly Earnings of 1950 Graduates from Present (1964) Jobs Yearly Earnings Bus. Ad. L.A. 81 S. Total Category No. 70 No % No % No Responseb 36 17.5 21 18.3 57 17.8 Under $4, 000 1 0.5 o 0.0 1 0.3 4,000-4,999 0 0.0 0 0.0 O 0.0 5, 000a5, 999 1 0.5 1 0.9 2 0.6 6,000-6,999 4 1.9 4 3.5 8 2.5 7,000-7,999 8 3.9 4 3.5 12 3.7 8,000-8,999 15 7.3 9 7.8 24 7.5 9, 000-9, 999 14 6.8 6 5.2 20 6.2 10, 000-10, 999 27 13.1 13 11.3 40 12.5 11,000—11,999 16 7.8 12. 10.4 28 8.7 12,000-12,999 10 4.9 15 13.0 25 7.8 13,000-13, 999 11 5.3 3 2.6 14 4.4 14,000-14,999 11 5.3 8 7.0 19 5.9 15,000-15,999 14 6.8 2 1.7 16 5.0 16,000-16,999 6 2.9 1 0.9 7 2.2 17,000-17,999 4 1.9 O 0.0 4 1.2 18,000-18,999 4 1.9 3 2.6 7 2.2 19,000-19,999 2 1.0 3 2.6 5 1.5 20,000-50,000 22 10.7 10 8.7 32 10.0 Total 206 100.0 115 100.0 321 100.0 aBusiness Administration mean yearly earnings 2: $13, 686. 24; Liberal Arts and Science mean yearly earnings : $13, 459.8931 : 0. 2565. This category includes respondents who were in military service or civil service at this time period, as well as those who did not respond to the question. 119 . mump . dump _. 6»me . damp dump mwcfidhmo mmswchdm mmfiflnHmm mmawcumo mwcfideo mmcficmmo 03.38% poahomom o w .3896.» pouhomom NN® 835mm.» oopmomom mmp >166.» pouhomom HNU .3869» to? omom wwor 3.2mm; popsomom N Ha 0 .002 606 680.8 000 .66 8 006 .6 066 .06 8 .6 66 28:03 66:66.15 6 086 .66. 8 006 .6 068 .2 6 .2 666 38:03 06:266....866 6 006 .66 8 006 .6 068 .2 0 .66 666 $8.86 6:. 28:03 66:26 6. 000 .06. 8 000 .6 000 .2 8 . 2 .66 3.82088. 63662 65.. 3.20 6 000 .06 8 008 .6 000 :2 6 .66. . 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I -. .11“! 121 Table 37. --Present (1964) Yearly Earnings Medians and Ranges for the 1950 Business Administration Graduates by Grade-Point Averagea Grade-Point Median Yearly Average No. % Yearly Earnings Earnigs Rage 1.00-1.19 82b 39.8 $10, 500 $5,600 to 40, 000 1.204.39 56C 27.2 13, 000 6, 000 to 30, 000 1.40—1.59 31d 15.1 11,500 2,700 to 32,500 1.60-1.79 198 9.2 10,000 7,500 to 40, 000 1.80 and above 18f 8.7 15, 000 8, 700 to 50, 000 . Total 2.06 100.0 ‘ aA = 3.00; B = 2.00; c =1.00. b63 Reported yearly earnings data. 1 C48 Reported yearly earnings data. d2.8 Reported yearly earnings data. 615 Reported yearly earnings data. i 16 Reported yearly earnings data. 122 Table 38. --Present (1964) Yearly Earnings Medians and Ranges for the 1950 Liberal Arts and Science Graduates by Grade=Point Averagea GrademPoint Median Yearly Average No. % Yearly Earnings Earnings Range LOO-1.19 41b 35.6 $12,000 $6, 300 to 40,000 1.20—1.39 36C 31.3 10, 550 5,800 to 32, 000 1.4.0.1.. 59 14d 12.2 14, 000 8., 950 to 45, 000 1.60—1.79 176 14.8 12,450 8,000 to 35,000 1. 80 and above 7 6.1 9, 600 6, 900 to 12, 000 Total 115 100.0 aA = 3.00; B = 2,00; (3 21.00- b30 Reported yearly earnings data. C30 Reported yearly earnings data. '11 Reported yearly earnings data. 616 Reported yearly earnings data. Table 39. -—Present (1964) Yearly Earnings Medians and Ranges for the 123 1950 Business Administration Graduates by ACE Test Score Median Yearly Test Score No. % Yearly Earnings Earnings Raggg 63.0-76.0 1881 8.6 $11,500 $7,500 to 26, 000 80 5-84 5 18b 8.6 14,000 6,300to 50,000 89.0-92.0 16C 7.9 11,000 6,000 to 27,500 96.0_98.5 14d 6.8 10,500 6,00010 35,000 101.0-103.5 208 9.7 13,000 6,200 to 20,500 106.0—112.5 30f 14.6 11,875 8,500 to 30,000 116.0=~119.5 30g 146 11,250 5.60016 40,000 123.0-127.0 30h 14.6 12,500 2,700 to 32,500 131.0-151.0 301 14.6 12,250 7,300 to 29,000 Total 206 1000 0 312 Reported yearly earnings data. bl4 Reported yearly earnings data. C15 Reported yearly earnings data. dl3 Reported yearly earnings data. 6318 Reported yearly earnings data. fZ4. Reported yearly earnings data. gZI Reported yearly earnings data. h25 Reported yearly earnings data. iZ8 Reported yearly earnings data. Table 40. —-Present (1964) Yearly Earnings Medians and Ranges for the 124 1950 Liberal Arts and Science Graduates by ACE Test Score Median Yearly Test Score No. % Yearly Earnings Earnings Ranges 63 0-76 0 7a 6.1 $10,500 $8,000to 12,770 80.5=84.5 7b 6.1 8,500 5,800to 12,500 89,0~9Z.0 11C 9.6 11,500 8,600to 30,000 96.0x98.5 9d 7.8 12,800 6.00010 22,500 lOl.0=lO3.5 146‘ 12.2 13,500 6,300 to 35, 000 106.04112.5 20f 17.3 11,800 7,800to 40,000 116.04119.5 17g 14.8 12,000 6, 900 to 19,000 123.0-12.7.0 13 11.3 10,150 6,900t019,800 131.04151.0 17h 14.8 11,700 8,95010 45,000 Total 115 100. 0 a 6 Reported yearly earnings data. b .5 Reported yearly earnings data. C 8 Reported yearly earnings data. d 8 Reported yearly earnings data. 813 Reported yearly earnings data. i 14 Reported yearly earnings data. g13 Reported yearly earnings data. hl4 Reported yearly earnings data. . .3... {a . am .1- . ...14....r.. 66.1.1HTHPME1‘ .311 125 JCmEsmwmmm ENE; cofiwmom d wcfipfighmm mumv wounoaom N. w .ucmacwflmmm amt/0H cofiflmom m wcfifiahwm mpmv Umuuommm wm . o Jamaawflmmm Hm>mH coflflmoa m. wdflflghmm mumv Umuhomwm wN U .Hsmgcmflmmd amt/3 coflflmom m wcflfigpmm 1...me Umtommm mmo .fiBEGmfl m mm flux/3 coflflm om ”U wcfifigmom mwdv Uwzommm Non. .pcwcsswwmmm T152 Gouflfimom m. wcflfigpwm mpmv vophommm Nam o .9: com 1308 m 8 m w o .m .6 38203 82.33: c m 0“ N w o .mH mwm mhmxhog Umfiflxmuflgmm m. m ow. N m .1 o g: Umm QmSwHorA US» magic? Umfiwxm w m 8 N v n .. : 01m. mhmvzo? wouwgm wad mmeHU m m o» N v m $1 @004. 33330 US.» .mpmwmsmz .maofiwflmoxm N m op N m .w m .o Mmfl mQOmHmnm Hmcoflmmwwoum H mwcmm H®>m4 H954 sofiflmom 0% .02 @5010 u..flEocouH-o..fiuom Mamm aoflwmom €2va @mahmmcou 2:me mlofimflomm 0.91;. 9: fim xdmm UHEOSOUH-Oflvom >9. mmumsvmhnmu GOBmHuchficflUd‘ mmocflmdm 0mm: 23 How” mmwcmm USN msmwvuz 1:64 cowfimom $100: «Gummynwun .31. waan 126 Jawgcmemm H®>oH GOSHmOoH d msflfigaom 1,me Hootomwm m 0 Jameanmmm H®>®H QoHfimom 1 wcfifigamm fiat @810va ON H.V .HcogcmHmmm Hw>wH QOHHHmOoH d wQHfiHahmm va Hughomom OH 0 JCmEQmHmmd Ho>oH aoHfimom m mdfifigumm 31an Huofiomvm mm D. .ucongmmm Hw>wH coHfimOQ m wcflfighom 3.3V Humtofiwm oHHm o .2: m H H 1309. m OH m m m .m mV1 mHmuHHoB UmHHUHmQD o m B N m m .1 m 28:03 BHHEmLEom m m 0“ N m .1 9 .ON U1N £268.10th HoEm 91830.3 @oHHHva 1 m 8. m m .1 m . HH umH why/HMO? UwHHEHvH Hvam mthwHU m m OH H 1 1.0m me mHmHuHflO 18m .mnmmfifimz .mHonHHnHOHnH N m 09. m m .1 o .0 mHH mQOmHmnH HmconmwmoHnH H wmsmm H®>wwH Ho>m1H QoHuHmonm 05 .oZ QUOHO umgocoum-oHoom chmm coHuHmonH :31on 82380 @2me szHmfimm SEE 2: E qum QHSqum$Som 3 $3:me 386m Ham 3% H385 SS 2: SH mmmamm ER 8332 H264 sosflmom Aim: 253$-.. .N1 wag 127 Table 43. --Present (1964) Position Level Medians and Ranges for the 1 950 Business Administration Graduates by Grade=Point Averagea Grade-Point Median Position Average No. 70 Position Level Level. Rage 1.004.19 82b 39.8 4 2t.05 1.- 2.0-1.39 56C 2.7..2 4 2. to 5 1,404.59 31d 15.1 4 2m 5 1.60-1.79 198 9.2. 4 3t05 1.. 80 and above 185 8., 7 3 2 to 5 Total 2.06 100. 0 l A : 3.00; B : 2.00; C 21.00. 73 Reported data permitting a position level assignment. flo‘lll ' 52. Reported data permitting a pos:.tion level assignment. CL ’ 28 Reported data permitting a p031tion level as signment. .1) ' 17 Reported data permitting a posfiion level assignment. Hi 16 Reported data pe rmitting a position level assignment. 128 Table 44. —-Present (1964) Position Level Medians and Ranges for 1950 Liberal Arts and Science Graduates by Grade—Point Averagea Grade-Point Median Position Average NO. % Position Level Level Range l.00=l.l9 41b 35.6 5 Zt05 1.20-1.39 36C 31.3 4 2t05 1.40-1.59 14d 12.2 4 2105 1.60—1.79 178 14.8 4 l to 5 1.80 and above 7 6.1 5 4 to 5 Total 115 100. O aA = 3.00313 : 2.00; c =1900. b . 1. 7 7 . 33 Reported data permitting a p051tion level ass1gnment. C: 33 Reported data permitting a position level assignment. (:1 ll Reported data permitting a position level assignment. 6 ‘ 16 Reported data permitting a position level as signmenn . .n . ... Emmi... . rI.. ..lux‘ Table 45., --Present (1964) Position Level Medians and Ranges for the 12.9 1950 Business Administration Graduates by ACE Test Score Median Position Test Score NO. % Position Level Level Range 63.0—76.0 183' 8.6 5 3to 5 80.5-84.5 18b 8.6 4 2 to 5 89.0—92.0 16 7.9 3.5 2t05 96.0-98.5 14C 6.8 5 3to 5 101.0-103.5 20 9.7 4 3t05 106.0-112.5 30c1 14.6 4 Zto 5 116.0-119.5 308 14.6 4 ZtoS 123.0—127.0 30f 14.6 4 2m 5 131.0—151.0 30% 14.6 4 2165 Total 206 100. 0 a. 16 Reported data permitting a position level assignment. b 16 Reported data permitting a position level assignment. C 13 Reported data permitting a position level assignment. C124 Reported data permitting a position level assignment. e24 Reported data permitting a position level assignment. f 29 Reported data permitting a position level assignment. g28 Reported data permitting a position level assignment. 1 1 130 Table 46. —-Present (1964) Position Level Medians and Ranges for the 1950 Liberal Arts and Science Graduates by ACE Test Score Median Position Test Score No. % Position Level Level Range 63.0-76.0 7 6.1 4 3to 5 80.5-84.5 7a 6.1 4 3to 5 89.0-92 0 11b 9.6 5 3t0 5 96.0-98.5 9 7.8 5 3t05 101 0—103 5 14C 12.2 4 3to 5 106.0-112.5 20d 17.3 4 210 5 116.0-119 5 17e 14.8 3 Zto 5 123.0—127.0 13 11.3 5 4to 5 131.0—151.0 17f 14.8 4 lto 5 Total 115 100. 0 5 Reported data permitting a position level assignment. 9 Reported data permitting a position level assignment. C13 Reported data permitting a position level assignment. 15 Reported data permitting a position level assignment. e14 Reported data permitting a position level assignment. ' 15 Reported data permitting a position level assignment. THE 1955 GRADUATES 131 I 0.16.1... «...? ...-11.5.... - ”swim. . uI . . .II. llfl.l .. 132 Table 47. —-Age of 1955 Graduates When Bachelor' 5 Degree Conferreda Age When Bachelor‘s Bus. Ad. L.A. 81 S. Total Degree Conferred No. % No ‘70 No. % 20 0 0.0 l 1.1 l 0.5 21 2.6 26.0 2.2 25.1 48 25.6 22 40 40.0 35 39.9 75 40.0 23 14 14.0 6 6.8 2.0 10.7 24 7 7.0 9 10.2 16 8.5 25 6 6.0 3 3.4 9 4.8 26 3 3.0 4 4.5 7 3.7 27 2. 2.0 5 5.7 7 3.7 28 0 0.0 l 1.1 1 0.5 29 0 0.0 1 1.1 1 0.5 35 l 1.0 0 0.0 l 0.5 36 0 0.0 l 1.1 1 0.5 39 1 1.0 0 0.0 l 0.5 Total 100 100.0 88 100.0 188 100.0 aBusiness Administration mean age : 22. 720; Liberal Arts and Science mean age = 22.875; t_: -0.4321. 133 o.ooH wwH o.ooH mm 0.9: 2: 1.308 m .m CH we 0 o .HV Ha . . . . . . . €93on ommoHnHv COHHNQDUQO HoHHHO H .N H» m .N N o .N N . . . . . A>HHoomm ammoHnHv HocHHO m .o H o .o o o .H H . . . . . . . . . . . . . . . 01.0me 303.5 oHHannH 09H m HuH H OoN N o a o o u a o a u u a a a u a s o oHomm®WOanH moo H 000 O 09H H o o a a o u u a o a u o u u o u u n o a u vawflflnfiz HHOHWWOMOHAM moo H 0°C 0 00H H o o a o u a u o u a u a u a u u u u a o o o DHOKABN‘IH Nam N. $0M m Dew V u u a o o o s e a a o a u a o a a a a a o OHWQCHme Num 0 mow w CON N a u u o u u u u o o 3 a u u 9 o a o 0 o 0 o o Hogoog H .N v H.H H o .m m . . . . . . . . . .Amo®>on§o ooH Hw>ov mmwchdn omeH 3.8.930 comm oo HINN HVN 0.0m om . u . . . . . . . .HmmoH .Ho mw®>oHnH§m ooHv mmochDQ HHdEm £0550 o .NH Hum n .mH NH o .NH NH . . . . . . . . . . . Ao>onm HEN HomoHH Hcoguhmmog 6350008 Homo: m .w OH N .OH 0 o in \l . .AHodoHH Hcoflbhmmmv BoHon ado. HOmH>H®nHHHm 9,033 ®>Hudoox® .HOCHHZ o .0 «H w .o o o .5 N. . . . . . . . . . . . . . . . . . HOmH>HmQ5m oHHHH HmHHH .Ho Gdgmnoh .vwaw NH wunw Aw 000 o a n a u o o o o o a a o o u a o u u o o a a a o o o ocmgmvfimm H®£“O 09H m maN N 05H H a a a o u a a a u a a u u u o a a a a o a ugmamoHdm H‘ndwmnh HO VHHGHU m .o H H .H H o .o o . . . . . . nHHwHH. momma HHHHB wamdme Ho .8550 85mm 9 o a a w n o u o DH Q H .N H» o o o o H» v Hm: UHm HHHOHHHHB .8550 «chum Hoahdh O O O O .O O O .O O a u . u n . o . . ,. o . Qfimfi UHMQ 6:.ka HENQOQ Shdrm o .o o o .o o o .o o . . . . . . . . . . . Edam: Hchum. .Ho HovHHOB 5.3mm N.m 0 m4» H» o.N N . . . . . ,, . . . ,, ,. . . . . . . . . . . . . UoHHHva m.¢ w fim m o.m m . . . . . . . . . . . . . . . . . . . . HooHHHvaIHSHom H3303 H.N H» m.N N 0,,N N . . . . . . . . . . . . . . . . . u . . . . UoHHHvaHHD 0m .0 o .o o .o ,- w 02 s . .Z a Z monmmsooo H H H. m ow H. H 3H 20.5 {1 etymofl mLoHodHome nit Umfiooofi moHMSUmHO @HHH mEHH as... um mmfimdUduO mmmH 93 Ho mpwnfimh mHHH Ho mcoHtaanuoO HdeocHHnH1 .wv oHnNH 134 ..oHUOw smog monoHom Hunm 35$ 6va . H- u 1.. :4 .N n vHQmH oHflHocooo HmHoQHwH MHm .N n VHCHNH ngocooouoHUOm cams GoHHmHHmHQHEU< mmoQHmdem o.ooH wwH o.ooH ww o.ooH 2: H4308 H .N H» m.N N 03m N mHovHHo>> HooHHHvaHHD o mJu w P.Au. m o.m m mhmvHHOB HuoHHHvangm m H .0H 9H Hv .HH OH o .0 o cogowoh Hosm whovHHoB UoHHHva Ha 0.9 wH N.oH o 0.0 o mHovHHog HooHHoCHvH Hocm mvHHoHO m THQ oHH 06m Nm 04$ we deHoHHHO HEM .mHOMMENE .mHOuoHHQOHnH N M .NH mm «.HH 3 0.2 2 msomhwm Hmconmmwoum H § .02 “we .02 05 .oZ anou UHEOCOU -oHoo QM HwHOH. .m .<..1H .U< 6de O . H . w M MH .mHEHHmwcoU @3me m_.Hon£omm 085. 2: Hm mowgwmho mm? we mfixqwm quococHéHuom: .mw mEmrw 135 Table 50. --Distribution of ACE Test Scores Among the 1955 Graduatesa Bus. IJ> o. L.A.& S. 2 o o\‘? 2 0 § Test Score O 49. 62. 73. 76. 85. 86. 88. 94. 96. 98. 100. 100. 102. 106. 107. 107. 111. 111. 112.. 113. 116. 123. 123. 124. 12.6. 127. 127. 131. 134. 136. 138. 142. 149. 1520 160. 161. N b—‘or—lb—I[\Ji—ImOHr—ri—aowofiOOHywaOU‘INNUJUJOWO‘NWNNOO OOOOOUWUWUWUTU'IOOOWOU‘IUTU‘IUTOU’IOOOU'IOUWUTU'IU‘IU'IOOOO N Hos—HNp—amoi—«b—ap—IxowoqzxoowgwoomwwwwowO‘NwNNoo OOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOO v—l or-IOb—Iv—dNr—«v—«Nv—IOmHHONH¢¢¢HHHNUfimONWp-hwv—IUJQNN p—l CPO"'—'NHl—‘NP‘OU’IHl—‘CfiNHO‘rPQHHV—‘OOU‘IUWONWbfiwt—‘WONN OI—lor—tr—‘wt—ti—«wr—tOxlv—IHQLpr—«Hmmv—Ir—«I—walxlowypmthwgoww Total 100 100.0 88 100.0 aBusiness Administration mean score : 112.750; Liberal Arts and Science Mean Score = 107.710; t_ : 1.8570. 136 Table 51 . --Distribution of Grade-Point Averages of the 1955 Graduatesa Grade-Point Bus. Ad. L.A. & S. Total Average No. % No. 0/0 No. % 2.00—2.19 29 29.0 31 35.3 60 31.9 2.20-2.39 29 29.0 25 28.4 54 28.7 2.40-2.59 16 16.0 15 17.0 31 16.5 2.60-2.79 13 13.0 11 12.5 24 12.8 2.80-2 99 7 7.0 1 1.1 8 4.3 3.00-3.19 1 1.0 3 3.4 4 2.1 3.20-3.39 4 4.0 2 2.3 6 3.2 3.40-3.59 1 1.0 0 0.0 1 0.5 3.60-3.79 0 0.0 0 0.0 0 0.0 3.80-3.99 O 0.0 0 0.0 0 0.0 4.00 O 0.0 O 0.0 O 0.0 Total 100 100.0 88 100.0 188 100.0 8LA = 4.00; B = 3.00; c = 2.00.. 137 Table 52. --Size of Organization in Which 1955 Graduates Secured Their First Full-Time Jobs Following College Graduation Number of Bus. Ad. L.A. 81 S. Total Employees No. % No. % No. % No Responsea 5 5.0 4 4.5 9 4.8 1-100 27 27.0 22 25.0 49 26.0 101-200 9 9.0 2 2.3 11 5.9 201-500 9 9.0 7 8.0 16 8.5 SDI-1,000 2 2.0 4 4 5 6 3.2 1,001-5, 000 16 16.0 13 14.8 29 15.3 5,001-10,000 2 2.0 9 10.2 11 5.9 10,000-25,000 10 10.0 5 5.7 15 8.0 25,001-50, 000 5 5.0 4 4.5 9 4.8 Over 50,000 15 15.0 18 20.5 33 17.6 Total 100 100.0 88 100.0 188 100.0 a . .. . . . .. This category includes respondents who were in military serv1ce or civil service at this time period, as well as those who did not respond to the question. 138 Table 53. —-Distribution of 1955 Graduates by Structural Organization Size in Which Graduates Secured Their First Full-time Job Following College Graduation Structural Bus. Ad. L.A. 81 S. Total Organization Size No. % No, % No. 0/0 7i: 2 No Responsea 5 5.0 4 4.5 9 4.8 0.000 1-200 36 36.0 24 27.3 60 31.9 1.071 201-1,000 11 11.0 11 12.5 22 11.7 0.000 Over 1.000 48 48.0 49 55.7 97 51.6 0.397 Total 100 100.0 88 100.0 188 100.0 1.468 a . . . . . . This category includes respondents who were in military serv1ce or civil service at this time period, as well as those who did not respond to this question. .UoHnwm mEHH wit. wGHHHHHo wo.H>.H®m HH>H0 .Ho 03>me >HdHHHHE CH whoa .Ho .wNHm QOHHMNHCMWHO mcHCHmoCOU cofimwdv was. 8. Hocommvh Hos UHHV mmHNSUQHO monHum Hood afic- HMPwflH-H .Hdow~ paw monsHo-vHO :oHHdHumHCHEUAq. mmochsm ®>HnH m 139 000.0 o.ooH 0H4 o.ooH wHu 000.0 o.ooH HH o.ooH HH 0:»,N odoH Hum odoH Om H8008 000.0 0.0 o 0.0 0 000.0 0.0 o 0.0 0 000.0 0 o o o o o UmfimoHHoHS .62 000.0 o.w0 ww 0;.0 \IHV 000.0 0.00 0H 0.00 0H oHH,o 0.00 0H H.Ho MN 0:02 000.0 0.0 o H.N H 000.0 H0 H 0.0 o cow; m0 N wJN H 9,30me 850 000.0 Dim H 0.0 0 000.0 0.0 0 H0 H vowd 0 mm o H.0m mH .HoHHHdrH s s. ...z .4 .02 8e 4. .oz .4. .oz H .4. .oz .4 .02 N me .1414 6.44 .mde N .me .614 64 .mde N .m $.44qu Ho< .mde m®®>oHQEmH 000 .H H®>0 momsoafim ooo .TSN mowonoHEnm ooNH QNHm QodeNHcmmHO Handaodppm QHHHmCoHumHmoMH d mw>H5o®x .Ho mHocB who mo>H 0 m . MH 3 H HHUHH;> CH. mcoHfimNHCdeO CH mnoh. wEHHIHHHHrm pmHHhH .HHmHHH. UwHSowm 9H3 mwawdflmpo mm0H Ho 5096032..“ Hum 140 Table 55. -—Position Levels Occupied by 1955 Graduates in First Full—Time Jobs Following College Graduation Position Educational Program Level Busy Ad, LOA. $18» 112 Non % No. % l O 0 O 0 0,0 00000 2 O O O 0 0,0 0,000 3 7 70 O 5 5"? OD 332 4 19 1900 11 12MB 19380 5 69 69,0 68 778 Ov469 Not indicated 5 5., 0 4 44 5 O) 000 Total 100 10000 88 100.0 2,181 141 Table 56,, —-Distribution of Yearly Earnings of 1955 Graduates From First Full—Time Job Following College GraduationaL Yearly Earnings Bus. Ado LoA. 81 8. Total Category No. % No, % No, % No Responseb 6 600 6 6.8 12 604 Under $3,000 3 300 2 2.3 5 2,7 3,000-3, 999 13 13,0 10 1104 23 12,2 4, 000-4, 999 40 40,0 33 37.,5 73 3808 5, 000-5, 999 24 240 0 18 2.00 5 42 22° 3 6, 000-6, 999 12 12,0 9 10,2 21 11,2 7, 000-7, 999 0 000 6 6,8 6 3,2 8., 000—8, 999 0 0.0 3 304 3 106 9, 000-9, 999 2 2,0 0 0,0 2 LI 10, 000-10, 999 0 0,0 1 101 1 005 11,000~11,999 0 0,0 0 0,0 0 0.,0 12, 000-12, 999 0 0,0 0 0,0 0 0,0 Total 100 10000 88 10000 188 10000 aBusiness Administration mean yearly earnings = $ 4, 773. 51; Liberal Arts and Science mean yearly earnings : $5, 053, 05, _t_: -l,,47460 This category includes respondents who were in military service or civil service at this time period, as well as those who did not respond to the questiono 142 Table 57,, --Size of Organization in Which 1955 Graduates Were Employed Five Years After College Graduation Number of Buso Ado Lvo 81 So Total Emloyees N00 70 No. % No. % No ResponseaL 7 7,. 0 8 9.1 15 8,, 0 1-100 30 3000 25 2804 55 29.2 101-200 6 600 2 203 8 403 201-500 13 1300 5 597 18 906 501—1,000 00 4 405 4 2,1 1,001-5,000 11 11,0 11 12,5 22 1196 5,001-10, 000 ,0 6 608 9 498 10,001-25,000 7 700 8 901 15 8,0 25, 001-50, 000 7 7,0 2 203 9 408 Over 50, 000 16 16,0 17 19,3 33 1706 Total 100 10000 88 10000 188 10000 >1 . . . . . , This category includes respondents who were in military serv1ce or civil service at this time period, as well as those who did not respond to the question, 143 Table 58,, -—Distribution of 1955 Graduates by Structural Organization Size in Which Graduates were Employed Five Years After College Graduation Structural Bus. Ad, LOA. 818° Total Organization Size No. % Not % No. % 7L 2 No Responsea 7 7,0 8 9,1 15 8.0 0.268 1—200 36 3600 27 3007 63 3305 0.573 201-1,000 13 1300 9 10VZ 22 1107 0.183 Over 1, 000 44 44.0 44 50.,0 88 4608 0.,215 Total 100 100.,0 88 10000 188 100,0 1.239 a . . , . . . This category includes respondents who were in m111tary serv1ce or civil service at this time period, as well as those who did not respond to the question, 144 DUOHHQQ oEHu mHaHu mQHHDU outflow HH>HU Ho ooH>Hom >HmuHHHE CH 0H9,» Ho iwuHm COSMNHQNMHO mQHchmucoo QoHumodHo 9% o» HUGOnHmon nos EU moamdpmHO ouanom pad mun/w Hmuonzd chmHo pad mouddUmHO cofimHHchHEU/w mmofimdm Sex/om . m nva o.ooH Haw ouooH HVHV oooio ooooH 0 oaooH mH 0nmaH oiooH mm ouooH om HdpoH 0006 one o 000 0 000.0 000 o 000 0 000.0 000 o o o o poumoHHEH “OZ :Vooo ooooH Hlu Nam0 HHV oooio ooooH 0 m3m0 NH HNHao Nuwv mH m.wm Hm 6£02 0006 000 0 one 0 00000 000 o 000 o omHVuo HaHH m \le o m>3mH®M H930 oomoH one 0 mac M 00000 000 0 non H wowoo HUGH» HH Comm 0 Hofludm e 52 Os 52 e 52 Os 52 Os 52 Os dz NR e a a o amd. MS a u o a “mi NO“. a o . omd m 4w < J U< mH me 4 1H H64 m mw < 1H Ho< mH QFHmcoSdemH w®®>oHQ§H 000 .H Ho>0, m®®>oHnH§H ooo RHIHON m®®>onEmH OONIH . . ouHm coHuMNHcmeO Hmuduodhwm .mmofipdooxm MO 95530 onog mac/3.36m £353 CH CoflmspmHO omoHHoO sodium made? o>HnH mcoHumNHcmmHO CH Uo>oHQEM mopddpmHO mm0H Ho Hofigdzn- i, 164. 1 145 Table 60, —-Position Levels Occupied by 1955 Graduates in Jobs Held Five Years Following College Graduation Position Educational Program Level Bus. Ad, LuA, 818” x2 Nov % No, % 1 0 0,0 0 0 O 0, 000 2 2 2 0 0 0t 0 ZUOOO 3 19 19u0 15 17 0 0,117 30 30,0 20 227 0.724 5 42 42:0 45 51 2 0,737 Not indicated 7 7>0 8 9,1 0,267 Total 100 1000 88 1000 3,845 146 Table 611 -—Distribution of Yearly Earnings of 1955 Graduates From Job Held Five Years After College Graduationa“ Yearly Earnings Bus, Ad° LOAD 81 S, Total Category No, % No, % No. % No Responseb 10 10,0 13 14,9 23 12.2 Under $4,000 0 0,0 1 1.,1 1 0,5 4, 000-4, 999 1 1,0 2 2,3 3 1,6 5,000-5,999 11 11,0 8 9,1 19 10,1 6,000-6,999 28 28,0 11 12,5 39 2007 7,000-7,999 17 17,0 18 20,5 35 18,6 8,000-8,999 11 1100 16 181.2 27 14,4 9,000-9,999 6 6,0 6 6.8 12 6.4 10,000-10,999 6 6,0 4 415 10 5,3 11,000-11,999 1 1,0 2 2,3 3 1,6 12,000-12,999 1 1,0 1 1,1 2 1,1 13,000-13,999 1 110 1 1,1 2 1,1 14,000-14,999 0 000 2 21,3 2 1,1 15, 000-15, 999 3 3,0 1 1,1 4 2,1 16, GOO—16,999 1 1,0 0 0,0 1 0,5 17,000-17,999 l 1,0 1 1,1 2 1,1 18,000-18,999 0 0,0 1 1,1 1 0,5 19, 000—19, 999 0 0,0 0 0,0 0 0,0 20, GOO—2.4, 000 2 2.0 0 0,0 2 1.1 Total 100 100.0 88 100,0 188 100,0 aBusiness Administration mean yearly earnings : $8, 179111; Liberal Arts and Science mean yearly earnings : $8,186,40;_t_ : -0. 01490 This category includes respondents who were in military service or civil service at this time period, as well as those who did not respond to the question, 147 Table 62,, --Size of Organization in Which 1955 Graduates Are Presently (1964) Employed Number of Bus, Ad, L.A., 81 S, Total Employees No % No 70 No, % No Responsea 8 8,0 7 8.0 15 8,0 1-100 31 31,0 22 25,0 53 2802 101-200 3 3,0 1 1,1 4 211 201-500 15 15,0 4 415 19 10,1 501-1,000 1 1,0 4 4,5 5 2,7 1,001-5, 000 9 910 22 25,0 31 16,5 5,001-~10,000 3 3,0 7 8,0 10 5,3 10,001-25, 000 8 8,0 6 6,8 14 7,4 25,001w50,000 6 6,0 1 1,1 7 317 Over 50,000 16 16,0 14 1600 30 1600 Total 100 1000 88 100,0 188 10010 a . . .. . . . This category includes respondents who were in m111tary serv1ce or civil service at this time period, as well as those who did not respond to this question, Balul..H.p. $0! I I Icqlul . . 148 Table 63., -—Distribution of 1955 Graduates by Structural Organization Size in Which Graduates are Presently (1964) Employed Structural Bus, Ad, _ LOA. 81 S. Total Organization Size No, % No, 70 No, % 76 Z No Responsea 8 8,0 7 8,0 15 8,0 0,000 1-200 34 34,0 23 261.1 57 3013 11,126 201—1,000 16 1610 8 9.1 24 12,8 1,510 Over 1,000 42 42,0 50 5608 92 4809 2,140 Total. 100 10010 88 100,0 188 10000 4,776 a . . . . . . This category includes respondents who were in military serv1ce or civil service at this time period, as well. as those who did not respond to the question, 149 oploom 083 ES» wQHHDHU moH>Hom HH>Ho .Ho ooH>H®m >HNHHHH8 CH 0H0? Ho ..ouHm GOEMNHCNwHO mQHCHmoCou QoHumosHv 05‘ Cu odommmh ”—0: Bo mmumdpdho moamHom pad mun/w 136an Cm>om Hood mmumspsgw doflmemHsHEqu mmocwmsm EmeHd HuHuooN ooooH om o.ooH NHV ooooo ooooH w ouooH 0H owmoo ooooH .mN ooooH me HmpoB 00000 000 o 0.0 0 00000 000 o 000 0 00010 000 o 000 , o UmpmoHch “oz HVHVOOO ooooH om Nom0 ow ooooo ouooH w >1m0 mH omHoo Non NH wowm ON onZ 00000 000 o 01.0 0 00010 000 o 000 0 0006 now N onH HV 8,3236% .880 ooooN 090 0 wow N 00010 0.0 0 mo H AwHNio H10m 0 $.0N oH Hogudh 8 cs 62 cs 62 91 cs 62 0s 62 8 cs 62 0s 62 N ma :«J ,3“ dam N 1.me .314 .3. 13m N “mg 414 13‘ 03m nHHHHmGoSmHmm m®m>oHQEmH 000 .H H®>O - momcnoHnHEM ooo iHuHON mwoonQEM OONIH oNHm QoHumNHcdmO Hmngbdhpm mm®>fisuoxm .Ho mHmCBO ohm m®>HumH®m QUHHHS CH mCOEwNHcmeO EH p®>oHQEM $00: >Hucmmmhnm mopsmspmwu mm0H Ho .Hongdzuu :vo oHnHwH. 150 Table 65, --Number of Organizations in Which 1955 Graduates have been Employed since College Graduation (Including Present Organization) Number of Bus. Ad. L,A,8LS, Total Organizations No, % No. % No. % 7L 2 1 36 36,0 30 34,2 66 35,1 0,061 2 28 28, 0 Z6 Z9, 5 54 28,, 7 0, 074 3 24 24,0 20 22,7 44 23,4 0,091 4 10 10,0 6 6,8 16 8,5 1,000 5 1 1,0 4 4,5 5 2,7 3.333 6 1 1,0 2. 2,3 3 1,6 1,500 7 0 0,0 0 0,0 0 0,0 0,000 8 0 0,0 0 0,0 0 0,0 0,000 9 or more 0 0,0 0 0,0 0 0,0 0,000 Total 100 100,0 88 100,0 188 100,0 6,059 151 Table 66. --Position Levels Occupied by 1955 Graduates in Their Present (1964) Jobs Position Educational Program Level Bus. Ad. L.A.& 5. 3L ’- No. % No. % 1 0 0.0 O 0.0 0. 000 2 5 5, 0 0 0.0 3. 333 3 34 34,0 22 25.0 1,148 4 24 24,0 19 21.6 0.593 5 29 29,0 40 45.4 2,845 Not indicated 8 8. 0 7 8. 0 0, 000 Total 100 100.0 88 100,0 7.919 ......Jritrl .... T F1.” ...Er 152 Table 67. —-Distribution of Yearly Earnings of 1955 Graduates From Present (1964) Joba Yearly Earnings Bus. Ad. L.A. S Total Category No. ‘70 No. % No. ‘70 No Responseb 11 11.0 11 12.5 22 11.7 Under $4,000 0 0.0 0 0.0 0 0.0 4, 000-4, 999 0 0.0 3 3.4 3 1.6 5,000-5,999 0 0.0 1 1.1 1 0.5 6,000-6,999 2 2.0 1 1.1 3 1.6 7,000—7,999 12 12.0 10 11.4 22 11.7 8,000-8,999 12 12.0 8 9.1 20 10.6 9, 000-9,999 12 12.0 6 6.8 18 9.6 10,000-10,999 12 12.0 8 9.1 20 10.6 11,000—11,999 5 5.0 7 8.1 12 6.4 12,000-12,999 12 12.0 12 13.7 24 12.8 13,000-13,999 3 3.0 3 3.4 6 3.2 14, 000-14, 999 1 1. 0 6 6.8 7 3.7 15,000—15,999 7 7.0 5 5.7 12 6.4 16,000-16,999 2 2.0 1 1.1 3 1.6 17,000—17,999 0 0.0 1 1.1 1 0.5 18,000-18,999 2 2.0 O 0.0 2 1.1 19,000—19,999 l 1.0 1 1.1 2 1.1 20,000—42,000 6 6.0 4 4.5 10 5.3 Total 100 100. 0 88 100., 0 188 100. 0 aBusiness Administration mean yearly earnings : $11, 728. 31; Liberal Arts and Science mean yearly earnings : $11,751. 56; L = -0. 0272. b . . . . . . This category 1nc1udes respondents who were in m111tary serv1ce or civil service at this time period, as well as those who did not respond to the question. 153 ..mump mmficudo Kinda.» Umpyomom N ..mfimv mmcfichdo >26»; copuomom w M .6.me mwsficswo >735.» Umfiomom w .wfimfi mwcflchmmo \Shmo.» poohomwm om” o .ooo ooo :38. ooo .2 8 ooo. .o oo» .o o .N N 28:03 @238: o ooo .2 8 om: .o ooo .2 o .m om $820.5 omiEmlfiom m ooo .2 8 ooo .s oom .o o .o oo 8:82.92 on... 38:03 823m 1.. oom .2 8 oom .o ooo .3 o .o no 38:83 8:59 on... 3.85 m ooo .2. 8 ooo .o ooo .: o .$ moo 233:0 cad .mwowmcmz .mHOuQCQOHnfi N ooo .S 8 ooo so ooo .oo o .2 2 302$ 1823......on 2 mamm mwcflahmm mmficumm >260? o5 .OZ QSOHO ofigocoomuofloom xcmm >2me Qmflooz cohaowGoU oohmofl m Lofimflomm MSWH. mat. pm. xcwm UHEOCooHuofiuom >3 moodsvth Coflpmhumfidfiapafl mmocfimsm mmofi o5— HOw momcmm cam mcmfluoz mefiCHmm .rhmow $.00: Hcomwnnmaa .wo oHQdH. 154 .336 mmafidhmo kfikdo.» pophomom w 0 Swamp wwcflchmo .3599» cowhommm w o— .mfimp mwficnmo N358.» poohomom mvm. o 63 mm 1309 oom .2 8 oom .o ooo .o m .N N 28:83 8:225 o ooo .on 8 ooo. .m omo .o s .... um 38:03 Basalfiom m. ooo .2 8 oom .s oi .2 at: on 58382 ooo $8133 33% a. ooo .3 8 oom .s oom .2 N .3 no 3.3203 33252 38 8230 m ooo do 8 ooo .4 omo .2 o .om mom 232:0 USN .mwmwwcmz .mHOuQflHQOHnH N ooo .3 8 ooo .sm mm» .o; 4.: on 952mm 198.33on a owcmm mmficndm mmcfichmm 23.58% 05 .oZ QSOHO UHEOCoomuofioom ”Adam >3me cmflcoz UOHHOHQOU oohmofl mloaoflodm 09:8 9.3 ud Mcmm uflEOCOoM-oHoom >Q moodsvdho mosoflum Ucm muh<1mhonfi4 mmofi 93 so“ mowfldm wsm 953.602 mwnflchmm >360? gems: “communHII .00 33mm. ’ . 155 Table 70. — -Present (1964) Yearly Earnings Medians and Ranges for the 1955 Business Administration Graduates by Grade-Point Averagea Grade—Point Median Yearly Average No. % Yearly Earnings Earnings Range 2.00—2.19 2910 29.0 $10,200 $6,000 to 40,000 2.20=2.39 29C 29.0 9,800 6,800 to 36,000 2.40—2.59 16d 16.0 10, 000 7,200 to 18,000 2.60-2.79 13 13.0 10,000 7,500 to 15,000 2.80 and above 13 13. 0 10, 200 7, 000 to 15, 500 T6161 100 100.0 aA : 100.13 = 3.00; c = 2.00. b 25 Reported yearly earnings data. C25 Reported yearly earnings data. d 13 Reported yearly earnings data. 156 Table 71. --Present (1964) Yearly Earnings Medians and Ranges for the 1955 Liberals Arts and Science Graduates by Grade-Point Averagea Grade-Point Median Yearly Average No. % Yearly Earnings Earnings Range 2.00—2.19 31b 35.3 $10,085 $4,800 to 30, 000 2.20—2.39 25C 28.4 11,100 6,000 to 26, 000 2.40—2.59 15d 17.0 11,000 7,600 to 25,000 2.60-2.79 11 12.5 12,000 7,500 to 19,000 2. 80 and above 6 6. 8 10, 750 4, 870 to 42, 000 Total 88 100. 0 aA =4.00; B: 3,00; c =2.oo. b 26 Reported yearly earnings data. C21 Reported yearly earnings data. d '13 Reported yearly earnings data. 157 Table 72. ——Present (1964) Yearly Earnings Medians and Ranges for the 1955 Business Administration Graduates by ACE Test Score Median Yearly Test Score No. % Yearly Earnings Earnings Range 49.0-88.5 1581 15.0 $11,000 $7,000 to 16,000 94.5-102.0 13b 13.0 10,600 8,400 to 24,000 106.0-116.5 33C 33.0 10,300 6, 000 to 40,000 123.0—127.5 27(1 27.0 10,000 7,000 to 36,000 131.5-161.0 12 12.0 9,900 6,800 to 21,000 Total 100 100.0 all Reported yearly earnings data. b 12 Reported yearly earnings data. C30 Reported yearly earnings data (1 24 Reported yearly earnings data. 158 Table 73. ——Present (1964) Yearly Earnings Medians and Ranges for the 1955 Liberal Arts and Science Graduates by ACE Test Score Median Yearly Test Score No. % Yearly Earnings Earnings Range 49.0-88.5 15 17.0 $11,780 $8,500 to 30, 000 94.5-102.0 22b 25.2 9, 385 4,800 to 17,500 106.0-116.5 28C 31.8 10,650 6,000 to 26,000 123.0-127.5 1481 15.9 12,000 11,000 to 42,000 131.5-161.0 9 10.1 10,000 7,500 to 16,000 Total 88 100.0 a11 Reported yearly earnings data. b 18 Reported yearly earnings data. C26 Reported yearly earnings data. (:1 13 Reported yearly earnings data. 159 .uCoEEmfimmw H®>0H cofiflmoa m. mcflfighom dump Umphomom N JCoECwfimmm aux/3 Cofiflmoa m. wcfifigflom meow Uonomom m U U .ucwgcwflmmm flax/3 Coflfimom m mcflfigpom No.36 Umzomom w Q .quEQmHmmm H0423 coflfimom d mcflfiehom dado wouhomom 0mm. 0 dog OOH aduoH m m 0.1m. N muoxnog poflgmcb o m op m w. o .m Um mkoxuog pofifixmlflgom m m oo. m w o .0 U0 Gogohom Una mwoxnog @31va v m 0o. N m. o .0 o.0 whoxhog UQHUCHM Ucm mMHwHU m m on N w. o .440 600 mfimfloflwo pad .mhwmdcmg .wwopoflhmounm N m 0o. N m o .mH m4 chmhonH HmcoflmmoHOHm H owcdm Hex/04 Ho>oJ coflfimonfi 00 .02 93.050 ofigocoomnofloom Mcmm coflflmonfi £9302 Umusmmcoo oohmofl m loamfiomm 08TH 9? in xcomm oflbocoom-o.floom >o_ mowddfiodHO doCmHumflsfiefio/w wmwoflmdm mm0H esp HOW mo®§dm pad mcdflooz H9204 co,.2,.nmonm 3000: acomwhnw-.. .WN wEn. 160 .pC0Ecmflmmm H0>0H coflflmom 0 mcflfigugm 0000 U0umom0m v 0 .fiEEGmfimmm H0>0H Goflfimoa .m wsflfighgm wimp U0uuom0m m o. .uc0gmfimmm H0>0H :oflfiwom 0 waSfiEH0d 0.000 U0pnom0m wvm o .00H mm H5308 m 0“ m v m .N N 0H0xho>> U0HZM0CD o m m w .m om magic? U0~me$cfl0m m m 00 m m 0.: A: 2008090er 0.90 mH0MHo>> p03flxm v m 00 m m N .oH £0 ma0xno>> U0HUGHM 0C0 00:30 m m Cu m w 0 .0m 0mm mfimfluflmo pom .mH0m0Q02 .mHOu0CQ0HnH N m 8. m m w. . 2 OH mCOmH0nH Hmcoflmm0womnw H 0wsmm H0>01H H0>01H cowfimonw o0 .02 @5000 oficuocoomuofioom Mcmm Gofifimonm £03002 U0HH0HGOU 00nw0D m LOH0£00m 08TH. 0E. 00 020% oflgocoomuowuom >3 000050520 00C0fiom 0:0 mph/w H0H0nfid mm0~ 05. HOW m0ws0m 0cm 0200602 H0>07H Cofimfimom $000: Hc0m0HnH11 .mn 030R. 161 Table 76. —-Present (1964) Position Level Medians and Ranges for 1955 Business Administration Graduates by Grade—Point Average Grade-Point Median Position Average No. % Position Level Level Range 2.00-2. 19 29b 29.0 4 3 to 5 2.20—2.39 29C 29.0 3 2 to 5 2.40—2.59 16d 16.0 3.5 3t0 5 2.60—2.79 13 13.0 4 2t05 2.80 andabove 13 13.0 5 3t05 Total 100 100.0 aA = 4.00; B : 3.00; c z 2.00. b 25 Reported data permitting a position level assignment. C27 Reported data permitting a position level assignment. 14 Reported data permitting a position level assignment. 162 Table 77. —-Present (1964) Position Level Medians and Ranges for 1955 Liberal Arts and Science Graduates by Grade—Point Averagea Grade-Point Median Pysition Average No. % Position Level Level Range b 2.00-2.19 31 35.3 4 3to5 2.20-2.39 25C 28.4 5 3 to 5 2.40-2.59 15d 17.0 5 3to 5 2.60—2.79 11 12.5 4 3t05 2.80 and above 6 6.8 4 3 to 5 Total 88 100.0 aA = 4.00;, B = 3.00; c = 2.00. 28 Reported data permitting a position level assignment. C23 Reported data permitting a position level assignment. d 13 Reported data permitting a position level assignment. 163 Table 78. --Present (1964) Position Level Medians and Ranges for the 1955 Business Administration Graduates by ACE Test Score Median Position Test Score No. % Position Level Level Range 49.0-88.5 155‘L 15.0 4 3 to 5 94.5-102.0 13b 13.0 4 3 to 5 106.0-116.5 33C 33.0 4 3 to 5 123.0-127.5 27d 27.0 4 2 to 5 131.5-161.0 12 12.0 5 3t05 Total 100 100.0 a . . . . .. 12 Reported data permitting a p081t10n level asmgnment. 12 Reported data permitting a position level assignment. 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