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PERCEPTIONS ABOUT UNDERGRADUATE PROGRAMS:
A STUDY OF RECENT GRADUATES OF
THE COLLEGE OF AGRICULTURE AND NATURAL RESOURCES
AT MICHIGAN STATE UNIVERSITY
AND THEIR EMPLOYERS

BY

Gwyn Ann Heyboer

A THESIS

Submitted to
Michigan State University
in partial fulfillment of the requirements
for the degree of

MASTER OF SCIENCE

Department of Agricultural and Natural Resources
Education and Communication Systems

2000

ABSTRACT
PERCEPTIONS ABOUT UNDERGRADUATE PROGRAMS:
A STUDY OF RECENT GRADUATES OF
THE COLLEGE OF AGRICULTURE AND NATURAL RESOURCES
AT MICHIGAN STATE UNIVERSITY
AND THEIR EMPLOYERS
By

Gwyn Ann Heyboer

This study was conducted to assess the undergraduate programs within the
College of Agriculture and Natural Resources (CANR) at Michigan State University. The
specific areas within the study included educational programs, quality of instruction,
academic advising, extra-curricular activities and employment information.

The target population of the study comprised of 3,400 CANR bachelor’s degree
graduates fi’om summer semester 1993 through spring semester 1998.‘ Two questionnaires
were designed for the study -- one for the alumni and one for their employers.

Findings of this study provide indications for improvement. Alumni were very
satisfied with their courses however, indicated that they need more preparation in the
areas of computer skills and knowledge of career opportunities. Academic advisors were
also rated highly in terms of academic advising; yet the alumni indicated a need for
improvement in career advising. Extracurricular activities were a very positive aspect of
the graduates’ educational experience, and one they found useful in preparation for their
employment. Employers rated the alumni highly in terms of the preparation by the
college and their career performance. However, both the employers and alumni suggested

mathematics, computer skills and writing skills as areas needing improvement.

To my parents, Jack and Barb Heyboer,
my sister Jennifer, Spencer, Hannah
and to my true friends who are always there for me in both the

good times and bad times.

“You can gain strength, courage and confidence by every experience in which you
really stop to look fear in the face...
you must do the thing which you think you cannot do."

Eleanor Roosevelt

iii

ACKNOWLEDGEMENTS

I would like to express my appreciation and thanks to the following people:

- To my major professor Dr. Muran' Suvedi and my committee members, Dr. Dave
Krueger and Dr. Richard Brandenburg, for their support throughout my research and
education.

- A special thank you to Dr. Brandenburg for the funding of this project.

- To Dr. Joseph Levine for his support and advice throughout my Master’s program.

- To the members of the AEE Graduate Student Association Board for all of their
support and encouragement.

- A special thanks to my parents and sister for always believing in me and. encouraging
me to follow my dreams.

- To my best friends Brenda, Jennifer and Denise for always taking the time to listen.

iv

TABLE OF CONTENTS

LIST OF TABLES .......................................................................................................... VIII

LIST OF FIGURES ............................................................................................................ X

CHAPTER I

INTRODUCTION TO THE STUDY
Introduction .............................................................................................................. 1
Background .............................................................................................................. 2
Statement of the Problem ......................................................................................... 5
Need for the Study ................................................................................................... 6
Purpose ..................................................................................................................... 6
Objectives ................................................................................................................ 7
Operational Definition of Terms .............................................................................. 7
Abbreviations ........................................................................................................... 8
Assumptions ............................................................................................................. 9
Limitations ............................................................................................................... 9

CHAPTER II

RELATED LITERATURE
Definition and Purpose of Evaluation ....................................... ' ............................. 10
Evaluation Models ................................................................................................. 11
Evaluation of Undergraduate Education Programs ................................................ 13

Evaluation of the CANR ............................................................................ 15

Assessment of Educational Programs .................................................................... 17
Purpose of Follow-up Studies ................................................................................ 20
Similar Follow-up Studies ..................................................................................... 22
Employers and Educational Preparation ................................................................ 26 ‘

CHAPTER III

METHODOLOGY
Design of study ...................................................................................................... 28
Population and Sample .......................................................................................... 28
Instrumentation ...................................................................................................... 29

Validity and Reliability .............................................................................. 32

Collection of Data .................................................................................................. 33
Analysis of Data ..................................................................................................... 34

CHAPTER IV

FINDINGS
Demographic Information ...................................................................................... 36
Response Rates by Major ....................................................................................... 37
Perceptions of Alumni toward the Educational Programs ..................................... 38
Educational Preparation by Required Courses ............................................. 38
Overall Rating of Required Courses ............................................................. 39
Education within the College40
Preparation for Work by College .................................................................. 41
Overall Satisfaction of Educational Preparation by the College .................. 42
What needs the Most Academic Improvement within the College .............. 43
Opinions of the Alumni about the Quality of Instruction ...................................... 45
Opinions of alumni about their Academic and Career Advising ........................... 46
College Advising .......................................................................................... 46
Use of the MSU Career Services and Placement Office ............................... 47
Additional Comments Relating to Academic and Career Advising ............. 48
Alumni Participation in Extracurricular Activities ................................................ 49
Participation in Internships ........................................................................... 50
Involvement in On-Campus Student Organizations, Clubs or Teams .......... 52
Recommendations about involvement in Student Organizations ................. 53
Participation in Overseas Study Programs .................................................... 55
Identify Employment Information of graduates within the College ...................... 55
Employment Information at Time of Graduation ......................................... 56
Nature of Current Employment .................................................................... 57
Salary Information ........................................................................................ 58
Satisfaction with Current Position ................................................................ 59
Courses in Relation to their Career ............................................................... 61
Assessment of Career Opportunities ............................................................. 62
Present Type of Position ............................................................................... 63
Type of Organization .................................................................................... 64
Comments about Areas of Additional Knowledge ................................................ 65
Additional Thoughts for Improving CANR Programs .......................................... 67
Opinions of Employers about Graduates’ Preparation by the College .................. 68
Type of Organization .................................................................................... 68
Preparation of Graduates ............................................................................... 69
Career Performance ................ 70
Specific Courses/Topics that should have been Emphasized in the
Education of Alumni ..................................................................................... 71
Assessment of Job Opportunities over the next five years ........................... 72
Suggestions for the CANR ............................................................................ 73
Other Thoughts on Improving the CANR Undergraduate Programs ........... 74

vi

Comparison of Alumni’s perCeption toward their Overall Educational Preparation

by Background ....................................................................................................... 75
Comparison of Alumni and Employers concerning the Al'umni’s Preparation
for Work by the College ........................................................................................ 78
Difference of participation in internships and the length of time graduates’
took to their first position and their satisfaction with current positions ................ 79
CHAPTER V
SUMMARY/CONCLUSIONS/RECOMMENDATIONS
Summary ................................................................................................................ 81
Conclusions ............................................................................................................ 88
Recommendations .................................................................................................. 94
Recommendations for further research .................................................................. 96
APPENDICES
Appendix A ............................................................................................................ 98
Alumni Questionnaire ................................................................................ 99
Employer Questionnaire .......................................................................... 107
Appendix B .......................................................................................................... l 10
First Cover Letters ................................................................................... 111
Second Cover Letters ............................................................................... 113
Reminder Postcard ................................................................................... l 15
Incentive ................................................................................................... 1 16
Appendix C .......................................................................................................... 1 17
Additional Tables. .................................................................................... 1 18
BIBLIOGRAPHY ............................................................................................................ 131

vii

LIST OF TABLES

1. Research Objectives, Type of Tests and Specific Questions ................................. 35
2. Response rates by major ........................................................................................ 38
3. Educational preparation by required courses ........................................................ 39
4. Opinions of alumni toward their education within the college .............................. 41
5. Preparation for work by the college ....................................................................... 42
6. Areas needing improvement within the college ..................................................... 44
7. Alumni’s perceptions toward the quality of instruction within the college ........... 46
8. The opinions of alumni toward academic and career advising .............................. 47
9. Additional comments on academic and career advising ........................................ 48
10. Usefulness of internship experiences ..................................................................... 50
11. Recommendation/comments concerning internships ............................................ 51
12. Organizations/clubs/teams ........................................................ '. ............................ 53
13. Recommendations for current students concerning involvement in student
organizations .......................................................................................................... 54
14. Overseas study programs ....................................................................................... 55
15. Length of time to their first position ...................................................................... 56
16. Number of full-time job offer at the time of graduation ........................................ 57
17. Nature of employment of graduates ....................................................................... 57
18. Satisfaction with current position .......................................................................... 60
19. Courses that could have been helpful with their career .................................... 62
20. Courses that had been the most helpful in relation to their career ......................... 62
21. Type of positions as identified by alumni .............................................................. 64

viii

22.
23.
24.
.25.
26.
27.
28.
29.
30.
31.

32.

33.

34.

35.

36.

37.

38.

Type of organization as identified by alumni ........................................................ 65
Areas of additional knowledge .............................................................................. 66
Additional comments of alumni ............................................................................. 67
Type of organization as identified by employers ................................................... 69
Preparation of graduates by the college ................................................................. 70
Career performance of alumni ............................................................................... 71
Courses/topics that should have been emphasized in program .............................. 72
Assessment of job opportunities by employers ..................................................... 72
Suggestions by employers for the college over the next five years ....................... 73
Additional comments by employers ...................................................................... 74
Differences in alumni’s perception toward their educational preparation by
background .................................................................................. 75
Differences in alumni’s perception toward their educational preparation by
internship participation .......................................................................................... 76
Differences between participation in on-campus organizations and educational
preparation ............................................................................................................ 77
Differences between year of graduation and educational preparation ................... 78
Differences between alumni and employers in their perceptions of the

preparation by the college ...................................................................................... 79
Differences between participation in internships and perceptions toward

their current position .............................................................................................. 79
Difference between participation in internships and length of time to

first position ........................................................................................................... 80

ix

LIST OF FIGURES

. Year of Graduation ................................................................................................ 37

. Overall quality of elective courses ......................................................................... 4O
. Overall satisfaction with educational preparation from the college ...................... 43
. Description of current position in relation to academic preparation ...................... 58
. Starting and current salary information ................................................................. 59
. Overall satisfaction with current position .............................................................. 61

. Assessment of job opportunities over the next five years ...................................... 63

CHAPTER I

INTRODUCTION OF THE STUDY

Introduction

Educators, administrators, employers and students have discussed the topic of
improving agricultural undergraduate programs at major universities for many years.
Evaluation, used as a tool, helps not only to determine the necessary improvements in
program planning, but also to expand the thought process of change. As the agricultural
industry changes over time, the educational systems pertaining to agricultural and related
subjects must not fall behind. Sufficient evidence provides the assumption of change as
an absolute need in the curricula of agriculture, and probably necessary in most, if not all,
colleges of agriculture (Kunkel, Maw, and Skaggs, 1996).

This study researched the perceptions of undergraduate alumni and their
employers toward the undergraduate degree programs within the College of Agriculture
and Natural Resources (CANR) at Michigan State University (MSU). For the purposes of
this study, the target population consisted of graduates from all departments within the
CANR of MSU between the summer semester 1993 through spring semester 1998, and
V their current employers.

Such information gives educators and administrators feedback on the
appropriateness and applicability of undergraduate experiences. Undergraduate programs
require periodic reviews by faculty and external reviewers to ensure curricula and courses

1

are not only kept up to date and relevant, but also to provide a forum for interaction
between faculty, individuals from outside the university community, and students on
curriculum matters (Heinze, 1989).

Background

Many observers of higher education believe an excellent undergraduate
preparation helps students in maintaining a balance between the concept of core
knowledge, which are things most educated people know or should know, and skills and
information necessary for expertise in a major field, discipline, or profession (The
Council to Review Undergraduate Education [CRUE], 1988). Due to a constantly
changing social, professional and educational world, undergraduate programs require
monitoring and maintenance to ensure the students are receiving a quality education.
Over time, undergraduate programs have seen many changes. During the 1980's many
universities within the United States felt a sense of disarray, confusion, self-examination,
severe criticism from within and without, dedicated planning efforts, and change in
higher education (Kunkel et al., 1996).

The quality of education relies on many factors including the skills employers
expect graduates to possess. The important skills students learn during their educational
experience allow them to formulate questions, learn enough about the conflicting views
present in contemporary society to make informed decisions, think critically, and express
individual ideas in speaking and writing (CRUE, 1988). As the workplace continuously

reorganizes over time, graduates should possess the abilities and skills necessary for

adapting to changes in relation to society as a whole.

Undergraduate programs focusing on Agriculture are broadly defined in the
following statement: ‘Colleges of Agriculture and related areas of the future may be
redefined as the academic structures providing the educational, scientific and scholarly
framework for understanding, managing, and using biological and ecological systems and
the relevant human resource systems for the benefit of hmnan and natural societies and
their communities’ (Kunkel et al., 1996).

This definition of undergraduate educational programs resulted fiom a movement
of evaluation and a time of change. Beginning as early as 1980, agricultural industry
representatives publicly criticized the quality of higher education programs in general and
particularly agricultural education programs. These representatives addressed many issues
including the undergraduate's lack of practical experience, inability to solve problems and
communicate effectively, lack of leadership, management and accounting skills, and an
inability to " get along" (Love & Yoder, 1989).

Michigan State University (MSU), was the first college in the world to offer
credits for agricultural related subjects as deemed necessary by the Michigan Legislature
in 1855 (Heinze, 1989). The Morrill Act initiated the growth of land-grant colleges
throughout the nation.

The Monill Act included a founding principle of land-grant colleges, and relates
specifically to the CANR at MSU. The mandate for undergraduate education within the

CANR, as most properly described in the Morrill Act of 1862, stated that each state was

to provide: ". ..at least one college where the leading object shall be, without excluding
other scientific and classical studies and including military tactics, to teach such branches
of learning as are related to agriculture and the mechanic arts... in order to promote the
liberal and practical education of the industrial classes in pursuit and professions of life"
(Heinze, 1989, 21). The demand set forth from the Morrill Act for a practical, applied
education based on an understanding of both scientific and classical knowledge relative to
the needs of the time was the founding principle of land-grant universities (Heinze,

1989).

In 1987, the Provost of Michigan State University appointed the Council to
Review Undergraduate Education (CRUE) to determine the success of the University in
terms of the mission statement approved by the Board of Trustees in 1982. The mission
statement is as follows:

At the undergraduate level, the University offers strong, comprehensive programs
in the liberal arts and sciences and in major professional areas which include a
significant general education component. Michigan State University provides
opportunities for students of varying interests, abilities, backgrounds and
expectations. Underlying all education programs is the belief that an educated
person is one who becomes an effective and productive citizen. Such a person
contributes to society intellectually through analytical abilities and in the
insightful use of knowledge; economically, through productive application of
skills; socially, through an understanding of the world and for individual and
group beliefs and traditions; ethically, through sensitivity and faithfulness to
examined values; and politically, through the use of reason in the affairs of state.
Mindful of such purposes, Michigan State is committed to graduating men and
women with diverse backgrounds who are active learners, ready to assume the
responsibilities of leadership wherever opportunities arise (CRUE, 1988, p.95).

More specifically, CRUE evaluated and recommended changes from an analysis

of not only the undergraduate admissions and graduation requirements, but also the
character and content of the Imdergraduate education at MSU (CRUE, 1988). The
information gathered from the study assisted in ensuring the appropriateness of the MSU
undergraduate education programs. Through several methods, CRUE made 72
recommendations to improve undergraduate education at MSU.

Following the report of CRUE, the department chairpersons recommended a
college-wide task force be assembled to review the undergraduate programs specifically
within the CANR. The Task Force for Curricular Revitalization (TCR) compiled many
recommendations to improve the quality of undergraduate programs within CANR.

Statement of the Problem

The CANR has kept a historical mandate providing quality undergraduate
programs which prepare students for challenging and rewarding careers in the fields
related to natural resources, agriculture, food, materials and regions, and communities
(Heinze, 1989). One avenue, for continuing this mandate set forth by the University and
making improvements within the educational program, explores the strengths and
weaknesses of programs. *

There have been no formal studies conducted that explored the perceptions of
undergraduates and their employers toward the undergraduate degree programs within the

entire CANR.

Need for the Study

The necessity for this study relies on the absence of evaluating program
effectiveness through alumni and employers in the past. A survey of graduates and
employers will provide the CANR with feedback on program effectiveness. Thus,
improvements can be made to better prepare students for their future employment.

The educational departments can use the feedback gathered on CANR
undergraduate programs as a valuable tool. Comments and criticisms from external
groups such as employers may be relevant in making decisions regarding curricular
matters (Flores, 1995). Thus, this study gives the CANR information to assist in
diminishing the gap between the University and the professional world.

Continuous review of undergraduate programs will allow the CANR to properly
adhere courses with the appropriate rationale. Consequently, this study can be considered
both timely and important to the CANR.

Purpose

The purpose of this study was to develop a process of evaluating the effectiveness
of the CANR undergraduate programs toward alumni and employers. Alumni and
graduating seniors have a unique perspective in evaluating faculty, courses in their major
field of study, and curricular offerings (Brandenburg, Braskamp, & Ory, 1984). The

results of the study are intended for faculty, administrators and students.

Objectives

1. Assess the perceptions of alumni toward their educational programs including
courses taken and educational preparation.

2. Explore the opinions of the alumni about the quality of instruction received
within the college.

3. Ascertain the opinions of alumni about their academic and career advising.

4. Determine whether the alumni found participation in extracurricular activities
useful in relation to their current employment.

5. Identify employment information of graduates within the college.

6. Seek the opinions of employers about the graduates’ preparation by the
college and their career performance.

7. Find any difference between the alumni’s perception toward their overall
educational preparation and gender, internship participation, on-campus
organization participation and year of graduation.

8. Identify any difference between the alumni and employers concerning the
alumni’s preparation for work by the college.

9. Find any difference between participation in internships and the length of time
graduates’ took to their first position with their satisfaction with their current
position.

Operational Definition of Terms

The researcher, for purposes of the study, defines the following terms within the

context of the study.
Assessment: “. . .assessment is the process of defining, selecting, designing,
collecting, analyzing, interpreting, and using information to increase students’
learning and development” (Erwin, 1991, p. 15).
College of Agriculture and Natural Resources Programs/Departments: The various
departments fi'om which degrees are offered from within the CANR.
Effectiveness: A measure of the degree to which a program reaches its goals.
Extra-curricular activities: Activities related to MSU but are not necessarily
requirements for graduation within all majors including internships, on-campus
organizations, clubs and teams, and overseas study programs.
F ollow-up stump An exploration of the educational experiences and perceptions of
alumni, which can be utilized to improve an educational program.
Graduates/Alumni: Persons who have completed the requirements for a Bachelor of
Science degree from within the CANR at MSU. For this study, graduates of the
college between 1993 and 1998 were considered.
Internships: Employment experiences for students arranged and monitored by the

CANR at Michigan State University.

Abbreviations
MSU. Michigan State University
CANR. College of Agriculture and Natural Resources
CRUE. The Council to Review Undergraduate Education

TCR. The Task Force for Curricular Revitalization
Assumptions
1. All respondents will understand the questionnaire directions and truthfully
answer the questions.
2. Graduates from within the CANR and their employers, will fill out the
questionnaire.
3. The respondents will express their opinions and attitudes truthfully and
without restraint.
Limitations
The population of this study is limited to CANR graduates fiorn 1993 to 1998 and
their current employers. An employer population did not exist -- we requested the alumni
to give the instrument to their respective employers. This study assumes that the alumni
identified appropriate employers and that they represent the views of employing agencies.

The relatively low response rate of 34 percent is another limitation of this study.

CHAPTER II

LITERATURE REVIEW

Definition and Purpose of Evaluation

Many authors have defined evaluation in different ways depending on the purpose
of the study. According to Cronbach (1983), we may define evaluation broadly as the
collection and use of information to make decisions concerning educational programs. In
a report of program review in education, evaluation was defined as both program
approval and program review. Program approval offers a process of evaluating new
program proposals, and program review provides evaluation of programs already in
existence (Barak, 1982).

For the purpose of this study, evaluation has been defined with an educational
aspect. “Educational evaluation is the process of making judgments about the merit,
value, or worth of educational programs” (Borg et.al, 1996, 680).

Evaluations of educational programs are conducted for various reasons depending
on the need of the institution and the particular situation. In a survey conducted in 1979,
which included approximately one-third of the country’s post-secondary institutions, the
respondents had different views of program evaluation. The respondents viewed program
evaluation as a process for program improvement, a means for setting institutional
priorities and resource allocations, and others viewed it as another euphemism for
program curtailment of elimination (Barak, 1982). When asked why they decided to

10

involve themselves in internal program reviews, the surveyed institutions mainly
indicated they wanted to improve their academic programs. Many respondents pointed
out that without knowing the strengths and weaknesses of educational programs, such
improvements were virtually impossible (Barak, 1982).

Cronbach (1983) distinguished among the purposes of evaluation and formulated
three types of decisions for using evaluation:

1. Course improvement: This type of decision focuses on what instructional

materials and methods are satisfactory and where the changes are needed.

2. Decisions about individuals: This type identifies the needs of the student for
the sake of planning instruction, judging the student’s merit for the purpose of
selection and grouping, and acquainting the student with their progress and
deficiencies.

3. Administrative Regulation: This type judges the school system, individual
teachers etc.

Although occasionally it may be necessary to conduct an evaluation due to some
external mandate, the real strength of evaluation lies in its potential to bring about
educational improvement (F lores, 1995).

Evaluation Models

Evaluation models are used to assist a researcher in not only having a clear

understanding of evaluation, but also to create a fiamework for the particular study.

Following are eight major evaluation models (Cronbach, 1983):

11

. Systems Analysis: This approach assumes few quantitative output measures,
generally test scores, and tries to relate the variation on test scores to
differences in programs. Often the data results fiom giving a survey and the
outcomes are related to the programs through correlation analyses. Recently,
experimental designs have been implemented.

. Behavioral Objectives: The program objectives are spelled out in terms of
particular pupil performances that can be reduced to distinct student
behaviors. The behaviors are measured by norm-reformed or criterion-
referenced tests.

. Decision Making: The structure of this model consists of decisions to be made
with the evaluator supplying the information on the particular decision.
Usually, questionnaires or interview surveys are the design, and the decision-
makers are administrators and managers.

. Goal Free: The Goal Free model reduces bias of searching only for the
specified intents by the developer through not informing the evaluator of the
intents. Consequently, the evaluator searches for all possible outcomes.

. Art Criticism: This model utilizes an experienced and trained educational
critic to judge the important facets of educational programs.

. Accreditation: This model involved schools who cooperatively evaluate each
other according to a set of external standards.

. Adversary: The adversary model presents the pros and cons of a program

12

through quasi-legal procedures. This system ensures the presentation of both
sides and often takes form of trial-by-jury.

8. Transaction: The eighth model focuses on the educational process including
the classroom, school and program. It uses informal methods of investigation
with case studies as the major methodology,

Evaluation of Undergraduate Education Programs

Over the past ten years, dramatic developments have occurred within the area of
educational evaluation. It went through a time of relative inactivity in the 19505 however,
this period followed a time of revitalization in the mid1960s through the influence of
articles by Cronbach, Scriven, Stake and Stufflebeam (Cronbach, 1983).

Educational evaluation, the process of making judgments about the merit, value,
or worth of educational programs, has grown remarkably since 1965 and at this time, the
US. government mandated that all educational programs receiving federal funding must
spend a portion of those funds on program evaluation (Borg et al., 1996). An interest has
been initiated in educational evaluation as a result of public administrators viewing it as a
tool in policy analysis, political decision-making process and program management (Borg
etal., 1996).

Educational evaluation closely relates to the approach of Stufflebeam’s and his
colleagues’ in an extensive sense of organizational decision making (Erwin, 1991). A part
of their CIPP model will be used for the purpose of this study. The CIPP model was

formulated by Danielle Stufflebeam and his colleagues to show how evaluation can relate

l3

to the decision-making process in program management (Borg et al., 1996). CIPP stands

for context evaluation, input evaluation, process evaluation and product evaluation.

Following are summaries of the four parts of the CIPP model according to Borg et

al.(1996):

l.

Context Evaluation: The first part of the model involves identifying the needs
and problems within a specific educational setting.

Input Evaluation: The second part of the model focuses on the judgments of
resources and strategies needed to accomplish certain program goals and
objectives. Input evaluation allows decision makers to choose the best
possible resources and strategies within a certain constraint.

Process Evaluation: The third part of the model involves collecting
evaluative data once a program has been designed and operates. Process
evaluation may be used to monitor the day-to-day operation of a program or
to keep records of program events over a period of time.

Product Evaluation: The fourth element of the model determines the extent to
which the goals of a program have been achieved. Program administrators

can use the data to make decisions on continuing and modifying programs.

Each of these types of evaluation requires that three tasks be performed. These

tasks are delineating the kinds of information needed to make decisions, obtaining the

information, and synthesizing the information so it can be utilized in making decisions

(Borg et al., 1996).

14

This study will focus on the effectiveness of the CANR undergraduate program at
MSU and the perceptions of former students and their employers. Thus, the forn'th type of
evaluation in the CIPP model, product evaluation, pertains to this study.

An objective of a product evaluation ascertains the extent to which the program
has met the needs of the group it intended to serve. Furthermore, a product evaluation
looks broadly at the effects of the program, including intended and unintended effects and
positive and negative outcomes (Cronbach, 1983). Two uses of product evaluation
include deciding whether a program should be continued, repeated, or extended, and
secondly providing direction for changing a program to better serve the target audience
(Stufflebeam, 1983). According to Cronbach (1983), there are many instruments, which
can be used in program evaluation such as group interviews, case studies, surveys or a
jury trial.

Evaluation of the CANR

 

In 1987, the Provost of MSU appointed CRUE to determine the success of the
University in terms of the mission statement approved by the Board of Trustees in 1982.
Through several methods, CRUE made 72 recommendations to improve undergraduate
education at MSU. Following the report of CRUE, the department chairpersons
recommended a college-wide task force be assembled to review the undergraduate
programs specifically within the CANR (Heinze, 1989). The Task Force for Curricular
Revitalization (T CR) compiled many recommendations to improve the quality of

undergraduate programs within CANR.

15

Some of the recommendations set forth by the TCR were used to establish

standards for the majors/degree programs within the college. In terms of courses, the

standards indicate that the degree programs should:

a.

b.

Stimulate the development of literacy, writing, reading, speaking and listening.
Encourage inquiry, abstract logical thinking and critical analysis

Include problem identification and solution

Help develop interpersonal skills and teamwork

Help cultivate the use of the scientific methods

Consider human, social and political implications

Include discussion of the implications of personal and professional ethics
Incorporate international or cross-cultural perspectives

Utilize microcomputer applications (Standards for Undergraduate Majors, nd)

In addition to the above recommendations for courses, specific standards were set

for the areas of writing, oral communication, mathematics and statistics, and computer

literacy. In the area of writing, the standards include areas such as editing, proofreading,

feedback and the use of communication technologies. In terms of oral communication the

standards indicate the necessity of delivery of oral presentations, meaningfirl feedback

fiom instructors/peers and practice with various forms and styles of oral communication

that are appropriate for a student’s profession (Standards for undergraduate programs,

nd). In the area of mathematics each major or degree program should require the basic

core courses along with additional instruction in mathematics, statistics and computation

16

that is appropriate to their discipline. Additionally, each major or degree program must
satisfy a computer literacy requirement that includes the study of basic microcomputer
operations and applications to their specific discipline (Standards for undergraduate
mom, 11d).
Assessment of Educational Programs

Assessment of general student-based outcomes began in the early part of the
twentieth century with a study of 1,589 members of the 1894 graduating classes at
Harvard, Wisconsin, California, Chicago and ten other large colleges and universities
(Bergquist, Gould, & Greenburg, 1981). According to Banta (1997), assessment was
founded on expectations for more efficient educational programs and greater effective
student learning. For the purpose of this study, assessment has been defined as the
following: “. . .assessment is the process of defining, selecting, designing, collecting,
analyzing, interpreting, and using information to increase students’ learning and
development” (Erwin, 1991, 15).

According to Bergquist et.al. (1981), studies of outcome assessment in higher
education usually follow one the following means:

1. Investigations of changes during college years, of achievements,
personalities, attitudes, and behaviors.
2. Surveys of students and alumni concerning the views of their college
experiences.

3. Investigations of attitudes, economic status and behavior of adult

17

respondents possibly through a census or public-opinion poll.

4. Multiple regression studies designed to study the separate impact of
education on income, career choice, health, voting behavior etc.

5. Individual case histories.

6. Critical and analytical studies not including empirical data

One need for assessment comes fi‘om within higher education. Several major
reports on higher education have shown that institutions are not as effective as they could
be, and are working toward curriculum reforms (Erwin, 1991). These reports question the
quality of education, call for the assessment of student progress, challenge us to think
broadly about goals of education and propose we compare a student’s academic
achievement with the student’s involvement on campus (Erwin, 1991).

Assessment can play a vital role for learning at an institution. According the
Erwin (1991), the two major purposes of assessment are improvement (formative
evaluation) and accountability (summative evaluation). Data collected in a formative
evaluation are used to “form” or improve education. Summative evaluation programs are
utilized to make decisions about the contribution of programs or individuals.

According to Banta (1997), there has been enough experience in outcome
assessment of higher education to form some solid principles. At this point in the history
of outcome assessment in higher education, we believe there has been sufficient
experience to relate our own generalizations about successful practice to some solid

principles that can guide future work in the field (Banta, 1997). Ten principles of good

18

practice are as follows (Banta, 1997):

l.

2.

10.

Assessment of student learning begins with educational values.
Assessment can be most effective when it reflects the understanding of
learning as multidimensional, integrated, and revealed in performance over
time.

Assessment works best when the program it seeks to improve has clear,
explicitly stated purposes.

Assessment requires attention to outcomes and also equally to the
experiences that lead to those outcomes.

Assessment works best when it is ongoing, not episodic.

Assessment fosters wider improvement when representatives from across
the educational community are involved.

Assessment makes a difference when it begins with issues of use and
illuminates questions people really care about.

Assessment is most likely to lead to improvement as a part of a larger set
of conditions that promote change.

Through assessment, educators meet responsibilities to students and to the
public.

Assessment can be most effeCtive when undertaken in an environment that

is receptive, supportive, and enabling.

Although the terms assessment and evaluation sometimes are used

19

interchangeably, evaluation generally uses a broader context, which might encompass
institutional effectiveness beyond students’ learning and development (Erwin, 1991).
Purpose of Follow-up Studies

Surveys, a method for collecting assessment information, are more commonly
used for alumni follow-up and ask questions concerning education, employment history
and general perceptions about the program and activities of the institution (Erwin, 1991).

Many consider the purpose of follow-up studies to provide a measure of
educational outcome — otherwise known as outcome evaluation (F ranchak, 1978).
However, as indicated by F anchak (1978) ideas concerning follow-up studies are
continuously changing; and there are many different opinions as to what they are, why
they are done and what they should do.

A study by Macdonald (1985) categorized the purpose of follow-up studies into
categories including career guidance, educational guidance, and program planning and
development. In terms of career guidance, by evaluating employment data of former
students, insightful information can be provided for advising current students (Newton,
1981). Furthermore, information about the kinds of jobs alumni have taken can help in
defining the availability and quality of job opportunities in a particular field of study
(Macdonald, 1985).

Educational guidance can also be considered a purpose in conducting follow-up
studies. According to Macdonald (1985), employment and academic data provided by

alumni can be used by advisors for guiding students in course selection and

20

extracurricular participation. In addition, academic data are valuable resources in building

retention programs, revealing patterns of dissatisfaction and difficulty among different

types of students (Macdonald, 1985).

A third purpose of follow-up studies is program planning and development. As

suggested by Macdonald (1985), uses of such information are for the areas of curriculum,

instructional and resource-allocation purposes. This data can measure graduates’

satisfaction with a program and the results can affect modifications, improvements and

developments (Macdonald, 1985).

According to Jones ( 1985), the purposes of using follow-up studies are as follows:

1.

Determining the occupational difficulties and successes of former
students.

Identifying the number and kinds of employment which former students
have entered on a part-time or firll-time basis.

Obtaining the information fi'om former students concerning how well they
believe the career program achieved its objectives.

Discovering the degree of occupational mobility among former students.
Obtaining a realistic picture of the future for present students.

Gathering ideas for improving programs.

Identifying ways the institution could be of further assistance to both
former students and employers.

Evaluating the degree of employer satisfaction with performances of

21

former students.

According to Baird (1996), the advantages of surveys include their flexibility,
breadth, and speed, as well as the access they provide to people who would Otherwise be
difficult to reach, such as alumni and employees. Some disadvantages include low
response rates, possible bias of respondents, and possible unwillingness of respondents to
report their candid responses (Baird, 1996).

More specifically, alumni have a unique perspective in evaluating faculty, courses
and curriculum. Furthermore, they have the advantage of judging the relation of their
courses to their present job demands and expectations. According to Brandenburg (1984),
the evaluations should focus on not only the sequence and depth of course material, but
also the support and advice students received from faculty dming their college career. A
department can use this type of information in examining its curriculum and the role of
faculty instruction (Brandenburg et al., 1984).

Follow-up evaluation, a valuable tool for gathering information on the strengths and
weaknesses of an educational activity, provide feedback not only on how well the
education has prepared the graduates for actual jobs, but it also tells the institution’s
administrators in what ways the educational activity might benefit from improvement
(Flores, 1995). Former students and alumni are excellent resources for this type of
evaluation.

Similar F ollow-up Studies

A follow-up survey was conducted by Robson, Suvedi, Shivakoti, Pokharel and

22

Maughan (1987) to assess the Bachelor of Science in Agriculture program in the Institute
of Agriculture and Animal Science(IAAS) of the Tribhuvan University in Nepal. The
specific purposes of the study were to determine the strengths of the curriculum, to form a
base to make adjustments to improve curriculum, and to draw implications on improving
the training thus making graduates more efi’ective in giving knowledge to farmers.
Questionnaires were sent to both graduates and their employers.

Four future-oriented educational issues were identified. These issues include the
need for new or expanded coursework, generalist versus specialist degrees, the question
of advanced or Master’s degree training and the expansion of lifelong or continuing
education. In addition, the study posed two possible directions for the IAAS to pursue.
The first was the strengthening of present programs and the second was identifying a new
frontier to advance the agricultural sector in Nepal.

The conclusions in this study were identified in two categories. These categories
are the overall question of present programs and educational quality, and secondly the
overall question of future programs and educational direction (Robson, 1986). The study
provided information that was currently important to the university and useful in planning
for the future.

A similar follow-up survey, conducted by Flores (1995), focused on gathering
information from alumni of the Centro Universitario de Oriente(CUNORI) and their
employers in regard to the adequacy and appropriateness of the students educational

experiences.

23

The results of the survey showed the majority of graduates were employed full

time and the majority was continuing their education for a BS. degree. Almost all

graduates indicated they found their education useful in employment. Furthermore, the

employers were pleased with the graduates in regard to the technical knowledge and

quality of professionals. Seven conclusions were drawn based on the findings of the study

by Flores (1995):

l.

The education had prepared the students satisfactorily.

2. The majority of employers require full time employees.

3. Employers consider the graduates having good technical knowledge but lack
training in leadership/management, general skills for project administration, and
practical training.

4. CUNORI should provide opportunities and encouragement for graduates to return
for more education required for a Bachelor of Science degree.

5. Opportunities exist for CUNORI to teach more practical courses with a theoretical
foundation and to provide students with necessary skills and abilities needed for
successful job performance.

6. Brief on-campus in-service training and practical research projects should be
provided to satisfy needs of students and the communities.

7. CUNORI is an important localinstitution for higher education.

The implications of the study by Flores (1995) include the following seven
recommendations.

24

. That CUNORI and employers should establish a collaborative relationship for the
purpose of evaluating programs in relation to the needs of students, employers,
and society.

. Employers and CUNORI should work together to provide graduates the
opportunity to continue their education.

. CUNORI should provide additional training in leadership/management, project
administration, and practical training. Also, practical internships would be useful
for students.

. CUNORI should provide both the opportunity and encouragement for graduates
to return for their Bachelor of Science degree.

. Specific recommendations were made within the agricultural, animal science, and
business administration areas.

. Public service and extension should be a part of the CUNORI mission.

. The local institution of CUNORI is considered important in higher learning.

Another follow-up study was conducted focusing specifically on Agriculture and

Natural Resources Communication alumni fi'om within the CANR at MSU. This study

investigated the efficiency of the undergraduate program in relation to job preparation.

Overall, the alumni recommended an increase of journalism courses, keeping the

internship requirement and found the undergraduate program beneficial in career

preparation and development (O’Malley, 1992).

The following conclusions were proposed in the study by O’Malley (1992) for

25

MSU Agriculture and Natural Resources Communications alumni.
1. Alumni perceived their undergraduate preparation as good.
2. Alumni perceived internships as being useful in career preparation.
3. Alumni perceived student organizations useful toward their career.
4. Alumni perceived their academic/career counseling as useful in career
preparation.

The recommendations formulated fi'om the O’Malley (1992) study include
continuing the basic requirements for the major, active participation in at least one
internship, advisors keeping close contact with students, active participation in student
organizations and follow-up studies every five years to evaluate curricular effectiveness.

Employers and Educational Preparation

The conceptual fiamework of this study was based on the challenge set forth by
the WK. Kellogg Foundation in its report “Visions of Change in Higher Education”,
which describes the efforts of 13 project teams across the United States to rethink the
relationship between higher education and society. The report points out the need to find
out whether undergraduate teaching programs of land-grant universities are still relevant
to employers.

Currently, universities are being challenged to improve undergraduate education,
to achieve more balance between research and teaching, to globalize student learning, to
create a more diverse student population, to re-examine fundamental values and to affirrn

that education is their primary mission (W .K. Kellogg Foundation, n.d.). These

26

challenges should serve as input for educational reform efforts. The workforce is
continually reorganizing, and graduates should possess the knowledge and skills required

by the industry of today.

27

CHAPTERIII

METHODOLOGY

Design of Study

The design of this study followed the format of a descriptive survey. More
specifically, it was a follow-up study of graduates and their employers. Surveys, a method
for collecting assessment information fiom both entering and exiting students, are
commonly used for alumni follow-up (Erwin, 1991). The data-gathering technique
consisted of a mailed questionnaire.

Population and Sample

The target population of the study included CANR bachelors candidate graduates
from the summer semester 1993 through spring semester 1998. A list of 3,400 graduates
from all departments within the college was obtained fi'om the University Development
Programs Office. A proportional stratified sample was used since characteristics of the
entire population are a main concern (Ary & Razavieh, 1996). The sample was randomly
selected by the researcher, consisted of 1,269 graduates and the stratum was proportional
to the size of the 12 academic departments within the CANR.

The employers were not chosen by the researcher. The alumni were given
instructions to give an additional survey that was mailed in the alumni packet, to their

current supervisor. Therefore, since there was no record of how many alumni actually

28

gave the survey to their employer response rates cannot be obtained for the employer
population.
Instrumentation

The instrumentation for the study was composed of a mail survey questionnaire.
Two separate questionnaires were designed - one for the alumni and one for employers
and a sample of each instrument can be found in the appendix. The instruments included
both open-ended and closed-ended questions.

There were six sections in the alumni questionnaire including the areas of
educational programs, quality of instruction, academic and career advising, extra-
curricular activities, employment information and demographics. The first section
included questions concerning the educational preparation from core courses, the overall
quality of elective courses, the education within the college, the preparation by the
college and the overall satisfaction with their preparation by the college. These questions
were asked on five-point scales fi'om either strongly disagree to strongly agree or fi‘om
poor to excellent. An open-ended question asked for information concerning what areas
need the most improvement within the major they pursued in the college.

The second section of the alumni questionnaire focused on the quality of
instruction within the college. They were asked to rate specific items on a five-point scale
fi'om poor to excellent.

The third section included items in the area of academic and career advising. The

respondents were asked a series of questions regarding their academic advisor in terms of

29

' both academic and career guidance on a five-point scale from strongly disagree to
strongly agree. In addition, the alumni were asked three questions in terms of the MSU
Career Services and Placement office. The first question related to the use of the services
of the placement center. Furthermore, if the respondents had used the placement office
they were asked to identify what specific services were used and to rate their overall
assistance in a one-item question consisting of a five-point scale from poor to excellent.
An open-ended question was asked to find any additional comments relating to academic
or career advising.

The third section focused on extra-curricular activities including the areas of
internships, on-campus organizations, clubs or teams, and overseas study programs.
Alumni were asked whether they participated in an internship. If the alumni had
participated, they were asked to identify who assisted them in finding the position, a
series of questions relating to how internships helped them with their career on a five-
point likert type scale and an open-ended question concerning recommendations for
internship programs. Alumni were also asked whether they participated in an on-campus
student organization/club/team. If the alumni had participated, they were further asked to
list the organization/club/team, indicate whether they held a leadership position, indicate
their whether their participation had a positive impact on their career preparation -- on a
on-item five-point likert type scale -- and to make any recommendations to other students
about involvement in such activities through an open-ended question. Alumni were also

asked to indicate whether they participated in an overseas study program. If the alumni

30

had participated, they were further asked to identify the program and if they would
recommend similar experiences to other students.

The fifth section of the alumni questionnaire focused on employment information.
Alumni were asked to indicate how long after graduation they began a position related to
their career, the nature of their present employment, the number of full-time job offers at
graduation, starting salary, current salary and whether their present position relates to
their degree. The respondents were also asked a series of questions on a five-point scale
from poor to excellent in terms of their satisfaction with their current position. A one-
item, five-point question fiom poor to excellent was also asked to find their overall
satisfaction with their current position and to find their assessment of job opportunities
for graduates within their major for the next five years. Two open-ended questions were
asked regarding courses they did not take but could have been useful in their career and
courses they did take and have been the most valuable to their career. In addition, they
were asked to describe their present position and the nature of the organization they work
for through open-ended questions.

Demographic information was requested including the areas of gender, age, year
of graduation and their major. The respondent either selected the answer from given
categories or wrote in the answer.

Two open-ended questions were included at the end of the questionnaire. The first
question asked the respondents to indicate anything they could have learned or known

that would have helped them after graduation. The final question in the alumni survey

31

asked them for any additional thoughts for improving the college.

The employer questionnaire asked two sealer type questions and several open-
ended questions. The scale type questions were asked on five-point scales from poor to
excellent and focused on the areas of the preparation by the college and career
performance. The open-ended questions dealt with the areas of the type of organization
they worked for, courses that should have been emphasized, assessment of j ob
opportunities, suggestion for the college over the next five years and any other thought to
help improve the CANR programs.

Validity and Reliability

 

Validity and reliability are two important factors to acknowledge when designing
a questionnaire. The evidence of both validity and reliability are especially important in
educational research because most of the measurements attempted in. this area are
obtained indirectly (Ary & Razavieh, 1996). The validity was measured through a panel
of experts including faculty within the Department of Agriculture and Extension
Education, a representative of the college and a representative of the MSU alumni office.
The researchers developed the instruments after a careful review of previous follow-up
studies; most scalar questions included in the instrument were adapted from these studies.

The instrument was tested post hoc for scale reliability using Cronbach’s Alpha
procedures. For the alumni questionnaire, an alpha coefficient of .72 was determined for
the scale pertaining to perceptions of educational preparation by required general courses

outside the college; .76 for their education within the college; .79 for the preparation for

32

work by the college; .89 for the quality of instruction; .89 for academic and career
advising; .84 for extracurricular activities; and .75 for the graduates’ satisfaction with
their current positions. The employer questionnaire had an alpha of .87 for the scale
relating to preparation for work by the college and .94 for the scale relating to career
performance. These Cronbach Alpha values were considered adequate to establish
reliability for the scales included in this study.

Collection of Data

The data collection procedure used in this survey followed the recommendations
of Dillman (1994). The first mailing was sent to all members of the sample and included
a personalized cover letter, the questionnaires and return envelopes. A follow-up postcard
thanking the respondents and asking those who had not responded to send in the
questionnaire was sent out a week after the first mailing. The third and final mailing was
sent out with a new cover letter to those who had not responded three weeks after the
initial mailing. The researchers noted a significant fiame error in this study, as 156 of the
packets (12 percent) were returned as undeliverable.

Altogether 376 usable questionnaires were received from the alumni population,
resulting in a response rate of 34 percent. The researchers recognize the need to have a
higher response rate to be able to generalize findings to the population. However, early
and late respondents were compared to determine if they differed significantly on selected
variables under study, and no differences were observed. Therefore, as suggested by

Miller and Smith (1983), the findings can be generalized to the study population.

33

All alumni included in the sample also received a second survey packet designed
for their employers. They were requested to give the employer survey packet -- including
a cover letter, questionnaire and pre-addressed stamped envelope -- to their respective
supervisor. There were 85 responses fi‘om the employers. The researcher did not control
for non-respondents since an employer population did not exist.

‘ Analysis of Data

The data were analyzed using the Statistical Package for the Social Science
(SPSS). Statistical methods such as means, frequencies, percentages, cross tabs, standard
deviations and t-tests were used to analyze the closed-ended questions. The non-response
error was dealt with through a t-test comparing responses from early and late respondents.

Table 1 indicates the research objective, type of test used and the specific

questions fi'om the survey that were used to analyze the data for each objective.

34

Table 1. Research Objectives, Type of Tests and Specific Questions

 

 

 

 

 

 

 

 

 

 

 

Research Objective Type of Tests Specific Questions
1. Perceptions of Alumni Means, Standard Alumni Questionnaire
toward the Educational Deviations, Frequencies, Section I
Programs of the CANR Open-Ended Questions Questions #1-6
2. Opinions of Alumni Means, Standard Alumni Questionnaire
about the Quality of Deviations, Frequencies Section II
Instruction Question #1
3. Opinions of Alumni Means, Standard Alumni Questionnaire
about their Academic and Deviations, Frequencies, Section III
Career Advising Open-ended Questions Question #1 -3
4. Perceptions about Extra- Means, Standard Alumni Questionnaire
curricular Activities Deviations, Frequencies, Section IV
. Open-ended Questions Question #1 -3
5. Employment Information Means, Standard Alumni Questionnaire
of Graduates Deviations, Frequencies, Section V
Open-ended Questions Question #1-13
6. Opinion of Employers Means, Standard Employer Questionnaire
about the Graduates’ Deviations, Frequencies, Questions #1 -6
Preparation by the College Open-ended Questions -
7. Comparison of Alumni’s T-tests, ANOVAs, Alumni Questionnaire
Perception toward their Means, Standard Section I Questions #1, 4 & 5
Overall Educational Deviations Section II Question #1
Preparation by Background Section III Question #1
Section IV Questions #1 & 2
Section V Question 6
Section VI Questions #1 & 3‘
8. Comparison of Alumni T-test Alumni Questionnaire
and Employers concerning Section I
the Alumni’s Preparation Question # 5
for work Employer Questionnaire
Question # 2
9. Difference of T-test Alumni Questionnaire

participation in internships
and the length of time

graduates’ took to their first

position and their
satisfaction with current
positions

 

 

Section IV
Question # 1
Section V
Question # 1 & 6

 

35

 

CHAPTER IV

FINDINGS

Data were collected to find the opinions of alumni toward the undergraduate
education within the CANR. In all, 32 questions were asked in the categories of
demographic information, assessment of educational programs, quality of instruction,
academic and career advising, extra-curricular activities and employment information.

Demographic Information

Of the 376 alumni who responded in this study, the majority (52.3%) were
female. Their ages ranged fiom 23 to 53 years, with the majority (93.2 percent) being
younger than 30. In addition, the majority of respondents graduated in 1997 as indicated

in figure 1 below.

36

 

 

 

Percent

 

1993 1994 1995 1996
Year of Graduation
=3 69

Figure 1. Year of graduation
Response Rates by Major
The response rates within the majors ranged from a 17 percent return rate from
Agricultural Engineering alumni to a 45 percent return rate from Agricultural and
Extension Education alumni. Table 2 shows the number of questionnaires sent out and
the specific response rates for each major. Overall, there were 376 usable questionnaires

returned from a sample of 1,269 graduates and therefore, the overall response rate was

found to be at 34 percent.

37

Table 2. Response rates by major

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Number of Response
. . . Frequency of
Major Questronnarres Returns Rate

Mailed %
Agricultural &
Extension 94 42 45
Education
Agricultural
Economics 123 34 28
Ag‘lcult‘ira’ 122 21 17
Engmeenng
Animal Science 1 14 43 38
Crops & $011 98 31 32
Scrence
Fisheries &
Wildlife 120 33 28
Food Science &
Human Nutrition 62 15 24
Forestry 75 24 32
Horticulture 101 39 39
Packaging 137 32 23
Parks &
Recreation 104 31 30
Resource
Development 119 31 3O

 

Graduates were asked to rate their educational preparation in terms of required
courses, elective courses, college courses and preparation by the college for their career.

They were also asked what areas they thought needed the most improvement in their

academic major within the college.

Educational Preparation by Required Courses

Findings showed that preparation in the required general education courses of

38

Perceptions of Alumni toward Educational Programs

 

basic sciences, mathematics, computer related courses, economics, basic social sciences,

and arts and humanities were rated as “good”. A scale mean of 3.1 (St.Dev.=.62) was

found on a scale of 1 (poor) to 5 (excellent) as shown in table 3. The highest rated items

were in the areas of basic sciences and basic social sciences. The areas of computer

related courses, math, economics, and arts and humanities were rated the lowest by

alumni.

Table 3. Educational preparation by required courses

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Percent
(N) Poor Fair Good Very Excellent Mean
Good (SD)
Basic Sciences 356 1.1 10.7 36.5 37.6 14.0 3.5
(.90)
Mathematics 351 7.7 26.5 35.6 21.7 . 8.5 3.0
(1.1)
Computer related 341 15.8 27.3 38.7 14.1 4.1 2.6
courses (1.0)
Economics 330 6.1 21.2 42.4 23.9 6.4 3.0
(.97)
Basic Social Sciences 339 2.1 13.3 49.0 28.3 7.4 3.3
(.85)
Arts and Humanities 317 4.1 17.7 47.9 21.8 8.5 3.1
(.94)
Scale mean = 3.1 (St.Dev.=.62)
Overall Rating of Elective Courses

 

Alumni were asked to rate the overall quality of elective courses they chose in

relation to their career in a one-item question on scale from 1 (poor) to 5 (excellent). The

majority (43.4 percent) indicated their elective courses were “very good” in relation to

39

 

their career (see Figure 2).

50

 

40-

30q

20-

 

 

 

10 q
‘5
D
E
n. 0 ,
poor fair good very good excellent
Overall quality of elective courses
(N)=355

Figure 2. Overall quality of elective courses
Education within the College

Graduates were also asked to indicate their agreement or disagreement with a
series of items about their education within the college at MSU. Respondents viewed
their educational preparation within the college very positive in terms of their present
positions. The specific questions asked are shown in table 4. A scale mean of 4.0
(St.Dev.= .64) indicated that the majority of graduates “agr ” with statements

pertaining to their educational experience with the college. The highest rated items were

40

that the college prepared them to be problem solvers, to work easily with others, and that

their education was current in relation to issues within their specific fields.

Table 4. Opinions of alumni toward their education within the college

 

 

 

 

 

 

 

 

 

 

 

 

 

Percent
(N) Strongly Disagree Neutral Agree Strongly Mean
disagree Agree (SD)
Relates .‘° my 353 7.6 9.3 6.8 26.6 49.6 4'0
present job (1.3)
Was current in 4 1
relation to issues 358 2.2 6.4 7.0 46.9 37.4 ( 54)
within my field '
Prepared me to be
a pmblcm ”1‘?“ 368 .50 5.7 10.9 51.1 31.8 4.1
when faced wrth ( 84)
new srtuatrons '
Prepared me to ' 4 2
work easily with 366 .80 3.3 11.5 44.8 39.6 '
(.83)
others
Prepared me to be 3.9
a leader 366 1.6 8.5 21.9 38.3 29.8 (1.0)
Taught me 81“".5 356 3.4 8.7 14.3 43.8 29.8 3'9
for my present job (1.0)
Taught me the 3 9
importance of 365 2.2 7.9 21.9 38.9 29.0 (1 ’0)
being motivated '

 

 

 

 

 

Scale mean = 4.0 (St.Dev.=.64)

Preparation for Work by the College

Graduates were asked to rate the college on how well it prepared students in
certain aspects of their careers. These items, consisting of various aspects of work, are

shown in table 5. Of these items, computer skills, math skills and knowledge of career

41

 

opportunities were rated the lowest. The majority of alumni rated the remaining six
categories as “good” or “very good”. Over one-third of the graduates (35.9 percent)
indicated they were very well prepared to work in a team setting.

Table 5. Preparation for work by the college

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Percent
(N) Poor Fair Good 23,0631 Excellent gas;

Writing skills 371 3.0 21.6 42.9 25.1 7.5 3.1(.93)
Oral communication skills 371‘ 3.0 17.0 39.6 31.0 9.4 3.3(.95)
Mathematic skills 364 9.1 29.1 42.0 16.2 3.6 2.8(.95)
Computer skills 369 17.1 36.6 30.1 14.4 1.9 2.5(1.0)
Technical knowledge 367 7.4 20.7 37.1 27.5 7.4 3.1(1.0)
Getting along with people 366 2.5 10.9 38.8 33.3 14.5 3.5(.95)
Working in teams 370 2.2 7.0 34.6 35.9 20.3 3.7(.95)
Knowledge of career

opportunities 369 16.0 21.1 28.7 22.5 11.7 2.9(1.2)
Ethical standards 367 5.2 15.8 39.2 28.3 11.4 3.3(1.0)

 

Scale mean = 3.1 (St.Dev.=.61)

Overall Satisfaction of Educational Preparation by the College
The majority of respondents (79.8 percent) rated their overall educational
preparation fiom the college as either “good” or “very good” as shown in figure 3 below.

This was a one-item question with a scale from 1 (poor) to 5 (excellent).

42

 

50

 

40:1

30-

2011

101

 

 

 

Percent

Poor Fair Good Very Good Excellent

SatisfactiOn with educational preparation by the college

(N)=37l

Figure 3. Overall satisfaction with educational preparation by the college

What Needs the Most Academic Improvement within the College

Respondents were asked what needs the most improvement within their academic
major though an open-ended question. The most fi'equently mentioned areas that the
alumni indicated needed improvement were courses, computer knowledge, real world

scenarios/practical hands-on experiences, career information/preparation and instruction

as shown in table 6.

43

Table 6. Areas needing improvement within the college

 

 

 

 

 

 

 

 

 

 

 

 

 

Areas needing the most improvement Frequency of
Mention

Courses 46
Computer knowledge and skills 43
Real world scenarios/practical hands-on 37
Career information/preparation 24
Instruction 12
Advising 1 1
Internships . 10
Mathematic skills 5

More specific to field of study 5

Oral communication skills 3

Other 19

 

 

 

N=3 l 5

The following quotes are specific examples of comments by alumni relating to the
most fiequently selected areas of courses, computer knowledge and real world
scenarios/practical hands-on experiences.

“More classes preparing students for the industry. Fewer general unrelated
classes. “

“Update courses to the modern standards of today’s society demands. - some
courses were outdat .”

“Update information taught; more relevant to industry.”

“More challenging classes, more reality fi'om professors about what to expect
upon graduation.”

“More management instruction and language classes.”

“ Using computers is so vital in today’s work world. If computers are not used as
often as possible in college MSU students will be passed by in the work

44

environment.”
“Work with computers more in class.”
“More computer involvement.”

“More real life application; theory is OK but a student needs to know how to
apply what is learned.”

“I would like to see more application of “real world” scenarios incorporated into
classes.”
Opinions of Alumni about the Quality of Instruction

The alumni were asked to rate the quality of instruction they received in the
college, on a scale of 1 (poor) to 5 (excellent), in terms of the teachers’ knowledge,
teaching skills, classroom discipline, helping the students outside of the classroom,
evaluation of students’ work and classroom assignments. Almost half (49.2 percent) rated
their teachers’ knowledge "very good" and one-fourth (25.0 percent)'rated it “excellent”.
Most respondents rated the remaining categories as "good". Findings in table 7 show a
scale mean of 3.5 (St.Dev.=.70), which was computed for the alumni's overall opinions of

their quality of instruction received in the college.

45

Table 7. Alumni’s perceptions toward the quality of instruction within the college

 

 

 

 

 

 

 

 

 

 

 

 

Percent

. Very Mean

(N) Poor Farr Good Good Excellent (SD)

Teaf’hers “WM“ °f 372 0.5 4.8 20.4 49.2 25.0 3'9
subject areas (.83)
Teachmg “Gus 371 1.9 11.9 39.1 38.0 9.2 (3;)
Classmm d‘smplm" 368 0.5 8.4 42.4 39.4 9.2 (3550)

Helpmg Students ““5”" the 370 3.5 11.9 32.2 29.5 23.0 3'6
classroom (1 .1)

Evaluation and grading of 3.4
students, work 372 0.8 10.2 41.1 39.2 8.6 (.82)
Classmm ”81mm“ 372 1.3 8.9 44.4 37.6 7.8 (3:1)

 

 

 

 

 

Scale mean = 3.5 (St.Dev.=.70)

Opinions of alumni about their academic and career advising

College_Advising

Questions about academic advising were asked using a Likert-type scale and

included items such as helping the students find their first positions, choosing courses,

preparing their resumes, assisting with interviewing skills and being easily accessible. A

scale mean of 2.8 (St.Dev.=1.1) was computed for the participants’ overall rating of their

academic advising.

The majority of respondents “strongly agreed” that their academic advisors helped

them in deciding which courses to take and that they were easily accessible to students.

However, over 60 percent of the respondents “disagreed” or “strongly disagreed” that

46

 

their advisor helped them in finding their first positions, preparing their resumes and
assisting them with interview skills.

Table 8. The opinions of alumni toward academic and career advising

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Percent
(N) Strongly Disagree Neutral Agree Strongly Mean
. Disagree Agree (SD)
Helped me decide 308 9.6 14.8 33.8 5.8 36.0 3.4
the courses to (1.4)
pursue
Was easily 364 6.3 10.4 38.7 5.7 39.0 3.6
accessible (1.3)
Helped me find my 325 36.4 28.6 6.5 15.3 13.3 2.4
first position (1.4)
Helped me prepare 325 31.4 29.5 15.7 9.5 13.8 2.4
my resume (1.4)
Helped me with 367 32.0 30.2 13.5 12.9 11.4 2.4
interviewing skills (1.4)

Scale mean = 2.8 (St.Dev.=1.l)

Use of the MSU Career Services and Placement Office

 

Alumni were asked questions pertaining to their use and opinions concerning the
MSU Career Services and Placement Office. A little less than half (47.9 percent) of the
respondents reported using the services of the placement office. Respondents were asked
if they had used any of the four core services offered by the placement office including
career advising, on-campus interviews, job listings and resume critique. Of these services,
the most commonly used services were the job listings and on-campus interviews.
Alumni indicated that they also used services such as the internship program,
workshops/career fairs, mock interviews, databases, help sheets and the research area.

The overall rating of the placement center was found to be either “fair” or “good” by 67

47

 

percent of the alumni. This was question consisted of one-item and the scale was fi'om 1
(poor) to 5 (excellent).
Additional Comments Relating to Academic and Career Advising

An open-ended question was asked regarding the opinions of alumni toward their
academic and career advising. Of the respondents, 31 indicated that their advising was
helpful or positive; however, the second most fi'equent answer was that the advising did
need improvement. The next four most common answers consisted of needing more help
with placement/interviews/resumes, career placement was not helpful, the advisors need
to work more closely with students and they need more contact or information on career

opportunities as shown in table 9 below.

Table 9. Additional comments on academic and career advising

 

 

 

 

 

 

 

 

 

 

 

 

Academic/ Career Advising Frequency
Additional Comments Of.
Mentron

Advising was helpful/positive 31
Advising needs improvement 24
More help with placement/interviews/resumes 21
Career placement not very helpful 20
Need to work more closely with students 18
Need more contact/info on career opportunities 18
Neutral — no need for advising 9
Advisors too busy 6
More help with courses 3
More contact with industry 2
Other 27

 

 

 

 

N=179

The following quotes are fi'om alumni and pertain to the top four areas of

48

responses as shown in table 9 for the areas of advising being helpful/positive, advising
needing improvement, having more help with placement/interviews/resumes and career

placement was not very helpful.

“ I was very lucky to have a great advisor to lead me in the right direction.”

”All professors were willing to sit and chat with me about academic and/or career
concerns.”

“My advisor did a very poor job of helping me and several of my fellow students
with class and career issues.”

“My advisor offered no career advising and his academic advising led me to take
courses out of College Pre-(requisite) requirements.”

“It was a good idea to have an entire resume class offered like I had.”

“I would have liked to see increased assistance in resume writing and job
placement.”

“ Career services and placement was a waste of time when locking for an
agricultural career.”

“I always seemed like they thought they were wasting their time on ag-students -
no help at all (career services)”
Alumni Participation in Extracurricular Activities
Several questions were asked about respondents’ opinions of internships,
involvement in student organizations, clubs or teams, and overseas study programs. All of
these areas were considered extra-curricular because they are not always a requirement

for graduation in all of the majors within the college.

49

Participation in Internships

Of the respondents, 68.8 percent had participated in an internship. A partially
closed question was asked regarding who assisted them in finding their internship. The
majority (56.9 percent) found their internships themselves, 31.6 percent reported
receiving assistance fi'om their academic advisors and 27.0 percent received assistance
from faculty members. Other sources of help for finding internships were identified as
contacts within the field, on-campus interviewing/coordinator, bulletins/postings, on-
carnpus clubs and career fairs. Furthermore, alumni were asked a series of questions on a
Likert-type scale about whether their internships were useful in finding their first
employment, helped them decide on their first employment and helped them become
more attractive to employers. Findings are shown in table 10. A scale mean of 4.4
(St.Dev.= .77) was found, indicating that internship experiences were useful in finding
employment opportunities.

Table 10. Usefulness of internship experiences

 

 

 

 

 

 

 

Percent
(N) Strongly Disagree Neuual Agree Strongly Mean
Disagree Agree (SD)

Was useful in preparing 243 2.6 6.6 4.9 21.8 63.8 4.4
you for your first ’ (1 .0)
position
Helped you with 240 2.5 6.7 11.7 23.8 55.4 4.2
deciding on your first (1.1)
position
Helped you become 251 2.0 3.6 8.4 22.7 63.3 4.4
more attractive to (.93)
employers
Was a waste of your 255 75.7 16.5 4.3 2.4 1.2 1.3
time (.77)

 

 

 

 

 

 

 

 

Scale mean = 4.4 (St.Dev.=.77)

50

 

An open-ended question was asked regarding recommendations that the alumni
would make in terms of internships. The comment regarding making internships a
requirement or recommending that every student participate in one, was by far the most
consistent answer as shown in table 11. The next most highly rated comments were that
internships helped with their career and students should participate in more than one
internship.

Table 11. Recommendation/comments concerning internships

 

 

 

 

 

 

 

 

 

 

 

 

Recommendations/Comments Frequency
of Mentron

Make them a requirement/recommend everyone do 85
one
Helps with career 30
Do more than one 25
More opportunities/information on opportunities 12
No changes needed 8
Gain real world experiences. . 8
Quality of internship should be high - 8 -
Credits (paying for credits) 5
Intern as Junior or Senior 2
More internship placement 1
Other 3 1

 

 

 

 

N=72 1 5

The following quotes are specific comments fi'om alumni in relation to table 11.
They relate to the top three selected areas of making them a requirement/recommend
everyone do one, internships help with careers and students should do more than one.
“They should be required. They are the best way to get a true education about the “real
corporate America”. No class can teach on the job experience.”

“Every student should be required to complete an internship within their major areas
early in their college years. Very insightful for a career direction.”

51

“It should be required not suggested for all students. Students should have to write a
paper on the experience or an Oral presentation before credits are given.”

“It was very useful in helping me get my first job and preparing for a career.”

”The more the better. They make for excellent experience and contacts, as well as
narrowing down career Options.”

“Get one! Maybe consider making an internship a requirement for graduation — makes
students more marketable and is a great opportunity to get valuable experience.”

“Mandatoryll Best experience in my entire academic career.”

“Students should pursue them, as they give the student real world experience as well as
meeting other professional in their field.”

“Internships play an important part in the role of job placement. It demonstrates a strong
work ethic.”

Involvement in On-Campus Student Organizations, Clubs or Teams

Findings indicated that a majority of the respondents (72.5 percent) were involved
in on-campus student organizations, clubs or teams. Of those who were involved, 60.4
percent reported holding leadership positions. They were further asked in a one-item
question, on a scale from "strongly disagree” to "strongly agree", whether they felt their
participation had a positive impact on their career preparation. A mean of 4.3
(St.Dev.=.96) indicated that most people “agreed” or “strongly agreed” that their
participation had a positive impact on their career preparation.

Respondents were asked to listthe organizations, clubs or teams they were a part
of as an undergraduate student. Some of the most fiequent responses are shown in table

12 below. The respondents’ most frequently identified answer was involvement in a

52

fraternity or sorority. The next most fiequent response was either a sports teams or
intramural sports. A complete list of the organizations can be found in appendix C.

Table 12. Organizations, clubs or teams

 

 

 

 

 

 

 

 

 

 

 

 

 

 

. . Frequency

On-Campus Organrzatrons of Mention
Fraternity/sorority 81
Sports Team/1M Sports 60
Horticulture Club V 22
Block & Bridle 19
Student Senate 18
Institute of Packaging Professionals 17
Spartan Ag Leaders 16
National Agri-marketing
Association/Agricultural 1 5
Communicators of Tomorrow
Judging Team 15
N=458 -

Recommendations about Involvement in Student Organizations

An open-ended question was asked to find overall recommendations fiom the
alumni toward current students in terms of involvement in student organizations. By far
the most fiequently mentioned suggestion was for future students to get involved or that
involvement was a positive experience. The next four most fi'equently mentioned reasons
for involvement in student organizations were that the involvement increased networking,
was a positive social experience, was good for career preparation and helped increase
leadership and team building skills as shown in table 13. However, fewer respondents
mentioned that acaderrrics should be the first priority of the students and that their

participation was a poor experience.

53

Table 13. Recommendations for current students concerning involvement in

 

 

 

 

 

 

 

 

 

student organizations
Areas of Recommendations Frequency
of Mention
Get involved/positive experience 145
Increase networking 34
Positive social aspect/build relationships 33
Good for career preparation 30
Leadership/team building skills 28
Academics should be the first priority 6
Poor experience 1
Other 6

 

 

 

 

N=283

The following are specific comments made by alumni. The comments have been
taken from the areas of getting involved/positive experience, increase networking and
positive social aspect.

“Get involved. I still work with many of the people I first met through CANR student
organizations and the networks have helped me.”

“Club and organization participation can lead to lifetime fiiendships and valuable
networking opportunities for future careers.”

“It’s essential! It not only allows you to develop networking and communication skills
but you also meet new people and are helping others.”

“It helps the student feel more comfortable, it is a source of contacts, getting to know
professors and fiien .”

“Get involved with clubs - it helps make you more confident, find friendships and learn
about your career.”

“Get as much exposure to industry and issues relevant to your future career path as
possible. The contacts and experiences that can be gained are extremely valuable.”

54

Pmficigafion in Overseas Study Prmns

Additionally, the respondents were asked whether they had participated in an
overseas study program. About one out of six (16.2 percent) had participated in one of the
study abroad programs at MSU. Those who had participated in an overseas study
program were asked in an open-ended question to indicate in which program they
participated. The majority (16 respOndents) of those who had been participants traveled
on the Australia/New Zealand program as shown in table 14. The complete list of the 4
programs that students had been a part of are listed in appendix C. A

Table 14. Overseas study programs

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Frequency

Country of Mention
Australia/New Zealand 16
England/Ireland/Scotland ‘ 6
Brazil 5
Bahamas .4
Nepal 2
Costa Rica 2
Hawaii 2
International Food Laws — Europe 2
Netherlands 2
Semester - England/London 2
N=58

Almost all of the participants (94.9 percent) indicated they would recommend
similar experiences to other students.
Identify employment information of graduates within the college
Questions were asked to alumni in regard to their perceptions toward their

employment at their time of graduation, their current employment, salary information,

55

courses in relation to their career, their present position and the type of organization with
which they are currently employed.
Employment Information at Time of Graduation

Two questions were asked concerning the alumni’s employment at their time of
graduation. The first question asked how long after graduation they began a position
related to their undergraduate degree. The majority (61.1 percent) of respondents took
three months or less to find a position in their individual field as shown in table 15. On
the other hand, there were almost twelve percent of the respondents who never found a
position related to their career.

Table 15. Length of time to their first position related to their degree

 

 

 

 

 

 

 

 

 

 

How long it took to find their Frequency of 0/

first position Response 0
Less than one month 158 42.5
1 to 3 months 68 18.6
3 to 6 months 33 8.9
6 to 12 months 34 9.1
12 to 24 months 17 4.6
More than 24 months 11 3.0
Never 44 1 1.8
Not currently employed 7 1.9

 

 

 

 

A t-test was run to find any significant difference between gender and the length
of time it took the alumni to find their first position. Male respondents reported taking
less time to find their first employment related to their undergraduate degree than female
respondents, and this time difference was statistically significant (t=3.8, p<.05).

Graduates were also asked how many full-time job offers they had at their time of

56

graduation. As shown in table 16 below, the majority (43.6 percent) had no offers by
graduation. However, almost one third of the respondents (33.7 percent) had two or more
offers.

Table 16. Number of full-time job offer at the time of graduation

 

 

 

 

 

 

 

 

 

 

Number of full-time job offers at graduation %

One 22.6

Two 13.6

Three 12.5

Four or more 7.6

None ' 43.6
=367

Nature of Current Emplgxrnent

 

The majority (80.5 percent) of respondents indicated that the nature of their
present, primary employment was full-time status as shown in table 17 below. A question
was also asked concerning whether or not their current employment related to their
preparation at MSU. The majority (69.6 percent) of respondents indicated they were
employed in an occupation they were prepared for by their education. These results are
shown in figure 4.

Table 17. Nature of employment of graduates

 

 

 

 

 

 

 

 

 

Nature of employment %

Full-time 80.5

Part-time 6.5

Self-employed 10.0

Unemployed 3.0
=369

57

Unemployed
3.3%

Not related
27.1 %

 

 

 

 

Related
69.6%

 

 

Figure 4. Description of current position in relation to academic preparation
N=362

Salary information

 

When asked about the starting annual salary, the majority (47 percent) indicated a
range of $10,000 to $24,999. However, it should be noted that the beginning salary was
not in constant dollars. The current salary of alumni appeared to be more normally
distributed as the majority of respondents (28.6 percent) indicated their current annual

salaries ranged between $25,000 and $34,999 as shown in figure 5 below.

58

 

4
g 20 ‘IStarting Annuall
Q)

I iElCurrentAnnual
.EL '
db - :99 1 8.1... 1
a Or at at Ox or c -_ ____*__,L__
e v- v- #- v- v-
\o
2? :‘i 87;” r 8’ 8 g
n s s s s s E
on ha ha ha he.
0
a? 53’ £3 5; £2 3

Figure 5. Starting and current salary information

Starting annual salary N=351

Current annual salary N=3 53
Satisfaction with Current Position

Alumni were asked to rate their satisfaction with their current position in relation
to the items of challenging work, opportunities for advancement, overall working
conditions, salary and their own job performance. Over 60 percent of the respondents
viewed the challenge of their work, their overall working conditions and their own job

performance as “very good” or “excellent” as shown in table 18 below. The lowest rated

item was their salary, which was rated “good” by 34.2 percent of the alumni.

59

Table 18. Satisfaction with current position

 

 

 

 

 

 

 

 

Percent
(N) _ Poor Fair Good (:13 Excellent 12:61:?
Challenging Work 354 3.1 12.1 18.9 25.1 40.7 (13:)
Opportunities for advancement 350 10.9 15.4 17.7 24.6 31.4 ( 13:)
Overall working conditions 355 2.3 8.7 27.3 29.6 32.1 (13"?)
Salary 354 11.3 20.9 34.2 20.1 13.6 (133’)
Your own job performance 354 0.0 2.3 20.6 45.8 31.4 (“7%)

 

 

 

 

 

 

 

 

Scale mean = 3.7 (St.Dev.=.80)

Respondents were also asked a one-item question concerning their overall

satisfaction with their present position. Most of the respondents indicated that their

overall satisfaction was “very good” as shown in Figure 6.0 below.

60

 

 

 

 

 

Percent

Poor Fair Good Very good Excellent

Satisfaction with current position

Figure 6. Overall satisfaction with current position
N=358

Courses in Relation to their Career

Two questions were asked concerning courses in relation to the alumni’s career.
The total list of responses for both questions can be found in appendix C. The first
question asked alumni to identify which courses they did not take but could have been
helpful to them in relation to their career. The top ten most fi'equently identified courses
are listed in table 19 below. The most fiequently identified course was in the area of
computers. The next four most fi‘equent responses were in the areas of general business,

science, crop and soil science, and mathematics/statistics.

61

Table 19. Com'ses that could have been helpful with their career

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Course Frequency

Computer 57
General Business 43
Science 35
Crop and Soil Science 34
Mathematics/Statistics 25
Management 24
Marketing/ Sales 23
Accounting/Finance 22
Animal Science 21
Horticulture 18
N=468

The second question in this area asked alumni to identify courses that had been

the most helpful to their career. The most fi'equently identified course was in the area of

Crop and. Soil Sciences. This area was followed by Horticulture, General Science, Animal

Science, and Fisheries and Wildlife as shown in table 20.

Table 20. Courses that had been the most helpful in relation to their career

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Course Frequency

Crops and Soil Science 83
Horticulture 69
Science 53
Animal Science 50
Fisheries and Wildlife 38
Forestry 38
Agriculture and Extension Education 28
Agricultural Economics 28
Communication/Journalism/Advertising 27
Agricultural Engineering 27
Mathematics/Statistics 26
N=727

Assessment of Career Opportunities

Alumni were asked to rate their opinions of career opportunities in the next five

62

years for new college graduates within their particular major. The majority (31 percent)
rated the opportunity as “good” or ‘yery good” on a scale fi'om 1 (poor) to 5 (excellent)

as shown in Figure 7.0 below.

 

4O

 

 

 

HDGOHQ'U

Poor Fair Good Very good Excellent

Job opportunities

Figure 7. Assessment of job opportunities over the next five years
N=360

Present Type of Position

Alumni were asked to identify the type of position that they are currently
employed through an open-ended question. The most fi‘equent answer was in the area of
project manager/office manager, followed by own business/self employed, sales,
engineering and teaching. The top ten responses are listed in table 21 and the full list can

be found in appendix C.

63

Table 21. Type of position as identified by alumni

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Position Frequency

Project manager/Office manager 47
Own business/Self employed 27
Sales 25
Engineer 19
Teacher 16
Golf course superintendent 15
Regional representative/Service 14
representative
Graduate assistant 13
Farming 12
Research 1 1
N=359

Type of Organization

 

Alumni were also asked to identify what type of organization they currently
worked for in an open-ended question. The most frequent type of organization identified
by the graduates was govemment/political. Table 22 indicates some of the most
frequently identified types of organizations with the five most fi'equent areas as

govemment/political, home/builder/development/construction, automotive, landscape and

farming. A full list of responses can be found in appendix C.

 

Table 22. Type of organization as identified by alumni

 

 

 

 

 

 

 

 

 

 

 

 

 

Type of organization Frequency
Govemment/political organization 31
Home/builder/development/construction 17
Automotive 16
Landscape 16
Farming (livestock/ grain producers) 13
University 13
High school 12
Computer services 10
Horticulture/garden/floral/greenhouse 10
Golf courses 9
Environmental agencies 9

 

 

 

N=325
Comments about Areas of Additional Knowledge
An open-ended question was asked seeking to find if there was anything they
could have learned or known that would have helped them after graduation. The most
fi'equent answer was in the area of more information on their career/salary. In addition,
the areas of computer/technology courses, internships and a specific Course within their
major were also frequently identified by the alumni as shown in table 23 below. The fill]

list of responses can be found in the appendix.

65

Table 23. Areas of additional knowledge

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Areas .of additional knowledge Frequency
More information on career/salary 32
More computer type/technology courses 22
Internships 22
Specific course within major 21
Business skills/emphasis 14
More interviewing skills, resume writing, job 13
placement
Different major 10
Grammar/communications/interpersonal 10
More real world experiences 9
Lack of job opportunities in area of study 9
Other 28
N=273

The following comments pertain to the top three areas in table 24. These areas are
more information on career/ salary, more computer type/technology courses, internships
and comments relating to a specific course.

“That my first job was just a starting point — not something I would have to stay in
forever.”

“I would have appreciated more emphasis on career exploration in my freshman and
sophomore years. I wish I would have known more about resources available to student
to help me make better decisions with class choices. Some of the requirements (i.e.
specific courses) seem irrelevant to my major, but I understand the need for broad
education.”

“Internships are the best way to experience the “real world”. I would encourage CANR to
help students to find valuable internships — paid or not!”

“Internships! Need to hold a short class or information meeting with fish/soph/jrs to
explain importance behind internships.”

“I could have learned more on the auto industry and I should have taken more computer
classes. Microsoft Word/Excel/Acess/Proj ect.”

“Would liked to have seen more job related classes, computer classes and completed
another internship.”

66

“I wish I would have taken a marketing class - in the grain business you need to be kept
current with everything.”

Additional Thoughts for Improving CANR Programs
The last page of the alumni questionnaire gave the respondents a chance to give
any additional thoughts for improving the CANR undergraduate pro grams. The most
frequent answer was that MSU was a good school or gave them a good preparation. Other
common answers indicated a need for more real world experiences/ fieldwork,
improvements in advising and access/knowledge of career opportunities. Table 24 shows
all of the areas indicated by the alumni.

Table 24. Additional comments of alumni

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Comments Frequency

Good school/good preparation 30
Real world experiences/ fieldwork 16
Improve advising 16
More access/knowledge of career 15
opportunities

Improve instruction 10
More internship 10
More courses overall 9
Business knowledge/emphasis - 8
Increase computer/technology emphasis 8
Improve overall courses in college 8

 

N=194
The following specific comments are taken from the top three areas listed above
in table 24. The areas are that MSU is a good school/good preparation, real world

experience/ fieldwork and that advising needs improvement.

67

“The professors generally do not have enough time to become good advisors. Maybe the
college of Ag and Nat Resources could hire a number of individuals who were solely
advisors.”
“Academic advisors should be more of a mentor and not just help you fill out your
schedule. They should work with you on reaching your academic goals, give advise on
courses and career paths and not act like you are wasting their time.”
“I had a great time at MSU, the College of Natural Resources is the best place to be.”
“The MSU ANR college undergraduate classes were exceptional. Going to graduate
school and comparing my educational background with my fellow students really made
me appreciate what a good undergraduate training that I had.”
“The more that can be done to relate the field work with how today’s technology can
assist the graduate the better. Using current real life problems and examples from the
field can help students truly understand course concepts. Forming partnerships with
companies and organizations to allow students to work on real problems in the classroom
might be an idea.”
Opinions of employers about the graduates’ preparation

Data were collected to find the perceptions of employers toward the preparation of
CANR graduates by the college. A total of six questions were asked in the areas of the
type of organization they worked for, preparation of graduates, career performance of
alumni, courses that should be emphasized, job opportunities and suggestions for the
college. A total of 85 questionnaires were returned by the employers.

Type of Organization

 

The employers were asked to identify the type of organization they worked for
through an open-ended question. The most common type of organization was identified
as home/builder/development/construction. Golf courses, govemment/political and

landscape organizations were also common answers for this question as shown in table 25

68

below.

Table 25. Type of organization as identified by employers

 

Type of organization Frequency

 

Home/builder/development/construction 8

 

Golf courses

 

Govemment/Political

 

Landscape

 

High school

 

Insurance

 

University

 

Automotive

 

Environmental

 

 

 

 

«bk-#MMMOQV

Food manufacturer

 

N=91

Preparation of Graduates

 

Employers were asked questions regarding the career performance of CANR
graduates as shown in table 26. The highest rated items were ethical attitude, getting
along with people and working in teams. On the other hand, the lowest rated items were
mathematic skills, writing skills and computer skills. A scale mean of 3.5 (St. Dev.=.65)
was found on a scale of 1 (poor) to 5 (excellent) indicating that the employers rated the

alumni between “good” and “very good” in terms of their preparation by the college.

69

Table 26. Preparation of graduates by the college

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Percent
(N) Poor Fair Good (:0ch Excellent 12:63?

Writing skills 82 1.2 11.0 40.2 39.0 8.5 3.4 (.85)
Oral communication skills 84 0.0 15.5 31.0 34.5 19.0 3.6 (.97)
Mathematic skills 80 1.3 17.5 41.3 31.3 8.8 3.3 (.90)
Computer skills 83 7.2 13.3 28.9 37.3 13.3 3.4 (1.1)
Technical knowledge 84 2.4 8.3 33.3 40.5 15.5 3.6 (.93)
Getting along with people 84 0.0 6.0 28.6 34.5 31.0 3.9 (.91)
Working in teams 84 0.0 8.3 21.4 44.0 26.2 3.9 (.90)
Knowledge of career

opportunities 76 1.3 13.2 27.6 38.2 19.7 3.6 (.99)
Ethical attitude 84 1.2 6.0 25.0 32.1 35.7 4.0 (.98)

 

Scale mean = 3.5 (St.Dev.=.65)

Career Performance

The questions concerning the graduates’ job performance included items such as

having adequate theoretical and practical knowledge, the ability to follow directions,

work independently, ask relevant questions, supervise subordinates, report to supervisors

and work with colleagues and a rating of their overall job performance as illustrated in

table 27. A scale mean of 3.7 (St.Dev.=.72) was found on a scale from 1 (poor) to 5

(excellent), indicating that the employers rated the students highly in career performance.

70

 

Table 27. Career performance of alumni

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Percent

(N) Poor Fair Good G31 Excellent 12$?
Theoretical knowledge 82 0.0 7.3 37.8 47.6 7.3 3.5 (.74)
Practical knowledge 82 1.2 12.2 34.1 41.5 11.0 3.5 (.89)
Ability to follow instructions 84 0.0 1.2 28.6 44.0 26.2 4.0 (.77)
Ability to work 83 2.4 2.4 22.9 34.9 37.3 4.0 (.96)
independently
Ability to ask relevant 83 1.2 6.0 24.1 41.0 27.7 3.9 (.93)
questions
Ability to supervise 77 2.6 9.1 44.2 31.2 13.0 3.4 (.92)
subordinates
Reporting to supervisors 82 1.2 3.7 36.6 35.4 23.2 3.8 (.90)
Ability to work with other 83 0.0 4.8 27.7 34.9 32.5 4.0 (.90)
colleagues
Overall job performance 83 0.0 2.4 28.9 44.6 24.1 . 3.9 (.79)

 

 

 

 

 

Scale mean = 3.7 (St.Dev.=.72)

Specific Courses/Topics that should have been emphasized in the Education of Alumni

Employers were asked to identify specific courses/topics that'should have been

emphasized in the education of the alumni. Computers skills were the most frequently

identified area followed by communication, real world/practical hands-on experiences,

oral communications and writing as shown in table 28. The entire list of specific

courses/topics can be found in appendix C.

71

 

Table 28. Courses/topics that should have been emphasized in program

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Courses/Topics Frequency
Computers skills 15
Communication/interpersonal 7
Real world/practical hands- 7
on experience
Oral communication 6
Writing 6
Business 5
Management 4
Organization (lives) 3
Science/biology 3
Evaluation/research 2
Teamwork 2
Conflict 2
resolution/negotiations
Statistics 2
N=87

Assessment of Job Opportunities over the Next Five Years

 

Employers were very positive toward the assessment of j ob opportunities over the
next five years as the majority (34) indicated their assessment as excellent/very good/high
through an open-ended question. Only 15 respondents indicated job opportunities would
be minimal or fair as shown in table 29.

Table 29. Assessment of job opportunities by employers

 

 

 

 

 

 

 

Assessment Frequency
Excellent/very good/high 34
Good 13
Other 1 1
Minimal/limited 8
Fair 7

 

 

 

N=73

72

S_uggestions for the CANR

Employers were asked to indicate any suggestions they had for the college over
the next five years in an open-ended question. The most fiequently identified areas were
computer emphasis/courses and internship or industry experiences as shown in table 31
below. The entire list of areas can be found in appendix C.

Table 30. Suggestions by employers for the college over the next five years

 

 

 

Suggestions Frequency
More computer emphasis/courses 9
More internship experiences/ industry 9

experience

 

More management courses

 

Increase hands-on real world experience

 

More specific in area of study

 

More teamwork

 

Improve student/employer relations

 

More business emphasis

 

More interpersonal skills/communication

 

 

 

 

NNNNWh-fi-fi

Improve writing skills

 

N=58

The following specific comments relate to the top two areas of more computer
courses and more internship experiences as shown in table 30.
“Computer and technical courses must keep up with latest advances in the field.”
“More computer knowledge.”
“Increase intern requirements so that grads have more on site experiences.”

“Involve more professionals and mandate more internship experiences.”

73

Other Thoughts on Improving the CANR Undergraduate Programs

Employers were also asked to identify any other thoughts that may be helpfirl to
the CANR undergraduate programs. As shown in table 31, some of the most frequently
identified answers were more hands-on/field work, graduates don’t have realistic salary
expectations, MSU is a very good school, and improvements are needed within the
majors. The entire list of areas identified by employers can be found in the appendix.

Table 31. Additional comments by employers

 

Suggestion Frequency

 

More hands-on/field work 4

 

Graduates don’t have realistic salary 3
expectations

 

Very gOod school

 

Improve major

 

Improve advising

 

Improve courses

 

More people skills/communications

 

Internships are good experiences

 

 

NNNNNUJUJ

 

 

Improve job placement

 

N=39
The following are specific comments related the areas in table 31.

“Classroom work is important but they need more courses in fieldwork so they can learn
to apply what they have learned.”

“Graduates want the “big” money without working for it.”

“I have been happy with my MSU graduate. Keep being diverse and adaptable.”

74

Comparison of Alumni’s Perception toward their overall educational preparation
by background

A t-test was run to find differences between the student’s perceptions toward their
educational preparation and gender. The test was performed between the variable for gender
and the scale means for the following scales: required courses, education within the college,
preparation for work by the college, quality of instruction, academic/career advising,
internships and their satisfaction with their current position.

Table 32 indicates that there were no significant differences between gender and the

alumni’s perception toward their educational preparation.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Table 32. Differences in alumni’s perception toward their educational preparation by gender
Scale Group Number Mean SD t-value p-value
Required Courses Male 133 3.09 .59 75 45
Female 147 3.03 .65 ' °
Education within the Male 160 4.00 .63 _ 26 79
College Female 177 4.02 .64 ' _ '
Preparation for work Male 168 3.12 .58 28 78
Female 185 3.10 .63 ' '
Quality of instruction Male 170 3.52 .69 _ 57 57
Female 191 3.56 .71 ° °
Academic advising Male 140 2.80 1.05 _ 11 91
Female 153 2.81 1.19 ' '
Internships Male 108 4.51 .63 1 6 10
Female 124 4.34 .88 ' '
Satisfaction with Male 171 3.73 .82 1 7' 09
current position Female 174 3.58 .78 ' '

 

 

 

 

 

 

 

 

A t-test was performed to find any differences between participation in internships
and the alumni ’s perception toward their educational preparafion, which includes the areas of

required courses, education within the 'college, preparation for work, quality of instruction,

75

academic advising and satisfaction with current position Significant differences were found
for the areas of education within the college and academic advising. Those who participated
in an internship were more favorable toward their academic advising (t=3.5, p<.05) and
education within the college (t=2.0, p<.05) as shown in table 33.

Table 33. Differences in alumni’s perception toward their educational preparation by

 

 

 

 

 

 

 

 

 

 

 

 

 

 

internship participation
Scale Group Number Mean SD t-value p-value
Required Courses Yes 199 3.05 .65 _ 67 50
No 81 3.1 1 .56 ° '
Education within the Yes 233 4.06 .62 2 0 05
College No 105 3.91 .67 ' '
Preparation for work Yes 242 3.15 .62 1 4 16
No 1 1 1 3.05 .59 ' '
Quality of instruction Yes 250 3.52 .70 _1 1 29
No 1 12 3 .60 .71 ' '
Academic advising Yes 209 2.95 1.1 3 5 00
No 83 2.47 1.0 ° '
Satisfaction with Yes 237 3.68 .81 1 1 25
current position No 105 3.57 .77 '3 '

 

 

 

 

 

 

 

 

A t-test was run to find any significant differences between those who had and
had not participated in an on-campus organization, club or team and their perceptions
toward their educational preparation. The test was performed between whether the alumni
had participated in an on-campus organization, club or team and the scale means for the
areas of required courses, education within the college, preparation for work by the
college, quality of instruction, academic/career advising, internships and their satisfaction
with their current position.

Those who were involved in campus student organizations, clubs or teams were

76

more favorable toward their courses in the college (F3.8, p<.05), preparation for their
careers (F2.7, p<.05), academic advising (F3.7, p<.05) and satisfaction with current
positions (F23, p<.05) than those who were not involved in such activities as shown in
table 34.

Table 34. Differences between participation in on-campus organizations and educational

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

preparation
Scale Group Number Mean SD t-value p-value
Required Courses Yes 214 3.07 .62 63 53
No 68 3.02 .63 ° '
Education within the Yes 250 4.09 .60 3 8 00
College No 89 3.79 .71 ' '
Preparation for work Yes 260 3.16 ~ .58 2 7 01
No ‘ 95 2.96 .66 ° '
Quality of instruction Yes 267 3.59 .69 2 0 05
No 97 3.42 .72 ' '
Academic advising Yes 223 2.93 1.15 3 7 00
No 72 2.42 .98 ' '
Internships Yes 187 4.46 .73 1 3 21
No 49 4.30 .90 °- '
Satisfaction with Yes 256 3.71 .80 2 3 02
current position No 88 3.48 .78 ' '

 

 

 

 

 

 

 

 

An ANOVA was computed to find any differences between the alumni’s year of
graduation and their perceptions toward the educational preparation, which included the
areas of required courses, education within the college, preparation for work, quality of
instruction, academic/ career advising, internship and satisfaction with current position.

Table 35 indicates a significant difference for the area of the education within the
college. Students who graduated in 1998 were more positive toward their educational

preparation within the college than those graduating in the yearsl 993 and 1994. The

77

remaining areas indicated no significant differences in the years of graduation.

Table 35. Differences between year of graduation and educational preparation

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Scale Sum of df Mean F- Sig.
Squares Square value
Required Courses Between groups 3.0 5 .59
Within groups 105.4 273 .39 1.5 .18
Total 108.4 278
Education within the Between groups 5.5 5 1.1
College Within groups 134.4 331 .41 2.7 .02
Total 140.0 336
Preparation for work Between groups 4.0 5 .80
Within groups 127.4 347 .37 2.2 .06
Total 131.4 352
Quality of Between groups 2.3 5 .45
instruction Within groups 175.7 355 .50 .91 .47
. Total 178.0 360
Academic advising Between groups .67 5 .14
Within groups 370.4 286 1.3 .10 .99
Total 371.0 291
Internship Between groups 1.8 5 .36
Within groups 136.2 225 .61 .59 .71
Total 138.0 230 ‘
Satisfaction with Between groups 3.0 5 .60
current position Within groups 217.6 339 .64 .93 .46
Total 220.6 344

 

 

 

 

 

 

 

 

 

Comparison of alumni and employers concerning the alumni’s preparation for work by
the college

The same question concerning preparation by the college was asked to both

alumni and employers. A paired t-test was computed to find any significant differences

between the alumni and employers’ views concerning the preparation of students by the

college. Since the number of graduates and employers was unequal, a percentage of

alumni were randomly selected to make an equal sample size. A significant t-value of 3.2,

 

p<.05, was found between alumni and employers for their perceptions about the

graduate’s preparation for work. The employers perceived the preparation by the college

more favorably than the alumni, as shown in table 36 below.

Table 36. Differences between alumni and employers in their perceptions of the

 

 

 

 

preparation by the college
Scale Group Number Mean SD t-value p-value
. Alumni 64 3.1 .58
Preparatlon for work Employer 64 3. 5 . 65 3.2 .00

 

 

 

 

 

 

 

 

Difference of participation in internships and the length of time graduates’
took to their first position and their satisfaction with current positions

To find any significant differences between those who had and had not
participated in an internship and their perceptions toward their current position a t-test
was run. A t-value of 1.1 with a p-value of over .05 indicates no significant differences
between those who had or had not participated in an internship and their perceptions
toward their current position as shown in table 37.

Table 37. Differences between participation in internships and perceptions toward their

 

 

 

 

current position
Scale Group Number Mean SD t-value p-value
Satisfaction with Yes 237 3.7 .81 1 1 25
current position No 105 3.6 .77 ° '

 

 

 

 

 

 

 

 

A t-test was also run to find any differences between participation in internships

and the length of time to their first position. Table 38 indicates those who participated in

internships took significantly less time to find their first position (F3.2, p<.05).

79

Table 38. Difference between participation in internships and length of time to first

 

 

 

 

position
Scale Group Number Mean SD t-value p-value
Length of time to first Yes 254 2.5 2.0 _3 2 00
position No 1 15 3 .4 2.5 ' '

 

 

 

 

 

 

 

80

 

Chapter V

Summary/Canclusionisecommendations

Summary

The purpose of this study was to assess the effectiveness of the CANR

undergraduate programs as perceived by alumni and employers. Specifically, the

objectives of this study were to:

1.

Assess the perceptions of alumni toward the educational programs of the
CANR, including courses taken and educational preparation.

Explore the opinions of the alumni about the quality of instruction received
within the college.

Ascertain the opinions of alumni about their academic and career advising.
Determine whether the alumni found participation in extracurricular activities
useful in relation to their current employment.

Identify employment information of graduates within the college.

Seek the opinions of employers about the graduates’ preparation by the
college and their career performance.

Find any difference between the alumni’s perception toward their overall
educational preparation and gender, internship participation, on-campus
organization participation and year of graduation.

Identify any difference between the alumni and employers concerning the

81

alumni’s preparation for work by the college.

9. Find any difference between participation in internships and the length of time
graduates’ took to their first position and their satisfaction with their current
position.

The population of the study comprised of 3,400 CANR bachelor’s degree
graduates from summer semester 1993 through spring semester 1998 from all
departments within the college. A stratified random sample of 1,269 graduates was used
in the study and the strata were proportional to the size of the 12 academic departments
within the college.

The instrumentation for the study was a mail questionnaire. Two questionnaires
were designed - one for the alumni and one for their employers. The instruments
included both open-ended and closed questions. The researchers developed the
instruments after a careful review of previous follow-up studies; most scalar questions
included in the instrument were adapted fiom these studies. The validity of the instrument
was established through a panel of experts and scale reliability was established through
testing Chronbach’s Alpha.

There were three mailings sent to the alumni. The first mailing was sent to all
members of the sample and included a personalized cover letter, the questionnaires and
return envelopes. A follow-up postcard thanking the respondents and asking those who
had not responded to send in the questionnaire was sent out a week after the first mailing.

The third and final mailing was sent out with a new cover letter to those who had not

82

responded three weeks after the initial mailing. There was fiame error, as 156 of the
packets were returned as undeliverable.

Altogether, 37 6 usable questionnaires were received fiom the alumni population,
resulting in a response rate of 34 percent. The researchers recognize the need to have a
higher response rate to be able to generalize findings to the population. However, early
and late respondents were compared to determine if they differed significantly on selected
variables under study, and no differences were observed.

All alumni included in the sample also received a second survey packet designed
for their employers. They were requested to give the employer survey packet -- including
a cover letter, questionnaire and pre-addressed stamped envelope - to their respective
supervisor. There were 85 employers who responded to the questionnaire.

The first objective of this study was to find the perceptions of the alumni toward
their educational preparation. The respondents rated their required courses as “good” on a
five-point scale fi‘om poor to excellent. The areas of basic sciences and basic social
sciences were rated the highest, whereas the areas of computers, mathematics, economics,
and arts and humanities were rated the lowest. The alumni rated the elective courses they
took in relation to their career as “very good” on a five-point scale from poor to excellent.
The majority of graduates “agreed” with statements relating to their education within the
college. The highest rated items were that they were prepared to be problem solvers, to
work easily with others and that their education was current in relation to issues within

their specific fields. Respondents were also asked about their perception toward their

83

preparation for Work by the college. The lowest rated areas were computer skills,
mathematic skills and knowledge of career opportunities. The highest rated areas were
working in teams and getting along with people. Overall, they rated their preparation by
the college as “good” or “very good” on a five-point scale fiom poor to excellent. The
alumni recommended improvement in the college for the areas of courses, computer
lmowledge, hands-on experiences, career information/preparation and instruction.

The second objective sought to find the perceptions of alumni toward the quality
of instruction within the college. The highest rated area was the teachers’ knowledge of
subject areas. The remaining categories of teaching skills, classroom discipline, helping
students outside of the classroom, evaluation and grading of students’ work and
classroom assignments were rated as “good” on a five-point scale from poor to excellent.

The third objective attempted to find the perceptions of alumni toward their
academic and career advising. The majority of respondents “strongly agreed” on a five-
point scale fi'om strongly disagree to strongly agree, that their advisors were helpful in
deciding on courses and that they were easily accessible to students. However, they
indicated a need for improvement in the areas of helping them find their first position,
preparing their resumes and assisting with interview skills. Less than half of the
respondents indicated they used the services of the MSU Career Services and Placement
Office. The respondents who had used the services of the placement office rated their
overall assistance as “fair” or “good” on a five-point scale from poor to excellent. In an

open-ended question, 31 respondents indicated their advising was helpful whereas 24

84

respondents indicated that advising needs improvement.

The fourth objective sought to find the perceptions of alumni toward
extracunicular activities including internships, on-campus organizations/club/teams and
overseas study programs. Almost 69 percent of the respondents had participated in an
internship. The alumni indicated internships experiences were useful in terms of
employment flour a series of questions on a five-point Likert-type scale. In an open-
ended question asking the alumni to give any recommendations toward internships, the
majority indicated to make them a requirement. Over 7 0 percent of the respondents had
participated in on campus organizations/club/teams and most “agreed” that their
participation had a positive impact on their career preparation. Respondents were also
asked to give overall recommendations concerning on-campus organizations, clubs or
teams. By far, the most frequent answer was for current students to get involved or that
involvement was a positive experience. About 16 percent of the alumni participated in an
overseas study program. The most fi‘equently identified program was in Australia/New
Zealand.

The fifth objective sought to find employment information concerning graduates
of the college. The majority of respondents took three months or less to find their first
position. In addition, results of a t-test indicated that male respondents took significantly
less time in finding their first position as compared to females. Most of the alumni
currently are employed full-time and are in a position related to their educational

preparation. The beginning salary for alumni was between $10,000 and $24, 999 while

85

they indicated their current salary as between $25,000 and $34, 999. The alumni were
asked to rate their satisfaction with their current position and rated the challenge of their
work, their overall working conditions and their overall job performance highly, yet
indicated less satisfaction with their salary. Overall, they rated their satisfaction with their
current position as ‘Very good” on a five-point scale fi'om poor to excellent.

The alumni were also asked questions concerning courses in relation to their
career, assessment of career opportunities, their present position and what type of
organization with which they are employed. Respondents indicated computer and general
business as courses that could have been helpful with their career. Crops and soil science
and horticulture courses were most frequently identified by alumni as courses that had
been the most helpful with their career. The majority rated their assessment of career
opportunities as “good” or ‘yery good” on a five-point scale fi‘om poor to excellent. In
addition, the alumni most fiequently identified the area of proj ect manager/office
manager as their present position and govemment/political as the type of organization for
which they work.

The sixth objective sought to find the employers perspectives toward the
educational preparation of the alumni. In regard to the career performance of alumni, the
employers rated them highly in terms of ethical attitude, getting along with people and
working in teams. The lowest rated items were mathematic skills, computer skills and
writing skills. Employers rated the alumni highly in terms of career performance

including such areas as having adequate theoretical knowledge, practical knowledge, the

86

ability to follow directions, work independently, ask relevant questions, supervise
subordinates, report to supervisors, work with other colleagues and overall job
performance. They were also asked to indicate any courses that should have been
emphasized in the curriculum of the college. Computer skills were the most frequently
identified answer followed by communications and real world experiences. Similarly,
when asked for suggestions for the college, in an Open-ended question, employers
indicated computers and intemship/industry experiences the most fiequently. The
majority of employers indicated their assessment of job opportunities as excellent/very
good/high.

The seventh objective sought to find any difference between gender, internship
participation, on-campus organization/club/team participation, the year of graduation and
their educational preparation. Results of a t-test indicated no significant differences
between gender and their educational preparation. In addition, a t-test was run to find any
difference between internship participation and their perceptions toward their educational
preparation. Those who participated in internships were more favorable toward their
advising and education within the college. Those who were involved in on-campus
organizations, clubs or teams were more favorable toward their courses in the college,
preparation for work, academic advising and their satisfaction with current positions as
indicated by the results of a t-test. An AN OVA was computed to find any differences
between the year of graduation and their educational preparation. Students who graduated

in 1998 were more positive toward their educational preparation than those in the years of

87

1993 and 1994.

The eighth objective sought to find any difference between alumni and employers
in terms of the alumni’s preparation for work by the college. Results of a t-test indicated
the employers are more positive toward their preparation by the college than the alumni
are.

The ninth objective attempted to find any difference between participation in
internships and the length of time graduates’ took to find their first position and their
perception toward their current position. A t-test indicated those who participated in an
internship took significantly less time in finding their first position. No significant
differences were found between participation in internships and their satisfaction with

their current position.

Conclusions
Conclusions are limited to the CANR graduates from 1993 through 1998 and are
based on findings from this study.

1. Assess the perceptions of alumni toward the educational programs of the CANR,
including courses taken and educational preparation.

Questions were asked concerning the alumni’s Opinions toward required courses,
elective courses and courses within the college. Findings indicated that the alumni
viewed their required courses as average. They were more favorable toward basic
sciences and social sciences however; they rated the areas of mathematics, mathematics

and arts and humanities lower. The alumni were overall quite favorable toward their

88

elective courses.

The graduates viewed the courses within the college more positively than the
required courses. They rated their education within the college very high in the areas of
being problem solvers, working with others and that their education was current in
relation to their field. However, they indicated the college needed improvements in
courses, computers skills and the application of real world experiences or practical hands-
on knowledge. Some specific skills that the graduates indicated needed improvement
were computer skills, mathematic skills and knowledge of career opportunities.

2. Explore the opinions of the alumni about the quality of instruction received within the
college.

Alumni were very satisfied with the overall quality of instruction in classes within
the college. They rated the teachers’ knowledge of subject areas the highest. However,
they indicated a need to strengthen instructors’ teaching skills, evaluation and grading
skills, and classroom assignments.

3. Ascertain the opiniOns of alumni about their academic advising.

Academic advisors were rated highly in helping students decide on their courses
and being easily accessible. However, the alumni saw the need for improvement in
helping them find their first positions, in preparing their resumes and in helping with
interviewing skills. Therefore, the alumni were favorable toward their academic advising
yet indicated a need for improvement in career advising.

The MSU Career Services and Placement Office was only used by less than half
of the respondents. Those who did go to the placement office for assistance in finding a

89

career used the services of job listings and on-campus interviews the most frequently. In
addition, the alumni that indicated using the services of the placement office rated their
assistance as “fair” or “good”.

4. Determine whether the alumni found participation in extracurricular activities useful in
relation to their current employment. ‘

Extracurricular activities were a very positive aspect of the graduates’ educational
experience, and one they found useful in preparation for their employment. The majority
of graduates had participated in an internship program and repeatedly suggested that other
students to have similar experiences. In addition, they suggested that internship
experiences were helpful in finding employment opportunities. Similarly, studies by
O’Malley (1992) and Flores (1996) both indicated that alumni found internships as being
extremely useful toward their career preparation.

The majority Of alumni participated in on-campus organizatiOns, clubs or teams
and suggested involvement to current students. In addition, many students held leadership
positions within the organization they were involved and most “agreed” that their
participation had a positive impact on their career preparation. Likewise, a study by
O’Malley (1992) indicated that Agriculture and Natural Resources Communications
graduates within the college found on-campus organizations as being useful their career
preparation.

The study abroad program is an emerging trend in the undergraduate program that
has helped expose students to cross-cultural experiences. The majority of the students
who participated in the study abroad pro gram recommended the experience to other

90

students.
5. Identify employment information of graduates within the college.

Specific information was found concerning the graduates’ employment at the time
of graduation, the graduates’ current employment, salary information and their opinions
toward their current position. The alumni indicated they took less than three months to
find their first position after graduation. Furthermore, the majority of respondents had no
full-time job offers at the time of graduation.

In relation to their current employment, the majority of students were working
full-time in occupations related to their education. The beginning salary range for the
majority of the alumni was between $10,000 and $24,999 while their current-salary range
was between $25,000 and $34,999. The alumni rated their satisfaction with their current
position between “good” and “very good”. However, the lowest rated item was in the area
of salary and these findings are similar to results of a study by Robson (1986) who
assessed the Bachelor of Science alumni within the agricultural programs for a university
in Nepal.

Alumni were also asked two questions concerning courses and their career. They
indicated that more computer, general business and science type courses could have been
helpful with their career. However, they also indicated crops and soil science, horticulture
and general science courses as being the most helpful with their career.

The majority of alumni indicated they were in a position relating to management,

sales or were self-employed. The majority identified the type of organization they worked

91

for as government, construction, automotive or landscape.

6. Seek the opinions of employers about the graduates’ preparation by the college and
' their career performance.

The employers rated the alumni between “good” and “very good” in terms of the
preparation by the college. The highest rated items were ethical attitude, getting along
with people and working in teams. However, they found mathematics, computer and
writing skills as areas needing improvement. These skills were also identified as areas
needing improvement by graduates of the college. The employers also rated the alumni
highly in terms of career performance. These findings are similar to a study by Robson
(1986) who assessed the Bachelor of Science alumni within the agricultural programs for
a university in Nepal employers rated the alumni high in terms of following instructions
yet indicated a need for improvement in terms of practical knowledge and supervising
subordinates.

Similar to the alumni, the employers found computer skills, internships,
management and real-world experiences as areas that should have more emphasis in their
curriculum. In addition, they were very positive toward the job opportunities for similar
students in the next five years.

7. Find any difference between the alumni’s perception toward their overall educational
preparation and gender, internship participation, on-campus organization participation
and the year of graduation.

Tests were run to find any significant differences between the alumni’s perception
toward the areas of required courses, education within the college, preparation for work
by the college, quality of instruction, academic advising, internships and their satisfaction

92

their current position in terms of gender, internship participation, on-campus organization
participation and year of gaduation. No differences were found in the area of gender.
Those who were involved in internships were more favorable toward their advising. Also,
those involved in on—campus organizations were more favorable toward the courses in the
college, preparation for their careers, academic advising and their satisfaction with their
current position. Students that graduated in 1998 were more favorable toward their
educational preparation by the college than students in 1993 and 1994.

8. Identify any difference between the alumni and employers concerning the alumni’s
preparation for work by the college.

The same group of questions was asked to both alumni and employers in terms of
the preparation by the college. The employers were more favorable toward the
preparation by the college than the alumni. These findings are similar to a study
conducted by Robson (1986) of alumni and employers from an agricultural college in
Nepal where the employers rated the preparation by the college higher than the alumni.
9. Find any difference between participation in internships and the length of time

graduate’s took to their first position and their perception toward their current
position.

Tests were run to find any significant differences in terms of participation in
internship and the length of time to their first position and their perception toward their
current position. There was a significant difference found in terms of whether or not they
participated in an internship and the length of time to their first position. Those who
participated in an internship took less time to find work. However, there was no

difference in their opinions toward their current position.

93

Recommendations

In the area of educational preparation respondents indicated that they need more
preparation in computer skills and knowledge of career opportunities. The area of
computer skills was also viewed by employers as needing more emphasis within the
preparation of students. Currently, the college does follow written standards for computer
literacy in all majors within the college. However, the researcher suggests that computer
skills could be increased by integrating a more technical computer emphasis in additional
courses especially in relation to the students’ specific field of study. In addition,
knowledge of career opportunities could be increased through strengthening relationships
between the faculty and industry by having faculty members attend workshOps,
conferences and career fairs.

Alumni indicated they were satisfied with their college courses yet felt there was a
need for improvement within their general education courses. Recommendations are to
maintain the quality of courses within the. college and emphasize more real-world issues
within the courses. Recommendations for general education classes include having more
knowledgeable teaching assistants and smaller class sizes.

Overall, in terms of instruction the alumni were satisfied. However, the teachers
could go through a series of training sessions to improve their overall teaching skills, they
could be more current with issues in the industry and they could bring more real-world
experiences to their classes.

In terms of academic and career advising the college could offer academic

94

advisors training on how to advise students, the advisors may be encouraged to visit
prospective employers to get a better understanding of industry needs, the advisors could
increase interviewing opportunities and job placement assistance, and follow-up with
graduates of the college. In addition, a one-credit class could be offered to students
focusing on career searching, resumes and interviewing skills. Finally, the college could
improve their relationship with the MSU Career Placement and office.

Extracurricular activities were a very positive aspect of the graduates’ educational
experience, and one they found useful in preparation for their employment. Thus, the
' college should provide more support and guidance to student organizations. In terms of
internships, they should be made a requirement for graduation. In addition, the study
abroad program is an emerging trend in the undergraduate program that has helped
expose students to cross-cultural experiences. The majority of the students who
participated in the study abroad program recommended the experience to other students.
Thus, colleges should encourage students to participate in study abroad programs and
continue to create new programs.

In the area of employment, the college could give more assistance to students in
terms of career preparation including salary information. In addition, the college could
help increase students knowledge of career information.

The employers found mathematics, computer skills and writing skills as areas
needing improvement. These skills were also identified as areas needing improvement by

graduates of the college. The college has set standards in the areas of mathematics,

95

computer literacy and writing. However, curricular improvement efforts should take into
account these expressed needs in increasing the emphasis of such areas in the curriculum
of students. In addition, the employers indicated a need for an emphasis in the area of
management throughout the courses and more support of internships or real world
experiences. Therefore, the researcher recommends to emphasize management concepts
in the curriculum and to support internship experiences.
Recommendations for Further Research
Some areas of further research may include:
1. A follow-up study of CANR graduates every five years.
2. A study of the same population in five to ten years to find any significant changes in
their career and reassess the impact of their education.
3. A study of graduates who dropped out of the CANR focusing ontheir employment

information and satisfaction with their career.

96

APPENDICES

97

Appendix A: Questionnaires

98

Perceptions of
Michigan State University Alumni
Toward Their Undergraduate Education
in the
College of Agriculture and Natural Resources

 

Please return your completed survey in the enclosed envelope to:

THE DEPARTMENT OF AGRICULTURAL AND EXTENSION EDUCATION
MICHIGAN STATE UNIVERSITY
Agriculture Hall Room 4096
East Lansing, MI 48824
Att: Gwyn Heyboer

99

QUESTIONNAIRE FOR MSU COLLEGE OF
AGRICULTURE AND NATURAL RESOURCES ALUMNI

Directions: Please answer each queStion as accurately as possrble. The questions can be conrpleted by checking the
appropriate answer, circling the item best describing your opinion, or by filling in a written answer. All answers will be
kept strictly confidential. You will be asked questions in the areas of assessment of educational programs, quality of
instruction, academic and career advising, extra-curricular activities, employment information, and demographics.

SECTION I: ASSESSMENT OF EDUCATIONAL PROGRAMS

1.

In general, how would you rate your educational preparation received for your career from the
following categories of classes:

m m _Ggo_d W Excgllent ngs Not Apply
A. Basic sciences D C] D D D D
B. Math (including statistics) D D D E] D D
C. Computer related classes D D D D D D
D. Economics ' D D D E] D D
E. Basrc social sciences D D D D D E]
F. Arts and Humanities D D D D D D

How would you rate the overall quality of elective courses you chose in relation to your career?

m an; MMWW
CI CI...EI El E1 CI

What do you think needs the most improvement within the academic major you pursued in the
College?

 

 

Please circle one response that reflects your opinion about each statement: (SD = Strongly Disagree,
D = Disagree, N = Neither Agree or Disagree A = Agree, SA = Strongly Agree, NA = Not Applicable)

My education within the College at MSU:

A. Relates to my present job SD D N A SA NA
B. Was current in relation to issues within my field SD D N A SA NA
C. Prepared me to be a problem solver

when faced with new situations SD D N A SA NA
D. Prepared me to work easily with others SD D N A SA NA
E. Prepared me to be a leader SD D N A SA NA
F. Taught me skills for my present job SD D N A SA NA
G. Taught me the importance of being motivated SD D N A SA NA

-1 -

100

5. How well did your College program prepare you in each of the following aspects of work:

M1: .1211 GM W healers
A. Writing skills 0 Cl Cl ' CI CI
B. Oral communication skills D D D D D
C. Math skills D D D CI D
D. Computer skills 0 D D D D
E. Technical knowledge 0 D D D D
F. Getting along with people D D D D D
G. Working in teams 0 D D D D
H. Knowledge of career opportunities in your field ' D D D D D
1. Ethical standards D D CI 0 D

6. What is your overall satisfaction with your educational preparation from the College?
_2rPo ___Fair Ems! 2mm Lumxce l '
CI D CI CI [:1

SECTION II: QUALITY OF INSTRUCTION

1. In general, how would you rate the following areas concerning the quality of instruction throughout the

C°"’g°‘ Econ m: cm moons: EAL.“ lent
A. Teacher’s knowledge of subject areas 0 D E] D CI
B. Teaching skills D CI D D D
C. Classroom discipline D D D D a
D. Helping students outside the classroom D D D D D
E. Evaluation and grading of student’s work D D D D D
F. Classroom assignments D D D a CI

SECTION III: ACADEMIC AND CAR“ ADVISING

Please circle one response that reflects your opinion about each statement: (SD = Strongly Disagree, D = Dis-
agree, A = Agree, N = Neither Agree or Disagree, SA = Strongly Agree, NA = Not Applicable)

1. My academic advisor:

A. Helped me find my first position SD D N A SA NA

B. Helped me decide the courses to pursue SD D N A SA NA

C. Helped me prepare my resume SD D N A SA NA

D. Helped me with interviewing skills SD D N A SA NA

E. Was easily accessrble . SD D N A SA NA
-2-

101

2. Did you use the services offered by MSU Career Services and Placement when looldng for a career?
CI Yes C] No, go to question 3
A. What services did you use (please check all that apply):
D Career advising D Job listings D Resume critique
D On-campus interviews 0 Other

 

B. How would you rate the overall assistance you received:
Em EaLr Cam W EsseJlsnt
Cl El Cl Cl El

3. Do you have any other comments related to academic or career advising?

 

 

SECTION IV: EXTRA-CURRICULAR ACTIVITI‘
1. Did you participate in an internship? D Yes D No, go to question 2

A. Who assisted you with finding an internship?
[3 Academic advisor D Self

D Faculty C] Other, please specify
Please circle one response that reflects your opinion about each statement: (SD = Strongly Disagree,
D = Disagree, A = Agree, N = Neither Agree or Disagree, SA = Strongly Agree, NA = Not
Applicable)

B. Your internship:

A. Was useful in preparing you for your first position SD D N A SA NA
B. Helped you with deciding on your first position SD D N A SA NA
C. Helped you become more attractive to employers SD D N A SA NA
D. Was a waste of your time . SD D N A SA NA

C. What recommendations would you make about internships?

 

 

 

102

2. Were you involved in any on campus student organizations, clubs or teams?

[:1 Yes D No, go to question 3

A. Please list organizations, clubs or teams

 

B. Did you hold any leadership position(s)?

DYes D No

Please circle one response that reflects your opinion about each statement: (SD = Strongly Disagree, D =
Disagree, Neutral = Neither Agree or Disagree, A = Agree, SA = Strongly Agree, NA = Not Applicable)

C. Involvement in organizations, clubs and teams had a
positive impact on your career preparation? SD D N A SA NA

D. What overall recommendations would you make to current MSU students about involvement in student
organizations?

 

 

3. Did you participate in an overseas study program? 0 Yes D No

A. If yes, which program to you participate in?
B. Would you recommend overseas study program experiences to other College students?

CI Yes CI No

 

SECTION V: EMPLOYMENT INFORMATION

1. How long after graduation did you begin a position related to your undergraduate degree?

CI less than 1 month D 6 to 12 months . CI Never
D 1 to 3 months [3 12 to 24 months D Not employed
D 3 to 6 months G More than 24 months
2. What is the nature of your present, primary employment? Please check all that apply.
Cl Full-time Cl Self-Employed
0 Part-time 0 Unemployed

3. How many full time offers did you have at the time of your graduation?
D One D Three D None
D Two [:1 Four or more

.4-

103

4. What was the starting annual salary of the position you took upon graduation?
0 $040,000 CI $25,000-34,999 D 345,000-54,999 G More than $65,000
[351000144399 El $35,000.44,999 a $55,000-64,999

5. What is your current annual salary?
Elm-10,000 El $25,000-34,999 D 345.000-54.999 C] More than $65,000
031000144999 D 53500044399 [3 $55,000-64,999

6. Please rate your satisfaction with your current position in terms of each of the following areas:

£29: £81! M W Ens-lien! W
A. Challenging work 0 D D 0 CI D
B. Oppornmities for advancement D D D D D D
C. Overall working conditions D D D D D D
D. Salary CI Cl CI D CI Cl
B. Your own job performance D D D D D D

7. What is your overall satisfaction with your present position?
m m cm W EM

0 Cl 0 a a

8. Please list the course(s) you M take but could have helped you with your career.

 

 

9. Please list the courses you took at MSU that have been the W in your career.

 

 

10. Which of the following statements best describes your present position:
D Employed in the occupation which I prepared for at MSU
D Employed in an occupation not related to my preparation at MSU

D Not employed

11. What is your assessment of career opportunities for new College graduates with your
major(s) over the next five years?

m m; MWW
El El Cl E] El

-5-

104

12.What is your present position?

 

 

l3.ln general, please explain what type of organization you work for?

 

 

sec-non VI: DEMOGRAPHICS
1. Sex 0 Male 0 Female

2. What year were you born?

 

3. What year did you graduate from MSU? 01993 01994 01995 01996 01997 01998

4. What was your major? Also, please list any dual majors, emphasis areas, or specializations.

 

 

Looking back on your overall experiences at MSU, is there anything you could have learned or known that
would have helped you after graduation?

 

 

 

 

 

 

105

Please use the space below to share any other thoughts you may have to assist in the improvement of the
College undergraduate programs.

 

 

 

 

 

 

 

 

 

 

 

Thank you for completing this questionnaire!

106

Employers Perceptions of
Michigan State University Alumni
from the
College of Agriculture and Natural Resources

 

Please return your completed survey in the enclosed envelope to:

THE DEPARTMENT OF AGRICULTURAL AND EXTENSION EDUCATION
MICHIGAN STATE UNIVERSITY
Agriculture Hall Room 4096
East Lansing, MI 48824
Att: Gwyn Heyboer

107

EMPLOYER/SUPERVISOR QUESTIONNAIRE

Directions: Please answer each question as accurately as possible. The questions can be
completed by checking the appropriate answer, circling the item best describing your opinion, or
by filling in a written answer. All answers will be kept strictly confidential.

1. In general, please explain what type of organization you work for?

 

 

2. How well do the College of Agriculture and Natural Resources programs prepare
graduates you hire in each of the following aspects of work?

1102: [air QM ELY—GM __4Excellen
A. Writing skills Cl . CI Cl Cl CI
B. Oral communication skills D D D D D
c. Math skills 0 0 Cl Cl CI
D. Computer skills D D D D D
E. Technical knowledge 0 D D D D
F. Getting along with people D D D D D
G. Working in teams Cl Cl Cl Cl Cl
H. Knowledge of career Opportunities D D D D D

in your field
1. Ethical attitude

D
U
D
D
D

3. How would you rate College of Agricultural and Natural Resources graduates in terms
of the following items relating to career performance?

PM Eat: 92ml W Easiest
A. Theoretical knowledge D D D D D
B. Practical knowledge D D D D D
C. Ability to follow instructions D D D D a
D. Ability to work independently 0 0 0 0 CI
E. Ability to ask relevant questions D D D D CI
F. Ability to supervise subordinates D D a D CI
G. Reporting to supervisors CI CI CI 0 D
H. Ability to work with other colleagues :1 E] D D D
1. Overall job performance D D D D D

108

4. Based on your experiences supervising the work of College of Agricultural and
Natural Resources graduates, are there any specific courses/topics you think should
have been emphasized in their curricula?

 

 

 

5. What is your assessment of the job opportunities for new graduates, with a degree in a
similar discipline as the one you employ, over the next five years?

 

 

 

6. Do you have any suggestions for the College of Agricultural and Natural Resources that
should be considered over the next five years?

 

 

 

 

Please use the space below to share any other thoughts you may have to assist in the
improvement of the College of Agricultural and Natural Resources undergraduate
programs.

 

 

 

 

 

 

 

 

 

 

Thank you for completing this questionnaire!

109

Appendix B: Cover Letters, Postcard and Incentive

110

 

March 31, 1999

(first name) (last name)
(street address)

(city), (state) (zip)

Dear (salutation):

The College of Agriculture and Natln'al Resources at Michigan State University is conducting a
survey of recent graduates fi'om within all majors of the College to find their perceptions of their
undergraduate education. The input we receive from you will be extremely valuable to the ’
College in evaluating the effectiveness of our undergraduate programs. With your feedback, the
appropriate changes and recommendations may be made to improve our programs.

Enclosed you will find a survey, along with an addressed stamped envelope, for you to fill out
and return. Please complete the questionnaire and return it by April 23, 1999. Additionally, you
will find a second questionnaire, with another addressed stamped envelope, for you to give to
your employer or supervisor. Your participation in this survey is completely voluntary and you
may choose to answer all of the questions, to answer some of the questions, or not to participate.

Your responses will remain completely confidential. The return envelope has an identification
number that will enable us to check your name off the mailing list when the questionnaire is
returned. The envelope will then be discarded. Your name will never be placed on the answer
sheet or the questionnaire. In order to maintain your confidentiality, please do not write your
name or return address on the survey. If you have any questions about the Confidentiality or
vollmtariness of the survey you may contact Dr. David Wright at Michigan State University’s
Office of Research and Graduate Studies at (517) 355-2180. If you are interested in receiving a
summary of the results, please call (517) 35 5-65 80 ext. 210 or email heyboerg@pilot.msu.edu.

Additionally, five Michigan State University sweatshirts and bumper stickers will be given away
to randomly selected respondents who retln'n their questionnaire by April 23, 1999. To be
eligible, fill out the enclosed form and mail it back with your completed questionnaire. Your
name on the form will not be associated with your questionnaire.

Your participation is crucial, as the results of this study are very important to future students
within our College. We appreciate your involvement in this study, and urge you to fill out the
questionnaire and retmn it by April 23, 1999.

Sincerely,
R. Brandenburg, Ph.D. Gwyn Heyboer
Associate Dean Research Assistant

College of Agriculture and Natural Resources Department of Agricultural & Extension
Education

111

March 31, 1999

Dear Employer:

The College of Agriculture and Natural Resources at Michigan State University is
conducting a survey of recent graduates from within all majors of the College to find their
perceptions of their undergraduate education. The input we receive will be extremely
valuable to the College in evaluating the effectiveness of our undergraduate programs.
We have asked the graduate to give this questionnaire to you, so we may gain information
from employers about our graduates. With your feedback, the appropriate changes and
recommendations may be made to improve our programs.

Enclosed you will find a survey, along with an addressed stamped envelope, for you to
fill out and return. Please complete the questionnaire and return by May 15, 1999. Your
participation ill this survey is completely voluntary and you may choose to answer all of
the questions, to answer some of the questions, or not to participate. Your feedback will
not be linked to that of your employee in any manner.

You may be assured that your response will remain completely confidential. Your name
will never be placed on the answer sheet or the questionnaire. In order to maintain your
confidentiality, please do not write your name or return address on the survey. If you
have any questions about the confidentiality or voluntariness of the survey you may
contact Dr. David Wright at Michigan State University’s omce of Research and Graduate
Studies at (517) 355-2180. If you are interested in receiving a summary of the results,
please call (517) 355-6580 ext. 210 or email heyboerg@pilot.msu.edu.

Your participation is crucial as the results of this study are very important to filture
students within our College. We appreciate your involvement in this study, and urge you

to fill out the questionnaire and return itby May 15, 1999.

Sincerely,

Gwyn Heyboer
Research Assistant
College of Agriculture and Natural Resources

112

April 27, 1999
Dear Alumni:

About three weeks ago, we wrote you seeking your opinions about the Michigan State
University College of Agriculture and Natural Resources undergraduate programs. The
input we receive fi'om you will be extremely valuable to the College in evaluating the
effectiveness of our undergraduate programs and thus, the appropriate changes and
recommendations may be made for improvement.

As of today, we have not received your completed questionnaire. We realize you may not
have had time to complete it, however we would genuinely appreciate hearing finm you. In
order for information finm the study to be truly representative of graduates opinions, it is
essential that each person in the sample return his/her questionnaire.

In the event that your questionnaire has been misplaced, a replacement is enclosed. Please
complete the questionnaire and return by May 15, 1999. Additionally, you will find a second
questionnaire, with another return envelope, for you to give to your employer. Your
participation in this survey is completely voluntary and you may choose to answer all of the
questions, to answer some of the questions, or not to participate.

Your response will remain completely confidential. The questionnaire has an identification
number that will enable us to check your name off the mailing list upon return. Your name will
never be placed on the questionnaire. In order to maintain your confidentiality, please do not
write your name or return address on the questionnaire. If you have any questions about the
confidentiality or voluntariness of the survey you may contact Dr. David Wright at Michigan
State University’s Office of Research and Graduate Studies at (517) 355-2180. If you are
interested in receiving a summary of the results, please call (517) 355-6580 ext. 210 or email
heyboerg@pilot.msu.edu.

Additionally, five Michigan State University Big Ten Champion sweatshirts and five Michigan
State University alumni bumper stickers will be given away to randomly selected respondents
who fill out the enclosed form and mail it back with the completed questionnaire. Your name on
the form will not be associated with your questionnaire.

Your participation is crucial, as the results of this study are very important to future students
within our College. We appreciate your involvement in this study, and urge you to fill out the
questionnaire and return it immediately.

Sincerely,

Gwyn Heyboer
Research Assistant
College of Agriculture and Natural Resources
1 13

April 27, 1999

Dear Employer:

The College of Agriculture and Natural Resources at Michigan State University is
conducting a survey of recent graduates from within all majors of the College to find their
perceptions of their undergraduate education. The input we receive will be extremely
valuable to the College in evaluating the effectiveness of our undergraduate programs.
We have asked the graduate to give this questionnaire to you, so we may gain information
from employers about our graduates. With your feedback, the appropriate changes and
recommendations may be made to improve our programs.

Enclosed you will find a survey, along with an addressed stamped envelope, for you to
fill out and return. Please complete the questionnaire and return by May 15, 1999. Your
participation in this survey is completely voluntary and you may choose to answer all of
the questions, to answer some of the questions, or not to participate. Your feedback will
not be linked to that of your employee in any manner.

You may be assured that your response will remain completely confidential. Your name
will never be placed on the answer sheet or the questionnaire. In order to maintain your
confidentiality, please do not write your name or return address on the survey. If you
have any questions about the confidentiality or voluntariness of the survey you may
contact Dr. David Wright at Michigan State University’s Office of Research and Graduate
Studies at (517) 355-2180. If you are interested in receiving a summary of the results,
please. call (517) 355-6580 ext. 210 or email heyboerg@pilot.msu.edu.

Your participation is crucial as the results of this study are very important to future
students within our College. We appreciate your involvement in this study, and urge you .

to fill out the questionnaire and retlun it by May 15, 1999.

Sincerely,

Gwyn Heyboer
Research Assistant
College of Agriculture and Natural Resources

114

Dear Survey Participant:

Last week, a questionnaire seeking your opinions about the Michigan State
University College of Agricultural and Natural Resources undergraduate
programs was mailed to you. Your name was drawn fi'om a list of
graduates from within the College between the semesters of the summer of
1993 through the spring of 1998.

If you have already returned the questionnaire to us, please accept our
sincere thanks. If not, please do so today. We are especially grateful for
your help because we believe your response will be very useful in the
improvement of our lmdergraduate programs. If you did not receive a
questionnaire, or if it was misplaced, you will receive another one in the
next two weeks.

Sincerely,

Gwyn Heyboer
Research Assistant, College of Agriculture and Natural Resources

115

Bumper Sticker Form

Sweatshirt &

Name
Address

 

 

 

Size OSM OMD OLG oxn

Bumper Sticker Form

Sweatshirt 8:.

Name

Address

 

 

 

SIZC 0 SM 0 MD 0 LG ‘0 XL

 

Sweatshirt & Bumper Sticker Form

Name
Address

 

 

 

Size OSM 0 MD 0 LG OXL

mper Sticker Form

Sweatshirt & Bu

Name
Address

 

 

 

Size 03M 0 MD 0 LG OXL

 

116

Appendix C: Additional Tables

117

Appendix Table 1. On-Campus Organizations, Clubs or Teams

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Organization/Club/Team Frequency
Fraternity/ sorority 8 1
Sports Team 37
1M Sports 23
Horticulture Club 22
Block & Bridle . 19
Student Senate 18
Institute of Packaging Professionals 17
Spartan Ag Leaders 16
National Agri-marketing
Association/Agricultural 15
Communicators of Tomorrow

Judging Team 15
Fisheries and Wildlife Club 14
Agriculture Education Club 13
Dairy Club 13
Agronomy Club 11
Turfgrass Club . 11
Forestry l 1
Equestrian Team 8
Food Marketing Association 8
Student Builders Association 7
University church organization 7
Food Science Club 7
Park and Recreation Club 7
Resource Development Undergraduate 7
Organization

Student Government 6
FFA 5
Rodeo Club 4
Pre-Vet Club 4
Other 3
MANRA 3
Minority organization 3
Society of American Foresters 3
Band 3
SAP 3

 

 

 

 

118

 

Minorities in Business

MSU Student Food Bank
Academic Quadrathalon
Society of Women Engineers
Student Environment Action Coalition
UCA Communications
Women Builders

IFC

National Association of Women in
Construction

Minorities in Business

SCF

Young Republicans

MSU Adventure Club
International Association of
CulinaryArts

SCA

Political Science Club
ASAE

FSC

ALCA Horticulture Club
Environmental Conservation
Organization

Academic Competition Club
Women in Packaging
APASO

PASS

IFC

NAISO

SEEE

AF ROTC

AWMA

 

 

 

 

 

 

 

Hr-‘v—NNNNN

 

y—I

 

 

 

 

y—ay—sp—a—a

 

 

 

 

 

 

p—Ip—sp—sp—sp—fip—I

 

pd

 

 

 

 

 

 

 

 

 

 

 

 

p—sp—ap—sp—Ip—sp—ay—si—sa—d

 

Appendix Table 2. Overseas Study Programs

Australia/New Zealand

Brazil
Bahamas

 

119

 

 

Nepal

 

Costa Rica

 

Hawaii

 

International Food Laws — Europe

 

Netherlands

 

Semester - England/London

 

Virgin Islands

 

Mexico

 

Semester in Ireland

 

Semester in Mexico

 

Semester — Ireland

 

Sweden

 

Ireland

 

Packaging in Japan

 

ITESM Mexico

 

Political Science — Australia

 

Spanish instruction — Mexico

 

Food/Agriculture/Environmental Systems —Poland

D—fit—th—‘I—iD—it—dI—AHF—l—‘HHNNNNNN

 

Natural Science — Canadian Rockies

 

Environmental Management Planning — France,
Belgium, Netherlands

 

 

 

Lancaster University — England 1 1

 

 

Appendix Table 3. Courses that could have been helpful with their career

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Courses Frequency
Computer 57
General Business 43
Science 35
Crop and Soil Science 34
Mathematics/Statistics 25
Management 24
Marketing/Sales 23
Accounting/Finance 22
Animal Science 21
Horticulture 1 8
Communication/Joumalism/Advertising 16
Forestry l 5
Chemistry 13
Packaging 1 1

 

120

 

\0

Engineering

Language

Oral communication
Fisheries and Wildlife
Parks and Recreation
GIS

Food Science and Human Nutrition
Agricultural Economics
Writing

Psychology

Law

Agricultural Engineering
Economics

Small engines

Political Science
Surveying

CAD

ISS/IAH (social science)
Government classes
Teaching/ education
Resource Development
Career skills

lntemship

Culinary courses

Other

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

HHHHHNNNNNNwww-hh-h-bmafloowo

 

 

Appendix Table 4. Courses that had been the most helpful in relation to their career

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Type of Course Frequency
Crop and Soil Science 83
Horticulture 69
Science 53
Animal Science 50
Fisheries and Wildlife 38
Forestry ' 38
Agriculture and Extension Education 28
Agricultural Economics 28
Commurlication/Joumalism/Advertising 27
Agricultural Engineering 27
Mathematics/Statistics 26

 

 

121

 

Packaging

N
N

 

Resource Development

N
N

 

Chemistry

N
N

 

Parks and Recreation

t—I
00

 

Economics

y—s
00

 

Food Science and Human Nutrition

p—a
&

 

Accounting/Finance

y—a
b»)

 

Computer

y—a
N

 

IAH/ISS

y—s
N

 

Marketing/Sales

H
N

 

Writing course

 

Management

 

Law

 

Internship

 

Oral communication

 

General Business

 

All classes

 

ANR 489

 

Teaching

 

Overseas

 

CANR courses

 

Leadership/teamwork

 

Agriculture classes general

 

Engineering

 

Language

 

Psychology

 

Career plarming

 

Govemment/Public Policy

Nmnwwhhhhmamouqmog

 

Other

 

 

GIS

 

v—N

 

Appendix Table 5. Present position of alumni

 

Position

Frequency

 

Sales

26

 

Project manager/Office manager

23

 

Graduate assistant

14

 

Own business

20

 

Engineer

19

 

 

Teacher

 

l7

 

 

122

 

 

Golf course superintendent

H
M

 

Regional representative/ Service
representative

p—s
.h

 

Management

)—l
U.)

 

Farming

.—s
N

 

Research

 

Self employed

 

Veterinarian Technician

 

Biologist/scientist

 

Lab technician

 

Real estate

 

Supervisor

 

Veterinarian/Veterinary student

 

Restaurant/Food service

 

General labor

 

Consultant

 

Analyst

 

Computer

 

Grain/Marketing

 

Office coordinator

 

Forester

 

Landscape designer

 

Extension

 

Advertising/PR

 

Technologist

 

Homemaker

 

Project coordinator

 

Editor

 

Insurance

 

Politics

 

Building inspector

 

Banking

 

Retail

 

Youth

 

Naturalist

 

Foreman

 

Horticulturist

 

Buyer/purchasing

 

Packaging specialist

 

Recreational director

 

 

Account Executive

 

NNNNNNNNNNNNNNwwwwW-hA-hh-bUtUIUlUIONQQQOOOOOOOOO

 

123

 

 

Communication

 

Estimator

 

Nursing

 

Underwriter

 

Pesticide applicator

 

Educational administration

 

Administrative

 

Zookeeper

 

Builder

 

Conservationist

 

Agronomist

 

Construction

 

Photography

 

Park Ranger

 

Recruiter

 

Corrections ofiicer

 

General education

 

Plant Health Care Specialist

 

University - arborist

 

Forest Fire Officer

 

Environmental specialist

 

Gardner

 

Professional golfer

 

Training specialist

 

Dentist

 

Parks and Recreation Director

 

Park Aid

 

Recreational therapist

 

Hospital

 

Archeologist

 

Travel agent

 

Park Ranger

 

National Adviser

 

Investigator

 

Program assistamt

 

Environmental Planner

 

Policy assistant

 

Special Agent (government)

 

 

Other

 

p—ay—spap—a—sp-sp—ay—sp—ap—s—sy—sy—ag—sy—s—afl—sp—sa—n—sp—sy—sp—sg—sp—sy—spupa—s—sa—sp—sy—sy—sy—ay—s—ay—a

 

124

 

Appendix Table 6. Type of organization as identified by alumni

 

Type of organization Frequency

 

Government/Political 31

 

Home/builder/development/construction 17

 

Automotive 16

 

Landscape 16

 

Farming (livestock/grain producers) 13

 

University 13

 

High school , 12

 

Computer services 10

 

Horticulture/ garden/floral/ greenhouse 10

 

Gold courses

 

Environmental

 

Hospital/medical/health care

 

Resort/country club

 

Insurance

 

Research company

 

Real estate
Veterinary services

 

 

Food manufacturer

 

Utility company/services

 

Restaurant

 

Pharmaceutical company

 

Chemical/fertilizer
Advertising/public relations
Non-profit

General retail

 

 

 

 

Farm/Agricultural service organization

 

Equipment manufacturer/machinery
Agricultural natural resources product (ie
lumber)

Food distributor

Food processing

Packaging manufacturer

Consulting

Michigan State University Extension

 

 

 

 

 

 

 

Life science company

 

Bank

 

Product development/manufacturer

 

wwwww15-h-bA-hb-hUtUIUIUIO\O\O\O\\)\l\l\IOOOO\O\D

 

 

Forestry

 

 

125

 

Grain

Agricultural company
Supplier (materials)
Social service

Retail food
Agricultural retail
Animal health company
Consulting

Travel services
Newspaper/magazine
Youth/Adult programs
Retail

Crop consulting
Marine

Zoo

Moving company
Biotechnology/Plant breeding
Research lab
Placement agency
Education

Own business

Mail services
Retirement center
Park

Animal caretaker
Marketing

Distributor

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Hi—lI—ii—fiD—ID—‘h—OO—iI—DD—iD—lh—iI—fit—lr—lI-HNNNNNNNNNNN

 

 

 

 

Appendix Table 7. Type of organization as identified by employers

 

 

 

 

 

 

 

 

 

 

Type of organization Frequency
Home/builder/development/construction 8
Golf courses 7
Govemment/Political 7
Landscape 6
High school 5
Insurance 5
University 5
Automotive 4
Environmental 4

 

 

 

 

126

 

Food manufacturer

Michigan State University Extension
Resort/country club

Chemical/ fertilizer

Computer services

Consulting

Farm/Agricultural service organization
Farming (livestock/grain producers)
Veterinary services

Business

Advertising/public relations
Agricultural natural resources product (ie
lumber)

Bank

Biotechnology/Plant breeding

Crop consulting

Marine

Moving company

Non-profit

Own business

Packaging manufacturer
Pharmaceutical company

Research company

Social service

Youth/Adult programs

Zoo

Music

 

 

 

 

 

 

 

 

 

 

HNNNNNNNMWh

 

.—s

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

p—s—ay—spupaHHg—ap—ap—sp—IHHH

 

Appendix Table 8. Courses/topics that should have been emphasized in

 

 

 

 

program (employers)
Courses/topics Frequency
Computers 15
Communication/interpersonal 7
Real world/practical hands- 7

on experience

 

 

 

 

 

 

 

Oral communication 6
Writing 6
Business 5
Management 4

 

127

 

Organization (lives)
Science/biology
Evaluation/research
Teamwork

Conflict
resolution/negotiations
Statistics
Journalism

Reading

Public relations
Land use

Youth

Language

Stress management
Extension
Landscape
Building construction
management
Mathematics
Chemistry
Agricultural science
Sales/marketing
Plants
Environmental
Economics

Minor field
Community
Interviews/resume
Work ethic
Grammar

Time management

 

 

 

 

NNNUJUJ

 

 

 

 

 

 

 

 

 

 

 

Hy—lp—lp—iy—ip—Ap—AHp—IHN

 

 

 

 

 

 

 

 

 

 

 

 

 

p—sHy—ap‘p—ap—sp—Ap—apdy—Ag—ap—sp—s

 

 

 

 

Appendix Table 9. Suggestions for the college over the next five years

 

 

 

 

 

Suggestions Frequency
More computer emphasis/ courses 9
More internship experiences/industry 9
experience
More management courses 4
Increase hands-on real world experience 4

 

 

 

 

128

 

More specific in area of study

 

More teamwork

 

Improve student/employer relations

 

More business emphasis

 

More interpersonal skills/communication

 

Improve writing skills

 

Other

 

More youth programming

 

More language courses

 

Other

 

Limit the number of students in major

 

More international experiences

 

Improve courses

 

More surveys

 

Improve oral communication skills

 

r—ti—Iu—Al—du—nl—‘HHHNNNNNUJ-b-

Graduates need to be able to work
independently

 

Expectations of graduates are too high

 

More job placement

 

Keep education current within field

 

More leadership courses

 

More theory based emphasis

 

 

 

h—IHp—sy—d—Iu—I

Doing good/excellent preparation

 

 

Appendix Table 10. Additional comments by employers

 

Suggestion Frequency

 

More hands-on/ field work 4

 

Graduates think they are going to make 3
“big money” and don’t

 

Very good school

 

Improve major

 

Improve advising

 

Improve courses

 

More peOple skills/communications

 

Internships are good experiences

 

Improve job placement

 

r-‘NNNNNUJUJ

Graduates have the ability to pursue jobs in
other non-agricultural fields

 

 

 

p—A

Graduates are not willing to work hard

 

 

129

 

Good work ethic of graduates

 

Increase networking opportunities for
graduates

 

 

 

 

 

Graduates keep leaving company after a 1
couple of years

More management skills 1
Other 10

 

130

 

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