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AN N A R B O R , Ml 4 8 1 0 6 18 B E D F O R D ROW. L O NDON WC1R 4 E J . E N G L A N D 8013784 R a i, r u k h s a n a A STUDY OF THE CAREER DEVELOPMENT SERVICES PROVIDED TO SOPHOMORES AT MICHIGAN STATE UNIVERSITY: STUDENT PERCEPTIONS Michigan State University University Microfilms International Ph.D. 300 N. Zeeb Road, Ann Arbor, MI 48106 1979 18 Bedford Row, London WC1R 4EJ, England Copyright 1979 by Rai, R ukhsana All Rights R eserved PLEASE NOTE: In all cases this material has been filmed 1n the best possible way from the available copy. Problems encountered with this document have been Identified here with a check mark k < . 1. Glossy photographs 2. Colored Illustrations 3. Photographs with dark background ‘4. Illustrations are poor c o p y _ _ _ 5. °r1nt shows through as there 1s text on both sides of page 6. Indistinct, broken or small print on several pages 7. Tightly bound copy with print lost 1n spine 8. Computer printout pages with indistinct print 9. 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Ml 48106 <3131 761-4700 throughout A STUDY OF THE CAREER DEVELOPMENT SERVICES PROVIDED TO SOPHOMORES AT MICHIGAN STATE UNIVERSITY: STUDENT PERCEPTIONS by Rukhsana Rai A DISSERTATION Submitted to Michigan State University in Partial Fulfillment of the Requirements for the Degree of DOCTOR OF PHILOSOPHY Department of Secondary Education and Curriculum Emphasis Field: Career Education 1979 ABSTRACT A STUDY OF THE CAREER DEVELOPMENT SERVICES PROVIDED TO SOPHOMORES AT MICHIGAN STATE UNIVERSITY: STUDENT PERCEPTIONS By Rukhsana Rai The purpose of this study was to examine the percep­ tions of the sophomores at Michigan State University regard­ ing the university-sponsored Career Development Services. The study sought answers to the following three questions: (1) What are the perceptions of the sophomores regarding the importance of university-sponsored Career Development services? (2) What are the perceptions of the sophomores regarding the extent of assistance they have received from the existing Career Development services and programs? (3) What are the perceptions of the student regarding the assistance that they have received in Career Development from available formal and non-formal sources? The study surveyed a 10 percent random sample of the 6,372 sophomores enrolled during Spring Term, 1978. The data was collected through a questionnaire developed by the Rukhsana Rai researcher for this particular study. divided into four parts. The questionnaire was Part I sought demographic infor­ mation, Part II dealt with importance of certain universitysponsored services. The 22 questions in Part II were parallel to those in Part III which examined the extent of services provided to the sophomores, Part IV listed formal and non-formal sources of help in Career Development. The general findings of the study indicated that the students considered it ’’important" or "very important" that the university-sponsored Career Development services assist them in the following areas: (1) Information from academic advisors on available career resources, careers related to their major, majors in the college of their choice, assistance in formulating their academic program and in the assessment of their interests. The range of this importance was from 54.7 to 75.6 percent. The extent of the assistance they had received ranged from 32.8 to 22.6 percent. (2) The Career Resource Center provide them with information on current job trends, on careers and jobs related to certain majors (range 73 percent to 82.0 percent). Over 50 percent of the sample perceived not getting this information. (3) Importance of assistance from the Counseling Center ranged from 61.5 to 73.9 percent and in most cases Rukhsana Rai fifty percent of the students perceived not having received this assistance. General Conclusions (1) Generally students consider all the Career Develop­ ment services identified in this study as "impor­ tant" or "very important." (2) The majority of the students do not perceive the services being provided having helped them in their Career Development. (3) It appears that the students are not adequately aware of, or do not know, how to access the available services. Recommendations Based on the findings and the conclusions, the follow­ ing recommendations are made: (1) The University and its administrative units should access the academic advising and the residence advising programs to determine their responsi­ bilities for the Career Development services pro­ vided to the students. (2) The Career Development units at the University need to examine this data and existing data to provide better service to the students in their Career Development. Rukhsana Rai (3) The University should provide credit courses that will help students in career-planning and decision-making. (4) The University should develop strategies for the involvement of parents in the students’ Career Development process. (5) More information on inservice opportunities regarding Career Development should be made avail­ able to the academic advisors and the residence advisors. (6) Each unit needs to examine its role in providing Career Development services and ways it can work with the existing Career Development services within the University. (7) The University should organize a network for the planning, dissemination and coordination of Career Development programs. (8) The University should encourage and sponsor addi­ tional research on Career Development that would further assess student and faculty concerns regarding Career Development within the University. To m y brother Cas and his dear family for all the affectionate care they so profusely gave. ii ACKNOWLEDGEMENT With deep appreciation the help of many individuals is acknowledged in this study. My heartfelt thanks and appreciation are extended to Dr. Cas F. Heilman, Director and Chairman of my doctoral committee. He was for me a mentor and a guide who gave all the assistance and encouragement he could. Special thanks are extended to: Dr. Carl Gross, who agreed to serve on the committee although he had retired from the university; Dr. Walker H. Hill, for his timely help; Dr. Wilbur Brookover, Dr. Ben Bohnhorst, and Dr. Lawrence Krupka, for their assistance from time to time. My deepest gratitude goes to Mrs. Heilman who gave her love, affection, and understanding in times of stress and strain. Last, but not the least, my heartfelt appreciation are extended to all the members of my family for their constant encouragement, moral support, and the opportunity to study in the United States. Special thanks are extended to Donna Palmer for her patience and her meticulous job of typing. iii TABLE OF CONTENTS Page LIST OF FIGURES........................................ vi LIST OF TABLES......................................... vii Chapter I II INTRODUCTION................................. I The Need for Career Education at the University Level..................... Why College Level Career Education .... Purpose of the Study........ Definition of Terms.................... Limitations of the Study............... Significance of the Study.............. 2 3 5 5 6 6 REVIEW OF RELATED LITERATURE................ 8 Review of Career Education............. Statements of Major Goals of Education Enunciated by Various Groups........ Educational Legislation Reflecting Society's Collective Intentions in this Area............................. Accumulation of Research Findings Con­ cerning Individual Development...... Theories of Career Development........ Conclusions Derived from the Various Theories.............................. Review of Related Studies/Research Research on Changes in Majors......... Research Studies on Satisfaction with Choice of Major...................... Conclusions Derived from Various Studies......... Michigan State University as an Institution.......................... Services at Michigan State University to Assist Students in Career Planning and Career Development............... Review of Research Studies Conducted at Michigan State University............ Programs Related to Career Development at Michigan State University........ 9 iv 10 12 17 18 35 37 52 57 59 59 63 67 76 Chapter III Page PROCEDURES...................... 83 Population and Sample.................. Description of the Instrument......... Data Collection Procedures............. Analysis of D a t a ....................... 83 84 87 87 IV RESEARCH FINDINGS............................ 89 V CONCLUSIONS AND RECOMMENDATIONS............. 133 BIBLIOGRAPHY................................. 146 APPENDICIES.................................. 153 v LIST OF FIGURES Figure 1 2a 2b 3a 3b 4a 4b 5a 5b 6a 6b 7 Page Distribution of Students According to Their Majors.................................... 92 Distribution of Responses by Percentage in the Category: Academic Advising......... 101 Mean Distribution of Responses in the Category: Academic Advising.............. 102 Distribution of Responses by Percentage in the Category: Career Resource Center 105 Mean Distribution of Responses in the Category: Career Resource Center........ 106 Distribution of Responses by Percentage in the Category: Counseling Services....... 110 Mean Distribution of Items in the Category Counseling Center/Services............... Ill Distribution of Responses by Percentage in the Category: Courses.................... 117 Mean Distribution of Items in the Category: Courses................................... 118 Distribution of Responses of the Students to the Category: Miscellaneous.......... 121 Mean Distribution of Items in the Category: Miscellaneous............................. 122 Distribution of the Seven Sources of Help in Career Planning....................... 132 vi LIST OF TABLES Table 1 Page Comparisons of Undecided Students With Other Groups of Students.............................. 52 2 Michigan State University Enrollment Summary... 60 3 Breakdown of Students According to Class (Percentages)................................... 64 Summary of the Programs in Field Experience Education....................................... 75 Showing the Distribution of Items in the Instrument...................................... 84 6 Description of Sample........................... 89 7 Statistical Profile of the Respondents......... 90 8 Distribution of Students According to Major.,.. 91 9 Response to the Item: "How Sure Are You That Your Present Major is the Right One?".......... 93 Response to the Item: "How Certain Are You That This Occupation is the Right One for You?" 93 Comparison Between Certainty of Choice of Major and Occupation......... 94 12 Range of Grade Point Average.................... 94 13 Distribution of Items in the Various Categories 96 14 Importance and Extent That Academic Advisors Provide You With Information on Career Resources in the University......... 97 15 Importance and Extent of Assistance From Academic Advisors in Formulating Academic Program......................................... 97 Importance and Extent of Getting Information on the Careers Related to the Major of Your Choice..................................... 98 4 5 10 11 16 vii Table 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 Page Importance and Extent of Getting Details About Majors in the College of Your Choice.... 99 Importance and Extent of Getting Help From Academic Advisors in Assessment of Interests and Career Goals............................... 99 Importance and Extent of the Career Resource Center Providing Information of Careers...... 103 Importance and Extent of Getting Information From the Career Resource Center on Jobs Related to Certain Majors..................... 103 Importance and Extent of Getting Current Information on Job Trends From the Career Resource Center................................ 104 Importance and Extent of Information on Avail­ able Counseling Services in the University.... 107 Importance and Extent of Receiving Counseling on Available Majors............................ 108 Importance and Extent of Getting Help in Assessment of Interests..................... 108 Importance and Extent of the University Admin­ istering Tests to Determine Interests and Aptitudes...................................... 109 Importance and Extent of Help From the Counsel­ ing Services in Identifying Career Goals 112 Importance and Extent of Having Elective Credit Courses to Explore Career Options 113 Importance and Extent of Each College Having A Course to Explore Career Options............ 113 Importance and Extent of Having Credit Courses to Explore Different Career Fields............ 114 Importance and Extent of Having Courses to Explore Career Options as A University Requirement.................................... 115 Importance and Extent Providing Courses to Make Decisions and Plan Programs.............. 115 Importance and Extent of Having Opportunities to Gain Experience Through the Volunteer Program........................................ 119 viii Table 33 34 Page Importance and Extent of Help From the University in Obtaining Part-Time and Summer Employment.............................. 120 Importance and Extent of Providing of Career Information - Its Importance to the Parents... 120 35 Importance and Extent of the University Provid­ ing Courses for Exploring Careers............. 123 36 Counseling Center as a Source of Help in Career Planning...................... .......... 126 37 Parents as Sources of Help in Career Planning.. 127 38 Career Resource Center as a Source of Help in Career Planning................................. 127 Friends as Sources of Assistance in Career Planning ................................. 128 39 40 Academic Advisors as Souces of Help in Career Planning......................................... 129 41 Residence Advisors as Sources of Help in Career Planning.................................. . 129 42 Subject Hatter Courses as Sources of Help in Career Planning................................. ix 130 A STUDY OF THE CAREER DEVELOPMENT SERVICES PROVIDED TO SOPHOMORES AT MICHIGAN STATE UNIVERSITY: STUDENT PERCEPTIONS Chapter One INTRODUCTION Higher education now serves a more diverse group of students in terms of age, ability, and interest. The impact of these students on higher education, already great, will be greater over the next twenty years. The traditional content of higher learning — will continue to be the major interest of millions of students in the future... but for millions of other students, the central purpose of going to college is the expectation of a satisfying career at high pay rather than the enjoyment of scholarly pursuits. (28, p. 42) Unlike the youthful students of the 1960's, the career minded students of today plan their college programs within the context of job and family responsibilities, social and citizenship obligations, and as participants in a larger society. These "new" students are leading us away from the custom of considering colleges as enclaves for a protected group of elite young people who were being prepared to become philosopher kings or critics of society. To be a student in this age is "not to be someone apart from society--it is rather being a part of society, and a pro­ ductive part." (28, p. 41) The central goal of higher education must be the preparation of the individual for a satisfying life style beyond the college experience. Com­ mitment to one life style over another is a "super decision" according to Alvin Toffler in Future Shock, (78) and this "super decision" becomes all the more important at a time when students are questioning the practical value of higher education. This is the time for transi­ tion in higher education--a time for taking bearing for evaluation of trends and conditions, and for seeking new directions. The dichotomy between "academic" and "practi­ cal" education can be done away with by introducing career education at the post-secondary level. The Need for Career Education at the University Level Higher education is one of those institu­ tions that for centuries has been guided by tradition was set aside to meet a societal need, (for example, the establish­ ment of land grant colleges under the Morrill Land Grant Colleges’ Act of 1962 for practical higher education in agricul­ tural and mechanical arts) it soon reasserted itself and redirected higher education on to paths of the past... but the basic fact about American society is that it is not tradition directed, liberal-arts-oriented higher education has to be responsive to the needs and demands of present day society. (28, p. 18) A Bureau of Labor Statistics study (28, p. 51-53) reveals that a college degree is no longer a stepping stone to upper income brackets and preferred jobs, or for that matter, for any job at all. The statistics show that as far back as 1972 nearly AO percent of the recent college graduates were employed in jobs having no direct relation to their major field of college study. Among social science majors the figure was 67 percent. Should we continue to invest billions of dollars annually in an enterprise (higher education) that promises a meager or possibly negative rate of economic return? Are we not compounding the problems of the society by pro­ ducing millions of disillusioned college graduates who may be underemployed or unemployed? Should we assay the dis­ tasteful and highly unpopular alternative of curtailing public investment in higher education? William J. Micheels (46, p. 153), the former Presi­ dent of the University of Wisconsin, emphasizes the necessity for colleges to get involved in career education. The career education movement is creating a groundswell of activity at every educa­ tional level, perhaps as one reflection of the temper of the times. Higher educa­ tion cannot remain aloof from these new realities. Why College Level Career Education? Four-year and two-year undergraduate institutions pro­ vide a custodial service for an age group, facilitate the socialization of students into adult society, serve as a screen for certain roles and callings, provide a period of relative tranquility for the youth who are trying to seek and establish their own identities and prepare for some types of specific occupations. But it appears that there is more to collegiate education than is being provided. Occupational, vocational, and career-oriented curricula in four-year bachelor's degree granting institutions reveal certain commonalities, a reasonable variety of programs, and a number of unresolved issues. Many curricula require students to take so many different courses, resulting in a frenzied life style. Too little thought has been given to relating sequences of course to stages in the develop­ mental patterns of students. Generally college catalogues and course descriptions have failed to indicate the sort of competencies programs were intended to foster, and have not indicated a rationale to enable the student to select courses congruent with their vocational needs. (44, p. 2) The central concept that permeates the theme of career education is the notion that education must include academic training and career guidance. Universities and colleges have a moral obligation to address all issues related to work in a technological culture and provide assistance to students in the form of career education. (44, p. 2) Career education can be the vehicle to provide relevant instruction, improve career advising, and assist students in making more reasoned career decisions. It is important that education in post-secondary educational institutions should be able to illustrate the relationship between what is taught and the skills needed to survive in the working world. Purpose of the Study The purpose of this study is to examine the uni­ versity-sponsored career development services at Michigan State University in relation to their importance as per­ ceived by sophomores and the extent to which these ser­ vices are fulfilling their career development needs. The study will answer the following questions: 1) What are the perceptions of MSU sophomores regarding the importance of university-sponsored career development services and programs? 2) What are the perceptions of MSU sophomores regarding the extent of assistance they have received from existing career development services and programs? 3) What are the perceptions of MSU sophomores regarding the assistance that they received in career development from available formal and nonformal sources? Definition of Terms Career Education Career education is defined as a total effort of public education and the com­ munity aimed at helping all individuals to become familiar with the values of a workoriented society, to integrate these values into their lives in such a way that work becomes possible, meaningful, and satis­ fying. (41, p. 5) Career education assists the individual in becoming aware of the relationship between his potentialities, aspirations, values, and how they can mature. (31, p. 65) Career Development Career development is a developmental and continuous process and has no terminating points. It is viewed as a series of experiences, decisions, and interactions which, when taken cumulatively, assist in the formulation of a viable self-concept and provide the means through which that concept can be implemented both vocationally and avocationally. Career development is viewed as a sequence of planned experiences designed to help students develop selfawareness, career awareness, and career decision-making skills. Career development is a link between abstract learning and the real world of needs and applications. Limitations of the Study The study is limited to the sophomores at Michigan State University who have earned 84 credits and therefore must be ready to declare a major. They are at the decision-making stage in their career development and they are trying to relate their majors to their future career goals. Significance of the Study This study is significant because besides being a part of the reservior of information on career development, it will contribute to information and research on career education at the post-secondary level. 7 This study will help in planning career development program models and career development services at the university level. Chapter Two REVIEW OF RELATED LITERATURE This chapter of the study gives an extensive review of career education as it appears in educational legisla­ tion, theories of career development, research studies, and educational programs. For purposes of this review the chapter has been divided into four parts: a) The roots of career education in educational and social reforms, and in legislation. b) A brief review of the theories of career development. c) A brief review of related research and studies conducted at institutions other than Michigan State University. d) A demographic landscape of Michigan State Univer­ sity as an institution, with a review of the various programs, research studies and projects conducted or underway. This review will enable us to see how far the goals and aims of Michigan State University as an institution are reflec­ tive of the needs of the students, and how the various services at Michigan State University can make this road from high school through 8 9 college and Into the world of careers easier to walk on. Review of Career Education Career education is a concept that has attracted a good deal of attention within the last six years. Born out of both the successes and failures of the schooling process, career education is heralded as having the potential for creating a longsought turn about in educational pro­ grams. (31, p. 62) All social and educational movements have roots just as nations and persons do. They do not occur in a vacuum nor spring spontaneously from the mind of some visionary. They tend to evolve from and encompass earlier ideas, experiments, and movements which, at a previous historical moment, were directed at problems and issues so fundamental in our society that they tend to reoccur. It appears that career education is not only another stage in the develop­ mental history of vocational education, but has its deep roots in the American educational enterprise. Antecedents of career education can be identified throughout the his­ tory of the country in debates among educators, labor leaders and educational critics. The roots of career education could be seen in issues like the practicality of education in fulfilling individual and societal needs. As powerful and as temporarily cataclysmic as these events seemed, there were other more fundamental changes at work in the society as stimuli for career education. 10 The democratization of opportunities in education and in work, which was stimulated by the Supreme Court deci­ sions and civil rights legislation of the 1950's. Related * to this was a second force which became visible in 1960: information overload (Toffler, 1979, 78) the rapidity of change, shifting values and belief systems, which reflected the growing need to institutionalize career guidance. The third major impetus which the 1960's gave to career educa­ tion lay with a variety of shifts these had upon segments of the population. It would be inaccurate to assume that the turbulent 1960's represented the total wellspring of career education. Additional review reveals that concepts of career education have historical roots deep in American thought and action and thus a natural sequence of con­ comitant factors in education. For Goldhammer and Taylor (25, p. 1) the three major sources which have contributed to the evolution of career education as a conceptual frame­ work for American education are: I. I. Statements of the major goals of education enunciated by various groups. II. Educational legislation reflecting society's collective intentions in this area. III. Accumulation of research findings concerning individual development. Statements of the Major Goals of Education Enunciated by Various Groupl" Various commissions and professional groups have from time to time listed "vocation" as one of the primary objec­ tives of education. The Commission on the Reorganization of Secondary Education. "Vocation" was among the seven objec­ tives listed in the 1918 publication by the Com­ mission on Reorganization of Secondary Education entitled, Cardinal Principles of Secondary Educa­ tion. According to the Commission: A good citizen earns his living contributes to the general wel­ fare by working, and maintains desirable relationships with fellow workers. (77, p. 91) The Educational Policies* Commission of the National Education Association in 1938 listed "Economic Efficiency" among the four school objectives. The school should produce an individual who selects his own vocation, understands and lives according to the requirements of his job, improves his working efficiency, and plans his own economic life. (75, p. 91) The Educational Policies Commission of 1944 emphasized the need for developing salable skills among the school youth. All youth need to develop salable skills and those understandings and attitudes that make the worker an intelligent and productive par­ ticipant in economic life. To this end, most youth need super­ vised work experience as well as education in the skills and know­ ledge of their occupation. (76, p. 225) 12 4. The Educational Policies Commission of 1961 stressed the development of vocational competence. It stated that the central purpose of education was the development of rational thinking, but also reiterated the school's traditionally accepted obligation to teach the fundamental processes: More than ever before, and for an ever-increasing proportion of the population, vocational competence requires developed rational capa­ cities . The march of technology and science in the modern society progressively eliminates the posi­ tions open to low-level talents. The man able to use only his hands is at a growing disadvantage as compared with the man who can also use his head. Today even the simplest use of hands is coming to require the simultaneous employ­ ment of the mind. (74, p. 8) II. Educational Legislation Reflecting Society's Collec­ tive Intentions in this Area In addition to the statements of various commissions and professional groups, legislative action also contri­ buted to the development of the concept of career educa­ tion. The Morrill Act of 1862 established the land-grant colleges; according to this act, the federal government "abetted the development of collegiate level education in agriculture and mechanic arts." (8, p. 176) Four additional acts, ending with the Nelson Amend­ ment in 1907, expanded federal support and the scope of these colleges before legislation for vocational educa­ tion was considered. 13 During the period 1906 to 1914, the Congress debated the merits of increased funding for land-grant colleges and of support for secondary vocational instruction. The Smith-Level Bill provided federal aid for extension train­ ing of*farm people in agriculture and for industrial, agri­ cultural and home economics education. It was during this period (1912) that a speech by Senator Page of Vermont voiced the concern and need for career development. Although it was not explicitly in these terms, it was an exposition of the philosophy behind career development. The story of vocational education from 1917 to 1960 is closely associated with the provisions of the SmithHughes Law and related legislation. The Smith-Hughes Act, which is the National Organic Act for Vocational Educa­ tion (later supplemented and refined by the George-Dean, George-Reed, George-Ellzey and George-Barden Acts). The National Vocational Education Act of 1963 and its 1968 amendments have all contributed materially to extending and strengthening the concept of career development. Smith-Hughes A c t : I The major purposes of this Act were: tion of vocational education; (1) the promo­ (2) cooperation with the states in the promotion of education in agriculture, trades and industries; (3) cooperation with the states in the preparation of vocational teachers; and (4) regulation of funding for these activities. The Act was a continuous authorization, i.e., it provided for annual appropriations by 14 the Congress. Funds were available for paying salaries of teachers, supervisors, and directors of vocational pro­ grams in agriculture, trades and industries, and home economics subjects. bill. Only a few amendments were made to this The most significant amendment abolished the Federal Board for Vocational Education in 1946. To receive funds, states had to comply with several provisions of the Act. Each state had to: (1) create or designate a board of not less than three members for voca­ tional education; (2) prepare a state plan, describing pro­ grams which would be conducted; (3) make an annual report to the Federal Board of Vocational Education; (4) provide a program, only in public schools, for students 14 years of age or older and of less than baccalaureate grade; (5) pro­ vide plant and equipment with state or local funds; and (6) gear programs to occupational entry. George-Reed Act (Public Law 702) This Act was effective from 1929 to 1934. It: (1) provided for further development of vocational agricul­ ture and home economics in states and territories; and (2) removed home economics from the trade and industrial service area, making it subject to some features of the appropriations for agriculture. George-Ellzey Act (Public Law 245 This Act was effective from 1934 to 1937. It made modifications in the regulations affecting home economics, 15 part-time classes in trades and industries, and funds for attendance at professional meetings. George-Deen Act (Public Law 673) This Act was a continuous authorization, effective from fiscal year 1937. ing regulations: It made two major changes in exist­ (1) It provided for matching federal funds on a graduated scale. States could begin by matching 50 percent and increase over 10 years to 100 percent of their federal allotment; (2) Distributive education was added as a full partner (except that the authorization level was lower) in the vocational education family. George-Barden Act (Public Law 586) This Act amended the George-Deen Act and was continuous from fiscal year 1946. It allowed increased authorization levels and provided for greater flexibility in the adminis­ tration of state and local programs. It permitted expendi­ tures for salaries of vocational counselors, occupational information and data collection, training and work exper­ ience for out-of-school youth, apprentice training, purchase or rental of equipment, purchase of instructional supplies, support of a second youth organization in agriculture, pre­ employment schools and classes for school leavers over 18 years of age, and professional travel for staff not pre­ viously approved. It limited support for distributive education to part-time and evening courses for employed workers. 16 George-Barden Act Act Amendment to Title I, Fishery Training This Act was a continuous authorization from fiscal year 1957. Unlike other vocational education acts, this legislation provided for allotments according to the extent of the fishing industry in a state or territory and for universities and colleges to prepare scientists and techni­ cians needed in commercial fishing. George-Barden Act Act Title III, National Defense Education This Act provided for the training of highly skilled technicians for the five-year period 1958-1962. It per­ mitted much of the flexibilities of the original Act for the level of vocational education which is commonly called "technical." It also provided funds for transporting students, or for distribution to students who transported themselves to temporary housing. This Act made the first mention of using guidance funds to maximize retention. required that state plans: It (1) demonstrate need in the employment market for those trained, (2) demonstrate that curricula were developed by specialized analyses, (3) show that background general education was available to students, (4) show that technical courses were of sufficient dura­ tion to provide the background necessary to employment, (5) show that classrooms, laboratories, and instructional equipment and supplies would be available, (6) demonstrate that instructors and supervisors would have appropriate technical and professional preparation, and (7) show that 17 students would be selected on the basis of previous educa­ tional and work experience, aptitudes and interests. Pro­ grams had to be for technical, as contrasted to manual, occupations. The Act permitted the use of extension courses for employed persons and/or pre-employment trainees for technical or scientific occupations--not skilled trades. Programs were required to have appropriate advisory committees. Area Redevelopment Act (Public Law 87-27) The purpose of this Act was to alleviate substantial and persistent unemployment and underemployment. authorized funds from 1961-65. It It provided vocational educa­ tion services and facilities for training and retraining of unemployed and underemployed. Education Amendments of 1972 (Public Law 92-318) Vocational-technical education was a primary concern of this legislation. Several of the features of the Act bear directly on vocational and career education. The Act established a National Institute of Education to study the educational process. Career education and its delivery system was the early concern of the Institute's research and demonstration system. III. Accumulation of Research Findings Concerning Individual Development Current theories of Career Development began appearing in the literature during the early 1950's. At that time the 18 occupational choice focus of the first 50 years of career development was beginning to give way to a broader, more comprehensive view of the individual and his occupational development over the life span. Occupational choice was beginning to be seen as a developmental process, and since that time there has been a spate of research on vocational aspects of development. These theories of career develop­ ment are dealt with in this part of the review of literature. Theories of Career Development The problem of career decision-making has been covered by a variety of theories with an extensive research into an almost infinite number of issues. Theories representing different conceptual frames of reference are presented in this part of the review of literature. 1) Trait-Factor Theory 2) Self-Concept Theory 3) Personality Theory 4) Psychoanalytic Theory 5) Learning Theory 6) Needs Theory 7) Social Influences Theory 8) Developmental Theory The theories are: For the purpose of this study the theories are organized somewhat on a pattern developed by Samuel Osipow. (54) 19 Trait-Factor Theory The trait-factor approach was the forerunner of all modern theories of occupational choice and still dictates much of the current practice of vocational guidance. The origin of this approach is traceable to Parson's (55) three step process of: (1) a clear understanding of the self; (2) knowledge of the requirements and conditions of various occupations; (3) "true reasoning" between the two sets of information. In other words, the individual compares his abilities with those demanded by the occupation and agrees on the one he "matches" best. The trait-factor approach is an example of a theory that has been integrated or assimilated into others. Although most modern writers seem to agree that trait-factor theory is no longer a separate entity, this theory of E. G. Williamson (81, p. 204-205) has provided the basis for the development of many vocational choice theories. The trait- factor approach is probably the oldest organized approach to career development. This system attempts to match up the individual and his ability with the vocational opportunites that are available to him. With this theory there are assumptions made that man seeks to use self-understanding and factual knowledge of his abilities as a means of developing his potential. Williamson's concept represents a system of interdependent traits or factors such as aptitudes, interests, attitudes and temperament. The techniques which a counselor would use in implementing this method would be to: 20 (1) assess the traits of the individual by use of standar­ dized tests; and (2) define or portray him. The trait-factor theory was the earliest influence on vocational psychology, and the vocational testing movement has grown from the trait-factor approach. Self-Concept Theory An economist, a psychiatrist, a sociologist, and a psychologist collaborated to produce a rationale describing vocational choice which exerted a most profound influence on vocational psychology during the decade following it's publication in 1951. The work was the result of an empirical investigation made by Ginzberg, Ginzberg, Axelrad, and Herma (1951) (24). The theoretical formulation was a direct reaction to the absence of elaborate and comprehensive theoretical constructs in vocational psychology. Ginzberg and his associates perceive the career decision process as a developmental process which encompasses a period of six or seven years and generally more than 10 years. Ginzberg was one of the first theorists to break away from the trait-factor approach and emphasize a developmental viewpoint that suggested that the adolescent decision-making process is related to his own experiences; that is, a person is part of everything he has experienced and, thus, the decision-making process is basically irreversible. promise is a basic quality of Ginzberg's theory. Com­ This developmental process is characterized by a series of com­ promises that the individual must make between his wishes 21 and his possibilities. Occupational choice must be in terms of the values and the goals of the individual. Ginzberg's theory operates on a Freudian model of personality development that identifies specific behavior patterns of adolescent development. Ginzberg believes that emotional problems are an important factor in incongruent vocational choices. Ginzberg and his associates, on the basis of earlier research, concluded that at least four significant variables are involved in vocational choice. The first of the four was identified as the reality-factor, which causes an individual to respond to the pressures of his environment in making decisions with vocational impact. The second is the influence of the educational process, the kind of educa­ tion a person has had will limit or facilitate the flexi­ bility and type of vocational choice he makes. The third is the emotional factor involved in the individual's response to his environment, since it seemed on an intuitive basis that personality and emotional factors should have vocational concomitants. Finally, individual values were deemed important in vocational choice. Four important aspects essential to an adequate occupa­ tional choice process are: reality testing; suitable time perspective; the ability to defer gratifications; and the ability to accept and implement compromises in vocational plans. If these traits do not develop adequately, there is doubt that effective emotional adjustment can be accomplished. 22 This theory evisions three periods or stages within the process: first, 10 to 12 years of age— the fantasy period; second, 12 to 18 years of age--tentative; and third, 19 to 21 years of age— realistic crystalization stage. Personality Approach Holland's (36) theory encompasses the concept of voca­ tional personality types. personality approach. It is sometimes referred to as the It takes into consideration various needs that are inherent within the individual that will lead to careers which are useful in satisfying these needs. Holland has put forth a list of six occupational titles to which a person could relate his preferred life style. These work classifications are as follows: 1. Realistic - motor-oriented, strength, "acting out" types, concreteness, etc. 2. Intellectual - thinking rather than acting. 3. Social - close interpersonal contact, not physical or intellectual. 4. Conventional - rules, self-discipline, power and status, structure and order. 5. Enterprising - verbally skilled, likes to mani­ pulate, others aspires to power and status. 6. Artistic - self-expression, dislikes structure, asocial, femine. Individuals are attracted to the work orientation category that most closely represents their own personal orientation. If the first orientation is blocked, the individual will look to his second choice. Holland assumes that aptitude is correlated moderately with personality 23 variables. He defines a hierarchy level in terms of the individual's intelligence and, thus, one must not only consider which of the six work classifications provides the best fit, but he must also determine at which level within that work classification he will operate. Holland is another theorist who believes that childhood experiences have a great deal to do with influencing the shape of the hierarchy rather than influencing choices after the hier­ archy is developed. Psychoanalytic Approach Psychoanalytic conceptions of vocational behavior must be understood within the broader content of psychoanalysis. The most comprehensive application of psychoanalysis to occupational choice has been made by Bordin, Nachmann, and Segal (1963) (10). The major contribution of Bordin and his associates has been to specify the aspects of work which satisfy various needs. Another theorist who would be classified as having a psychoanalytic approach to a career choice is Brill. (11) Subconscious motivation and sublimation is intimately involved with his theory. He believes that the problem in career decision-making is multifaceted. Brill feels that vocational counseling based on interest and abilities will not be too useful since most people select jobs as a way of solving their emotional problems. It therefore follows that when the psychological problems of an individual are dis­ solved he will then be able to resolve his own vocational 24 selection problems. His major belief is that subconscious motives underlie all behavior, including vocational choice. The scope of this theory is very limited. Psycho­ analytic theorists are careful to say that their theory only applies to individuals who have maximum freedom of choice and to persons who obtain the largest part of their grati­ fication from their work. Learning Theory O'Hara (1968) (53) outlines a theoretical approach which views career development as a learning process. He reasons that changes in vocational behavior are the result of cognitive change. According to O'Hara all vocational learning is a function of motivation. In order for vocational learning to take place, a proper learning environment is required. The adolescent should be involved in career development with emphasis being given to his interests, aptitudes, and values. The complex nature of career development itself, e.g. vocational life stages, irreversibility and compromise, should be presented to the student in a learning situation in such a way that he can comprehend it. This approach does not detract from the importance of affective and psychomotor learning, but merely recognizes that cognitive material is required to make intelligent occupational decisions. The essence of O'Hara's theoretical approach is that the career development of students can be facilitated by involving them in various learning situations which have occupational implications. 25 Another attempt to relate learning theory to vocational behavior is proposed by Miller (1968) (51). His theme is that a learning theory of vocational behavior can contri­ bute to both understanding and development in the area of vocational decisions. The basic thesis of the learning theory approach is that vocational decisions are based on knowledge of the individual's past history, current stimulus situation and present motivational status. Needs Approach to Career Development Need theories of occupational choice focus on desires and wants which stimulate individuals to prefer one occupation over another. The most prominent need theory is the one formulated by Roe (1956, 1957, 1964) (58). Her theory con­ tains elements of psychoanalytic, personality and develop­ mental theories. in two ways: The need structure for Roe is understood organization of need and intensity of need. She hypothesizes that early parent-child relationships shape the child's pattern for satisfying his needs, i.e., learning to satisfy his needs largely through interaction with other people, or in activities not involving other people. The level selected within any given occupational group is influenced by the person's need intensity. Need inten­ sity in turn is composed of such elements as genetic factors and unconscious patterns of behavior. (82). Zaccaria (1970) 26 Hoppock's (1967) (39) theory is stated in the form of 10 postulates which focus upon occupational choice as a means for satisfying needs. Hoppock's approach stems from the assumption that occupational choice improves as people are better able to identify their own needs and the poten­ tial need satisfaction offered by a particular occupation. Social Influences and Career Development Career development is influenced by the environment in which one is raised and to which one is exposed. The basic theoretical premise is that the self-concept and needs pattern are influenced by social factors, and these factors are a dominant force in career development over a life time. Osipow states that social factor approach ...has as its central point the notion that circumstances beyond the control of the individual contribute significantly to the career choices he makes, and that the principal task confronting the youth (or older person, for that matter) is a development of techniques to cope effec­ tively with his environment. (54, p. 200) In his book, The Sociology of Work, Caplow (12) writes that parental influence aids in the "inheritance" of an occupational level. He notes that parents, particularly those of the middle class, press their ambitions on their children and expect them to rise socially through education. Those middle class parents reject the idea of unskilled and semi-skilled occupations for their children. Because of these influences, Caplow thinks that children tend to inherit 27 the occupational level of their parents and choose a voca­ tion within a restricted range of occupations that is accept able to a given class. Thus, his theory indicates that social class is a predominant factor in influencing career development. Formal education is also seen by Caplow to be of great importance in career development and attainment. He states that occupational choices are often made when the student is still far from entering the world of work. Choices are often forced on students through school requirements and differentiated curricula, such as academic and terminal pro­ grams. Social characteristics also tend to exclude some students, such as lack of wealth, appropriate conduct, and previous education required for certain types of training. Caplow believes that as one acquires more education more vocational opportunities are open. He suggests that school dropouts are usually restricted to manual work or to semi­ skilled, unskilled, or service and minor clerical occupa­ tions. In summary, Caplow emphasizes that family social status and the individual's education are the two most important determinants of vocational development. Miller and Form (52) call the "accident of birth" the deciding factor in the determination of the occupations of most workers. This accident establishes family, race, nationality, social class, sex, residential district, and to a great extent educational and cultural opportunity. 28 Miller and Form are of the view that the following factors affect career patterns before entrance into the job market: 1. Socialization of children in the family. 2. Parents' education and occupation. 3. Selection and participation in part-time jobs before education is completed. 4. The level of education that one attains. They believe that the process of trail and error within the environmental confines of the person determine his vocational and occupational goals. Osipow (54) recognizes the importance of social factors. He notes that social environment and cultural organization are important ingredients in career development. He also concludes that social-class membership and sex are impor­ tant situational determinants in overall social environment. He expands environment to include geographic, climatic, and economic factors. Other writers and theorists have included social factors in their discussions of vocational development. Shartle (62) states that a child is born into a particular family and community, within which socioeconomic setting the individual develops concepts, values, and attitudes toward work. These change over time, because vocational develop­ ment is a life-long process rather than a single incident. Shartle mentions that vocational choice is also influenced by requirements of an occupation, educational level, supply 29 and demand, and physical and mental attributes. He postu­ lates that the values and attitudes of socioeconomic class help to determine the occupational possibilities that are acceptable in a particular social class. Values derived from one's social class are again empha­ sized as important by Borow (9) who states that youth develop their social and psychological motives through social learn­ ings from the primary reference group (the family) and from secondary reference groups (such as the school population). He believes that from these experiences, an individual selects, enacts, and appraises possible life roles, which include occupational possibilities. Borow feels that values, affected by social environment, lead to an occupation "con­ sidered appropriate." (39) seems to be in agreement Hoppock with Borow in that he theorizes that the social group helps to determine which occupation is socially acceptable and pre­ ferable to an individual. He believes that social factors affect occupational choice in that they help to determine the occupations with which a person is familiar by virtue of contacts with family and friends. writings, Holland (1959) In one of his earlier (37) mentioned that influential social factors included the following: peer groups, parents, social class, American culture, schools, and physical environment. Besides the social factors that influence the career development of the individual, the family also plays an important role as the influencing factor. 30 Crites (15, p. 230) states: As the basic social and psychological unit in the transmission of the culture and the development of personality, the family con­ ditions almost all the responses the indi­ vidual makes early in life and continues to exert control over his behavior into adoles­ cence and sometimes adulthood. For him family influence upon career development is enormous. Roe (58) hypothesizes that "varying parental attitudes of acceptance, avoidance and emotional concentration on the child would lead to differing occupational choices." Although Crites (15) and Herr and Cramer (34) do not agree with other factors in the family background, but factors such as socio-economic class, must be included with the family's personal interactions in determining the full in­ fluence of the family on the child's self concept and career development. The various societal factors also serve as role models. Role expectations or occupational stereotypes greatly influence perception of self in an occupational setting. Dipboye and Anderson (18) state: The perceptions which an adolescent has of the roles played by the members of various occupations have an important influence on his career choice. The per­ ceptions may be thought of as role expec­ tations. When an individual is at some choice point in his career development and he must arrive at some sort of decision, he uses, among other things, ideas and feelings about people who work in the occupations which he is consider­ ing. These ideas and feelings include his perceptions or expectations of the occupational role. (p. 296) 31 Developmental Approaches This is the principal approach having the greatest impact on career development theory today. Osipow, (54, p. 11) According to "This approach actually weaves two models into one and can be called either the developmental or the self concept theory." The central theses of this approach are: 1. Individuals develop more clearly defined self concepts as they grow older, although these vary to conform with the changes in one's view of reality as correlated with aging. 2. People develop images of the occupational world which they compare with their self-image in try­ ing to make career decisions. 3. The adequacy of the eventual career decision is based on the similarity between an individual's self concept and the vocational concept of the career he eventually chooses. Carter (1940) (18) appears to have been the first writer to have stressed a developmental approach to voca­ tional choice in presenting his hypotheses on the formula­ tion of vocational attitudes. Shortly after Carter, Super (1942) (68) began to set forth his ideas on vocational exploration and establishment as life stages. The view that career choice is a life-long process involving a series of related decisions began to expand with the additions of such theorists as Dysinger (1951) (21), Havighurst (1953) (29), and Ginzberg, Ginzberg, Axelrad, and Herma (1951) (24). 32 Super's (69) first formal theoretical statements appeared in 1953, exploring the role of self concept tenets involved with a developmental theoretical structure. At this early stage of the developmental approach to vocational choice, Super recognized that many of the concepts involved in this approach had not been sufficiently analyzed and operationally defined. Because of this, he and his associ­ ates have sought through the Longitudinal Career Pattern Study (1957) (70) and other studies, to clarify the concepts of the developmental approach and make them operational Super and Bachrach (1957) (70); Super Crites, Hammel, Moser, Overstreet and Warnath (1957) (71); Super and Over­ street (1960) (72); Super, Starishevsky, Martlin and Jordaan (1963) (73). One of the main tenents of Super's theory is that voca­ tional development is a process of developing and implement­ ing a self concept. He based part of his theory on life stages as proposed by Charlotte Buehler (52). are: These stages growth stage, 0-14 years; exploratory stage, 15-25 years; maintenance stage, 26-65 years; and decline, 65-99 years. He also proposed vocational development tasks: years crystalization of vocational preference, 14-18 years; specifying a vocational preference, 18-21 years; implementing a vocational preference, 21-24 years; stabulizing in a vocation, 25-35 years; consolidating status and advancing in a vocation, 30+ years. 33 His theory is constructed from a developmental frame of reference because it suggests thatvocational behavior occurs as events in a process that takes place over a period of time. In each stage there are developmental tasks to be mastered. Prerequisite tasks must be mastered before one can go on to more advanced tasks of the more advanced stages. Super feels that children's vocational self concepts develop on the basis of the child's observation of and identification with adults involved in work. Self concept is implemented by means of vocational activities. Career development is evolutionary as is human development. Since self concept is more malleable in the adolescent years, it is suggested that this is the time when they could most benefit from counseling and assistance. Developmental Notion of the Life Stages Osipow (81) credits Charlotte Buchler for the formula­ tion of stages of life which, in her scheme, included growth, exploration, establishment, maintenance and decline. A number of theorists have used this scheme and elaborated upon it. The stage which has received the most attention is the exploration stage. Havighurst (1953) (29) called the exploration stage "Acquiring Identity as a Worker in the Occupational Struc­ ture." This stage encompasses the years of age 15 to age 25, follows "Acquiring the Basic Habits of Industry," and is followed by a stage called "Becoming a Productive Person." 34 Miller and Form (1951) (52) treated the stage in approximately the same way as Havighurst. What they called the "Initial" stage follows the "Preparatory" stage and lasts from age 14 to the end of formal education; the theme of the stage, as Miller and Form saw it, is the weakening of dependence on the home. The individual is indoctrinated to the values of responsibility, willingness to work, getting along with people. He acquires social skills relevant to job performance and aspires for a realistic level. After the end of formal education comes the "Final" stage in which permanent selection is settled on and a career orientation developed. Super and his associates, Super, Critis, Hummel, Moser, Overstreet and Warnath (1957) (71), gave us a bit more to go on by dividing the exploration stage into three sub­ stages. For them as for others, this stage covers the years of high school and college. The first stage, called the Tentative Substage, covers the high school years. The college years are included in the Transition Substage, this is followed by the Trial Substage. The framework of the actual exploration is seen to take place during the Tenta­ tive Substage, i.e. in the precollege years. During college, the increased importance of "reality considera­ tions." such as being able to afford training, getting admitted to a desired training program, meeting the require­ ments of the program, etc. is recognized. 35 An effort to identify, collate and magnify the con­ cepts and assertions of career development theory that per­ tains specifically to the college years, seemed to be futile because not much research has been done in the area. Even John Holland (1959) (37) whose research leading to his theoretical formulations, was based exclusively on the college years, does not speak about that period of develop­ ment in theoretical terms. The closest that one can identify the college years with is the developmental notion of the life stages. It has to be admitted that although the college student is per­ forming the developmental tasks pertaining to a specific life stage, by no means do all of them enter college with adequate career choice. The weight of the argument is career choice must not be viewed in isolation, but rather as part of an ongoing process. Conclusions Derived from the Various Theories Based on the findings of the theorists discussed in this section of literature, certain heuristic statements can be made regarding the nature of career development. (1) Career development is considered to be one aspect of an individual's total development. It is viewed as longitudinal in nature and based on principles of developmental psychology. Vocational behavior develops over time through processes of growth and learning. 36 (2) The theories of career development acknowledge a wide range of factors which determine, or at least influence, the process of human development. Career development is integrated to the total fabric of personality development and is the result of the synthesis of many personal, social, and vocational factors as one matures. (3) Herr (33) The unfolding of an individual's career develop­ ment, beginning in early childhood, is seen as relatively continuous and long term, but divided into stages or life periods for purposes of description and presentation. Zaccaria (1970) (82) (4) Each vocational life stage involves meeting and learning to cope with critical developmental tasks. Many of these developmental tasks center on the acquisition of coping mechanisms and mastery behavior which subsume career-related choices and adjustments. The choices which an individual makes, and the manner in which he enacts the resulting roles, form a life sequence known as his career pattern. (5) Vocational behavior and career selection develop from less effective behavior and unrealistic or fantasy choice to more complex behavior and more realistic choosing. Career selection becomes 37 increasingly reality-oriented and more realis­ tic as one moves toward the choice itself. Herr (33) (6) An individual's striving to arrive at an appro­ priate vocational goal may be interpreted as a search for a work role that is harmonious with the need structures resulting from the gratification and frustration of early life, as a search for the new ego identity that marks the adolescent stage, or as an attempt to implement an already emerging self-concept. (7) Vocational development theories support the exis­ tence and casual role of inner tensional states, which, depending on the focus of the theory, are variously described as interests, needs, values, personality characteristics, or life styles. Review of Related Studies/Research Ewing (1974) (23) conducted a study at Montcalm Com­ munity College to identify and examine the relationship among the demographic characteristics of community college students and to investigate the existence of variables which may serve as predictors, of growth in career maturity. The instrument used was the Career Development Inven­ tory College form yielding three scale scores: Planning Orientation, Resources for Exploration, and Information and Decision-making, as well as a total score. 38 The variables that the study looked into were: age, birth order, college and school grade point average, com­ mitment to curricular choice, curriculum choice, educational goals, father's and mother's education, father's and mother's occupational category, source of funding, high school, etc. The data was subjected to chi square analysis to determine the significant relationship between demographic variables and career maturity scores and growth in career maturity on all subscales and total scores. The findings of the study indicated: (1) On Scale A -- Planning Orientation — There was a relationship between expressed program choice, level of commitment, parental income, father's education level, and educational goals. (2) On Scale B — Resources for Exploration -- there was a relationship between age and expressed pro­ gram choice. (3) On Scale C -- Information and Decision-making -there was a relationship between parental income, educational goals, high school subjects best liked, number of people counseled for educational and vocational planning and expressed program choice. 39 Graves' (1974) (26) study focused on the problem of vocational maturity and career planning by sophomore and junior university students. The research examined three areas: (1) To determine if there were differences in the levels of maturity of sophomores and juniors, and also if differences in vocational maturity occur to a significant degree between males and females within the two class levels. (2) The possiblity that vocational maturity might be a factor causing repeated changes of majors. (3) The vocational choice as reflected by choice of college major and the commitment to completing the baccalaureate degree as a function of voca­ tional maturity. The subjects of the study were first-quarter sophomores and juniors at the University of Northern Colorado. The 0.5 level of significance was used in this study. The statistical analysis of the data produced the following results: (1) There is a significant difference in the voca­ tional maturity of sophomore males and females. Junior females are significantly more mature than junior males. 40 (2) There is a significant difference in the voca­ tional maturity of sophomores and juniors. Juniors are significantly more vocationally mature than sophomores. (3) Vocational maturity of sophomores who change their majors two or more times is significantly lower than those who make either no changes or make only one change. (4) Correlation analysis shov at a significant relationship exists with both sophomores and juniors in the level of vocational maturity and degree of certainty about career choice. (5) There was a significant correlation between com­ mitment to completing the baccalaureate degree and vocational maturity of both sophomores and juniors. Comas and Day (14) initiated a course in career explora­ tion in the University of Alabama in the Spring semester of 1975. This course aimed at providing the undergraduates with a comprehensive developmental program of self-explora­ tion, development of decision-making skills, exploration of educational and career possibilities, and contact with the world of work. 41 The course was started with the following four objec­ tives in mind: (1) To identify a group of undergraduate students who expressed interest in emphasizing education and vocational possibilities. (2) To provide opportunities to students to become more aware of themselves as personalities in the process of choosing a major area of study and a vocational area of interest. (3) The development of decision-making skills that could be applied both immediately and on a con­ tinuous basis, using personal and environmental information in educational and occupational choice. (4) To provide on-the-job field experiences in areas of specific interest. This involved observation of and participation in work activities in the community and university. Student evaluations of the course suggested that: (1) Students enter the course feeling that they do not receive adequate assistance in career develop­ ment from either secondary educational institutions or the University of Alabama. (2) The expectations of the students were similar to the established objectives of the course. (3) The course seemed to meet most of the personal objectives each student was asked to identify on the initial planning questionnaire. (4) The self-exploration activity was the most posi­ tive and significant contribution of the course. Hanes, et al (1978) (27) in their study conducted at Purdue University, attempted to measure the level of selfawareness and self-readiness a student had developed in respect to the concept of career planning. The staff was concerned that many students were unaware of the necessary procedures to be followed to ensure adequate preparation for a career. The evaluation was carried out during the spring academic semester. Data was collected from a survey mailed to a computerized random selection of 33% of the juniors within the nine university colleges. mately 1,500 students were selected. sidered good. Approxi­ A 40% response was con­ A follow-up mailing was not undertaken. The survey instrument, consisting of 53 items; sought to measure the following: demographic information; job factors; non­ job factors; career orientation; awareness; readiness. In addition to these questions, one item solicited the respon­ dents’ opinions as to whether or not a "career planning course" would be beneficial. Due to the exploratory nature of the 43 study, the findings in the opinion of the researchers, should be limited to the students at Purdue University. The findings of the study revealed: (1) A significant difference between the sexes in response to the non-job factors. (2) A significant difference by age in response to questions on readiness. (3) A marginal significant difference in response to non-job factors by race. (4) A significantly higher concern for non-job factors by married than by single respondents. (5) Female juniors were most career oriented. (6) Female juniors were more interested in a career planning course than males. (7) Juniors with professional fathers seemed to be least interested in a career planning course. (8) Juniors who had never changed majors, or changed once, were more ready to participate in the job selection process. (9) Juniors between the age of 20 and 21 were most interested in a career planning course. Allen's (1973) (1) study on why college students change their majors asked the following questions: (1) The perceptions of the deans and advisors as to why the students change majors at the college level; are those perceptions congruent with the perceptions of the students? (2) What the colleges are doing to minimize the changes in majors? (3) How many students were satisfied with their majors (A) How many students made changes in their majors? The questionnaire was mailed to the deans of 36 institu tions listed in the 1970 Year Book of Higher Education which met the criteria of enrollment. Students were selected from one public institution, one private, non-denominational and one religiously affiliated institution. The findings of the study showed that: (1) Fifty-five percent of the student population changed their major. a. Thirty-six percent changed once. b. Eleven percent changed twice. c. Eight percent changed more than twice. The reasons for change of major were: (1) Change of interest. (2) Had greater success in another field. (3) Discovered he had unrealistic goals in terms of ability. (4) Felt he had received inadequate counseling. The study recommended that: (1) Students should be encouraged to delay declaring a major until they have had adequate time to explore and to learn more about themselves. (2) Students felt that they were not receiving adequate counseling; colleges should therefore develop a program for the training of college advisors in the task of advising students. Evans and Rector (1978) (22) describe an elective credit course in the University of Southern Illinois designed to assist undergraduates in their career-related decision-making. The course was "Decision-making for Career Development." This course aimed to explore: (1) Alternative process of reaching career decisions. (2) Alternative academic majors and career choices. (3) Self-information, interests, abilities, etc. (4) The long term personal consequences of entering alternative academic majors and occupations. Ninety-freshmen and sophomore students who stipulated being undecided about academic majors, career field or occupation within a career field, were the subjects of this study. Each student was involved in three basic activities a week: (1) Students were given an independent assignment. (2) Students met with an instructor in large group meetings. (3) Students met with a counselor in smaller group meetings. As part of the independent assignment the students were required t o : -- Complete certain tests. -- Complete the Occupational Preference Checklist. — Read Future Shock. -- Identify three alternative occupations. -- Identify one academic major. — Complete a project designed to integrate various pieces of information on decision-making. Findings of the study suggested that course activities made a positive contribution to the vocational development of students. (1) Future Shock helped students in considering the changing nature of the society and occupations. (2) The academic major sheet was helpful in clarify­ ing specific academic major requirements. (3) Personal contact and group instruction is effective in facilitating career development among college students. 47 The purpose of Schell's (1977) (61) study was to isolate the difference between the level of assistance in career development as perceived and desired by the students at the State University College at Oswego. The subjects of this study consisted of 24 students, 12 males and 12 females, evenly divided among freshmen, sopho­ mores, juniors and seniors. These subjects were randomly selected from a large sample of students who responded to a questionnaire presented in conjunction with a Career Fair. Each subject was asked to read 11 statements pertaining to the delivery of career information on the campus of the State University at Oswego. Each subject was asked to respond twice to each item on a 5-point scale, ranging from strong disagreement that the statement "is" or "should be" true = 1, to strong agreement that the statement is or should be true = 5. Each student generated 22 responses, 11 of them indicating the level of services that they believed to be in existence and 11 of them related to the level of services that they believed should exist. The results suggested that (1) the delivery of career information and counseling is uneven, (2) the discrepancy between the perceived and desired benefits of ED 101/303, the Free program, are not statistically significant, (3) the students irrespective of sex or year in college expect the college to help them in developing and carrying out their career plans. Weaver (1976) (80) investigated the educational and vocational development and decision-making skills of the 48 freshmen entering University College of Ohio State Univer­ sity. The sample consisted of 267 students representing all academic programs within University College. work values inventory developed by Super. The study used The Career Assess­ ment Form, developed by Goodson (1970), Carney (1972), and Shepherd (1972) was used to determine educational and voca­ tional decisions. The study revealed that: — Freshmen who vary in terms of their curricular academic program, sex and age, tend to have differ­ ing work value preferences. Students are deficient to varying degrees in terms of their educational and vocational development. The data suggested that deficiencies range from pure cognitive to pure affective factors that con­ tribute to educational and career maturity. Meacci (1972) (45) studied the effects of three career counseling approaches upon a group of college freshmen, con­ sidered in this study as "highly uncertain" about their career plans. These three approaches were: (a) giving occupational information. (b) teaching decision-making skills. (c) assisting the counselee in developing an awareness of his own qualities. A pre-test, post-test experimental design was employed to study these effects. The students that were part of the population were the incoming freshmen on the Beaver Campus of Pennsylvania State University. 49 The subjects were randomly assigned to one of the four treatment groups. These groups were: Group I Comparison Group II Occupational Information Group III Teaching Decision-making Skills Group IV Career Process The investigator came to the following conclusion: There was no significant difference in the career interest of the "highly uncertain college freshmen" even after counseling. Shourts (1975) (63) in his study evaluated the Sopho­ more Career Decision Program at the Jackson State University. The study w a s designed to achieve the following objectives: — To describe the current instructional and procedural features of the sophomores' Career Decision Program at Jackson State University. - - T o describe similar programs that are reported both in the literature and through correspondence. - - T o identify the perceptions of all participants (students, public and faculty) relative to the program. The major findings of the study revealed that: (1) The Career Decision Program was effective in helping students to make tentative career decisions. (2) There was statistically no significant difference between the scores of the students on the pre and 50 post tests of the Minnesota Teacher Attitude Inventory. (3) University teachers regarded lack of input from public school teachers as the greatest limitation. (4) Sixty percent of the students indicated that parti­ cipation by public school teachers could probably be improved through university-sponsored workshops for them. Drummand (1974) (19) in her study explored the impor­ tance of personal values as they related to the career con­ cerns of college undergraduates. The study contrasted two approaches to career explora­ tion for college students. The traditional approach centered on providing occupational information, the experimental approach emphasized work and life style. The sample of the study consisted of 25 undergraduate students enrolled in a two unit, pass/fail elective course during spring semester, 1973, at the University of Southern California. Students were randomly assigned to the two groups, the traditional or experimental. The instruments administered to the students were the Work Values Inventory (Super, 1969) and a summary section from a University of Southern California Instruction and Course Evaluation which provided participants an opportunity to rate the educational effectiveness of the class. findings of the study indicated that: The 51 (1) Both groups felt that they needed more of what the other had. (2) Increasing consideration of work as it related to life styles. (3) Increasing participant awareness of the process of career information within the wider content of self rather than job per se. Baird (1968) (7) in his article suggested that indeci­ sion among bright students may be due to the capacity to do many things and to the many alternatives that are open to them. Baird's contention is supported by Hollander (36) who indicates that by age 18, 81 percent of the most able stu­ dents (those able to survive) have "realistic" occupational choices compared to only 53 percent of those more likely to be academically dismissed from college. In another study of 59,618 college-bound students, the following results were obtained. Baird came to the conclusion that the undecided are not different in academic aptitudes from other students. It can be noted that nearly 30 percent of his sample fell within the undecided group. 52 TABLE 1 -- Comparisons of Undecided Students With Other Groups of Students Undecided College Applicants Decided College Applicants ACT Composite Mean SD 20.4 5.1 20.4 5.2 High School Grade Point Average Mean SD 2.54 .70 2.63 .70 Goals in Attending College (%) Developing Mind Vocational Training Higher Income Other Total Number 46.9 36.2 9.7 7.2 38.9 53.9 4.9 5.3 13,695 45,923 Research on Changes in Majors Sparling (67) reported in 1933 that 65 percent of the students changed their vocation before graduation from college. The main reason for this change was because of the students' failure in the subjects that were the prerequi­ sites for the vocation chosen. Studies by Rosenberg and Iffert (61) suggest that 50 per cent of the students in some majors are likely to change their occupational objectives prior to receiving the bache­ lor's degree. They found students leaving the fields of mathematics, biology and chemistry more often than those who had entered such fields as engineering and medicine. 53 In a study by Anderson (3) of the 3,000 entering junior college students, nearly 60 percent changed their vocational goals by the end of their sophomore year. The typical student would be just as satisfied in any one of three or four occupations, and the student should not be unduly concerned if he cannot arrive at a decision during the first two years of college. In 1961 a study by Davis (16) from a large sample repre­ senting many colleges and universities investigated this question, "How much change do we find between the freshman and senior years?" The results of the study suggested that around 50 percent of the students reported career shifts during college. The fairest conclusion perhaps is that college students maintain a constant orienta­ tion toward the professions and white collar jobs, but within this limited part of the world of occupations they show rather high rates of shifting during college. (14, p. 33) Davis reports that majors like education and business are better able to retain students who initially enrolled in them; whereas the arts, sciences, medicine, and engineering do not. The recruitment of new students to these same fields coincides with the holding power of each. Davis (16, p. 34) hypothesizes that the loss of students from the sciences might represent a reaction to society and to high schools for putting such heavy emphasis on science and technology. A study by Akenson and Beecher (2) on the Harvard College graduating class of 1965 revealed that 61 percent of the students investigated had "changed their 54 plans." (2, p. 179) They hypothesized that "the funda­ mental difference between high school and college curricula is largely responsible for the direction of the change." (2, p. 179) The high school curriculum has placed emphasis on English, mathematics, history and science, and the latest curriculum changes at the high school level have been in the area of the natural sciences. At the same time the college curriculum offers courses considered more relevant by stu­ dents, such as, government, social relations, economics, anthropology, architecture, and sciences. The college fresh­ men register in courses with traditional high school names, then later they select different fields. In addition to this finding, Akenson and Beecher hypothesized that a growing interest in the social service occupations, such as the Peace Corps, accounted for a certain percentage of changes. Paul Heist (32) of the Center for Research and Develop­ ment in Higher Education at Berkeley, California, found that the bright, creative students many times left the colleges of their original choice. They particularly left the field of science education for the liberal arts. Astin and Panos (5) assessed the student’s career pre­ ference and field of study at the time of entering college and four years later at the expected time of graduation from college. Their data clearly showed that the student's selec­ tion of a career at the time he entered college "typically" changed by the time of graduation. Nursing and teaching were found to have the greatest holding power; they managed to hold as many as half the students initially choosing them. 55 Astin and Panos mentioned: "Although there is no obvious relationship between type of career and degree of stability; but the more popular careers tended to be more stable over time than did the less popular." (5, p. 85-86) Two excep­ tions to this trend were the career choice of being an engineer and a physician, which suffered heavy losses. The authors did not suggest any reasons for the attrition. In the same study it was observed that businessman, housewife, and college professor, were the careers that had the largest net gains over a period of time. It is interest­ ing to note that the largest net losses occurred in the three career groupings that were most closely related with mathematics and science; natural scientist, engineer, and physician or dentist. The Astin and Panos study and the Davis study are in agreement with respect to the relative stability of the various careers. One could infer from the studies of Davis and Astin and Panos that there is a movement from the more difficult fields to the less difficult. Although Astin and Panos would not disagree with this statement, they believe that high academic standards are not the only explanation. They believe that certain rigidities in the curricula may be partly to blame. The careers that register the greatest losses are those that prescribe a large number of specific introductory and prerequisite courses for admission to each higher level of study. By contrast, those careers showing the largest gains of students often accept students without 56 requiring an elaborate background of related courses, Con­ sequently, while courses in mathematics and sciences do not necessarily handicap the student who wishes to become a lawyer or a businessman, courses other than mathmatics or science are of little direct or obvious use to the student who wishes to become an engineer, a doctor, or a scientist. (5, pp. 85-141) Further, Astin and Panos suggest that changes in major field and career choice were not random or haphazard. The changes occurred most often between related fields; for example, a salesman changing to a business executive and a psychologist to a physician. A student also is more likely to maintain his initial selection of a given career, or to shift from some other selection into that career, if a rela­ tively high percentage of his peers also choose the same career. In Snelling and Boruch's (66) study of science majors, the chairmen of science departments indicate the following as being major causes of transfers of science majors to other fields: (1) Lack of mathematical competence. (2) Student's general inability to comprehend advanced theories. (3) The greater excitement and personal challenge offered by other fields. 57 Research Studies on Satisfaction with Choice of Major Rochester and McBride (67) report in their study that many universities demand that their students select a major prior to the end of the first semester of their junior year. The authors also stated that "an examination of college applications indicates that many schools ask for a selected major at the time of entrance." (57, p. 54) These researchers wished to determine whether the students were satisfied with their selection of a major at a later date in their program. The study was conducted on seniors attending Southern Illinois University, Edwardsville Campus. The sample popula­ tion consisted of 483 students, 196 males and 277 females. The majority of the students were within the age of 20 to 24. Ninety-one percent of the students indicated that they were satisfied with the major for which they were registered during their senior year. Seven percent of the seniors indicated dissatisfaction with their major. The students were also requested to indicate whether they would change their majors if the date of graduation was unaffected, 15 percent replied that they would change their majors. In response to the question regarding who helped the students in the choice of major, the researchers reported that 38 percent of the students chose their own major and 14 percent of the students were influenced by a college teacher. Only four percent of the student indicated their parents influenced their selection of a major. 58 Finally, Rochester and McBride asked the students the number of times they changed their major. Fifty-three per­ cent indicated they had changed their majors at least once, 19 percent indicated they had changed their majors at least twice, and 10 percent indicated they had changed their majors three times, (p. 54-60) The percentages these researchers report for number of changes in majors are higher than the percentages reported by other researchers. Rosenberg in his study of students at Cornell Univer­ sity in the early 1950's came to the following conclusions: ...in those fields requiring extensive specialized training, in which this train­ ing is started at the undergraduate level, we find the smallest amount of occupational turnover; in those fields requiring spec­ ialized training, in which the official formal training has not started at the under­ graduate level but in which some prepara­ tion may be underway, the amount of turn­ over is somewhat higher; and in those fields requiring relatively little specialized training, the amount of turnover is highest. (59, p. 65) His explanation for this is that the cumulation of specialized courses enhances one's involvement in the field and also produces an investment in energy and time which the individual may be reluctant to discard. (59, p. 65) Rosenberg also found that people were less inclined to change occupations and majors in college if their occupa­ tion choice was in "harmony" with their values. For example, if a person was "people oriented." he would be more likely to stay in teaching than one who was not. (59, p. 78-79) 59 Conclusions Derived from the Various Studies In summary, the studies indicated that there was a significant difference between the maturity of sophomores and juniors. Sophomores who changed their major two or more times were lower in maturity than those who did not change at all or changed once. Female juniors were more career-oriented and interested in career planning courses than males. Between 50 and 65 percent of the students changed their majors and vocational goals before graduating from college. The difference between high school and college curricula seemed largely respon­ sible for changes in major. The studies suggested that nurs­ ing and teaching were two of the more stable career selec­ tions, whereas the sciences were the less stable career choices. Ninety-one percent of the students were satisfied with their major upon reaching their senior year. Most students selected their own major; college teachers had the greatest influence on students' selection of a major followed by high school teachers. The field requiring the highest degree of specialization early in one's college career had the greatest holding power. Michigan State University as an Institution Michigan State University, founded in 1855, was the first Agricultural land-grant college. The initial curriculum con­ centrated on farm science, but now includes nearly 200 pro­ grams of undergraduate studies and 76 areas of graduate studies. The current enrollment at MSU i s : 35,645 60 undergraduate students, 7,005 graduate students and 1,094 professional students. women. There are 22,976 men and 20,768 Single students number 38,213, and the number of married students is 5,531. The statistical breakdown of the student body at MSU is shown in Table 2. TABLE 2 -- Michigan State University Enrollment Summary Total University New to MSU Readmissions Returns 43,744 11,656 1,888 30,200 Undergraduates Freshman Sophomore Junior Senior Special Total Undergraduate 9,725 7,767 9,145 8,427 580 35,645 CLASS Graduate Master Doctor Total Graduate Graduate Professional 4,544 2,461 7,005 1,094 Sex Women Men 20,768 22,976 Marital Status Married Single 5,531 38,213 Geographic Origin Ingham County Other Michigan Other States Foreign Countries 5,412 32,140 5,329 1,330 SOURCE: NOTE: Thisdata as of Annual Report 1977-78 MSU Enrollment Report, Fall, 1978 and MSU Annual Report, 1977-78. Office of the Registrar, Michigan State University. The enrollment data as of September 27, 1978. 61 Aims, Goals and Purposes of Michigan State University For over a hundred years, Michigan State University has played a significant role of service to the people of Michigan. Throughout this period, the University has been sensitive to the needs of the people and responsive to their problems, and at the same time, has increased in academic quality and effectiveness. Michigan State University is the land-grant university for the State of Michigan. It was designated in 1863 by the Michigan Legislature to be the beneficiary of the endow­ ment provided by the Morrill Act and supplemented by several acts of the Congress of the United States. The Morrill Act defines the leading objectives of the land-grant institution as offering academic programs such as "scientific and classical studies., 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 the several pursuits and professions in life." (47) (Appendix A-l) The statement, "several pursuits and professions in life," as given in the Morrill Act, was interpreted as pre­ paration, not only for agriculture, but also for medicine, teaching, law, journalism, engineering, business administra­ tion, and other specialities. As a land-grant institution, MSU is committed to: (1) Strong professional and vocational education firmly based on the liberal arts and basic sciences. 62 (2) Transmittal of new knowledge as quickly, effec­ tively, and efficiently as possible to the people of Michigan for their use in improving their lives and surroundings. (3) Application of new knowledge to the solution of problems and enhancement of the general qualities of life. (4) Provision of wide access to higher education to qualified persons, regardless of race, creed, economic circumstances, sex, or age. (5) Diffusion through all media, the knowledge and information that will contribute to the well­ being and development of the people of the state, the nation, and the world. (6) Response to the ever-increasing needs of a dynamic and complex society, by developing and carrying on programs of public service. (47, p. 6) In its efforts to attain its aims, goals, and purposes, Michigan State University offers a wide variety of programs. Besides the approved programs of study, there are, "numerous options or variations within programs whereby individual student needs are met." (47) (Appendix A, p. 3) The various services and the programs that have been established at Michigan State University are reviewed under three sections: (a) Services at Michigan State University to assist students in Career Planning and Career Development. 63 (b) Review of research and studies undertaken by faculty and students relating to the use of these services and programs. (c) (a) Programs and courses connected with career planning. Services at Michigan State University to Assist Stu­ dents in Career Planning and Career Development Placement Services (49, p. 51) -- Serves graduates seek­ ing jobs in business, industry and government, as well as the teaching profession. Also included in its services are assistance to undergraduates seeking part-time and summer employment and an alumni placement system. Extensive work also is done with students concerning career-related employ­ ment opportunities for different majors. provide information on career planning. Staff members also Annually several hundred presentations are made by Placement Services' staff to student groups on aspects of the job campaign. Counseling Center (49, p. 59) — The services of the Counseling Center are available at no charge to all MSU students. The Counseling Center offers individual and group counseling for assistance with a wide range of student con­ cerns, including career development planning, personal-social adjustment, and emotional problems. Complete testing services are available and career information materials are main­ tained. Counseling Center branch offices are located at several points on the campus. 64 Most of the counseling provided is group counseling, and individual counseling is very rare. Counseling one to 25 persons is considered individual counseling. Some of the data available from the Counseling Center is reported in Table 3. TABLE 3 -- Breakdown of Students According to Class (percentages) Counseling Center Class Matriculates Brody Fee 01 in Wonders 2 41 Freshmen 13 28 31 13.5 36 Sophomores 20 27 29 12 15.5 Juniors 21 16 17.5 19 5.5 Seniors 19 13 8 20 3 Grads 19 7 14 8 6 Others (Parents, etc •) 19.5 16 Total number of students who werei given counseling: Administrative 1, 066 - 20% Educ . V o c . 1, 574 - 29% Personal/Social 2, 753 - 51% Career Counseling (1976-77) 5,393 297 persons Career Counseling (1977-78) est. 186 persons Of the 5,393 persons who visited any of the counseling centers, women comprised 56 percent of the total (3,020). It was estimated that the ratio between men and wome would rise next year. The ratio for the last two years was: 65 1975 - 76 Men 44% Women 56% 1976 - 77 Men 44% Women 56% 1977 - 78 Men 44% Women 57% Career Resource Center (49, p. 59) -- The Michigan State University Career Resource Center is an educational oppor­ tunity center where individuals can go to find tools to use for self-assessment, information on occupations and the educational programs required for preparing them for their career objectives. Program and liaison activities designed to relate career information to academic affairs have top priority in the Career Resource Center. Smith (1978) (64) conducted a survey with students who used the Career Resource Center. Her sample consisted of 2,565 students in a 16-week period in 1976-77 and 648 stu­ dents in a seven-week period in 1978. useable questionnaires was obtained. A total of 1,503 Her results indicated that females showed slightly more interest in using the Career Resource Center than males. Forty-seven percent of the total number of students surveyed were concerned about job market trends and job possibilities. Forty-percent of the 1,503 students using the Career Resource Center were undecided about their choice of major and 34 percent needed assistance in career planning efforts. Some of the other reasons for the students using the Career Resource Center were to identify personal interests and aptitudes, 20.8 per­ cent; 13.3 percent needed to talk to someone about career planning. 66 Office of Volunteer Programs (49) -- The Office of Volunteer Programs provides an educational experience for the student while meeting established community needs. The office staff works closely with community agencies helping them to orient, assign, train and supervise the student volunteer. Forty major programs and over 100 request book opportunities are available. Information on national volunteer programs, such as VISTA and Peace Corps, is also available. Information was supplied by the Director of the program, Jane S. Smith (65), on the use of the service. This informa­ tion was based on the results of the questionnaire distri­ buted to all students making use of the service. A total of 2,445 questionnaires were distributed and the returns were 1,013 which was 41.4 percent. Some of the highlights of the results indicated that 45.5 percent of the students were able to affirm their previous career choices. Thirty-eight percent were able to affirm major selection, 20.3 percent felt that this experience helped them in identifying courses useful to their careers. Fifty percent of the students felt that this experience was extremely valuable in gaining first hand exposure to work environment and personnel. The survey also indicated that the volunteers were from all the colleges. The sources through which the student became aware of the program were State News, 22.9 percent; 29.2 percent knew from friends; 11 percent were recommended by their advisors. Fourteen and eight-tenths percent stu­ dents indicated that volunteer experience was a course 67 requirement or option, 11.4 percent indicated that it was required for admission into a major. Review of Research Studies Conducted at MSU Of all the services available to the students at MSU, academic advising is one formal service every student goes through. In 1959, The Committee on the Future of M S U , described the functions of the academic advisors - which ran somewhat like this: (a) An understanding of the goals of the university. (b) Understanding of the student and enough informa­ tion about him to see if social and emotional factors are not in conflict with his educational goals. (c) To make students aware of available resources and make effective referral whenever needed. A few studies have been conducted at MSU to see the effectiveness of this service. Vener and Krupka (1979) (79) in their paper discuss the problems of the ’’new" college student. The "new" student, unlike the student of the 1960s, is not in the college for sheer enjoyment of seeking knowledge and for a professional career, but has a different motivation and interest and an occupational goal. Career education becomes a necessity at the university level, if the needs of these "new" students are to be met. According to Vener and Krupka these needs can be met through better academic advising and career counseling. The case tinder study is the advisement at Michigan State University. Since the problems of students at MSU are not unique, the findings and recommendations can be generalized to other colleges and universities. The pattern of advise­ ment at MSU was studied through interviews with 36 key academic advising/career counseling network personnel. These included deans of all colleges, directors of advisement centers, the directors of the Counseling Center, the Place­ ment Bureau, the Career Resource Center, and a number of chairpersons and their assistants. The issues that emerged from these interviews were; (1) There was inadequate commitment to advising because it was not adequately recognized and rewarded. (2) Lack of coordinated network of academic advising. (3) Insufficient flow of information. (4) Certain concerns were voiced over issues like whether career advising/career counseling carry academic credit, and at what level should these courses be offered, and if they should be designed for special students. On the basis of these concerns and existing inade­ quacies in the advising procedure, the following recom­ mendations were made: (1) Academic advising should be adequately recognized and rewarded with reduction in teaching load, awards, promotions and tenure. (2) Establishment of a maximal advisor-advisee ration. 69 (3) A position of a coordinator of academic advising/ career counseling be established. It was also recommended that academic credit should be given for courses concerning career planning and these should be offered at freshmen level. It was decided that the courses should be offered at the college rather than the depart­ mental level. They should not be designed for special groups of students. DeLisle (1965) (17) conducted a study on undergraduate academic advising. This study was the result of interviews conducted with the faculty members from each of the colleges. Furthermore, three additional faculty members and three students were interviewed for their reactions to the innova­ tions and experiments in progress in their respective colleges. The aim behind the interviews was to elicit their ideas regarding the responsibility of the faculty academic advisors, how academic advising should be carried on. was distributed to 6,127 undergraduates. A questionnaire For purposes of results 5,440 questionnaires were used. The findings of the study indicated that there was satisfaction on the part of the students, wherever the size of the college permitted a close student faculty relationship. Krupka and Vener (41) point out the dire need to make the student aware of the existing resources and services around them. They came to this conclusion on the basis of interviews with students at Michigan State University. 70 According to them, 75-80 percent of entering freshmen have already declared a major; however, about 75 percent of these students will eventually change their original major before they graduate. Krupka and Vener (41) support the category of students called the "no preference" because it decreases the anguish of premature decisions, which are later on changed keeping in view either personal interests or expectations of the job market. "The 'no preference' category acts as a moratorium whereby students can put off premature decisions and use this time to find out more about themselves." (41) (6) In principle, they support the "no preference" system with the following modifications: (1) All incoming students should be enrolled in the "no preference" category. (2) General academic advisors should also be trained in career counseling. (3) Other career education resources, such as place­ ment bureaus and career resource centers, should be adequately staffed and publicized early in the undergraduate college experience. (4) Career education credited courses should be developed. They contend that there is a great need to expand the pro­ grams related to careers and their recommendations concur with those of Heilman (1977) (30). 71 (1) Establish courses and workshops specifically related to career development. (2) Organize and expand career resource centers. (3) Develop materials that can be infused into subject matter courses. (4) Plan and implement professional development pro­ grams for improving post-secondary staff compe­ tencies to present career education within subject matter courses. (5) Establish programs to ensure that teachers, counselors, and administrators enrolled in teacher education institutions have career development competencies. Lorimer (42) in her study of No-Preference First Time Freshman observed that "no preference" was a convenient classification for some certain kinds of students. Her study was concentrating on 1,299 first-time freshmen who were no-preference and constituted 27.4 percent of the total enrollment of students on the campus of Michigan State Uni­ versity. Because of the increase in the number of no-pre­ ference, the number of students decreased in designated majors. The data on these students was obtained from the Registrar's Office, the Admissions Office, the Office of Evaluation and Research, the Assistant Dean of University College and the Counseling clinics set up in summer. Forty students, 20 men and 20 women (from the no-preference category) were chosen at random and interviewed by phone. 72 The increase in the number of no-preference can be attributed to various reasons based on the responses of these students: (a) No-preference is a convenient kind of classifi­ cation for several kinds of persons: those who want more time to decide between strong interests, and those who must first take remedial work. (b) This category of students includes one group who have really chosen a major, pre-law. (c) This classification, according to the students, offered distinct advantage to them. (d) Some students had stayed with no-preference or had changed to no-preference during the Counseling Center clinics. The Counseling clinics do not much approve of sudden changes either way because the changes are costly to the university and because the changes may be based on impressions which are not valid. (e) The Dean's Office, University College, suggested that the reason that students had chosen no-pre­ ference were: (1) Some opportunity for exploration before entering the rigid curricula prescribed by some colleges. 73 (2) The personal attention given to no-preference students. (3) Possible reaction to the group advising used in certain departments and colleges. Rai (1978) (56) in a pilot study conducted as part of a class project, interviewed 37 students. Sixty-two per­ cent of the students in the sample were freshmen. Twenty-one students were enrolled in a Career Planning and Academic Programming course. The others had not been in this course and had not taken it. The study aimed at finding out the reasons for their being in college, why they selected Michigan State University, if they were aware of the career develop­ ment services at MSU, and if they had selected a major. The reasons for being in college w e r e : (a) Getting away from home. (b) Get a good job and earn more money. (c) To get a good education. These reasons were similar to Astin's (6) study done on a national sample. His study indicated that 9.1 percent of the students were in college to get away from home, 53.8 percent wanted to earn more money. Reasons for selecting Michigan State University as a school were diversity of programs, familiarity with campus, relatives had attended it, good academic reputation. In the national sample of Astin's study (6), 43.1 percent students had selected a particular university for its academic reputation. Twenty-seven percent of the students 74 in the pilot study had selected a major and the same 27 per­ cent were aware of the career connected with their major. This study was conducted in order to see the right popula­ tion for the doctoral study to be conducted later. It was decided that the freshmen had not been at the university long enough to have received assistance or to have explored the university-sponsored career development service. Duly (1978) (20) surveyed the various programs in field experience at Michigan State University. He carried this survey in collaboration with the Council for the Advance­ ment of Experiential Learning. The survey interview schedule was based on the CAEL questionnaire, "Inventory of Current Practices in Sponsored Experiential Learning." Of the 172 existing field experience programs at Michigan State Univer­ sity, 106 were included in the survey. The program at the colleges of Human and Osteopathic Medicine and the School of Nursing were not included in the survey because these pro­ grams are essentially a part of the student's curriculum. Of the 172 programs offered at Michigan State Univer­ sity, 103 of them are for undergraduates and 69 are for graduate level. Table 4 gives a summary of the programs in field experience education at Michigan State University. The survey was conducted through interviews. Eighty-nine of the faculty offering the 172 programs which met the definitional criteria were interviewed and 17 others, who were unavailable during the time of the interview, were given the CAEL questionnaire. 75 TABLE 4 -- Summary of the Programs in Field Experience Education (20, 4) Types of Program Percent of Undergraduate Percent of Graduate Pre-Professional 56% 57% Research Projects 18% 23% Career Exploration 10% 3% Career Development 9% 9% Public Service 4% 3% Cooperative Education 1% 0% Cross Cultural 1% 3% The faculty were asked to indicate the theoretical framework, the educational goals and the order of impor­ tance assigned to these programs. The most important goal in both the undergraduate and graduate programs w a s , "to put theory into practice." The other goal that received a significant top priority ranking was "to acquire and develop specific skills." Citizenship education and career exploration, although the outcomes of this field education were ranked significantly low. The faculty who were teaching or were involved in these programs voiced certain concerns. They felt that these pro­ grams received inadequate financial support. They also felt that their work was not given equal importance nor regarded regarded worthwhile for administrative decisions like promotions, tenure, raises, etc. They emphasized a better linkage between the programs and the Volunteer Bureau. 76 Hill and Rai (1979) (35) in their study on University College advising have analyzed the advising from Fall 1976Spring 1978. The report presents most of the data in for the form of tables and reports, some of the significant results were: (1) Higher percentages of conferences with students who had already selected majors than with those who were no-preference. (2) As far as the primary services were concerned, greater amount of time was being spent on career/ major discussion. (3) Of all the services listed by University College, change of majors ranked second in spring terms and third in all other terms. (4) Discussion on career/major was by far the predomi­ nant additional service in all terms. (5) For freshmen and for sophomores one of the reasons they saw the advising faculty was for change of maj o r . (c) Programs Related to Career Development at Michigan State University An undergraduate at Michigan State University has the option of choosing a major field of study from among nearly 200 programs. Some of these programs and courses offer field experiences in the form of internships, while others may 77 help a student in deciding a major or future careers. A brief description of the programs at Michigan State Univer­ sity that cater to these specific needs are given in the following pages. Field Experience Program at James Madison College The Field Experience Internship Program is a degree requirement at James Madison College. All Madison students are required to enroll in MC 390: Field Experience, sometime during the junior or senior year. The students are expected to spend one term interning in a full-time position that is related to their academic program and especially designed to complement their career goals. It is stressed that since MC 390: Field Experience, is a full-time position, students are not permitted to enroll in other courses during the term of internship. The College of Engineering Cooperative Program at Michigan State University (48) The Engineering Cooperative education plan at Michigan State University extends the usual four-year program by one year. The entire freshman and senior years are spent on campus, with the three intervening years divided between experience and study, alternating on either six month or quarterly basis. An unusual feature of the program is the wide variety of employment schedules available. It is possible to hire two students on alternating schedules so that one is always available for work, allowing them to fill 78 a single position year around. Other schedules are tailored to the seasonal peak manpower needs of certain industries. The Engineering Cooperative Program is optional so that only those students who want employment experience enroll in the program. No academic credit is given for participation and cooperative students must fulfill the same graduation requirements as others. According to the statistics supplied by the College, the cooperative students as of March 1979 were: Cooperative Education Students - Placed Cooperative Education Students Available Cooperative Education Students Provisional Total number of Students in Cooperative Education 129 62 28 219 The primary purpose for participating in cooperative education is to learn engineering skills through practice. In the working environment a student encounters problems and tasksrelated to systems, processes, and materials not available in the classroom. that are Experiential education per­ mits theory to be put into practice and demonstrates the relevance of classroom topics. The second benefit of cooperative education is learning about careers. While doing technical work in the company of professional engineers, students are sampling the challenges and demands of engineering and observing the responsibili­ ties and career options they will face after graduation. Cooperative has a monetary benefit, too, because the Co-op 79 student is paid the salary that a permanent employee would get for the same work, but the Co-op employment does not constitute a basis for claiming unemployment compensation. College of Urban Development - Experiential Education Program (50) The Experiential Education programs are designed to pro­ vide the students with the opportunity to apply and integrate their academic training to real world situations and to explore learning experiences that are not available in the traditional classroom setting. This kind of education pro­ vides community agencies and organizations with short term trained personnel who bring to the agency the objectivity of an outsider and the acquired knowledge of three or four years of college preparation. The College of Urban Development has adopted the ser­ vice learning concept into the Experiential Education Program. These field experiences take the form of: — An agency internship, focusing on career exploration. — A social/political action experience, whereby stu­ dents may explore-extra institutional alternatives to social change through working with grass roots, or political campaigns. Cross-cultural experience, emphasizing the inde­ pendent investigation of unfamiliar racial, ethnic, as socio-economic cultures. Community Based Field Research, oriented towards supervised research into existing community problems. 80 The Experiential Education Program uses management by objective techniques, and the student is responsible for seeing that the contract is written in objective form. This contract is important because it provides the means of evaluating the internship. The primary responsibility for the internship is with the student. Students are expected to conduct themselves as employees of the organization, to meet all deadlines for assignments and to maintain good com­ munication with their supervisors. College of Agriculture and Natural Resources During the last six years, the College of Agriculture and Natural Resources has been able to provide the faculty and students with insights into issues of economic, social and political nature as they relate to the community. Since the needs of the students and the trends in enrollment have changes (50 percent of the students enrolled in this college are women), the college has put forth a model for career preparedness. It has been proposed in this model that the faculty of the college should work closely with the University Counsel­ ing Center. The college will also have a placement coordina­ tor who will work in conjunction with the Placement Services. It has also been proposed that all incoming students should be administered the Meijer Briggs Personality Test. Incoming no-preference students will be administered the Holland SelfInventory Survey. The students will bring the results of their surveys to their academic advisors and they will work 81 together in the selection of courses which would give the student the opportunity to investigate academic areas which relate to his/her chosen professional interest. In coordination with the members of the Counseling Center, the college plans to put forth an intensive life planning workshop. This four-hour workshop will help the student in determining who he is now and what needs to be done to reach his job and lifelong career objectives. It is also proposed that when businessmen come on campus they will be interviewed to discuss careers relating to their particular area of industry. These interviews will be videotaped and saved as career models for counseling with students on campus. Lifelong Education Resources Network The Lifelong Education Resources Network, located in Kellogg Center, directed by Dr. Mildred Erickson, serves as a contact point for older women and men who have been out of the work force or formal education. These individuals would like to help in making decisions concerning their future. Through self-assessment, relating their skills and interests to available educational and job opportunities, the older student develops the perception that he/she is capable of achievement in education and job settings. Individuals that contact Lifelong Education Resources Network received up-to-date information on all phases of the University. Through referrals they can access individuals or agencies, which may include assistant deans, department 82 heads, advisers, counselors, admissions and financial aids officers, and others with specific expertise; agencies may include the Learning Resources Center, the Career Resources Center, the Financial Aids Office, Women's Resource Center, Cooperative Extension's DEAL Program, the Library, Office of Volunteer (Office of Service Learning), Placement Services, Supportive Services, and additional agencies appropriate to the individual's needs. Whether the referral is made to an individual or an agency the client usually leaves with an appointment and written information for steps to take in the future. Chapter Three PROCEDURES Chapter three presents the methods and procedures used to answer the questions raised in Chapter One. The chapter is devoted to a discussion of the population and the sample of the study, the research instrument, data collecting pro­ cedures, and the methods used in analyzing the data. Population and Sample The study comprised of 10 percent of the modified random sample of the sophomores enrolled at Michigan State University in Spring term of 1979. With the permission from Dr. Dressel of the Office of Institutional Research (Appendix A ) , a list of all the sophomores with the current addresses was obtained from the Office of the Registrar. The sample was selected by taking every 10th student on the list. naires were mailed out. A total of 640 question­ Four hundred sixty-five were sent to students living on campus and 165 were mailed to students living off-campus. poses of follow-up. The questionnaires were coded for pur­ The questionnaires sent to the students living on-campus were coded from 0-0465 and the students liv­ ing off-campus had code numbers from 1-175. 83 84 Description of the Instrument The instrument used in this study was developed by the researcher for this particular study. (Appendix B) The instrument is divided into four parts and contains 65 items. The distribution of items in the various parts is shown in Table 5. TABLE 5 -- Showing the Distribution of Items in the Instrument Part Content Items Part I Demographic data 12 Part II Importance of career development services 22 Part III Extent of assistance from the various career development services 22 Part IV Sources of help in career plans 9 Part I of the questionnaire sought personal and demo­ graphic data: age, sex, marital status, parents' occupation, and means of financial assistance in their college education, their current grade point average, the number of terms enrolled at Michigan State University, and the number of credits earned to date. Also included were items dealing with their major, if they had been enrolled in other majors, the degree of certainty in their selected major, and the certainty of an occupational choice. Part II of the instrument related to a variety of possible career development needs that students may desire 85 for more effective career development. instrument had 22 items. This part of the The students were asked to indicate the degree of importance of a particular need relating to career development. The degree of importance was indicated on a five point scale: 1 - not important 2 - slightly important 3 - somewhat important 4 - important 5 - very important Example from Part II How important is i t : 1, That the academic advisors inform you about the career information sources that are avail­ able in the university? Part III of the instrument related to the extent of assistance the students had received regarding their state­ ment of need. 22 items. This part of the questionnaire also contained These statements were the same as in Part II. The extent of assistance was measured on a five point scale also: 1 - not at all 2 - a little 3 - moderate 4 - high 5 - very high 86 Example from Part III To what extent: 1. Has your academic advisor informed you about the career information sources that are avail­ able in the university? The difference in the format is that Part II measures "impor­ tance" or "what should be" and Part III measures "extent" or "what is." Part IV of the questionnaire listed nine formal and informal sources which could help students in their career development. The students were asked to respond "to what degree were the services helpful to them." The degree of helpfulness was measured on a five point scale: 1 - never used 2 - useless 3 - slightly helpful 4 - somewhat helpful 5 - very helpful This part of the questionnaire was developed in order to include certain informal sources, such as parents, friends and unlisted others as well as formal sources, including subject matter courses, career planning courses, Academic Advisors, the Counseling Center, Career Resource Center, and Residence Advisors. 87 Data Collection Procedures Six hundred and forty questionnaires were mailed to the students during spring term of 1978. No self-addressed envelopes were enclosed because the design of the instrument was such that it need not be put in an envelope for returning it. The last page of the instrument had mailing instructions. (Appendix B) A brief letter on the opening page of the questionnaire indicated the intent and purpose of the study. Two weeks after the initial mailing, a telephone follow-up was conducted of fifty non-respondents in order to encourage them in filling out the questionnaire and return it to the researcher. By the end of the term, 163 (25.8%) usable question­ naires had been returned. No questionnaire had to be elimi­ nated for inadequate information. The data from the questionnaires were transferred by the researcher on IBM sheet 07928 - MSU - 05 - 100. These data were key punched on IBM cards by the Scoring Office at Michigan State University. Analysis of Data The data for the study were analyzed in statistical terms by using the SPSS Method of data analysis. The data is reported in frequencies, means, and mean differences, and standard deviations. Correlations were also calculated and these are reported in Appendix C. The items in Part II and Part III of the questionnaire were placed into five categories. Part II of the 88 questionnaire reports the percentages of importance and Part III reports the percentage in extent. Part IV of the questionnaire gives the percentage in terms of the helpful­ ness of formal and informal sources. Chapter Four RESEARCH FINDINGS The purpose of this study was to examine the univer­ sity-sponsored career development services at Michigan State University as perceived by sophomores and to determine the extent to which these services were fulfilling their career development needs. The study was conducted on 10 percent of the modified random sample of the 6,372 sophomores enrolled during Spring Term 1978. Table 6 describes the sample and the returns. TABLE 6 -- Description of Sample Total Mailed 640 Total Returns 165 Number included in the data 163* Returned for inadequate address 8 Returned unfilled by students 2 *Two questionnaires were returned late and could not be included in the analysis of the data The data have been reported in parts. Part I of the study deals with the demographic statistics of the sample. Part II reports the importance of certain university-sponsored 89 90 services in career planning. Part III deals with the extent to which the services have helped them in their career plans, and Part IV describes the sources of help in their career and academic plans. Part I - Demographics of the Sample Part I of the questionnaire aimed at getting a profile of the respondents of the study, the major they are enrolled in, the certainty of the choice of a major, certainty of their anticipated occupation and their grade point average. Table 7 gives a statistical profile of the respondents of the study. TABLE 7 — Statistical Profile of the Respondents Total Number of Respondents 163 Male 69 Female 94 Average Age of the Respondents Single Married Average terms spent on campus 20 161 2 5.65 Table 8 and Figure 1 show the distribution of the stu dents according to their major, 91 TABLE 8 -- Distribution of Students According to Major College N « 163* Percent University College (No Preference) Agriculture and Natural Resources Arts and Letters College of Business College of Communication Arts College of Education College of Engineering College of Human Ecology College of Human Medicine James Madison College Justin Morrill College Lyman Briggs College College of Natural Science College of Social Science College of Veterinary Medicine 13 11 8 39 10 10 15 13 9 2 1 5 12 9 3 18.1 6.9 5.9 24.5 6.2 6.2 9.4 8.1 5.7 1.3 .6 3.1 7.5 5.7 1.9 *Four of the respondents did not indicate their major. The distribution of the students according to the majors in­ dicated that the majors the students had selected were in keeping with the enrollment trends within the university. It appeared from the responses to the item "How sure are you that your present major is the ’right' one?", that 70.1 percent were either "certain" or "absolutely certain" that they were in the right major. 1: A g r i c u l t u r e & Nat. Res. -p» o Ul o CT1 O CO o vO o , No CO o 100 Figure ro o 18.1 Preference Distribution A r t s and L e t t e r s 24.5 Col 1e g e of B u s i n e s s Communication Arts of College of Education Students VO College of Engineering ro Human Ecology According Human Medicine James Madison Justin Morrill to Their Lyman Briggs Natural Science Majors. So c i a l S c i e n c e Vet. M e d i c i n e 1.9 93 TABLE 9 — Response to the Item: "How Sure Are You That Your Present Major is the Right One?" Response Percent It is the Wrong Major 7.4 Very Uncertain 5.5 Uncertain 16.7 Certain 47.2 Absolutely Certain 22.9 Table 10 gives the responses of the students to the item regarding their occupational choice. TABLE 10 -- Response to the Item: "How Certain Are You That This Occupation is the Right One For You?" Response Not Sure Percent 8.5 Somewhat Sure 20.2 Sure 19.0 Very Sure 34.4 Absolutely Sure 11.7 Table 11 shows that 70.1 students were "certain" or "absolutely certain" that they were in the right major, on the other hand, 46.1 percent were "very sure" or "absolutely sure" that they would go into their anticipated occupation. Although half of the sample were not sure of their occupation 94 TABLE 11 -- Comparison Between Certainty of Choice of Major and Occupation Major Percent Occupation Percent It is the Wrong Major 7.4 Not Sure Very Uncertain 5.5 Somewhat Sure 20.2 8.5 Uncertain 16.7 Sure 19.0 Certain 47.2 Very Sure 34.4 Absolutely Certain 22.9 Absolutely Sure 11.7 even though they were sure of their major, they had a choice of going into any occupation related to their major. TABLE 12 -- Range of Grade Point Average Range Percent 1.5 - 2.0 2.5 2.0 - 2.5 20.9 2.5 - 3.0 33.1 3.0 - 3.5 31.9 3.5 - 4.0 11.7 The data is Part II, Part III and Part IV of the questionnaire were analyzed in accordance with the purposes of the study. a) What are the perceptions of the sophomores at Michigan State University regarding the importance of university-sponsored career development services and programs ? 95 b) What are the perceptions of the sophomores regard­ ing the extent to which these services have helped them in their career plans? c) Which sources, formal and informal, have helped them in their career plans? For purposes of Part II and Part III data analysis,the 22 items in both were placed in five categories. (1) Academic Advising (2) Career Resource Center (3) Courses (4) Counseling Center/Services (5) Miscellaneous a) Volunteer Programs b) Placement c) Parents The 22 items in Part II of the questionnaire were similar to the same number of items in Part III. Part II intended to study the perceptions of the students regarding the importance of certain university-sponsored career development services and programs, whereas Part III examined the perceptions in terms of the extent to which these services had helped them in their career plan. 96 TABLE 13 -- Distribution of Items in the Various Categories Categories N Numbers (1) Academic Advising 1. 4, 6, 8, 9 5 (2) Career Resource Center 12, 13, 14, 3 (3) Courses 16, 17, 18, 19, 20 5 (4) Counseling Center 2, 5, 7, 10, 11 5 (5) Miscellaneous a) Volunteer Programs 3 1 b) Summer Employment 15 1 c) Parents 21, 22 2 TOTAL 22 The data relating to Parts II, III, and IV are reported in the form of tables and figures. The tables show the fre­ quency of responses to the 22 items in the five categories. The figures illustrate the responses by percent and the mean distribution in a particular category. Academic Advising This category includes five items intended to study the perceptions of the students regarding the importance, and the extent of assistance they had received in their career plans from their academic advisors. In response to the question that academic advisors in­ form them about career information sources in the university, 97 TABLE 14 — Importance and Extent That Academic Advisors Provide You With Information on Career Resources in the University Percent Extent Not Important 3.7 Not At All 44.7 Slightly Important 8.6 A Little 30.8 Somewhat Important 13.8 Moderate 20.7 Important 31.2 High 0.0 Very Important 42.5 Very High 3.8 Importance Percent 73.7 percent of the students said that it was ’’important" or "very important" that their academic advisors give them this information. In contrast to the perceived importance, 3.8 percent of the students rated this assistance as "high" or "very high." TABLE 15 -- Importance and Extent of Assistance From Academic Advisors in Formulating Academic Program Importance Percent Extent Percent Not Important 3.7 Not At All 21.4 Slightly Important 7.5 A Little 22.6 Somewhat Important 18.2 Moderate 25.2 Important 31.4 High 22.0 Very Important 39.0 Very High 8.8 98 Seventy and four-tenths of the students said that it was "important" or "very important" that their academic advisors help them in formulating their academic programs. On the other hand only 30.8 percent of the students had rated this assistance as "high" or "very high." TABLE 16 -- Importance and Extent of Getting Information on the Careers Related to the Major of Your Choice Importance Not Important Percent .6 Extent Percent Not At All 42.0 Slightly Important 2.5 A Little 32.1 Somewhat Important 15.0 Moderate 16.1 Important 32.5 High 9.0 Very Important 49.4 Very High 0.0 It was considered "important" or "very important" by 81.9 percent of the respondents that their academic advisors give them information on careers related to their majors. This was considered an important service but only nine per­ cent rated the assistance they received as "high" or "very high." 99 TABLE 17 -- Importance and Extent of Getting Details About Majors in the College of Your Choice Importance Percent Extent Percent Not Important 3.2 Not At All 39.6 Slightly Important 4.4 A Little 33.9 Somewhat Important 17.1 Moderate 13.2 Important 34.8 High 10.6 Very Important 40.5 Very High 2.5 It was perceived as "important" or "very important" by 75.3 percent of the students that their advisors give them details about majors in the college of their choice. The extent to which they received this assistance was rated as "high" or "very high" by 13.1 percent of the students. TABLE 18 — Importance and Extent of Getting Help From Academic Advisors in Assessment of Interests and Career Goals Importance Not Important Percent Extent Percent 3.1 Not At All 50.3 Slightly Important 16.8 A Little 27.7 Somewhat Important 24.4 Moderate 17.0 Important 34.4 High 4.4 Very Important 21.3 Very High 0.6 100 It was "important" and "very important" for 55.7 per­ cent of the students that their academic advisors help them assess their interests and career goals. Only five percent of the students rated this assistance as "high" or "very high." Figure 2a provides a comparison of the percentage dis­ tribution of the responses of students in the category of Academic Advising. The figure illustrates the importance of academic advising as perceived by the students and the extent to which their academic advisors have assisted them in their career plans. This assistance is perceived by the students in providing information on available career resources in the university, formulating an academic program, giving information on careers related to certain majors, and help in assessing interests and plan careers. Figure 2b gives a mean distribution of the importance of academic advising as perceived by the students. Career Resource Center The three items in this category were designed to study the importance of the Career Resource Center as perceived by the students. The importance and the extent of getting information on careers, jobs related to certain majors, and on job trends, is examined in this section. too 99 How bfartnt la i t : 80 That th e aLadndc a d v iso rs in fo m about th e iM in 'i in fo ra a tio n s o u r m th a t a r e a v a ila b le In th e tn lw erslty ? That j a d v iso rs h e lp you In f o n u b t l t K That ac ad a ric a d v iso rs p iv e ym in fb im th m m ca re e r s r e la te d t o th e a a jo r o f vour choice? That acadcnic a d v iso rs r.ive you d e ta ils d u i t im jn rs In th e c o l lo re o f y ra r choice ? I h a t aLjatoaic adv isor s h e lp you a s se s s your I n te r e s ts and p ls n ynur c a re e r gnals? 60 50 40 30 20 H W Dtonwr IS IT* 1* not brpnrtant I’- 0 12 34 3 2 34 5 V M tn i ii j inpnrtant 4» lsp»rtant ii wry inpnrtant * 4 5 1 2 3 4 5 12 14 5 1 7 3 4 5 < 4 1 2 3 4 TO WIAT OrmfT: 5 nr IF 10 'j I .* t 101 0 > slightly i^nrunL 1 2 3 6 3 ra I* nnt .it all 2 a Mil!* I tren d s? l*not Important 2**Uphtly important 3-8nmewhat Important ^■important 5-vcry important HOf DfOREMfT IS IT: TO KMT EXTWT: 0 10 1 2 1 4 5 2 2 3 4 5 w r 1 2 1 4 5 ipr 20 1-not all 2-a little Immoderate 4-hlgh 5*verv hi»»h 30 40 50 M To what ratent 70 eo * lias th a c a re e r Han the career rrmm x c e n te r rranurrc miter provided you w ith provided vmt with in rn ren t i m r e la te d in fo r m t i m m |o h i tn r a ra ro ? r e la te d t o c e r ta in onjerm? Ilan th e c a re e r renourvT c e n te r p n n rid n i vnu w ith current in ro n m itim r«i fnh t rends? 90 100 Figure 3a: Distribution of Responses by Percentage in the Category: Career Resource Center 106 C«itr Raaource Ctn f t How Import.nc 1. Iti H Th.t the c.r.ar ra.ourc. cancer 1S2 provide you with currant lniornation on Job tranda? That tha earaar raaource cantar 158 provide you with Information on Joba related to certain majora? 157 That the unlveraity hava a career raaource cancer to give you Information related to * Mean* S.P. 4,31 .957 4.13 .915 4,01 .955 Mean to what extent: Haa tha career raaource cantar 1.91 provided you with current Infor­ mation on Job tranda? Kaa tha career raaource center 1,85 provided you with Information on Joba ralatad to certain majore? Haa tha career raaource canter 1.93 provided you with Information related to caraera? 8,P. Difference 1.17 2.40 1.06 2.27 1.10 2.07 Item* ranked in order of importance e« perceived by the eeudente. hExtent Importance p O'. Figure 3b: m oo PO t • Mean Distribution of Responses in the Category: Career Resource Center 107 received this assistance. The importance of this service was seen in terms of getting information on careers related to certain majors and on current job trends. Figure 3b gives the mean distribution of importance and extent of the Career Resource Center as perceived by the students. Counseling Services The five items in this category measured the perceptions of the students regarding the counseling services in the university and the extent to which these services provided them with: counseling on available majors, assistance in identifying the available counseling services, identifying their interests, assessing aptitudes through tests, and identification of their career goals. TABLE 22 -- Importance and Extent of Information on Available Counseling Services in the University Importance Percent Extent Percent Not Important 1.9 Not At All 13.8 Slightly Important 7.1 A Little 42.8 Somewhat Important 15.6 Moderate 29.5 Important 39.6 High 11.9 Very Important 35.7 Very High 1.9 108 Information on the counseling services was "important" or "very important" to 75.3 percent of the respondents. In contrast to the importance, 13.8 percent rated the assis­ tance received as "high" and "very high." TABLE 23 -- Importance and Extent of Receiving Counseling on Available Majors Importance Percent Extent Percent Not Important 2.5 Not At All 39.8 Slightly Important 5.0 A Little 26.7 Somewhat Important 18.6 Moderate 19.3 Important 32.9 High 10.6 Very Important 41.0 Very High 3.7 Students want to receive counseling on available majors. This service was rated as "important" or "very important" by 73.9 percent of the students, but only 14.3 percent rated the assistance they received as "high" or "very high." TABLE 24 -- Importance and Extent of Getting Help in Assessment of Interests Importance Percent Extent Percent Not Important 2.5 Not At All 53.3 Slightly Important 7.5 A Little 23.3 Somewhat Important 21.9 Moderate 16.6 Important 33.8 High 3.7 Very Important 34.3 Very High 3.1 109 For 68.1 percent of the students it was "important" or "very important" that they receive help in the assessment of their interests, but only 6.8 percent rated the help received as "high" or "very high." TABLE 25 -- Importance and Extent of the University Administering Tests to Determine Interests and Aptitudes Percent Extent Percent Not Important 10.7 Not At All 67.7 Slightly Important 12.6 A Little 12.6 Somewhat Important 30.8 Moderate 10.8 Important 23.9 High 4.4 Very Important 22.0 Very High 4.4 Importance It was "important" and "very important" for 45.9 per­ cent of the students that the university administer tests to determine their interests and aptitudes. Eight and eight- tenth percent rated the help that they received from them as "high" and "very high." 100 *0 30 llou important i s U : 60 That th e u n iw r s itv Inform you about th e cruiRelinfx so rv icu s a v a ila b le in th e laiiv craitv ? That th e t n iv c r s itv provide you w ith o iiw lln p . m a v a ila b le taito rs? THit I he i n i w r s i t v I v lp you a ssess ytmo* Lot e r r s l s? That the w iv e rs it.v adninL ster t e s t s In o n ie r to determ ine yuur In te r e s ts and a p titu d es? That i/mrisc-linr. se rv ic e s an* p m ’iikn) t o help you id e n tify w i r c a re e r remls?* SO 40 30 20 HOW WORXANT IS IT; 10 0 1-not important 2:slightly Important 3somewhat important 4-important S'very important jim I 1 2 3 4 S umiiiiu 10 TO UHAT EXTENT: 345 IT T 12 14 I 3 2 4 5 UP? I 20 l=not at aM 2-a Httlc 3- m o d e ra te 4-high 5*very high 30 40 50 60 70 30 To W ot extent 90 Has th e u tiv e r a ltv infnrmrd you nbcsr th e a v a ila b ility o f cm nselinp. serv ices? Has th e tn iv e r s ir y provided you w ith c n n s c l in r m a v a ila b le majors? Has tlic is iiv e rs itv helped you in assassin}' ymtr in te re s ts ? Has th e tn iv e r s ity Have the cm nsc! in?, n d n in is tc rrd t e s t s se rv ic e s helped to h e lp you determ ine you ui idem ifyiiv. v n ir in te r e s ts and your r .m v r lyvils,? ap r it tales? 100 Figure 4a: Distribution of Responses by Percentage in the Category: Counseling Services 110 0 2 3 4 S Ill Cnuntellne Center/Services BJK Hean Plfferance 2.15 1.07 1.92 2.47 .95 1.55 1.91 1.03 1.72 3.52 1.14 Have the counaeling aarvicea 1.52 159 That counaeling aarvicea are helped you in identifying your provided to help you Identify career goala? your eareer goals? 2,97 1.24 Mae the unlveralty adminlttered 1.67 156 That the univtraity admlniata teata to help you determine your teata in order to nelp you intereata and aptltudea? determine your intereete and aptitudes? * Items ranked in order of importance as parcelved by the students. .09 2.01 .89 1.31 How important i* it: That the university provide you with eounaoling on avallabl* majorat That tht univtraity give information about counseling aervicee available in the university? That the univtraity help you daaeat your interests? n N Httn* S.P. 159 4.05 1.01 150 4.02 .97 160 3.53 1.12 Importance Figure 4b: To what extent: Hat the univtraity provided you with counaeling on available majors? Hat the univtraity informed you about the availability of esunaeling atrvictt? Hat the univtraity helped you in aatatalng your intaretta? Mean = Extent Mean Distribution of Items in the Category Counseling Center/Services 112 TABLE 26 -- Importance and Extent of Help From the Counseling Services in Identifying Career Goals Importance Percent Extent Percent Not Important 5.6 Not At All 68.8 Slightly Important 7.5 A Little 19.1 Somewhat Important 25.5 Moderate 7.5 Important 31.7 High 3.8 Very Important 29.8 Very High .6 Counseling to identify their career goals was "important" or "very important" for 61.5 percent of the students Looking into the extent to which the Counseling Center had helped the students in the identification of their goals, 4.4 percent had rated it as "high*' or "very high." Figure 4a gives the distribution by percentage of responses to items in the category Counseling Services. The importance of each item as perceived by the students and the extent to which they have received this assistance is illustrated in this figure. Figure 4b gives the mean distribution of the Counseling Center as perceived by the students. Courses The five items in this category identified the need and importance of having credit courses, as a university requirement, and the usefulness of credit courses in exploring different options and different careers. 113 TABLE 27 — Importance and Extent of Having Elective Credit Courses to Explore Career Options Importance Percent Extent Percent Not Important 3.8 Not At All 46.8 Slightly Important 8.9 A Little 22.8 Somewhat Important 19.1 Moderate 18.4 Important 31.9 High 10.8 Very Important 36.3 Very High 1.2 Credit courses were perceived "important " and "very important" by 68.2 percent of the students. The extent to which credit courses had been helpful was rated "high" or "very high" by 12 percent of the students. TABLE 28 — Importance and Extent of Each College Having a Course to Explore Career Options Importance Percent Extent Percent Not Important 0.0 Not At All 36.9 Slightly Important 7.1 A Little 26.8 Somewhat Important 26.1 Moderate 19.1 Important 34.8 High 15.3 Very Important 31.7 Very High 1.9 114 Sixty-six and five-tenths of the students thought it "important” or "very important" that each college offer a course to explore career options. For 17.2 percent of the students the assistance was "high" or "very high." TABLE 29 -- Importance and Extent of Having Credit Courses to Explore Different Career Fields Percent Importance Extent Percent Not Important 15.2 Not At All 38.1 Slightly Important 13.9 A Little 26.4 Somewhat Important 22.2 Moderate 21.9 Important 30.4 High 11.0 Very Important 18.4 Very High 2.5 Students perceived it as an important need to be able to have credit courses to explore different career fields. It was "important" or "very important" to 48.8 percent of the students. Credit courses had been of "high" or "very high" assistance to 13.5 percent of the students. 115 TABLE 30 -- Importance and Extent of Having Courses to Explore Career Options as a University Requirement Importance Percent Not Important 5.8 Extent Percent Not At All 60.3 Slightly Important 25.0 A Little 15.4 Somewhat Important 22.4 Moderate 11.5 Important 31.4 High 9.0 Very Important 15.4 Very High 3.8 Table 30 shows that 46.8 percent of students perceived it as "important" and "very important" that the university require them to take courses to explore career options. Courses exploring career options had helped 12.8 per­ cent of the students who rated this assistance as "high" or "very h i g h •" TABLE 31 — Importance and Extent of Providing Courses to Make Decisions and Plan Programs Importance Not Important Percent 8.1 Extent Percent Not At All 53.2 Slightly Important 25.1 A Little 25.0 Somewhat Important 21.4 Moderate 15.4 Important 29.4 High Very Important 15.7 Very High 5.7 .6 116 It was "important" or "very important" for 45.1 percent of the students that the university provide them with courses that can help them in making decisions and plan programs. The extent of service was rated as "high" or "very high" by 6.3 percent of the students. Figure 5a illustrates, by percentage, the frequency dis­ tribution of the responses to the items in the category entitled "courses." The responses illustrate the perceptions of the students to the importance of having credit courses to explore different majors, courses that can help make deci­ sions and plan programs, and courses that can help explore different career options. The figure also illustrates the extent to which these courses have been of assistance to the students in their career plans. Figure 5b gives the mean distribution of the responses to the items in the category of courses. Miscellaneous This category had four items and examined three dif­ ferent areas. These areas were the volunteer programs, summer employment, and parents. Volunteer Programs The one item in this category intended to examine the importance of the volunteer program and the extent that this program had assisted students. ino 90 llrw in p n rran t i s i t : 80 70 m 50 Thai th e u ilv e m ity provide you w ith e le c tiv e c re d it c o r s es th a t e sp ln re a i m r ftln n s ? That « k )i r o lte p p in t h r in iv r r n i t y provide .*» course t i n t w ill h e lp you ejq»!ore c a re e r npt Inns in t h e ir (fo ld s? That t h r m l v r r s i i v pm viile ytwt w ith c re d it courses th a t o q iln r r d iffe re n t c’ f i r f i 'r iipi in n s ? Tint th e in iu c r s ity n*|uirt* m i t o t;ikr c m i w s t i n ' explore i-inxT net f'«s? Thai tlte i n iv r r s i tv pntvitfc « « w ith courses tfwt Uach vnu how to ra k e d e c is im s nntl |>l,n I'n^rtw? 40 U 89 20 1- not inpcrrtant 2* s li g h tl y im xtrtam 10 HEM WOfttMrr IS IT: V s o re w tn t in f m r tm t 0 4» inptrt.nt I I 2 S * 5 12 3 4 5 1 2 1 4 5 I ! I /. 5 V very isp n rtan t 1 2 ) 10 1X7 Ui 0 ID UIKT FXTWT: 2- a l i t t l e V n d rra rp V w t Mfjt 20 30 40 50 60 70 To Uvtl extent : 80 90 Has th e tn iv e r s i t y prnviilni courses th ro * 4 i td*lch you can ex p lo re c a re e r in various fie ld s ? Has th e u n iv e rs ity p m v iiln l you w ith e le c tiv e c re d it co u rses that «q»tnre d iffe re n t c a re e r opt iin s ? Has th e u n iv e rs ity p rovide ynu with c re d it n u r s e s t in t exp lo re d iffe re n t c a re e r opt irxis? Has th e i n iv r r s i tv m y tire d vra| to tak e ohitm 's which ex p lo re e.inxT upt im s? Has th e m lv e r s itv pm vhkxl ytHt w ith courses that tra r h v n t to ra k e d o lt's im s a n I nl.m p n i'r .tis ? ino Figure 5a: Distribution of Responses by Percentage in the Category: Courses 118 Counts N Mean* S.D. To what extent t Mean S.D. Keen Difference That the university provide you with elective credit courses that explore carter options? 152 3.66 1,06 2.07 1.11 1.60 That each college in the university provide a course that will help you explore career options in their fields? 155 3.60 1.07 Has the university provided courses through which you can explore career options in various fields? Has the university provided you with elective eredit courses that explore eareer options? 2,17 1.15 1.63 That tht university provide you with credit courses that explore different options in their field? 150 3.74 1.04 Has the university provided you with credit courses that explore different career fields? 2.16 l.U 1 .59 That the university provide you with courses that teach you how to make decisions and plan programs? 152 3.15 1.22 Has the university provided you with courses that teach you to nake decisions and plan programs? 1.76 .96 That the university require you to take courses which explore career options? 150 2.59 1.33 Has the university required you to take courses which explore career options? Items ranked in order of importance as perceived by the students. 1.66 1.21 How important is it: B 1= Importance * m i— • a? * co co co 3 Extent r-~ O r-* rH m CM Qy m \0 i—t CM CM 2 1 TT 0 1 Figure 5b; % Mean Distribution of Items in the Category; Courses 119 TABLE 32 -- Importance and Extent of Having Opportuni­ ties to Gain Experience Through the Volunteer Program Importance Not Important Percent .6 Extent Percent Not At All 44.1 Slightly Important 6.9 A Little 31.7 Somehwat Important 18.4 Moderate 12.4 Important 37.3 High 8.6 Very Important 36.7 Very High 3.1 Sixty-four percent of the students considered it "important" or "very important" to have opportunities to gain experience through the volunteer programs, The exper­ iences gained from the volunteer programs was rated as "high" or "very high" by 11.7 percent of the students. Summer Employment The one item in this category examined the importance of the university helping the students in getting summer and part-time employment. For 68.4 percent of the students it was "important" and "very important" that the university assist them in obtaining part-time and summer employment. Only 5.5 percent rated this assistance as "high" or "very high." 120 TABLE 33 -- Importance and Extent of Help From the University in Obtaining Part-Time and Summer Employment Importance Percent Extent Percent Not Important 4.4 Not At All Slightly Important 7.6 A Little 8.0 Somewhat Important 19.6 Moderate 5.5 Important 36.1 High 4.3 Very Important 32.3 Very High 1.2 80.8 Parents It was assumed that parents may be concerned about the availability of career development at the university. There­ fore, two items were included regarding career information and career courses. Students responded based on their inter­ pretation of their parent's expectations and satisfaction. TABLE 34 -- Importance and Extent of Providing of Career Information - Its Importance to the Parents Importance Percent Extent Percent Not Important 10.5 Not At All 36.5 Slightly Important 11.2 A Little 29.7 Somewhat Important 18.4 Moderate 24.8 Important 29.6 High 6.9 Very Important 30.3 Very High 2.1 too Row Important to it: 90 80 70 vounnEE* PROGRAMS ptPStDMER urmErrr That the university inform you about the opportunities to gain experience through volunteer proj-raw? That the unlveralty should assist you in obtaining part tine and susner employment? PARENTS To your parents that the university provide you with career Infonsatlnn? To your parents that the university provide with credit courses for exploring careers? 60 SO 40 30 20 10 HOW IMPORTANT IS IT: I* not important lm slightly Important Is somewhat Important 4* important 5* very important 12 14 5 TO WHAT EXTENT: 1 0 0 10 1/14 1 2 3 4 5 P 1 2 3 4 5 HJ-- fPT 1 2 3 4 5 1 2 3 4 5 I n r I' not at all 2* a little 4» high 3* moderate 20 V very high 30 •» tv 40 -4 CM 50 60 70 80 90 To what extent: 100 Has the university informed you about the opportunities to gain experience through the volunteer programs? Figure 6a: Has the university assisted you in obtaining' pari time and sunssrr employment 1 Are your parents satisfied that the university has provided you with career information? Are your parents satisfied that university has provided you with credit courses for exploring careers? Distribution of Responses of the Students to the Category: Miscellaneous. 122 Miscellaneous How important It it Mean* S.ft. 157 4.03 .95 157 3.6 1.14 ■er Employment Has the university assisted you In obtaining part-time and stmer employment? To your parents that the university provide vou vith career information? 3.59 1.26 Parents Are your parents satisfied that the university has provided you with career information? To your parents that the university provide you with credit courses for exploring careers? 3.19 1.22 Volunteer Programs That tha university Inform you about the opportunities to gain experience through volun­ teer programs? £ u w e r Employment That the university should assist you In obtaining part time and summer employment? Parents To what extent: Mean Volunteer Proarams Has the university informed you 2.06 about the opportunities to gain experience through volun­ teer programs? Art your parents satisfied that the university provides you with credit courses for exploring carters? - Importance 1.34 2.3® S.D. Mean Difference 1.06 1.96 .89 2.21 1 03 1.13 1.1C .79 II IE 31 CO o o> 10 in CO co m CM CO 1 OL Figure 6b; S * i Mean Distribution of Items in the Category; Miscellaneous Extent 123 Fifty-nine and nine-tenths of the students said that it was ’’important" and "very important" to their parents that the university provide career information. Considering the satisfaction that the parents of the students had with the information, nine percent rated it as "high" or "very high." TABLE 35 -- Importance and Extent of the University Providing Courses for Exploring Careers Importance Percent Extent Perce- Not Important 12.6 Not At All 32.4 Slightly Important 19.2 A Little 26.2 Somewhat Important 28.5 Moderate 32.4 Important 25.2 High Very Important • 14.6 Very High 8.3 .7 Thirty-nine and eight-tenths of the students felt that it was "important" or "very important" to their parents that the university provide credit courses to explore careers. The extent of assistance from credit courses was rated as "high" or "very high" by nine percent of the students. Figure 6a gives the overall responses of the students to the category of items entitled "miscellaneous". Figure 6b gives the mean distribution of the four items in the Miscellaneous category. Summary of Responses Importance Category Extent Important and Very Important High and Very High Difference 73.7 74.4 81.9 3.8 30.8 9.0 69.9 43.6 72.9 75.3 13.1 52.2 75.7 13.8 61.9 82.0 8.0 74.0 75.7 11.0 64.7 75.3 73.9 68.1 45.9 61.5 13.8 14.3 6.8 8.8 4.4 61.5 59.6 61.3 37.1 57.1 68.2 66.5 48.8 46.8 12.0 17.2 13.5 12.8 56.2 49.3 35.3 34.0 45.1 6.3 39.4 Academic Advising Information on Career Resources Assistance in Formulating Program Information on Careers Related to Majors Details About Majors in the College of Your Choice Career Resource Center Information on Careers Information on Jobs Related to Certain Majors Current Information on Job Trends Counseling Services Information on Counseling Services Counseling on Majors Assessment of Interests Administration of Tests Identification of Career Goals Courses Elective Credit Courses Colleges Have Courses Credit Courses to Explore Careers Career Courses as a University Requirement Courses to Make Decisions and Plan Programs Summary of Responses (con't) Importance Category Extent Important and Very Important High and Very High Difference 64.0 68.4 59.9 39.8 11.8 5.5 9.0 9.0 52.2 62.9 50.9 30.8 Miscellaneous Volunteer Programs Summer Employment Parents - Career Information Parents - Career Courses 126 Part IV - Sources of Help in Career Planning The items in this category examined the helpfulness of formal and informal sources for students in their career plans. were: The nine sources of help listed in the category Counseling Center, Parents, Career Resource Center, Friends, Academic Advisors, Residence Advisors, Subject Matter Courses, Career Planning Courses and a category called Others. TABLE 36 -- Counseling Center as a Source of Help in Career Planning Degree of Help Percent N=157 Never Used Percent of Those That Used the Service N=59 62.4 Useless 8.9 23.7 Slightly Helpful 15.9 42.4 Somewhat Helpful 8.2 22.0 Very Helpful 4.5 11.9 The Counseling Center was "never used" by 62.4 percent of the students. Students that used the Counseling Center, 23.7 percent found it useless and it had been "very helpful" or "somewhat helpful" to 33.9 percent of the students in their career plans. 127 TABLE 37 — Degree of Help Never Used Parents as Sources of Help in Career Planning Percent N=159 Percent of Those That Used the Service N=144 9.4 Useless 11.9 13.2 Slightly Helpful 16.4 18.1 Somewhat Helpful 34.0 37.5 Very Helpful 28.3 31.3 Nine and four-■tenths of the students "never used" their parents as a source of assistance in their career plans. Assistance from parents in career plans was rated "useless" by 13.2 percent of the students who used them. Sixty-eight and eight-tenth percent of those that used their parents found them "very helpful " or "somewhat helpful." TABLE 38 — Degree of Help Never Used Useless Career Resource Center as a Source of Help in Career Planning Percent N=160 58.8 Percent of Those That Used the Service N=66 - - 7.5 18.2 Slightly Helpful 16.3 39.4 Somewhat Helpful 14.4 34.8 3.1 7.6 Very Helpful 128 Considering the importance of the Career Resource Center as a source of help in career planning, 58.8 percent of the students had "never used" this service. It was rated "useless" by 18.2 percent of those that used it. The Career Resource Center was found to be "very helpful" or "somewhat helpful" by 42,4 percent of the students who used it. TABLE 39 -- Friends as Sources of Assistance in Career Planning Degree of Help Percent N=157 Percent of Those That Used the Service N=143 Never Used 8.9 Useless 6.9 7.7 Slightly Helpful 45.9 50.3 Somewhat Helpful 29.9 32.9 8.3 9.1 Very Helpful Friends were another source of assistance in the career plans of the students. from friends was varied,8.9 percent did not use their friends, 7.7 percent of those that used them found them useless, and 42 percent found them to be "very helpful" or "somewhat helpful." The degree of help they received 129 TABLE 40 — Academic Advisors as Sources of Help in Career Planning Degree of Help Percent N=157 Percent of Those That Used the Service N=141 Not Used 10.1 — Useless 20.4 22.7 Slightly Helpful 38,9 43.3 Somewhat Helpful 22.9 25.5 7.6 8.5 Very Helpful Ten and one -tenth percent of the students did not use their academic advisors in their career plans, 34 percent of those that used them found them to be "very helpful" or "somewhat helpful." This assistance was rated as useless by 22.7 percent N> CO -3- 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 1= 2= 3” 4= 5= Figure 7: 3 Kim 4 3 never used useless slightly helpful somewhat helpful very helpful Distribution of the Seven Sources of Help in Career Planning 12 I 4 5 Chapter Five CONCLUSIONS AND RECOMMENDATIONS The study examined the perceptions of the sophomores at Michigan State University regarding university-sponsored Career Development services. These perceptions were studied keeping in mind the three purposes of the study: (1) Perceptions of the students regarding the impor­ tance of university-sponsored Career Development services. (2) Perceptions of the students regarding the extent of assistance they had received from the existing Career Development services and programs. (3) Perceptions of the students regarding the assis­ tance they received in Career Development from available formal and non-formal sources. The following conclusions are reported under the five cate­ gories: Academic Advising, Career Resource Center, Counsel­ ing Center/Services, Courses, and Miscellaneous. Academic Advising The general findings indicated 73.7 percent of the students considered it "important" or "very important" that their academic advisors give them information about available career resources. Evidently this assistance was not being 133 134 provided because 44.7 percent had not received any assistance and 30.8 percent rated the extent of this assistance as "a little." Students needed help from their academic advisors in formulating their academic programs, 70.4 percent perceived it as an "important" or "very important" service. The stu­ dents (21.4 percent) indicated that they had not received this assistance and 22.6 percent rated it as "a little." It was "important" or "very important" to 71.9 percent of the students that their advisors give them information on careers related to the major of their choice. Forty-two percent had received no assistance, and 32.1 percent rated it as "a little." Students perceived it was "important" or "very impor­ tant" that their advisors give them details about majors in the college of their choice (75.6 percent) but compared to their expectations, 73.5 percent received "little" or "no assistance." It was "important" or "very important" for 54.7 percent of the students that their advisors assist them in the assessment of their interests and help plan their career goals. An equal number, 50.3 percent, received no assistance in this area, and 27.7 percent received a little. Career Resource Center Students perceived it an "important" or "very important" function of the Career Resource Center (75.7 percent) that they should get information on careers. In comparison with 135 the perceived need, 53.5 percent had received no information. It can be concluded that either the students had not gone to the right sources or they had not received the desired information. Two-thirds of the total sample (75.7 percent) perceived it an "important” or "very important” function of the Career Resource Center that it provide them with current informa­ tion on job trends. Half the sample (49.7 percent) reported not having received this information. Getting information on jobs related to certain majors was "important” or "very important” for 82 percent of the students but 54.7 percent did not get this information. Counseling Center/Services It was evident from the perceptions of the students that they considered the Counseling Services important in their Career Development. It was "important" or "very important" for 75.3 per­ cent of the students that they get information on available counseling services in the University, 13.8 percent had not received any assistance and 42.8 percent rated this assis­ tance as "little." It was "important” or "very important” for 73.9 percent of the students that they receive counseling on available majors but 39.8 percent said that they did not receive this information. 136 Students needed help in assessment of interest 68.3 percent considered it "important" or "very important," but 53.3 percent did not get any help. Forty-five and nine-tenths percent of the students con­ sidered it important that the university administer tests to determine their interests and attitudes, but the percep­ tions of 67.7 percent of them showed that they had not received such assistance. Students also needed assistance in identifying their career goals. This was "important" or "very important" to 61.5 percent of the students. An almost equal number, 68.8 percent did not get this kind of assistance. Courses Student's considered it "important" or "very important" (68.2 percent) that the university provide elective credit courses that explore career options. Almost half the sample, 46.8 percent, had either not taken these courses or were not aware of them. It was perceived "important" or "very important" by 66.5 percent of the students that each college have courses to explore career options in various fields. A little over a third of the sample (36.9 percent) said that they had not taken such courses. Students considered it "important" or "very important" that courses to explore career options be a university requirement, (46.8 percent). Evidently, such courses were 137 not a university requirement according to 60.3 percent of the students. It was "important" or "very important" for 45.2 per­ cent of the students that the university provide them with courses that could help them in making career decisions. Fifty-three and two-tenths of the students had not taken such courses or were not aware of them. It was "important" or "very important" for 48.8 percent of the students that the university provide them with credit courses to explore different career fields. A little over a third of the sample perceived that such courses did not exist. Miscellaneous The four items in this category dealt with three areas: Volunteer Programs, Summer Employment and Parents. Volunteer Programs Opportunities to gain work experience through the volun­ teer programs was perceived "important" or "very important" by 74 percent of the students. In contrast to its perceived importance 44.1 percent of the students did not use this opportunity. Summer Employment It was "important" or "very important" to 68.4 percent of the students that the university assist them in obtaining part-time and summer employment. A high percentage (80.8 138 percent) of the students said that they were not assisted in obtaining part-time or summer employment. Parents The perceptions of 59.9 percent of the students indi­ cated that it was "important" or "very important" to their parents that the university provide career information. It was also perceived "important" or "very important" by 39.8 percent of the students that their parents want the univer­ sity to provide courses for exploring careers. Sources of Help in Career Planning The eight formal and informal sources of help in the Career Development of the students were: Counseling Center, Parents, Career Resource Center, Friends, Academic Advisors, Residence Advisors, Subject Matter Courses and Career Planning Courses. Counseling Center The Counseling Center was "never used" by 62.4 percent of the students. Of the 37.6 percent who used it as a source of help in their Career Development, 8.9 percent found it "useless," 15.8 percent found it "slightly helpful" and 12.4 percent found it "somewhat helpful" or "very helpful." Parents Students had received considerable help from their parents in their Career Development, 62.3 percent perceived 139 this assistance as "very helpful" or "somewhat helpful," 11.9 percent rated their assistance as "useless." Career Resource Center Considering the importance of the Career Resource Center as a source of getting information on careers, 58.8 percent of the students had "never used" it. Of the 41.2 percent who used it, 17.5 percent found it "very helpful" or "somewhat helpful," and 7.5 percent found it useless. Friends The degree of help that the students had received from their friends was varied, 8.9 percent did not go for help to their friends, 6.9 percent found them useless. A consider­ able number (45.9 percent) found them to be "slightly help­ ful" and 38.2 percent found them to be "somewhat helpful" or "very helpful." Academic Advisors Over 10 percent of the sample (10.1 percent) had not used their academic advisors to get help in their Career Development, of the 89.9 percent who used them, 20.4 per­ cent found their help as useless, 30.5 percent rated them as "very helpful" or "somewhat helpful." Residence Advisors Only 9.5 percent of the students had found the resi­ dence advisors as being "somewhat helpful" or "very helpful" in their career plans, 26.8 percent found them to be useless 140 and 51 percent did not use them to get help in their career development. Subject Matter Courses Subject matter courses had been "somewhat helpful" or "very helpful" to 50.9 percent of the students. Career Planning Courses As far as the specific career planning courses were concerned, only 12 percent of the students had taken these courses, 87 percent perceived them to be "helpful." General Conclusions (1) Generally students consider all the Career Development services identified in this study as "important" or "very important." (2) The majority of the students do not use the Career Development services provided in the university. (3) The majority of the students do not perceive the services being provided as having helped them in their Career Development. (4) It appears that students are not adequately aware of or do not know how to access the available services. Recommendations Based on the findings reported in Chapter IV and the Conclusions, the following recommendations are made: (1) The university and its administrative units should assess the academic advising and the residence advising programs to determine their responsi­ bilities for the Career Development services provided to the students. (2) The Career Development units at the university need to examine these data and existing data to provide better service to the students in their Career Development. (3) The university should provide credit courses that would help students in career-planning and dec is ion-making, (4) The university should develop strategies for the involvement of parents in the student’s Career Development process. (5) More information on inservice opportunities regard­ ing Career Development should be made available to the academic advisors and the residence advisors. (6) Each unit needs to examine its role in providing Career Development services and ways it can work with the existing Career Development services within the university. (.7) The university should organize a network for the planning, dissemination and coordination of Career Development programs. (8) The university should encourage and sponsor addi­ tional research on Career Development that would further assess student and faculty concerns regard­ ing Career Development within the university. 142 A study utilizing a similar design should be concluded on juniors and seniors as separate groups to study their perceptions of the Career Development Services within the university. A comparative study of the Career Development needs of the sophomores, juniors and seniors should be conducted, so that programs can be directed to the needs of that parti­ cular group of students. Information on current job trends should be sent by the units responsible for it i.e. the Placement Services and the Career Resource Center, to all the colleges within the university and to the residence halls. This dissemination of information will assist the academic and residence advisors in assisting students. Information on current job trends should be posted at places where it can be easily accessible to the students. 143 Reflections In this section it is the intent of the researcher to take the perogative and stress upon the importance of intro­ ducing Career Education at the university level, and how it can become a viable concern for higher education. Career Education has long been associated with Elemen­ tary and Secondary Education, it is equally important that it become a component of Higher Education also. Although the prestige of Higher Education is somewhat diminished by the current inability to deliver adequately the implied promise of a rewarding profession. Based on these assumptions the following observations can be made regarding the importance of this study to Higher Education. The present study and earlier researchers have shown that it is more a myth than a reality that the freshman entering the university is ready to make all career decisions. In fact, the students at the university have expressed the need to get all kinds of assistance in the assessment of interests and aptitudes, in the formulation of academic program, in selecting majors, and about careers related to certain majors on jobs and job trends. It appears that students are asking for more than just the lay­ out of an academic program, they want to be made aware of the available resources that can assist them in their career development. 144 It therefore becomes necessary that Career Development become a part of the university activity. A university committee on Career Development can study the current status of Career Development, and also help formulate a definition of Career Development. They can pool together resources and material information for dissemination to the various teach­ ing units on the campus. The campus based Career Development services subsumed under Career Resource Center, Counseling Services, Placement Services, Volunteer Programs, Academic Advisors, Residence Advisors, are fragmented with little close interaction between each service. In order for better interaction, there is a need for a comprehensive Career Development pro­ gram at the University level, so that there is coordination among the existing services. It appears from this research and other researches that work learning experiences like Volunteer Programs and Experi­ ential learning, do not appear to attract many of the "aca­ demicians." They do not consider these programs to be purely "academic" and it is for this reason that many students are not referred to them and therefore they have not looked into these experiences. Another factor that shows up in research is that when ever Experiential programs or any work learning activity is offered as part of a course requirement, it is considered primarily academic. The extent to which it is career developmental depends on the individual faculty member's perception of it and the students understanding of 145 it. There is the need for direct or indirect involvement of experiential learning, field experiences or volunteer pro­ grams in the academic program of the students. There is a great need for a concerted effort at the departmental level to have the academic advisors make the students aware of the available Career Development services in the university and other information connected with it that can help the students in making career decisions. There is need for the university to have a more openminded attitude towards the acceptance of career education at the university level. The faculty who are currently connected with Career Development programs, need to be given due recognition in terms of tenure, promotions, etc. This will enable them to help meet the needs of the students, and also make the university take the substantive responsibility as best as possible to equip the students to achieve their career goals upon graduation. b ib l io g r a p h y 146 BIBLIOGRAPHY 1. Allen, Henry, "A Comparison Study of Why College Stu­ dents Make Changes in Their Majors, (Unpublished Ph.D. Dissertation, University of Pacific), 1973. 2. Akenson, Donald H. and Russel S. Beecher, "Speculations on Change of College Majors," College and Univer­ sity, Vol. XLIII Winter, 1967. 3. Anderson, Bert D . , Introduction to College, New York: Ho11 , Rinehart and Winston, Inc., 1969. 4. 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Brill, A.A., Basic Principles of Psychoanalysis, New York: Doubleday and Co., 1949. 12. Caplow, T . , The Sociology of W ork, Minneapolis: Univer­ sity of Minnesota Press, 1954. 13. Carter, H.D., "The Development of Vocational Attitudes," Journal of Counseling Psychology. Vol., 4, 1940, pp. 185-191. 147 14. Comas, Robert E. and Robert W. Day, "College Students Explore Careers," The Vocational Guidance Quar­ terly, Vol. 25, No. I, September, 1476. 15. Crites, J., Vocational Psychology, New York; McGrawHill, 19697 p ." 2 3 0 . ----- 16. Davis, James, Undergraduate Career Decisions, Chicago; Aldine Publishing Co., 1965. 17. DeLisle, Frances H . , "A Study of Academic Advising of Undergraduate Students, Office of Institutional Research, Michigan State University, East Lansing, Michigan, 1965. 18. Dipboye, W . , and W. Anderson, "Occupations Stereotypes and Manifest Needs of High School Students," Journal of Counseling Psychology, Vol. 3, 1961, pp. 296-304. 19. Drummand, Patricia Ann, "An Evaluation of Two Appro­ aches to Career Exploration at the College Level," (Unpublished Ph.D. Dissertation, University of Southern California), 1974. 20. Duley, John S., "Survey of Current Practices in Field Experience Education - Michigan State University, 1977-78," Learning and Evaluation Services, East Lansing: Michigan State University, 1978 21. Dysinger, W . , "Maturation and Vocational Guidance," Occupations, Vol. 29, 1951, pp. 198-201, 22. Evans, John R . , and Alice P. Rector, "Evaluation of College Course in Career Decision," Journal of College Student Personnel, March, 1978T 23. Ewing, Gayle Davis, "The Relationship of Demographic Variables and Career Development of Community College Students," (Unpublished Ph.D. Disserta­ tion, Ohio State University,) 1974. 24. Ginzberg, E., J.W. Ginzberg, S. Axelrad, and J.L. Henna, Occupational Choice; An Approach to a General Theory, New York: Columbia University Press, 1951. 25. Goldhammer, Keith, and Robert E. Taylor, Career Educa­ tion - Perspective and Promise, Columbus, Ohio, Charles E. Merrill Publishing Co., 1972. 148 26. Graves, Thomas, "A Study of Vocational Maturity and College Students Certainty and Commitment to Career Choice," (Unpublished Ed.D. Dissertation, Univer­ sity of Northern Colorado) 1974 27. Hanes, Patricia, et al., "Career Planning, Whose Ready for it?" journal of College Placement, Spring, 1975: 28. Harris, Norman C. and John F. Grede, Career Education in Colleges, San Francisco: Jossey-Bass Publishers, 1977 " 29. Havighurst, R.J., Human Development and Education, Long man's Green, 1953: 30. Heilman, Casmer F., "Post-Secondary Task Force on Career Education in Michigan, Recommendation," 1977. 31. Heilman, Casmer F. and Keith Goldhammer, "The PsychoSocial Foundations of Career Education," The National Association of Secondary School Principals, Bulletin, Vol. 57, No. 371, March, 1973, pp. 62-72. 32. Heist, Paul, "Creative Students: College Transiets," The Creative College Student, e d., Paul Heist, San Francisco: Jossey-Bass, Inc., 1968. 33. Herr, E.L., Decision-Making and Vocational Development, Boston: Houghton-Mifflin, 1970. 34. Herr, S. and S. Cramer, Vocational Guidance and Career Development in the Schools: Towards a Systems Development Approach, Boston: Houghton-Mifflin, 1972. 35. Hill, Walker and Rukhsana Rai, "University College Advising: Fall 1976-Spring 1978," Office of Instructional Services, Michigan State University, East Lansing, Michigan, 1979. 36. Holland, J.L., The Psychology of Vocational Choice: A Theory of Personality Types and Model Environmints, Massachusetts, Blaisdell, Waltham, 1966. 37. Holland, J.L., "A Theory of Vocational Choice," Journal of Counseling Psychology, Vol. 6, 1959, pp. 35-44. 38. Hollander, J.W., "Development of a Realistic Vocational Choice," Journal of Counseling Psychology, No. 14, 1967, pp. 3T4--318'.------ 39. Hoppock.R. , Occupational Information, New York: McGrawHill, 1 W T 7 149 40. Hoyt, Kenneth B . , A Primer for Career Education, Monographs on Career Education, Washington, D.C., United States Office of Education, 1975. 41. Krupka, Lawrence and A.M. Vener, "Career Education and the University: A Faculty Perspective," Journal of College Student Personnel, Vol. 57, No. 2, October, 1 9 6 8 , pp. 112-114. 42. Lorimer, Margaret F., "A Study of the No-Preference First Time Freshman," Office of Institutional Research, Michigan State University, East Lansing, Michigan, 1961. 43. Marland, S.P. ed., Essays on Career Education, Portland, Oregon: North West Regional Educational Laboratory, 1973. 44. Mayhew, Lewis B . , Higher Education for Occupations, Atlanta Southern Regional Education Board, 1974. 45. Meacci, Frank, "The Effects of Three Career Counseling Approaches Upon College Freshmen Who Are Exper­ iencing Career Uncertainty," (Unpublished Ph.D. Dissertation,) University of Pittsburgh, 1972. 46. Micheels, W.J., "Career Education at the Post-Secondary Level: A Mission for the Four-Year Colleges," In S.P. Marland (ed), Essays On Career Education, Portland, Oregon, Northwest Regional Educational Laboratory, 1973. 47. Michigan State University, "Plans and Procedures for Reassessing University Priorities in a Long Range Content," East Lansing: Michigan State University. 48. Michigan State University, "Cooperative Education," College of Engineering, Michigan State University, East Lansing, Michigan, pp. 4-5. 49. Michigan State University, This Is Michigan State Uni­ versity, 1975 Facts Book, Compiled by Department of Information Services, Michigan State University, East Lansing, Michigan. 50. Michigan State University, "Student Handbook, Experien­ tial Education Program, College of Urban Develop­ ment," Michigan State University, East Lansing, Michigan, 1978. 51. Miller, A.W., "Learning Theory and Vocational Decisions," Personnel and Guidance Journal, Vol. 47, 1968, pp7 18-2t ;--------------------- 150 52. Miller, D.C. and W.H. Form, Industrial Sociology, New York: Harper and Row, 1951. 53. O'Hara, R.P., "A Theoretical Foundation for the Use of Occupational Information in Guidance," Personnel and Guidance Journal. Vol. 46, 1968, pp. 636-640. 54. Osipow, S.H., Theories of Career Development, New York, Appleton, Century Crofts, 1968. 55. Parson, F . , Choosing A Vocation, Boston: Houghton, Mifflin, 1909. 56. Rai, Rukhsana, "I Am In College But!," A pilot study conducted as part of a class project, (Unpublished) 1978. 57. Rochester, Dean E. and John J. McBride, "An Investi­ gation of Senior Satisfaction with Majors," College and University, Vol. XLVI, Fall, 1979, pp. 54-60. 58. Roe, Anne, The Psychology of Occupations, New York: Wiley,"195(6". ---------- ------- 59. 60. 61. Rosenberg, Morris, Occupations and Values,Glencoe: Illinois, The Free Press, 1957. Rosenberg and Iffert, Occupations and Values, Glencoe: Illinois, The Free Press, 1957. Schell, Robert E., "Difference Between Perceived and Desired Career Planning Services Among Students at the State University College at Oswego," (Unpublished Ph.D. Dissertation) 1977. 62. Shartle, D . , Occupational Information, Englewood, New Jersey: Englewood Prentice Hall, 1959. 63. Shourts, John L . # "A Descriptive and Evaluative Study of the Sophomore Career Decision Program at Jackson State University," (Unpublished Ph.D. Disserta­ tion, Southern Illinois University) 1975. 64. Smith, Camille, "A Study of Selected Career Resource Centers in the Big Ten Universities with Emphasis on Michigan State University," (Unpublished Ph.D. Dissertation, Michigan State University) 1978. 65. Smith, J.S., "1977-78 Annual Report," Office of Volun­ teer Programs, Michigan State University, East Lansing, Michigan, 1978. 66. Snelling, Rodman and Robert F. Boruch, Science in Liberal Arts Colleges, New York: Columbia Univer­ sity Press, 1972, pp. 2-7. 151 67. Sparling, Edward J., Do College Students Choose Voctions Wisely?, New York City Bureau of Publica­ tions, m r . 68. Super, Donald E . , The Dynamics of Vocational Adjust­ ment . New York: Harper, 1942. 69. Super, D.F., "A Theory of Vocational Development," American Psychologist, Vol. 8, 1953, pp. 185-190. 70. Super, D.E. and P.B. Bachrach, Scientific Careers and Vocational Development Theory, New York: Bureau of Publications, Teachers College, Columbia Uni­ versity, 1957. 71. Super, D.E., J.O. Crites, R.C. Hummel, Helen Moser, Phoebe Overstreet, C.W. Warnath, Vocational Develop­ ment: A Framework for Research, New York: Teachers College, Bureau of Publications, 1957. 72. Super, D.E. and Phoebe L. Overstreet, The Vocational Maturity of Ninth Grade Boys, New York: Teachers College, Columbia University, Bureau of Publica­ tions, 1960. 73. Super, D.E., R. Starishevsky, N. Matlin, J.P. Jordaan, Career Development: Self Concept Theory, Princeton, New Jersey, College Entrance Examination Board, 1963. 74. The Educational Policies Commission, The Central Purpose of American Education, National Educational Association, Washington, D.C., 1961, p. 8. 75. The Educational Policies Commission, The Purpose of Education in American Democracy, National Education Association of the United States and the American Association of School Administrators, Washington, D.C., 1938, p. 91. 76. The Educational Policies Commission, Education for All American Youth, Washington, D.C., National Educa­ tion Association, 1944, p. 225. 77. The Commission on the Reorganization of Secondary Educa­ tion, Cardinal Principles of Secondary Education, National Association of Education, Washington, D.C., p. 91. 78. Toffler, Alvin, Future Shock, New York: Banton, Inc. 1.970, 152 79. Vener, Arthur W. and Lawrence R. Krupka, Academic Advising/Career Counseling and the "New" College Student, (Unpublished paper available through per­ sonal communication to be published in College Student Personnel, July 1980. 80. Weaver, William Joseph, "Career Education and Academic Advisement in Higher Education: A Call for Integra tion," (Unpublished Ph.D. Dissertation, Ohio State University, Columbus, Ohio,) 1976. 81. Williamson, E.G. and J.G. Darley, Student Personnel Work, New York: McGraw-Hill, 1937, pp. 204-205. 82. Zaccaria, J . , Theories of Occupational Choice and Voca­ tional Development, Boston: Houghton-Mifflin, 19/0. APPENDICES APPENDIX A 154 M I C H I G A N STATE U N I V E R S I T Y COLLEG E O F ED U C A TIO N EA ST LA N SIN G • M IC H IG A N • 4S824 D E P A R T M E N T O F SECO N D A RY ED U C A TIO N A N D CURRICULUM ERICKSON HA LL April 27, 1978 Dr. Paul Dressel Institutional Research 331 Administration Building Campus Dear Dr. Dressel: Attached is the dissertation proposal for Rukhsana Rai. This proposal has been reviewed and approved by her doctoral committee members, Dr. William Brookover, Dr. Carl H. Gross, Dr. Walker H. Hill, Dr. Ben Bohnhorst, arid Dr. I.awrencc Krupka. It is requested that approval be granted to conduct this study entitled, "A Study of the Career Development Services Provided to Sophomores at Michigan State University Student Perceptions." In order to get the required data for the study, it is necessary to have the names and addresses of sophomores currently enrolled at Michigan State University. It is requested that this list be released to Miss Rai. Sincerely, Cas Heilman Chairman, Doctoral Committee Attachment 155 MICHIGAN STATE U N I V E R S I T Y OFFICE OF IN STITU TIO N A L RESEARCH EAST LANSING • MICHIGAN • 48824 ADM INISTRATION BUILDING May 8, 1978 MEMORANDUM TO: Cas Heilman. Chairman, Doctoral Committee for Rukhsana Rai FROM: Paul L. Dressel, Chairman, Committee on Release of Confidential Information i • I have approved the request that Miss Rai have a list of the names and addresses of sophomores currently enrolled at Michigan State University. I have directed a note to Phyllis Wilkie asking that she arrange for this. If there are charges to be assessed for the list, these will have to be assumed by Miss Rai. P.L .D . 156 MIC HI GA N STATE U N I V E R S I T Y of run u k g is t r a k f a s t l a n s in g • Mi c h ig a n • 43824 May 10, 1978 TO: Director, Data Processing PKOM: SUBJECT: Release of Registrar's Data Permission is hereby given to release data from the file of the Office of the Registrar to cover the following request: FOR: Rukhsana Rai 301 Erickson Hall Secondary Education TELEPHONE: 5-1691, 3-8646 ACCOUNT N O . : Bill to requestor DUE DATE: May 17, 1978 REQUEST: Select all class 2 students enrolled on campus Spring 1978 OUTPUT: 1. One list of students in alpha order to include name, local address, and local telephone number. 2. Two sets of local address mailing labels in alpha order. Please begin processing of this request immediately, and supply a cost estimate concurrent to completion of the job. PURPOSE: Completion of study for doctoral dissertation. Please return completed project to Data Processing Coordination, Office of the Registrar. Copy to Requestor For Registrar’e Use: For Data Processing Use: Project Number /e //y Project Code____________ Date Returned to DPC_ Date Received___________ Pick up Signature_ Returned to Data Processing for Delivery Date Date Time APPENDIX B CAREER DEVELOPMENT SERVICES PROVIDED TO SOPHOMORES AT MICHIGAN STATE UNIVERSITY QUESTIONNIARE 157 Dear Student: This questionnaire is a part of a study to survey the Career Development Services provided to sophomores at Michigan State University. The study intends to find out the importance of these services and the extent of the help you have received from them in your career and academic plans. I know this is a busy time in the term, but I request you to please spare fifteen minutes of your time and fill out this questionnaire and return immediately. Thank y o u . ' 1 . . . Rukhsana Rai 158 159 PART I DEMOGRAPHIC DATA 1. MALE _____ SINGLE_ AGE____ MARRIED FEMALE _____ 2. Do you live on campus ____ frat/sorority with parents_____ other _____ 3. What is your major? 4. Have you enrolled in other majors? 5. How sure are you that your present major is the "right" one? It is the Wrong Major 6. Very Uncertain Uncertain Certain 2.0-2.5 2.5-3.0 2.5-3.5 Absolutely Certain Overall G.P.A. 1.5-2.0 7. If so, please list: 3.5-4.0 Total credits earned at MSU to date______________ (include Spring term 1978) How many terms enrolled at MSU (including Spring term 1978) 1 8. 2 Parents' Occupation a) Mother's occupation b) Father's occupation 3 4 5 6 160 9. How do you finance your college education? None 1-25% 26-50 51-75 Over 75% Scholarships/grants ____ Veterans Benefits ____ Spouse__________________ ____ Parents ____ Loans ____ Summer Employment______ ____ Part-time Employment during school year ____ Other (Specify) ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ 10. Upon completing college, what occupation do you antici­ pate (hope for)? Be as specific as possible. 11. How certain are you that the above occupation is the "right" one for you? Not sure 12. Somewhat sure Sure Very sure Absolutely sure The university requires you to select a major at the end of your sophomore year. To what extent do you agree with this policy? Strongly disagree Disagree Neutral Agree Strongly agree 161 PART II The statements in this part of the questionnaire relate to certain services that may assist you in your academic and.career plans. Please indicate the degree of importance that they have for you by circling the appropriate rank. 1 2 3 4 5 = = = = Not Important Slightly Important Somewhat Important Important Very Important +J C flj 4-> J+J O c Q. ta E —i -*-> i s~ o >> CL -M C ta +j to CL E i—i +-> (0 x: C E i—i -C S iOrl QJ O +J •i — ■ EO o. O Ei z to to i— •M C ta 4-> L* o n. E »—i > > s0) > How important is it? 1. 2. 3. 4. 5. 6. 7. 8. 9. 10, 11. That the academic advisors inform you about the career information sources that are available in the university? 1 2 3 4 5 That the university give information about counseling services available in the university? 1 2 3 4 5 That the university inform you about the oppor­ tunities to gain experience through volunteer programs? 1 2 3 4 5 That academic advisors help you in formulating your academic program? 1 2 3 4 5 That the university provide you with counseling on available majors? 1 2 3 That academic advisors give you information on careers related to the major of your choice? 1 2 3 4 5 That the university help you assess your interests? 1 2 3 4 5 That academic advisors give you details about majors in the college of your choice? 1 2 3 4 5 That academic advisors help you assess your interests and plan your career goals? 1 2 3 4 5 That the university administer tests in order to help you determine your interests and aptitudes? 1 2 3 4 5 That counseling services are provided to help you identify your career goals? 1 2 3 4 5 4 5 162 0 +>J so Q. e >—i +j How important is it: 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. o Slightly Important Somewhat Important Important Very Important Part II (con't) __________ That the university have a career resource center to give you information related to careers? 1 2 3 4 5 That the career resource center provide you with information on jobs related to certain majors? 1 2 3 4 5 That the career resource center provide you with current information on job trends? 1 2 3 4 5 That the university should assist you in obtaining part-time and summer employment? 1 2 3 4 5 That the university provide you with elective credit courses that explore career options? 1 2 3 4 5 That each college in the university provide a course that will help you explore career options in their fields? 1 2 3 4 5 That the university provide you with credit courses that explore different career fields. 1 2 3 4 5 That the university require you to take courses which explore career options? 1 2 3 4 5 That the university provide you with courses that teach you how to make decisions and plan programs? 1 2 3 4 5 To your parents that the university provide you with career information? 1 2 3 4 5 To your parents that the university provide you with credit courses for exploring careers? 1 2 3 4 5 1 63 PART III The statements in this part of the questionnaire relate to the extent to which the various services in the university have been of assistance to you. Please indicate the extent of this assistance by circling the appropriate rank. 1 2 3 4 5 = = = = = Not At All A Little Moderate High Very High £ * £ < E £ 3 -8 5 ^ .? ^ & To what extent: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. Has your academic advisor informed you about the career information sources that are available in the university? 1 2 3 4 5 Has the university informed you about the avail­ ability of counseling services? 1 2 3 4 5 Has the university informed you about the oppor­ tunities to gain experience through volunteer programs? 1 2 3 4 5 Has your academic advisor helped you in formulat­ ing your academic program? 1 2 3 4 5 Has the university provided you with counseling on available majors? 1 2 3 4 5 Has your academic advisor given you information on careers related to the major of your choice? 1 2 3 4 5 Has the university helped you in assessing your interest? 1 2 3 Has your academic advisor given you details about majors in the college of your choice? 1 2 3 4 5 Has your academic advisor helped you assess your interests and plan your career goals? 1 2 3 4 5 Has the university administered tests to help you determine your interests and aptitudes? 1 2 3 4 5 Have the counseling services helped you in identifying your career goals? 1 2 3 Has the career resource center provided you with information related to careers? 1 2 3 4 5 4 5 4 5 164 < 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. A Little Moderate Part III (con't) To what extent: < +j 0 z Has the career resource center provided you with information on jobs related to certain majors? 1 2 3 4 5 Has the career resource center provided you with current information on job trends? 1 2 3 4 5 Has the university assisted you in obtaining part-time and sunnier employment? 1 2 3 4 5 Has the university provided you with elective credit courses that explore career options? 1 2 3 4 5 Has the university provided courses through which you can explore career options in various fields? 1 2 3 4 5 Has the university provided you with credit courses that explore different career fields? 1 2 3 4 5 Has the university required you to take courses which explore career options? 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 4 5 Has the university provided you with courses that teach you to make decisions and plan programs? Are you parents satisfied that the university has provided you with career information? Are your parents satisfied that the university provides you with credit courses for exploring careers? 3 165 PART IV Please check source/sources that have helped you in your career plans and the degree of their helpfulness to you. 1 2 3 4 5 = = = = = Never Used Useless Slightly Helpful Somewhat Helpful Very Helpful rQ. How helpful have the following been in assisting you in developing your career plans? x ^ = s- 'Q. x £ « oi Jr x r- D1 0) (U E Z =3 CO CO a> v) i— o >1 S- a> > Sources 1. M.S.U. Counseling Center 1 2 3 4 5 2. Parents 1 2 3 4 5 3. M.S.U. Career Resource Center 1 2 3 4 5 4. Friends 1 2 3 4 5 5. Academic Advisors 1 2 3 4 5 6. Residence Advisors 1 2 3 4 5 7. Subject Matter Courses 1 2 3 8. Career Planning Courses (specify) 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 3 4 5 9. 4 5 Other (specify) 1 2 166 INSTRUCTIONS FOR MAILING AFTER YOU HAVE FILLED OUT THE QUESTIONNAIRE, PLEASE STAPLE AND DROP IN CAMPUS MAIL IF YOU LIVE ON CAMPUS AND U.S. MAIL IF YOU LIVE OFF CAMPUS. (POSTAGE PROVIDED) APPENDIX C FREQUENCY DISTRIBUTION OF RESPONSES Part II The statements in this part of the questionnaire relate to certain services that may assist yo u in y our academic and career plans. Please indicate the degree of importance that they have for you by circling the a p p ropriate rank. l=not important 2=slightly important 3=somewhat important 4~important 5=very important 4J d to 4J >. d t-4 (0 u d 10 CO u d eo IJ •C Vt 3 01 c K £ o n u o 0 E E o How important is it: N 0 E= oc o M. ' —i 6 cn h 01 M 1—4 u C CO h >.o tc O- IU E > i—« u d »—c 01 CO O C 01 O. 1. That the academic advisors inform y o u about the career information sources that are available in the university? 160 3.7 8.6 13.8 31.2 42.5 99.8 2. That the university give information about counseling services available in the university? 154 1.9 7.1 15.6 39.6 35.7 99.9 3. That the university inform you about the op p o r ­ tunities to gain experiences through volunteer programs? 158 .6 6.9 18.4 37.3 36.7 99.9 4. That academic advisors help you in formulating your academic program? 159 3.7 7.5 18.2 31.4 39.0 99.8 5. That the university provide you w i t h counseling on available majors? 161 2.5 5.0 18.6 32.9 41.0 100.0 6. That academic advisors give you information on careers related to the major of your choice? 160 .6 2.5 15.0 32.5 49.4 100.0 7. That the university help you assess your interests? 160 2.5 7.5 21.9 33.8 34.3 100.0 8. That academic advisors give y o u details about majors in the college of your choice? 158 3.2 4.4 17.1 34 8 40.5 100.0 9. That academic advisors help you assess your interests and plan you r career goals? 160 3.1 16.8 24.4 34.3 21.3 100.0 10. That the university administer tests in order to h elp you determine your interests and aptitudes? 159 10.7 12.6 30.8 23.9 22.0 100.0 11. That counseling services are provided to help y ou identify your career goals? 161 5.6 7.5 25.5 31.7 29.8 100.1 12. That the university have a career resource center to give you information related to careers? 160 .6 4.3 19.3 39.1 36.6 99.9 Not Important Slightly Important Somewhat Important Very Important Total Percent 13. That the career resource center provide you with information on jobs related to certain majors? 161 0.0 4.3 13.7 37.3 44.7 100.0 14. That the career resource center provide you with current information on j ob trends? 160 3.8 8.8 11.9 31.9 43.8 100.2 15. That the university should assist you in obtaining part time and summer employment? 158 4.4 7.6 19.6 36.1 32.3 100.0 16. That the university provide you with elective credit courses that explore career options? 157 3.8 8.9 19.1 31.9 36.3 100.0 17. That each college in the university provide a course that will help you explore career options in their fields? 161 0.0 7.1 26.1 34.8 31.7 99.7 18. That the university provide you with credit courses that explore different options in their field? 158 15.2 13.9 22.2 30.4 18.4 100.1 19. That the university require you to take courses which explore career options? 156 5.8 25.0 22.4 31.4 15.4 100.0 20. That the university provide you wit h courses that teach you n o w to make decisions and plan programs? 159 8.1 25.1 21.4 29.5 15.7 99.8 21. To your parents that the university provide you w ith career information? 152 10.5 11.2 18.4 29.6 30.3 100.0 22. To your parents that the university provide you with credit courses for exploring careers? 151 12.6 19.2 28.5 25.2 14.6 100.0 Important N 169 How important is it: JZ oo ) T0 OJ ■E 60 >. 14 T. To what extent: c .-I H 100 O. 0.0 3.8 29.5 11.9 1.9 99.9 31.7 12.4 8.6 3.1 99.9 21.4 22.6 25.2 22.0 8.8 100.0 161 39.8 26.7 19.3 10.6 3.7 100.1 Has your academic advisor given y o u information on careers related to the major of your choice? 162 42.0 32.1 16.1 9.9 0.0 100.1 7. Has the university helped you in assessing your interests? 163 53.3 23.3 16.6 3.7 3.1 100.0 8. Has your academic advisor given you details about majors in the college of your choice? 159 39.6 33.9 13.2 10.6 2.5 99.8 9. Has your academic advisor helped you assess your interests and plan your career goals? 159 50.3 27.7 17.0 4.4 0.6 100.0 10. Has the university administered tests to help you determine your interests and aptitudes? 160 67.7 12.6 10.8 4.4 4.4 99.9 11. Have the counseling services helped you in identifying your career goals? 161 68.8 19.1 7.5 3.8 0.6 99.8 12. Has the career resource center provided you with information related to careers? 159 53.5 19.5 13.2 11.3 2.5 100.0 CM 20.7 00 1. U i V w Academic Advising To what extent: M ean S.D. Mean Difference .85 Has your academic advisor given you information on careers related to the major of your choice? 2.05 1.06 2.23 4.13 .94 Has your academic a dviso r given you details about majors in the college of your choice? 2.02 1.08 2.11 156 4.01 1.12 Has your academic a dvisor inform-2.04 ed you about the career i n f orma­ tion sources that are available in the university? 1.05 1.97 ThaL academic advisors help you in formulating your academic program? 155 3.94 1.11 Has your academic advisor helped you in formulating your academic program? 2.82 1.28 1.22 That academic advisors help you assess your interests and plan your career goals? 156 3.53 1.17 Has your academic advisor h e l p ­ ed you assess your interests and plan your career goals? 1.77 .93 1.76 H o w imporlant is it: N Mean'-' That academic advisors Rive yo u information on careers related to the ma j o r of your choice? 159 A . 28 That academic advisors give you details about majors in the college of your choice? 154 That the academic advisors inform you about the career information sources that are available in the uni v ­ ersity? S.D. Items ranked in order of importance as perceived by the students. Career Resource Center How important is it: Mean* S.D. To what extent: Mean S.D. Difference 152 4.31 .957 Has the career resource center 1, 91 provided you with current infor­ mation on job trends? 1.17 2.40 That the career resource center provide you with information on jobs related to certain majors? 158 4.13 .915 Has the career resource center provided you with information on jobs related to certain majors? 1.85 1.06 2.27 That the university have a career resource center to give you information related to careers? 157 4.01 .855 Has the career resource center provided you with information related to careers? 1.93 1.10 2.07 * Items ranked in order of importance as perceived by the students. 173 That the career resource center provide you with current infor­ mation on job trends? Counseling Center/Services N Mean* S.D. To what extent: Mean S.D. Mean Difference That the university provide you with counseling on avail­ able majors? 159 4.05 1.01 Has the university provided you with counseling on available majors? 2.13 1.07 1.92 That the university give information about counseling services available in the university? 150 4.02 .97 Has the university informed you about the availability of counseling services? 2.47 .95 1.55 That the university help you assess your interests? 160 3.53 1.12 Has the university helped you in assessing your interests? 1.81 1.03 1.72 That counseling services are provided to help you identify your career goals? 159 3.52 1.14 Have the counseling services helped you in identifying your career goals? 1.52 .09 2.01 That the university administer tests in order to help you determine your interests and aptitudes? 156 2.97 1.24 Has the university administered 1, 67 tests to help you determine your interests and aptitudes? .89 1.31 How important is it: Items ranked in order of importance as perceived by the students. Courses How important is it: Mean* S.D. To what extent: Mean S.D. Mean Difference 2.07 1.11 1.80 That the university provide you with elective credit courses that explore career options? 152 3.86 1.06 Has the courses explore various That each college in the university provide a course that will help you explore career options in their fields? 155 3.80 1.07 Has the university provided you with elective credit courses that explore career options? 2.17 1.15 1.63 That the university provide you with credit courses that explore different options in their field? 150 3.74 1.04 Has the university provided you with credit courses that explore different career fields? 2.16 1.14 1.59 That the university provide you with courses that teach you how to make decisions and plan programs? 152 3.15 1.22 Has the university provided you with courses that teach you to make decisions and plan programs? 1.76 .96 1.39 That the university require you to take courses which explore career options? 150 2.59 1.33 Has the university required you to take courses which explore career options? 1.86 1.21 .73 * university provided through which you can career options in fields? Items ranked in order of importance as perceived by the students. Miscellaneous Mean How important is it: N Mean* S.D. Volunteer Programs That the university inform you about the opportunities to gain experience through volun­ teer programs? Mean S.D. Difference 1.08 1.96 1.34 .89 2.21 Volunteer Programs 157 4.03 .95 Stunner Employment Has the university informed you about the opportunities to gain experience through volun­ teer programs? 2.08 Summer Employment 157 3.6 1.14 Parents Has the university assisted you in obtaining part-time and summer employment? Parents To your parents that the university provide you with career information? 141 3.59 1.26 Are your parents satisfied that the university has provided you with career information? 2.45 1.03 1.13 To your parents that the university provide you with credit courses for exploring careers? 140 3.19 1.22 Are your parents satisfied that the university provides you with credit courses for exploring careers? 2.39 1.10 .79 176 That the university should assist you in obtaining part time and summer employment? To what extent; A C A D E M I C A D V I S I N G : D i s t r i b u t i o n of r e s p o n s e s by p e r c e n t a g e . < u < u >»o « i* Importance That the academic advlaors inform you about the career Information aoureaa that are available In the univenlty! 160 3.7 That academic adviaore help you la formulating your academic program! 159 3.7 7.5 18.2 31.4 39 That academic advlsora give you Information on careen related to the major of your choice! 160 .6 2.5 15.0 32.5 That academic adviaore given you detaile about najora In the college of your choice! 158 3.2 4.4 17.1 That academic advleora help you aaaeaa your lntenata and plan your career goala! 160 3.1 16.8 24.4 8.6 13.8 o z Extent >1 < ■o 2 nM -t4 X Has your academic advisor informed you about the career information sources that are available in the university! 159 44.7 30.8 20.7 Has your academic advisor helped you in formulating your academic program! 159 21,4 22.6 25.2 22 49.4 Has your academic advisor given you information on careers related to the major of your choice! 162 42 32.1 16.1 9.9 34.8 40.5 Has your academic advisor given you details about majors in the college of your choice! 159 39.6 33.9 13.2 10.6 34.4 21.3 Has your academic advisor helped you assess your interests and plan your career goals7. 159 50.3 27.7 17 4.4 31.2 42.5 x fr > 3.8 8.8 '■ si 2.5 .06 C A R E E R R E S O U R C E C E N T E R : D i s t r i b u t i o n of r e s p o n s e s by p e r c e n t a g e . g < u u < u o u ha l^ottuet H H u e the university have a career resource center to give you informtlon related to careers! 161 That the career resource center pro­ vide you with Information on jobs related to certain majors? 161 That the career resource center pro­ vide you with current Inform cion on job trenda! 160 Sn O OB zw .6 3.8 > h Extent N u e •o 2 z -S. 94 4.3 19.3 39.1 36.6 Has the career resource center provided you with information related to careers? 159 53.5 19.5 13.2 11.3 2.5 4.3 13.7 37.3 44.7 Has the career resource center provided you with information on jobs related to certain majors? 160 56.7 20.4 16.8 6.8 1.2 8.8 11.9 31.9 43.8 Has the career resource center provided you with current information on job trends? 155 49.7 20 19.4 6.5 4.5 00 C O U N S E L I N G C E N T E R / S E R V I C E S : D i s t r i b u t i o n of r e s p o n s e s by p e r c e n t a g e ».e a uu ■efio** se >. SI II Extent bfntnm N That the university give Information about counseling aervicea available in the university? 154 1.9 7.1 15.6 39.6 35.7 Has the university informed you about the availability of counseling service? 159 13.8 42.8 29.5 11.9 1.9 That the university provide you with counaellng on available majors? u < 2 5 5.0 18.6 32.9 41.0 Has the university provided you with counseling on available majors? 161 39.8 26.7 19.3 10.6 3.7 That the university help you aaaeaa your lntareata? 160 2 5 7.5 21.9 33. 34.5 Has the university helped you in assessing your interests? 163 53.3 23.3 16.6 3.7 3.1 Has the university administered testa to help you determine your interests and aptitudes? 160 67.7 12.6 10.8 4.4 4.4 Have the counseling services helped you in identifying your career goals? 161 68.6 19.1 7.5 3.8 0.6 That the university adminlater teats In order to help you determine your latereeta and aptitudes? 159 10.7 12.6 30.8 23.9 22 That counseling services are provided to help you identify your career goals? 161 5.6 7.5 25.5 31.7 29.8 tO o f r e s p o n s e s by p e r c e n t a g e H ■H zfi That the univeraity provide you with •loctlvo credit coureee that explore options? 157 3.8 8.9 Has the university provided courses through which you can explore career options In various fields? 158 158 A6.8 A6.8 22 8 22.8 Diet eech college In the ualverelty provide e courea that will help you explore career optloue In their 161 0 7.1 Has the university provided you with elective credit courses that explore career options? 157 157 36.9 36.9 That the university provide you with credit courses that explore different career fields. 158 15.2 13.9 155 That the university require you to taka coureee which explore career options? 156 5.8 25 nas tne universicy required you to take courses which explore career options? That the university provide you with coureee that teach you how to sake decisions and plan prograns? 159 8.1 25.1 Has the university provided you with courses that teach you to make emit n la k — — _ _ _ _ _ _ _ _ _ _a Importance a ■H X Very High H Slightly Important COURSES 18 18.AA in 10.8B i o 26.8 26.8 19 1 19.1 * 15 15.33 10 38.1 26.4 21.9 11 11 2 5 156 60.3 15 3 15.3 11 5 11.5 0 9 i a 156 '53 2 25 15 4 5 7' < Extent N 41 < 4-1 2 • m u * U XI 4J Z3 < 2 qq fields1 Has the university provided you with credit courses that explore different cnecr fields? rienlelnne ® “ * +J S £S U 4J O 00O M , ___________ Iaportance N 2 1 1 JDU SS M U » U gO u 0 „si-s»ih-ii-1 m m >m 158 16 6.9 18.4 37.3 36.7 N as < £ Has the univeralcy informed you about the opportunities to gain experience through volunteer programs! 161 44.1 31.7 12.4 8.6 3.1 80.8 8 5.5 4.3 1.2 Sumner Employment Su^ar Employment that tha univaraity ahould aaslat you In obtaining part tine and aonar employment? Extent Volunteer Program Volunteer Program» That tin univaraity inform you about tha opportunities to gain experience through volunteer programs? s Vary High M I S C E L L A N E O U S : D i s t r i b u t i o n o f r e s p o n s e s by p e r c e n t a g e 158 4.4 7.6 19.6 36.1 32.3 Has the university assisted you In obtaining part time and Sumner employment? LJ 158 Parents Paranta To rotir narenta that tha university provide you with carear Information? .0 To tout paranta that the univaraity provide you with credit coureae for exploring careera? 151 <« c lo:> .. -> 12.6 19.2 29.6 . ln 28.5 25.2 14.6 10 >. Are your parents satisfied that the university has provided you with career information? 145 36.5 29.7 24.8 6.9 2.1 Are your parents satisfied that the university provides you with credit courses for exploring careers? 157 32.4 26.2 32.4 8.3 .7 " * 182 Table of Correlations for Academic Advising EXTENT 1 4 6 8 9 1 .0390 .0383 .0893 -.0253 .0504 4 .2385 .2528 .2807 .1344 .1383 6 -.0626 .0995 .0178 -.0424 -.0424 8 CO CM CM • 1 IMPORTANCE Item .0488 .1956 .0200 .0633 .1613 .2668 .1891 .1827 9 .1925 Table of Correlations for Career Resource Center EXTENT Items 12 13 14 12 .1024 .0472 .0046 13 .1241 .0996 .0563 14 .1002 .1141 .1262 183 Counseling Center/Services Table of Correlations E X T E N T 2 5 7 10 11 w 2 -.0259 .0968 .1181 -.0083 .1716 'z 5 .0299 .1549 .1055 -.0091 .1867 7 .0628 .2045 .1628 .1399 .2275 10 .1535 .1616 .1929 .0782 .2499 11 .0968 .1492 .1934 .0696 .2402 < E-t & O PM S Courses Table of Correlations Ed n x 16 17 H Pd O d» 2 M 19 20 16 .1293 .1162 .1929 .0855 .0541 17 .0148 -.0071 .1336 .0165 -.0843 18 .0496 .0318 .1809 .0128 .0547 19 -.0229 -.0745 .0967 .1556 .0753 20 .0024 -.0541 .0278 .1428 .2066 u S < 18