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University Microfilms International 8607107 M a c D o n a ld , E lle n S p e rry C r ip p s A S S E S S M E N T OF PR E P A R A TIO N AS A PR O FESSIO N AL: A FO LLO W -U P S T U D Y O F M IC H IG A N S T A T E U N IV E R S IT Y ’S 197 8-79 AND 1982-83 C O L L E G E O F H U M A N E C O L O G Y B ACCALAUREATE G R A D U A TES Ph.D. M ichigan S ta te University University Microfilms International 1985 300 N. Zeeb Road, Ann Arbor, Ml 48106 Copyright 1985 by MacDonald, Ellen Sperry Cripps All Rights Reserved PLEASE NOTE: In all cases this material has been film ed in the best possible w a y from the available copy. Problems encountered w ith this d o c u m e n t h ave been identified here with a ch e ck mark V 1. Glossy photographs or p a g e s ______ 2. Colored illustrations, paper o r p rin t_______ 3. Photographs with dark b a c k g ro u n d _____ 4. Illustrations are p o o r c o p y _______ 5. Pages with black marks, not original c o p y ______ 6. 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'V JS1S 1^— HM hrM M H M H mm WMmmm§ ®SW >t 'i-Vfc:£ ASSESSMENT OF PREPARATION AS A PROFESSIONAL: A FOLLOW-UP STUDY OF MICHIGAN STATE UNIVERSITY'S 1978-79 AND 1982-83 COLLEGE OF HUMAN ECOLOGY BACCALAUREATE GRADUATES By E lle n Sperry Cripps MacDonald A DISSERTATION Submitted to Michigan S ta te U n iv e rs ity 1n p a r t ia l f u lf i ll m e n t of th e requirem ents fo r the degree of DOCTOR OF PHILOSOPHY Department o f Family and C h ild Ecology 1985 Copyright by ELLEN SPERRY CRIPPS MacDONALD 1985 ABSTRACT ASSESSMENT OF PREPARATION AS A PROFESSIONAL: A FOLLOW-UP STUDY OF MICHIGAN STATE UNIVERSITY'S 1978-79 AND 1982-83 COLLEGE OF HUMAN ECOLOGY BACCALAUREATE GRADUATES By E lle n Sperry Cripps MacDonald PURPOSES. The purpose o f t h is study was to compare baccalaureate graduates' perceived adequacy of p rep aratio n fo r p ro fessional p o s itio n s 1n r e la tio n t o employment s ta tu s , type o f employment, prim ary employ­ ment a c t i v i t y , tio n . advanced study, Income, departm ent, and yea r of gradua­ A human eco lo g ical conceptual approach was u t il iz e d which p r im a r ily focused on College of Human Ecology graduates as they assessed th e academic programming of th e College o f Human Ecology. METHODOLOGY. The Instrum ent con sists o f questions m o d ified from various sources such as Educational Testing S e rv ice , American C o lleg e T es tin g s e rv ic e , and N ational Center fo r Higher Education Management Systems. The cro s s -s e c tio n a l population consisted o f a l l bachelor's degree graduates o f th e College o f Human Ecology fo r th e academic years 1978-79 and 1982-83. The 1982-83 graduates were chosen because o f t h e i r recent p ersp ective on undergraduate experiences. Graduates from 1978-79 were chosen because o f an a b i l i t y to e v a lu a te t h e i r p re p a ra tio n E lle n Sperry Cripps MacDonald In l i g h t o f In te rv e n in g employment and educational experiences. Data were c o lle c te d by a sel f-adm 1n1stered m all q u estionnaire. RESULTS. A n alysis o f varian ce was used to determ ine varian ce 1n graduates’ perceptions o f adequacy of p rep a ra tio n fo r professional p o s itio n s by t h e i r undergraduate program. Findings In d ic a te d th e re was a s ig n ific a n t d iffe re n c e between department (Fam ily and C h ild Ecology# Food Science and Human N u tritio n # Human Environment and Design)# type of employment (education; n o n p ro fit agency or In s t it u t io n , s e l f employment# p r iv a te p ra c tic e ; Cooperative Extension Service# govern­ ment; business# Industry)# prim ary employment a c t i v it i e s fo r Fam ily and C h ild Ecology (education; a d m in is tra tio n ; s e rv ic e ; marketing# s c ien ­ tific # o th er) and Food Science and Human N u tr itio n graduates (scien ­ tific ; m arketing# service# o th e r; a d m in is tra tio n )# above; le s s than $10,000; $10,000 to $14,999)# tio n s concerning p re p a ra tio n fo r professional SIGNIFICANCE. Income ($15,000 and and graduates’ percep­ p o s itio n s. R esults of t h is study w i l l be used to Improve fa c u lty and a d m in is tra to rs ' knowledge about the program’s perceived usefulness. In fo rm a tio n w i l l also help guide decision making concern­ ing the fu tu re course o f the C o lleg e’s c u rric u la . The study w i l l provide a model q u e s tio n n a ire as w e ll as b a s elin e data fo r fu tu re com parative stu d ies. In addition# the re s u lts and the procedure may be o f In te r e s t t o o th er human ecology/home economics In s t it u t io n s 1n th e development and e v a lu a tio n of t h e i r programs. This 1s dedicated t o my p aren ts, Lora and Henry C ripps, and b ro th e r, John Cripps. I am fo re v e r Indebted fo r th e way they "bent th e tw ig ." 11 ACKNOWLEDGMENTS A d is s e r ta tio n represents c o n trib u tio n s from a v a r ie ty of dedi­ cated and s e lf le s s persons. T h e ir tim e and commitment have made my doctoral exp erien ce a very f u l f i l l i n g and w o rth w h ile ona I would l i k e to g iv e sp ecial thanks t o my doctoral advisor# doctoral guidance com­ m itte e members# fam ily# and frie n d s who have made t h is endeavor poss1 bl e. Dr. Norma Bobbitt# Professor and Associate Dean, chairperson o f my doctoral guidance committee# d is s e r ta tio n d ire c to r# and mentor# has been a r o le model since I began my bachelor's degree a t th e C ollege of Human Ecology 1n 1976. I have and w i l l continue t o le a rn and b e n e fit from her high standards and d ed ic a tio n to excellen ce. Thanks 1s also extended fo r guiding me as a s p e c ia lis t# a d m in is tr a tiv e assistan t# and 1n my In te rn s h ip . Dr. C harles Eberly# A ssociate Professor# A s s is ta n t to D ire c to r of Admissions, has enhanced t h is d is s e r ta tio n w ith h is th e o r e tic a l and p r a c tic a l e x p e rtis e 1n fo llo w -u p s tu d ie s . Dr. Richard Featherstone# Professor# Department o f Educational A d m in is tra tio n , com m ittee member# has been e s p e c la lly Instru m ental 1n h elp in g me understand and a p p re c ia te th e a d m in is tr a tiv e lin k t o f o llo w up s tu d ie s . Dr. Dennis Keefe* A s s is ta n t Professor* Department of Fam ily and C h ild Ecology, committee member, has also been a frie n d and source of support since I began my undergraduate program a t th e C ollege o f Human Ecology. eco log ical I have e s p e c ia lly b e n e fite d from h is In s ig h ts concerning the framework. Dr. Larry Schlamberg* P rofessor, Department o f Fam ily,and C h ild Ecology, has assisted me g re a tly as a sch olar and w r it e r . As a com m ittee member his enthusiasm and p ra is e helped encourage me along th e way. Dr. Jean S c h la te r, P rofessor, Department o f Fam ily and C h ild Ecology, has also ensured a q u a lity doctoral program and d is s e rta tio n . She has provided c a re fu l and c o n s tru c tiv e c r it iq u e and guidance as a com m ittee member and professor. Her warm support and encouragement are g re a tly app reciated . Other persons who were not members o f my guidance com m ittee, but who have played an Im p o rta n t r o le 1n my endeavors, Include Dr. Lois A. Lund, Professor, Department of Food Science and Human N u tr itio n , who has provided h e a r t f e lt support and guidance since I was an undergradu­ ate. She has affo rd ed me many o p p o rtu n itie s to c o n trib u te to th e C ollege and expand my horizons. Also g re a tly app reciated 1s Dr. Robert G r lf fo r e , Professor and Chairperson of th e Department of Fam ily and C h ild Ecology, who has been a source of support as w e ll as a ro le model. G ra titu d e 1s also extended t o Omlcron Nu f o r awarding me the 1985 Alpha Chapter Award, th e American Home Economics A ssociation Foundation fo r the 1983-84 E lle n H. Richards Fellow sh ip* and th e Michigan Council of Family R elatio n s fo r th e 1983 Dr. M a rily n Parkhurst Award. Thanks 1s extended to th e graduates who responded to t h is ques­ tio n n a ir e , w ith o u t whom t h is study would not have been po ssib le. I would l i k e to thank Rafa Kasim, research c o n s u lta n t; Judy P f a f f , com­ puter co n su ltan t; and Heather Sugden, Rebecca Christensen, and Mary M a rtin , who assisted 1n th e groundwork of t h is study. A p p reciatio n 1s also expressed to Susan Cooley fo r her c a re fu l typ in g o f t h is manu­ s c r ip t. I would also lik e t o acknowledge my fa m ily , who have been extrem ely supportive o f my academic p u rs u its . My husband, Gary MacDonald, has provided p a tien ce, support, and c o n s tru c tiv e c r it ic is m of my work. This undertaking would not have been p o ssib le w ith o u t th e encouragement of my paren ts, Helen and Frank Yulo, who I n s t i l l e d an a p p re c ia tio n 1n education th a t began w ith my l a t e mother and fa th e r , Lora and Henry Cripps. My s is t e r , Jane C ripps, grandparents, Evelyn and C u rtis s Sperry, and aunt, C a ro lin e Strong, have also been a n everending source of support and encouragement. F in a lly , g ra titu d e 1s extended to my p a re n ts -1 n -la w , E liza b e th and Ernest MacDonald, who continue to remind me t h a t a l l thin gs a re possible. v TABLE OF CONTENTS Page LIST OF TABLES.............................................................................................................. vi i i LIST OF F IG U R E S ..................................................................................................... ix Chapter I. II. INTRODUCTION AND STATEMENT OF THE PROBLEM . . . . . . . . 1 Conceptual Approach ........................................................................... Purpose and O b j e c t i v e s .................................................................. Hypotheses ............................................................................................ T h e o re tic a l D e fin itio n s .................................................................. Assumptions of the S t u d y .............................................................. D e li m it a t io n s ........................................................................................ 3 6 9 11 13 13 REVIEW OF THE LITER A TU R E.................................................................. 15 Employment Decisions and Success ............................................ Survey Research Described .............................................................. Strengths o f Survey Research ................................................ Weaknesses o f Survey Research ................................................ D ata-C o llect1o n Methodology ......................................................... The Sel f-Adm1 n ls te re d Q u e s tio n n a ir e ................................... Follow-Up Study ................................................................................... The Use o f Follow-Up Studies 1n Educational E v a l u a t i o n ........................................................................................ In te g ra tio n of Survey Data With Other Relevant Data . . Development of a Management In fo rm atio n System . . . . Importance of Continuous E valu ation ........................................ Purposes o f Follow-Up Studies ..................................................... Career Guidance ............................................................................... Educational Guidance .................................................................. Program Planning and Development ........................................ A c c o u n ta b ility ............................................................................... Publ 1c R e l a t i o n s ........................................................................... The Role of Graduates 1n Follow-Up S t u d y .......................... Human Ecology/Home Economics Follow-Up Studies . . . . Uses o f This S t u d y ........................................................................... 15 17 18 18 19 20 24 vi 25 27 30 32 35 38 39 41 ^5 52 55 57 63 Page III. IV . V. METHODOLOGY................................................................................................. 64 Design o f th e S t u d y ........................................................................... In stru m en tatio n ................................................................................... O perational D e f i n i t i o n s .................................................................. D e s crip tio n o f th e S a m p le ........................................................ . . Techniques o f Data C o l l e c t i o n ..................................................... Analysis o f Nonrespondents ......................................................... C h a ra c te ris tic s o f Respondentsand Nonrespondents . . Analysis of D a t a ............................................................................... 64 65 71 75 77 80 83 84 F IN D IN G S ...................................................................................................... 86 Research O b je ctives and Hypotheses ........................................ Hypothesis 1 Hypothesis 2 ................................................................................... Hypothesis 3 ................................................................................... Hypothesis 4 ................................................................................... Hypothesis 5 ................................................................................... Hypothesis 6 ................................................................................... Hypothesis 7 ................................................................................... A p p lic a tio n of th e Human Ecological Framework .................. 87 87 91 94 97 101 107 Ill 114 .................................... 116 Summary o f the S t u d y ...................................................................... C o n c lu s io n s ............................................................................................ I m p l i c a t i o n s ........................................................................................ P r a c t i c e ............................................................................................ Theory and R e s e a rc h ...................................................................... 116 121 125 126 APPENDICES.................................................................................................................. 130 A. SUMMARY, CONCLUSIONS, AND IMPLICATIONS 128 COLLEGE OF HUMAN ECOLOGY 1978-79 AND 1982-83 ALUMNI SURVEY........................................................................................ 131 B. FIRST COVER L E T T E R ................................................................................ 11*0 C. REMINDER POSTCARD ................................................................................ ]k2 D. SECOND COVER LETTER ................................................................................ REFERENCES.................................................................................................................. vi i 11*6 LIST OF TABLES T a b le Page 1. Response Rate of Follow-Up Q u estio n n aire ..................................... 81 2. Ch1-Square Value R e fle c tin g R e la tio n s h ip Between C ollege o f Human Ecology 1978-79 and 1982-83 Alumni Survey Respondents and Nonrespondents ..................................................... 82 A n alysis o f Variance of th e E ffe c ts o f Department and Employment S tatus on Perceived Adequacy o f Prepara­ tio n fo r P ro fession al P o sitio n s ................................................. 90 A n alysis o f Variance o f th e E ffe c ts o f Type o f Employ­ ment and Department on Perceived Adequacy of P re p a ra tio n fo r P rofession al P o s itio n s ................................... 94 A nalysis of Variance o f th e E ffe c ts o f Type o f Employ­ ment and Advanced Study on Perceived Adequacy o f P re p a ra tio n fo r P rofession al P o s itio n s .................................... 98 A nalysis o f Variance o f th e E ffe c ts o f Department and Advanced Study on Perceived Adequacy o f P rep aration fo r P ro fessio n al P o sitio n s .............................................................. 101 A n alysis o f V ariance o f th e E ffe c t of Primary Employ­ ment A c tiv ity fo r FCE Graduates on Perceived Adequacy of P re p a ra tio n fo r P rofessional P o s itio n s ........................... 102 A n alysis o f Variance o f th e E ffe c t o f Prim ary Employ­ ment A c t iv it y fo r FSHN Graduates on Perceived Adequacy o f P rep aratio n fo r Profession al P o s itio n s ........................... 104 A nalysis o f Variance of th e E ffe c t o f Primary Employ­ ment A c t iv it y fo r HED Graduates on Perceived Adequacy o f P re p a ra tio n f o r Profession al P o s itio n s ........................... 107 A nalysis o f Variance of th e E ffe c ts o f Income and Advanced Study on Perceived Adequacy o f P rep aratio n fo r P rofession al P o sitio n s .............................................................. 109 3. 4. 5. 6. 7. 8. 9. 10. 11. A n alysis o f Variance of th e E ffe c ts o f Department and Year o f G raduation on Perceived Adequacy of Prepara­ t io n fo r Profession al P o s itio n s vi i i 113 LIST OF FIGURES F ig u re 1. 2. 3. 4. 5. 6. 7= 8. 9. 10. Page C ollege of Human Ecology 1978-79 and 1982-83 Alumni Survey 1n th e Larger Context of th e E valu ation Process ..................................................................................................... 4 Graduates R e fle c tin g Upon Role as Student In a U n iv e rs ity Ecosystem ....................................................................... 7 Graduates R e fle c tin g Upon Role as Employee In a Workplace S e ttin g ............................................................................... 8 Perceived Adequacy of P rep aratio n fo r Profession al P o sitio n s as a Function o f Department and Employment S t a t u s ..................................................................................................... 89 Perceived Adequacy o f P rep aratio n fo r P rofession al P o s itio n s as a Function o f Type of Employment and D e p a r t m e n t ............................................................................................. 93 Perceived Adequacy of P rep aratio n fo r Profession al P o sitio n s as a Function of Type o f Employment and Advanced Study .................................................................................... 96 Perceived Adequacy o f P rep aratio n fo r P ro fession al P o s itio n s as a Function o f Department and Advanced S t u d y ............................................................................................................. 100 Perceived Adequacy of P rep aratio n fo r P rofessional P o sitio n s as a Function o f FCE Graduates* Primary Employment A c t iv it ie s ........................................................................... 103 Perceived Adequacy o f P rep aration fo r P ro fession al P o sitio n s as a Function of FSHN G raduates’ Primary Employment A c t i v i t i e s . .................................................................. 105 Perceived Adequacy of P rep aratio n f o r Profession al P o sitio n s as a Function o f HED G raduates’ Primary Employment A c t iv it ie s ........................................................................... 106 ix Page 11. 12. 13. Perceived Adequacy o f P rep aratio n fo r P rofession al P o sitio n s as a Function o f Income and Advanced S t u d y ......................................................................................................... 110 Perceived Adequacy of P rep aratio n fo r Profession al P o sitio n s as a Function of Department and Year of G ra d u a tio n ........................................................................................ 112 A p p lic a tio n o f th e Human E cological Framework ....................... 115 x CHAPTER I INTRODUCTION AND STATEMENT OF THE PROBLEM A recent N ational I n s t it u t e o f Education document/ Involvem ent 1n Learning: R e a liz in g th e .P o te n tia l o f American Higher Education ( A s t ln , Blake/ Bower/ Gamsonz Hodgkinson/ Lee/ & M o rtim er/ 1984)/ m aintained t h a t undergraduate education would be s ig n if ic a n t ly Improved 1f knowl­ edge about assessment and feedback/ a measure of educational exc el­ len ce/ would be ap p lied 1m higher education. The authors posited th a t higher education In s t it u t io n s should make a concerted e f f o r t to acq u ire and use these measures fo r th e purpose o f In creasin g student In v o lv e ­ ment/ c la r if y in g exp ectatio n s / and making changes 1n In d iv id u a l e f f o r t / program con ten t/ and In s tru c tio n a l methods. Furtherm ore/ A stln and his colleagues concluded th a t students are one o f th e best sources of In fo rm a tio n and evidence concerning how w e ll higher education 1s doing I t s jo b . One way to Improve undergraduate education 1s to examine bacca­ la u re a te graduates' perceptions o f the adequacy o f p rep a ra tio n f o r employment by t h e ir undergraduate program. According t o th e American Home Economics A ssociation (1974)/ assessment o f what home economics graduates a re doing as p ro fe s s io n a ls 1s e s s e n tia l fo r th e development o f system atic procedures f o r determ ining th e e ffe c tiv e n e s s of 1 2 p ro fe s s io n a l-p re p a ra tio n programs. Opinions of human ecology/home economics graduates obtained by a fo llo w -u p study can In d ic a te e x p e ri­ ences which should be re ta in e d * e lim in a te d * or revised in th e profes­ sional program as they r e la t e to prep aratio n fo r employment. Gentry (1972) m aintained th a t the re s p o n s ib ility of home economics p ro fessional programs does not end a t gradu ation, but should continue to a s s is t and encourage form er students as they accept p rofessional p o s itio n s . b ility . A fo llo w -u p study 1s one way to ca rry out t h is responsi­ Best (1977) in d ic a te d t h a t a fo llo w -u p study can also Id e n t if y what has happened to graduates, and how th e In s t it u t io n and program o f study have a ffe c te d t h e i r personal and pro fessio n al growth. For a com plete assessment of th e r e la tio n s h ip between education and work, Pace (1979) m aintained t h a t t h is e v a lu a tio n cannot be made u n t il the studen ts’ education has been completed. Furtherm ore, the assessment must Include in te rim , p a r t-tim e , and f u ll - t i m e work. A fo llo w -u p study has s ig n ific a n t Im p lic a tio n s fo r theory and p ra c tic e . P res en tly th e re is a lack of data regarding th e degree of e ffe c tiv e n e s s o f the Michigan S ta te U n iv e rs ity C ollege of Human Ecology academic programs 1n r e la tio n to employment as perceived by th e gradu­ ates. Results of t h is study w i l l be used to Improve the c o lle g e fa c u lty and a d m in is tra to rs ' knowledge o f th e program's perceived use­ fu ln ess to the graduates. In fo rm a tio n w i l l also help guide decision making concerning th e fu tu re course of th e C ollege c u r r ic u la . This research, a component of th e la r g e r C ollege o f Human Ecology 1978-79 and 1982-83 alumni fo llo w -u p study, assessed baccalaureate 3 graduates' perceptions o f th e adequacy o f p re p a ra tio n fo r employment by t h e i r undergraduate program. The la r g e r study w i l l provide a model q u e s tio n n a ire as w e ll as b a s elin e data fo r com parative stu d ie s to be used 1n th e fu tu re a t the C ollege o f Human Ecology* and 1 t w i l l meet th e AmerK'in'Heme Economics A s sociation 's a c c re d ita tio n g u id e lin e of conducting a p e rio d ic fo llo w -u p study o f graduates. In view o f the f a c t t h a t M ichigan S ta te U n iv e rs ity 1s a perceived le a d e r 1n th e f ie l d o f human ecology, th e r e s u lts and the procedure of th e la r g e r study and t h is research may be of In te r e s t to o th er human ecology/home economics In s t it u t io n s in th e development and e v a lu a tio n o f t h e ir programs (see F1 g u re 1 ). Conceptual Approach In a n a ly zin g an edu cation al In s t it u t io n , 1 t 1s possible t o t a lk about th e r e la tio n s h ip between th e In d iv id u a l (th e graduate) and h is / h er environm ent (th e u n iv e r s ity , s t a f f , and so on). place. In c lu d in g a d m in is tra tio n , fa c u lty , W ith in a tra n s a c tio n some change is always ta k in g The u n d erlying conceptual approach fo r assessing academic pro­ gramming a t th e C ollege o f Human Ecology, as 1 t r e la te s to employment o f I t s graduates, 1s based on th e human ec o lo g ic a l framework. Bubolz, Andrews, and Paolucc1 (1980) described an e c o lo g ica l system as having th re e o rg an izin g concepts: the environed u n it, the environm ent, and th e p a tte rn in g o f tra n s a c tio n s between them. Transactions 1n t h is model In clu d e th e Im pact o f the environm ent on th e organism (th e stu­ dent graduates) as w e ll as ac tio n s o f th e organism which In flu e n c e the environm ent. This research design In co rp o rates the eco lo g ica l Provides baselin e data fo r fu tu re comparative studies Provides a model questionnai re College o f Human Ecology 1978-79 and 1982-83 Alumni Survey Provides a method of e v a lu a tin g programs Provides inform ation and re s u lts : . to improve fa c u lty and a d m in is tra to r knowledge o f the program's perceived usefulness to alumni . to help guide decision making concerning the fu tu re course o f the c u rric u la Figure 1: College o f Human Ecology 1978-79 and 1982-83 Alumni Survey in the la rg e r context o f the e v a lu a tio n process. 5 persp ective by p r im a r ily focusing on the C ollege o f Human Ecology graduates (th e human environed u n it) as they assess th e academic pro­ gramming o f the C ollege o f Human Ecology (th e environm ent). In th e educational tra n s a c tio n process th e u n iv e rs ity can be seen as Im pacting on the student (In p u t) which produces a s p e cia l kind of graduate or alumnus (o u tp u t). Involved 1n th e teaching and le a rn in g a c t i v it y * the u n iv e rs ity tra n s fe r s energy as In fo rm a tio n t o th e stu ­ dent, graduate, and alumnus. The u n iv e rs ity undergoes tra n s fo rm a tio n as w e ll because graduates feed back In fo rm a tio n to t h e i r environm ent 1n th e form of a fo llo w -u p study, fo r example. Deacon and Flrebaugh (1975) en visio n th e fa m ily system as being comprised o f two subsystems: personal and m anagerial. The personal subsystem, c o n s is tin g o f demands and resources, can be used t o Id e n tify what th e student (HEU) brings as In p u t to th e C ollege of Human Ecology (l-BE and HCE). Upon g radu ating, these In p u ts are transform ed In to met demands and used resources. Student (HEU) Michigan S ta te U n iv e rs ity C o llege of Human Ecology (HBE and HCE) demands resources Input- Graduate (HEU) met demands used resources > throughput- o u tp u t— V I L. feedback' Alumni Survey 6 The eco lo g ical approach can be fu r th e r d e lin e a te d by exam ining th e environm ent 1n depth. Environment can be envisioned as being composed of th re e in te r r e la t e d environm ents: th e human behavioral environment* th e human constructed environment* and th e n atu ral environm ent. The human behavioral environm ent (H3E) is an environm ent o f human beings and t h e ir bio p h ysical* psychological* and so c ial behaviors. The human constructed environm ent (HCE) is an environment a lte r e d o r c rea ted by human beings. The n atu ral environm ent (NE) is a product o f n atu re w ith s p a tia l-te m p o ra l* physical* and b io lo g ic a l components (Bubolz, E icher, 4 Sontag* 1 97 9). By r e f le c t in g upon t h e i r ro le as a student 1n a fo llo w -u p study, C o llege o f Human Ecology graduates (HEU) are p a rt o f an ecosystem 1n a u n iv e rs ity s e ttin g (HBE and HCE) (see Figure 2 ). In re p o rtin g about t h e i r employment experiences, graduates (HEU) are p a rt of th e workplace (H3E and HCE) ecosystem (see Figure 3 ). There 1s an in te r r e la t io n s h ip and an In te ra c tio n between the two ecosystems. Purpose and O bjectives The purpose of t h is study was to assess baccalaureate graduates' perceptions o f th e adequacy of prep aratio n fo r employment by t h e i r undergraduate program v ia feedback through a fo llo w -u p survey. R esults o f t h is study can be used fo r career guidance, educational guidance, program planning and development* a c c o u n ta b ility * and p u b lic r e la tio n s as d e lin e a te d 1n th e review of l it e r a t u r e . purpose, s p e c ific o b je c tiv e s were proposed: In o rder to accomplish t h is HCE / HBE HEU ^f / !l t Graduates surveyed^ r e f l e c t i n g upon * role as students } 9 I \ \ Schoolmates, s. f a c u l t y and s t a f f , N ^ administrators at the N Col 1ege of Human \ Ecology when those \ surveyed were students N. N Space, fac i 1i t i e s , equipment, which y Thoughts, emotions, values, * a f f e c t s i n te ra ct io n between ^ a t t i t u d e s , sentiments, p a r t i c u l a r " f a c u l t y and students experiences at the College of / Human Ecology / It U W \ V N S Formal and informal academic provisions fo r communication between students and f a c u l ty \ ' s ' N. Ongoing communication with the^ Social norms that determine College of Human Ecology level of openness of boundaries between students, f a c u l t y , and administrators _ - NE Season, climate Influence of NE on a b i l i t y to communicate caused by travel to the Col 1ege of Human Ecology (energy ava i 1a b i 1i t y , and so on) ** Figure 2 - Graduates r e f l e c t i n g upon role as student in a u n i v e r s i t y ecosystem. I I I HCE , HBE S '# \ fit I I I I I Formal and informal provisions between employers and employees ^ \ V Technical and non­ \ Space, f a c i l i t i e s , equipment technical s k i l l s / 1 Layout of bui ld in g (s ) which to t I V\ MSU imparted ■ / Thoughts, emotions, values, J a f f e c t s inte ra ct io n between I \ N ^gra uates ^ . * a t t i tudes, sentiments, p a r t i c u l a r / and among employees and \ \ experiences at the workplace / employers \ v \ ^ Ongoing communication with \ the workplace * Social norms that determine \ level of openness of boundaries between and among employees and employers ** I t I I Employers, employees at workplace when those surveyed were employed NE Season, climate Influence of NE on a b i l i t y to communicate caused by travel to the workplace (energy, *• a v a i l a b i l i t y and so on) «••*** Figure 3 : Graduates r e f le c tin g upon ro le as employee in a workplace s e ttin g . oo 9 1. To assess baccalaureate graduates’ perceptions o f th e adequacy o f t h e i r p re p a ra tio n by t h e i r undergraduate program 1n r e la tio n to : 2. a. employment statu s b. type o f employment c. prim ary employment a c t i v it y d. advanced study e. Income category To compare th e perceptions o f graduates by t h e i r department and year of graduation as they r e la t e t o perceptions about employment p re p a ra tio n . A lo n g itu d in a l study was approxim ated by examining c ro s s -s e c tio n a l data from two groups o f students who graduated 1n d if f e r e n t academic years: 1978-79 and 1982-83. This method p e rm itte d th e researcher to draw conclusions about processes which occurred over a period of tim e. Hypotheses A two-way a n a ly s is o f variance t e s t was employed to t e s t the hypotheses. T h e re fo re, w ith in each hypothesis were th re e d if f e r e n t subhypotheses. Two of th e th re e subhypotheses were concerned w ith main e f f e c t s , and th e t h ir d subhypothesis p ertain ed t o In te r a c tio n between th e main e ffe c ts . In order to assess baccalaureate graduates’ percep­ tio n s o f th e adequacy of t h e i r p re p a ra tio n fo r employment by t h e ir undergraduate program, th e fo llo w in g hypotheses were proposed: Ho 1: There 1s no s ig n ific a n t d iffe re n c e among department, employment s ta tu s , and graduates’ perceptions about th e adequacy of t h e i r p rep a ra tio n fo r pro fessio n al p o s itio n s . 10 As re la te d t o th e f i r s t p a rt of Hypothesis 1# Stephens (1957) In d ic a te d support fo r th e a lte r n a te hypothesis in th e fin d in g th a t graduates who obtained p o s itio n s were more s a t is fie d w ith t h e i r academic p rep a ra tio n . Concerning departm ent 1n re la tio n s h ip t o perceived adequacy of pro fessio n al p re p a ra tio n , little Lowe (1977) found d iffe re n c e 1n s a tis fa c tio n w ith p re p a ra tio n fo r home economics careers by area o f study. However, McClendon (1977) did fin d a d iffe re n c e 1n perceptions about p re p a ra tio n fo r pro fessio n al p o s itio n s by m ajor, w ith home economics education graduates being more s a t is fie d than c lo th in g graduates, von dem Bussche (1969) also found a d i f f e r ­ ence 1n perceptions about p re p a ra tio n fo r careers by area o f study. Higher ra tin g s were made by c lo th in g and t e x t i l e s , food and n u t r it io n , and home and fa m ily l i f e graduates. Home economics education and general home economics graduates ra te d t h e i r p re p a ra tio n low er. Ho 2 : There 1s no s ig n if ic a n t d iffe re n c e among type o f employ­ ment, departm ent, and graduates' perceptions about the adequacy of t h e i r p re p a ra tio n fo r p rofessional p o s itio n s . Ho 3: There 1s no s ig n if ic a n t d iffe r e n c e among type o f employ­ ment, advanced study, and graduates* perceptions about th e adequacy o f t h e i r p re p a ra tio n fo r p rofessional p o s itio n s . Ho 4 : There 1s no s ig n if ic a n t d iffe re n c e among departm ent, advanced study, and graduates* perceptions about th e ade­ quacy of t h e i r p re p a ra tio n fo r p rofessional p o s itio n s . Ho 5: There 1s no s ig n ific a n t d iffe re n c e among prim ary employment a c t i v it y , departm ent, and graduates’ perceptions about th e adequacy o f t h e i r p re p a ra tio n f o r professional p o s itio n s . Ho 6: There 1s no s ig n if ic a n t d iffe re n c e among Income, advanced study, and graduates* perceptions about th e adequacy of t h e i r p rep a ra tio n fo r pro fessio n al p o s itio n s. 11 Ho 7: There 1s no s i g n i f i c a n t d iffe r e n c e among department* year of graduation* and graduates' perceptions about the ade­ quacy of t h e i r preparation f o r professional positions. A s i m i l a r hypothesis t o number 7 was suggested by Fain (1981/1982). She found a s i g n i f i c a n t d iffe r e n c e between number of years since graduation and opinions of home economics graduates about t h e i r professional pre p a ra tio n programs. Recent graduates had more p o s it iv e opinions about t h e i r professional preparation programs than did e a r l i e r graduates. However* Lowe (1977) found t h a t graduate s a t i s ­ f a c t io n w ith th e home economics program flu c tu a te d over the years. T h e o re tic a l D e f in it io n s The fo llo w in g d e f i n i t i o n s w i l l be used 1n assessing baccalaureate graduates' perceptions o f th e adequacy of preparation f o r employment by t h e i r undergraduate program: Academic Programming. The c u r r ic u l urn, in s tru c tio n a l plan, major* or course of study leading t o a bachelor's degree (HBE and HCE). Follow-up Study. "A procedure f o r accumulating p e r tin e n t data from or about In d iv id u a ls a f t e r they have had s i m i l a r or comparable e x p e ri­ ences" (feedback) (McKinney & Oglesby, Graduate. 1971, p. 1). A person who has s a t i s f i e d the c r i t e r i a t o rece iv e a College of Human Ecology bachelor's degree as s p e c ifie d 1n Michigan S ta te U n iv e rs ity 's Perception. Academic Programs 1984-85 (1984) (HEU). "An awareness on th e p a r t of the In d iv id u a l of h i s / her a t t i t u d e toward a c o n d itio n , event, a t r a in i n g a c t i v i t y , (fe e d b a c k ) (D a rc e y , 1980, pp. 7 - 8 ) . or person" 12 Employment Status. A designation o f being employed or unemployed ( hBE and HCE). Employment. P a r t - t i m e or f u l l - t i m e work t h a t In d iv id u a ls engage in t o earn Income (HBE and HCE) (Special Task Force t o the Secretary of HEW, 1973). Type of Employment. Work performed f o r u n iv e r s it y or c o lle g e ; elementary, In te rm e d ia te , or secondary school; Cooperative Extension Services; n o n p ro fit agency or I n s t i t u t i o n ; business or In d u stry; gov­ ernment; or sel f-e m p lo y m e n t/p rlv a te p r a c tic e (l-BE and HCE). Primary Employment A c t i v i t y . The c en tral occupation of the seven home economics occupational c lu s t e r s : a d m in is tr a tio n or management; design, manufacturing, or processing; m arketing, merchandising, or sales; media; s c i e n t i f i c or p ro fe s s io n a l; s e rv ic e ; or education. A category of "other" was added (l-BE and HCE). P o sition. A group o f tasks performed by a person f o r an employer (hBE and HCE) ( S h a r t l e , F i r s t P o s it io n . 1959). F i r s t p o s itio n a f t e r graduating w ith a Michigan S ta te U n iv e rs ity undergraduate degree (l-BE and HCE). Income. Approximate annual s a la ry before deductions from f i r s t / c u r r e n t employment p o s lt io n (s ) Advanced Study. (HBE and HCE). Pursuance of study beyond th e bachelor's degree (hBE and HCE). Department. Ecology: t io n One of th e th r e e d iv is io n s 1n th e College of Human Family and C h ild Ecology (FCE), Food Science and Human N u t r i ­ (FSHN), or Human Environment and Design (HED) (HBE and HCE). 13 Year of Graduation. One of the two academic years (1978-79 or 1982-83) 1n which surveyed In d iv id u a ls graduated (HBE and HCE). Perceived Adequacy o f Preparation f o r Profess 1onal_Rp.s±tlQ.n. Graduates' perceptions concerning the s u i t a b i l i t y o f academic program­ ming in p repa ra tion f o r professional employment (feedback). Assumptions o f th e Study This study was predicated on th e fo llo w in g basic assumptions: 1. The respondent 1s w i l l i n g and able t o give v a l i d r a th e r than s o c ia l l y d e s ir a b le answers (Tuckman, 2. 1972). Graduates' assessment of t h e i r prepa ra tion f o r employment can r e s u l t 1n v i a b l e suggestions fo r Improving th e College of Human Ecology undergraduate program. 3. Employment status 1s r e la te d t o professional prepa ra tion received by graduates of the College of Human Ecology undergraduate program. 4. A graduate w ith a bachelor's degree Is considered a profes­ sional because o f the p ra c tic a l e x p e r ie n tia l components Included 1n the C ollege of Human Ecology undergraduate program (Kleren, Valnes & Bad1 r» 1984). D e lim ita tio n s The study was d e lim ite d 1n the fo llo w in g ways: 1. Only those human ecology graduates whose cu rre n t addresses were a v a ila b le were sent questionnaires. However* Alumni/Donor Records* from which addresses were obtained* c o n tin u a lly updates alumni 14 addresses w ith the help o f alumni responses and th e U.S. Postal Serv­ ice. U p -to -d ate alumni addresses were also obtained from a d m in is tra ­ tors* fa c u lty * and s t a f f . A p o te n tia l bias may e x i s t due t o alumni who do not Inform the Alumni/Donor Records of changes 1n t h e i r addresses* n o t i f y the U.S. Postal Service of a forw arding address, or m aintain contact w ith the College o f Human Ecology. 2. P a r t i c ip a t i o n 1n th e study was l i m i t e d t o human ecology graduates who chose t o complete and r e tu rn th e questionnaires. This l i m i t a t i o n was assessed by determ ining nonresponse bias* which 1s discussed 1n the methodology s ec tio n , Chapter I I I . 3. Those human ecology graduates surveyed were re p re s e n ta tiv e only o f College of Human Ecology baccalaureate degree graduates from th e academic years 1978-79 and 1982-83. 4. Responses of 1978-79 and 1982-83 baccalaureate graduates represented th e curriculum requirements, c o lle g e mission and goals, and f a c u lty of the classes taught when they graduated. 5. This study was s i m i l a r t o a lo n g itu d in a l study, 1n t h a t 1t examined cross -s ectio n a l data from two groups of students who graduated 1n d i f f e r e n t academic years. However, 1t was only an approximation about processes t h a t occur over time. 6. Graduate success was d e lim ite d t o p rep a ra tio n as a profes­ sional 1n r e l a t i o n t o employment. CHAPTER I I REVIEW OF THE LITERATURE This study assessed baccalaureate graduates' perceptions of the adequacy of p rep a ra tio n f o r employment by t h e i r undergraduate program. The review of l i t e r a t u r e I n i t i a l l y examines employment decisions and success. Survey research and methods of c o l l e c t in g survey research are a ls o reviewed. The remaining sections deal w ith Issues d i r e c t l y r e la t e d t o fo llo w -u p study: d e s c rip tio n of fo llo w -u p study, use of f o llo w -u p studies 1n educational e v a lu a tio n , In t e g r a t io n of survey data w ith other r e le v a n t data, development o f a management Info rm ation system, Importance of continuous e v a lu a tio n , purposes o f fo llo w -u p study, r o le of graduates 1n fo llo w -u p study, and human ecology/home economics fo llo w -u p studies. Employment Decisions and Success Although 1 t 1s recognized t h a t success Includes and transcends employment success, t h i s study was l i m i t e d t o th e examination of p re p a ra tio n f o r employment. Given t h i s s t i p u l a t i o n , 1 t 1s Im portant t o examine the determ inants of employment decisions and success. The terms vocational and occupational as used 1n th e f o llo w in g research r e l a t e t o th e dependent v a r ia b le , preparation f o r employment, as used 1n t h i s study. Baccalaureate graduates' perceptions about professional 15 16 preparation are shaped by experiences during t h e i r undergraduate program. As In d ic a te d by th e f o llo w in g research* perceptions about preparation f o r employment are also Influenced by t h e i r period of development* previous educational experiences* and f a m ily and l i f e experiences. Glnzberg (1972) proposed a vocational development theory. The theory comprises fo u r major psychological periods during which voca­ tio n a l decisions are made. The fantasy period occurs from age 4 or 5 through 11 or 12, a t which tim e c h ild r e n can s t a t e a vocational p r e f e r ­ ence. During th e t e n t a t i v e period (age 11 t o 18) people take in to account t h e i r I n t e r e s t s , values* and c a p a b i l i t i e s 1n considering a vocation. The r e a l i s t i c period extends from age 18 to the e a r ly 20s, and consists o f two stages. During the e x p lo ra tio n stage, people t e s t t e n t a t i v e vocational choices 1n r e l a t i o n t o t h e i r vocational and per­ sonal values, a p titu d e s , and I n te r e s ts . In th e c r y s ta l 1zat1on stage, c le a r p ic t u r e of vocational goals and s p e c if i c occupations Is v i s u a l ­ ized. The fo u rth period or s p e c if i c a t io n period takes place 1n the e a rly 20s. During t h i s period of development, people make commitments t o p a r t i c u l a r vocations. Ginzberg (1972) maintained t h a t career deci­ sions are made 1n a continuous, developmental process which considers In d iv id u a l values. In t e r e s t s , c a p a b ilitie s , and vocational task demands. Jencks, Smith, Aclund, Bane, Cohen, G in tls , Heyns, and Mlchelson (1972) m aintained t h a t occupational and l i f e success 1s determined by level of education, but even more Im p o rta n tly , fa m ily and l i f e a 17 experiences. Although schools, Includin g c o lleg es and u n i v e r s i t ie s , are Im portant 1n developing In d iv id u a ls ' values and I d e n t i t y which In flu en c e occupational success and choice, some researchers suggest t h a t an In d iv id u a l's p e r s o n a lity develops before adolescence and i s Independent of schooling. Research is expanding which supports the Idea of fa m ily as being c r i t i c a l behavior (Jencks, B a r t l e t t , 1n In flu e n c in g c h ild r e n 's values and Corcoran, Crouse, E n g le s fle ld , Jackson, M cClelland, Mueser, Olneck, Schwartz, Ward, & W illia m s , 1979). In an assessment of th e Impact of co lle g e on students, Feldman and Newcomb (1969) concluded t h a t every student who has ever attended co lle g e 1s Influenced by the experience. Although th e focus of t h e i r study was on th e Impact o f c o lle g e on students, 1 t was found t h a t co lle g e Impacts are conditioned by students' backgrounds (such as fa m ily and l i f e experiences) and p e r s o n a litie s . I t was also found t h a t c h a r a c t e r is t ic s a student has upon e n te rin g c o lle g e tend t o be r e i n ­ forced and extended by those experiences he/she has 1n college. Survey Research Described Survey research has, as a primary focus, the goal of describing, p re d ic tin g a c tio n , or e x p la in in g th e r e la tio n s h ip between two or more v a r ia b le s (Oppenheimer, 1973). asking people questions, Survey research, which 1s based on 1s probably the most fre q u e n tly used method f o r c o l l e c t in g data 1n the so c ial sciences (C a p lo v ltz , 1983). ables 1n survey research can be c l a s s i f i e d as s o c io lo g ic a l lo g ic a l. V a ri­ and psycho­ Researchers are In te r e s te d 1n how s o c io lo g ic a l In fo rm a tio n , such as demographic data, r e l a t e s t o psychological v a r ia b le s — opinions, 18 attitu d e s , and behavloi— as w e ll as how psychological v a r ia b le s r e l a t e t o each other (K e rlln g e r, 1964). Strengths o f Survey Research There a re strengths and weaknesses In h eren t 1n survey research. The r e s u lt s of survey research can a c c u rately describe the c h a r a c t e r is ­ t i c s o f a la rg e population. A la rg e number of subjects can be surveyed cost e f f i c i e n t l y through the use o f self-adm1n1stered questionnaires (W illiam son, Karp, Dalphfn, & Gray, 1982). This 1s e s s e n tia l d e s c r ip tiv e and explanatory an a ly s is (Babble, fo r 1983). With th e preplanned design o f survey research, r e s u lts a re uniform and r e l i a b l e , e s p e c ia lly 1n comparison t o the method o f observation (WHHamson e t a l . , 1982). Survey research also enables f l e x i b l e a n a ly s is of sub jects and Issues since many questions can be asked about a p a r t i c u l a r topic. Furthermore, the r e l i a b i l i t y of survey research measurement 1s high because each person 1s asked the same questions v ia a standardized q u e s tio n n a ire (Babble, 1983). Concurrent v a l i d i t y can be Increased by comparing survey r e s u lt s t o other data such as I n s t i t u ­ tio n a l records (K e rlln g e r, 1964). Weaknesses o f Survey Research Because standardized questions are designed t o be a p p lic a b le t o a l l sub jects, s u p e r f i c i a l a n a ly s is may r e s u l t , although s o p h is tic a te d a n a lys is can overcome t h i s l i m i t a t i o n (Babble, be s u p e r f i c i a l 1983). Results may also because of the tendency of survey research t o reveal a g re a te r scope of In fo rm a tio n , as opposed t o e xp lain in g Indepth 19 r e la tio n s h ip s (Kerllnger# 1964). Survey research must be r e s t r ic t e d t o questions respondents are H k e l y t o know (W illiam son e t al.» This may r e s u l t 1n a r t i f i c i a l 1982). fin d in g s since only s e l f - r e p o r t s as opposed t o social actio n are measured (Babble# 1983). There 1s also a question of accuracy concerning s e l f - r e p o r t s (W illiam son e t al.» 1982). Although th e re a re advantages t o a preplanned research design, survey research lacks f l e x i b i l i t y because the study design cannot be changed a f t e r the study 1s Implemented unless the research 1s conducted 1n phases. D a ta -C o lle c tlo n Methodology Two main methods of c o l l e c t in g survey research data are the s e l f adm inistered q u e s tio n n a ire and th e In te rv ie w . The sel f-adm1n1stered q u e s tio n n a ire is a w r i t t e n document given t o the respondent f o r comple­ tion# containing questions and o th er Items designed t o s o l i c i t data f o r a n a lys is (Babble# 1983). over the telephone. The In te rv ie w 1s conducted f a c e - t o - f a c e or A major d iffe r e n c e between the sel f-adm1n1stered q u e stio n n a ire and the In te rv ie w 1s t h a t questionnaires are usually self-co n ta in e d # sel f-adm1n1stered# and re q u ire no In t e r a c t io n between the researcher and respondent. In contrast# a social r e la tio n s h ip between the researcher and respondent 1s necessary fo r the In te rv ie w (Abrahamson# 1983). Even though the In te rv ie w method perm its Indepth# probing ques­ tions# produces less Incomplete questionnaires# and deals e f f e c t i v e l y w ith complicated questions, t h is study used a self-adm1n1stered mall 20 q uestio n n a ire. The sel f-adm1n1stered method of data c o lle c t io n was chosen because of I t s p o te n tia l of o btainin g a high response rate. This method can e a s il y lo c a t e and reach subjects over a geographically dispersed area. In f a c t / D illm an (1978) in d ic ated t h a t a researcher who wants t o survey c o lle g e alumni who are geographically dispersed around th e world probably has only one choice— the mall questionnaire. As w e ll as being capable of o b ta in in g accurate answers/ other advan­ tages o f th e mall q u e s tio n n a ire a re t h a t 1 t requires few people to a d m in is te r and 1 t e n t a i l s lower costs than the in te rv ie w method. The Self-Adm1n1stered Q uestionnaire D illm an (1978) compared th e m e rits of sel f-adm1n1stered question­ naires based on four performance c r i t e r i a : o b ta in in g a r e p re s e n ta tiv e sample/ q u e stio n n a ire c o n stru c tio n and question design/ obtaining accu­ r a t e answers/ and a d m i n i s t r a t i v e requirements. A discussion of the advantages and disadvantages of th e self-adm 1n1stered q ue stionna ire 1s based on the p o te n tia l of th e method as 1 t r e l a t e s t o the four performance c r i t e r i a . 1. Obtaining a re p r e s e n ta tiv e sample. The f i r s t performance c r i t e r i o n of the s e lf-a d m 1 n ls te re d q u e stio n n a ire 1s the p o te n tia l of o b ta in in g a r e p r e s e n ta tiv e sample. S e lf-a d m in is te re d questionnaires have a high p r o b a b ilit y o f achieving t h i s given a completely l i s t e d population and a medium p r o b a b il it y f o r populations not com pletely lis te d . This method also has moderate control over the s e le c tio n of respondents w ith 1n sampling u n its (DUlm an/ 1978). A selected sample can be e a s il y located since mall reaches people who cannot otherw ise be 21 contacted by the phone or because of r e lo c a tio n (Franchak & S p ir e r , 1978). However* mall questionnaires have a low er lik e li h o o d of con­ t r o l l i n g s u b s tit u tio n of respondents and households (D illm a n , 1978). The sel f-adm1n1stered q u e s tio n n a ire has t y p i c a l l y had a low response r a te . However* t h i s weakness can be overcome w ith f> low-up m ailin g s (Abrahamson, 1983). I t has a moderate p r o b a b il it y of o b tain ­ ing a high response r a t e w ith heterogeneous samples such as the general public. For homogeneous samples, the d iff e r e n c e 1n response r a te between mall surveys and in te rv ie w s dim inishes. In fa c t* researchers who used D111 man's Total Design Method f o r homogeneous groups have exceeded an 85% response r a t e , a r a t e s i m i l a r t o t h a t obtained by the In te rv ie w method. Some cases have even equaled or exceeded th e r a te f o r f a c e - t o - f a c e In te rv ie w s (DUlm an, 1978). Mall questionnaires have a low p o te n tia l of avoiding bias due to nonresponse (DUlman* nonresponse bias. 1978). This problem can be assessed by t e s t in g Because of the d i f f i c u l t y of ob tain in g updated address l i s t s , however, a low response r a t e may be due more t o Inaccu­ r a t e addresses than t o r e fu s a ls t o respond (Lansing & Morgan* 1971). To o b tain a r e p r e s e n ta tiv e sample, the population t o be surveyed by a mall q u e s tio n n a ire should not Include i l l i t e r a t e s . The mall question­ n a ir e 1s most a p p ro p riate f o r studying hig h ly educated populations such as p ro fessionals or students (C a p lo v ltz , 2. 1983). Questionnaire co n struc tion and q u e s tion design. q u e stio n n a ire should be o f moderate length. The mall Questions can be only moderately complex and must be unambiguous since th e r e 1s no 22 opp ortunity f o r unauthorized c l a r i f i c a t i o n . Self-adm 1n1stered ques­ t io n n a ir e s have low success w ith open-ended questions because of the lack of probes (D illm a n , 1978). Furthermore, sub jects do not usually give open-ended questions serious con sid eration (W illiam so n , Dal phin, 4 Gray, 1982). Karp, The mall q u e s tio n n a ire method has moderate success with screen questions. Although the questions may have been ordered t o e l im i n a t e response bias, th e re i s no control over the order 1n which respondents answer questions (B a ile y , 1982). The method also has low success w ith tedious or boring questions and a moderate success r a te in avoiding Item nonresponse. Mall q u e stio n n a ires a re very sensi­ t i v e t o question s tr u c tu r e since s t im u la t in g questions and t r a n s i t i o n s are the Impetus f o r achieving response (D illm a n , 3. Obtaining accurate answers. 1978). Sel f-adm1n1stered q u e stio n n a ires have a high t o medium p o te n tia l of o btainin g accurate answers. The s e lf-a d m in is te r e d method is best 1n reducing bias due t o soc ial d es ira ­ b i l i t y (DUlm an, 1978). Anonymity and privacy p e rm itte d by th e mall q u e stio n n a ire encourage more open responses and w illin g n e s s on the p a rt of the respondents t o give s o c ia l l y undesirable responses than do in te rv ie w s (B a ile y , 1982). M ail questionnaires also have a high l i k e ­ lihood o f avoiding In t e r v ie w e r d i s t o r t i o n and subversion (D illm an , 1978). Possible antagonism between the In t e r v ie w e r and respondent 1s e lim in a te d , and standardized questions guard ag a in s t the I n t e r v ie w e r modifying questions or suggesting answers (Franchak 4 S p ir e r , 1978). S e lf-a d m in is te re d questionnaires have a moderate p r o b a b il it y of avoiding outside contamination (DUlman, 1978). The in flu e n c e of 23 others 1n q u e s tio n n a ire response cannot be c o n tr o lle d or estim a te d , nor can th e re be any assurance t h a t the subject even f i l l e d out the ques­ t i o n n a i r e (B a ile y , 1982; W illiam son e t a ! ., 1982). However, t h e r e 1s a moderate l ik e li h o o d t h a t c o n s u lta tio n w i l l be obtained when necessary ( D i l l m a n , 1978). 4. A d m in is tra tiv e requirements. Mail questionnaires r a t e from high t o low 1n meeting a d m in is tr a t iv e requirements. This method has the e a s ie s t task 1n meeting personnel requirements which are l a r g e l y c l e r i c a l — ty p in g , s o r tin g , and processing returned qu e stio n n a ires . It also req u ire s few er people given the same sample s iz e than telephone and f a c e - t o - f a c e In te rv ie w s . The p o te n tia l speed of Im plem entation 1s low, however, because of th e tim e required t o p r i n t and assemble the surveys f o r m a ilin g . Only 1f the mall survey 1s very la rg e does 1 t become c o m p e titiv e w ith the speed 1n which telephone surveys can be conducted. Compared t o expenses Involved 1n the In te rv ie w method, th e mall technique has a high p r o b a b ilit y of keeping costs low, both on costs per respondent and as th e geographical area Increases (D illm a n , 1978). Postage, th e l a r g e s t expense 1n mall surveys, is s u b s t a n t i a l ly lo w e r 1n cost than th e l a b o r - in t e n s iv e method o f In te rv ie w in g (Abrahamson, 1983). Because postage 1s r e l a t i v e l y Inexpensive, 1 t 1s p o s sib le t o have la r g e sample sizes when using th e mall technique (C a p lo v ltz , 1983). Since 1 t costs no more to conduct a n ational or lo c a l m all survey, t h i s technique can reach respondents who are g e o g rap h ically 24 dispersed a t a low er p r ic e than th e t r a v e l expenses of an In te r v ie w e r ( B a H e y , 1982). As shown 1n t h i s a n a ly s is , the sel f-adm1n1stered method has I t s advantages and disadvantages. S e le c tio n o f an app ro p ria te method Involves con sid eration of four major performance c r i t e r i a . These c r i ­ t e r i a must be considered 1n r e l a t i o n t o the needs and a t t r i b u t e s of the p a r t ic u la r survey, such as th e to p ic of study, population t o be sur­ veyed, and survey o b je c tiv e s (D illm an , 1978). Follow-Up Study According t o Franchak and S p ir e r (1978), a fo llo w -u p study 1s p a rt of an eva lu a tio n scheme which s c i e n t i f i c a l l y studies p r a c tic a l problems 1n order to guide, 1953). d ire c t, and evaluate decisions and actions (Corey, Follow-up study 1s a procedure f o r accumulating p e r t in e n t data from or about In d iv id u a ls who have had s i m i l a r or comparable experiences (McKinney & Oglesby, 1971). Since experimental in q u iry 1s Inapprop­ r i a t e , fo llo w -u p study o fte n uses an ex post fa c to or r e t r o a c t iv e design (Carano, 1970). Ex post fa c to research begins w ith th e observation of a dependent v a r ia b le or v a ria b le s . The Independent v a r ia b le s are studied 1n r e t r o ­ spect fo r t h e i r possible r e l a t i o n s to , v a r ia b le or v a ria b le s ( K e r lln g e r , and e f f e c t s on, the dependent 1964). In t h i s study, the dependent v a r i a b l e , perceived adequacy of p repa ra tion f o r professional p o s itio n , was examined 1n l i g h t o f Impact of the Independent v a r ia b le s employment statu s, type of employment, primary employment a c t i v i t y , advanced study, Income, department, and year of graduation. 25 A type of normative survey research* fo llo w -u p studies can help solve p r a c tic a l 1941). problems because data come from the f i e l d (Good e t al.* Follow-up studies most nea rly observe u l t i m a t e educational c o n trib u tio n s by looking a t the e f f e c t s of a course or program as a whole (Worthen & Sanders* 1973). With respect t o employment* fo llo w -u p studies can evaluate professional preparation programs which e s ta b lis h a basis f o r success 1n p o s itio n s accepted by graduates o f an educa­ t io n a l In s titu tio n (Fain* 1981/1982). Follow-up studies are most e f f e c t i v e 1n providing in fo rm a tio n about the c o l l e c t i v e a t t r i b u t e s of respondents. This Info rm ation can be used t o Id e n t if y r e la tio n s h ip s among a t t r i b u t e s 1n the form of hypotheses or questions (Hobbs* 1979). Besides producing useful mation, fo llo w -u p studies In v o lv e alumni. In fo r­ As a r e s u l t of p a r t ic ip a t i n g 1n th e fo llo w -u p study, alumni may become more In te re s te d 1n the I n s t i ­ tu tio n (Nelson, 1964). The Use o f Follow-Up Studies 1n Educational Evaluation Results of fo llo w -u p studies should be used and In te rp re te d c a r e f u l l y because they In d ic a t e only what has happened; they do not e s ta b lis h cause. To determ ine cause, other c o lla b o r a tin g In fo rm a tio n should be examined (Franchak & S p irer* cause and e f f e c t * 1978). To produce evidence fo r surveys can be conducted on a re g u la r basis (Frey, 1979). Student outcome In fo rm a tio n 1s o f g r e a te r use as a context fo r decision making than as a basis f o r p a r t i c u l a r decisions or conclusions 26 (E w e ll, th in k , 1983a). fe e l, Follow-up studies only reveal what th e respondents or guess about a subject. a course o f action (Hobbs, 1979). They cannot be used t o p re d ic t Although fo llo w -u p In fo rm a tio n may reveal what types of programs and courses should not be o ffe re d , fo r example, they cannot always determine what a l t e r n a t i v e courses or Improvements are necessary. Follow-up In fo rm a tio n 1s most v a lu a b le as an In d ic a t o r of needed services t h a t are not prese ntly provided (Franchak & S p ir e r , 1978). The success of an e v a lu a tio n program can be measured by the exte n t t o which the r e s u lt s are used. To ensure use of the r e s u l t s , an I n s t i t u t i o n needs a b u i l t - i n s tra te g y such as a data-based management In fo rm a tio n system f o r t h e i r u t i l i z a t i o n . Another Im portant considera­ t io n about the usefulness of th e fin d in g s 1s t h a t r e s u lt s must be shared 1f they are t o have Impact (C lark, 1983). The main purpose of fo llo w -u p studies 1s not t o compile data, but r a t h e r to gain and use In fo rm a tio n t h a t perm its the i n s t i t u t i o n t o b e t t e r serve I t s c l i e n t s (O'Connor, 1965). The fo llo w -u p study should be seen as a nonthreatening method o f using data (Ciampa, 1978). One way t o m in im ize p o te n tia l t h r e a t 1s t o use the r e s u lts t o confirm the q u a l i t y of a program. Follow-up study r e s u lt s should not be perceived as simply I d e n t i f y i n g weaknesses. In fo rm a tio n from the study 1s t o be used e f f e c t i v e l y , a d m in is tra to rs , f a c u l t y , and s t a f f must be convinced of the b e n e f it of conducting a fo llo w -u p study (Franchak & S p ir e r , 1978). If 27 I n t e g r a t i o n o f Survey Data With Other Relevant Data The fo llo w -u p study 1s a useful part of the data-gather1ng process, but I t Is only one component f o r e v a lu a tin g an educational system (Hobbs, 1979; McKinney & Oglesby, such as response bias, 1971). Because o f l i m i t a t i o n s I n s t a b i l i t y of student s e l f -r e p o r t e d data on a t t i t u d e s , and response d i s t o r t i o n , a s in g le study or source of In fo rm a tio n should not be used as th e basis f o r decision making (E w ell, 1983a). In stead , as many r e le v a n t and Independent sources of data as possible should be Included 1n eva lu a tin g educational q u a li t y (E w e ll, 1983a; Wise, H engstler, & Braskamp, 1981). Furthermore, several sources o f data o fte n y i e l d a c o n sis ten t body of find ings (E w e ll, 1983a). To be e f f e c t i v e l y u t i l i z e d , student-outcomes In fo rm a tio n must be v i s i b l y placed alongside such diverse elements of management In fo rm a tio n as a v a ila b le -re s o u r c e In d ic a to r s , a c t i v i t y - l e v e l and p r o d u c tiv ity In d ic a t o r s , and external p o lic y and program con­ s t r a i n t s . ( E w e l l , 1983a, p. 6) Not a l l Issues, of course, re q u ire such a complex and m u ltifa c e te d research e f f o r t , but the u t i l i z a t i o n of several varie d and In te g ra te d approaches should not be overlooked In a la rg e study (Hobbs, 1979). In fo rm a tio n t h a t 1s c o lle c te d and e f f e c t i v e l y In te g ra te d w ith other r e la te d data t o provide a comprehensive p ic t u r e of the Issue w i l l be used t o a g r e a te r e x te n t by decision makers. In te g r a tio n w ith data f a m i l i a r t o th e decision maker also ensures g re a te r p o s s i b i l i t y of using the r e s u lt s (E w e ll, 1983a, 1983b). From a persp ective t h a t the survey 1s only one p a r t of the e v a lu a tio n e f f o r t , Francis (1979) maintained t h a t the survey, which 28 c h a ra c te r iz e s a mathematical s tra te g y , must be used as an In v e s tig a to r y approach f o r aid in g decision making. The survey represents a mathe­ m atica l s tra te g y because I t fo llo w s preestablished ru le s and guide­ lin e s . However, w ith an In v e s tig a to r y approach, the survey can be tr e a te d as an e x e rcis e 1n a n a ly t i c Inductio n, a process t h a t begins w ith broad general questions and a f l e x i b l e array of methods. The In v e s t i g a t iv e method compares and c o n tra s ts In fo rm a tio n from many sources and uses human judgment t o make Inferences from the data. Since th e fo llo w -u p survey 1s only p a r t of the t o t a l In fo rm a tio n , other methods o f data c o l l e c t io n Include the use of documentary a n a ly s is . I n t e r v ie w , case study, and d ir e c t observation. The In t e g r a t io n o f survey research w ith o th er s u i t a b l e approaches w i l l r e s u l t 1n a f l e x ­ i b l e and m ultidim ensio nal research approach (F ran cis, 1979; Hobbs, 1979). Suggestions of a d d itio n a l In fo rm a tio n t h a t I n s t i t u t i o n s may con­ s id e r c o l l e c t in g as p a rt of program assessment (1n a d d itio n t o ques­ t i o n n a i r e r e s u lt s from f a c u l t y , graduate students, and rece n t alumni) Include a h is to ry of the program, 1nter1nst1tut1onal or other coopera­ t i v e arrangements, student re c ru itm e n t and r e t e n t io n , teaching load, mix o f Iecture/sem 1nar/pract1cum courses, program content, e v a lu a tio n procedures, degree requirements, departmental budgetary support, and employment demand f o r graduates (C lark, 1983). In a summary of teacher education program e v a lu a tio n and fo llo w -u p studies, Hord and H a ll (1978) noted t h a t these studies c o lle c t e d data from students w h ile 1n th e program and during 1nserv1ce as teachers, 29 t r a in e d observers# c o lle g e supervisors# school p rincipals # d is tric t a d m in is tr a to r s and supervisors# classroom coo perative teachers# pup ils o f the student teachers# and peer teachers. D a ta -c o lle c t1 o n methods Included surveys# classroom observation# questionnaires# p e rs o n a lity Inventories# In te rv iew s# and eva lu a tio n forms. Other data used were the permanent records of graduates# which Include t h e i r grade p oint average# o th e r academic Inform ation# National Teacher Examination scores# and o th er standardized measures. The Ohio S ta te U n iv e rs ity College of Education has designed one of the most comprehensive systems o f In te g r a tin g student data t o document and assess teacher candidates. Zlmpher# de Voss# and Lemlsh (1982) designed a f o u r - p a r t m ultidim ensio nal system t h a t c o l l e c t s data a t m u l t i p l e p o in ts 1n the educational program using a v a r i e t y of datac o l l e c t l o n methods. Data c o lle c te d Include demographic data about students and programs, academic data such as t r a n s c r i p t In fo rm a tio n and e n try t e s t scores# performance data c o lle c te d through q u a l i t a t i v e and q u a n t i t a t i v e measures# and s e lf - r e p o r t e d data c o lle c te d 1n campus and f i e l d s e t t in g s . In an atte m p t t o adhere t o th e National Council fo r th e Accredita­ t io n of Teacher Education's standards of In v o lv in g a v a r i e t y of sources 1n th e program -evaluatlon e f f o r t (Standards f o r the A c c r e d ita tio n , 1979)# Cooper and Jones (1979) c o lle c te d perceptual data v i a a question­ n a ir e from students# In stru cto rs # supervisors# and supervising teachers associated w ith the program. Documentation data were c o lle c te d from r e le v a n t program documents# p o lic y statements, and In s t r u c tio n a l 30 m a t e r ia l. In In te g r a tin g In fo rm a tio n from surveys w ith other kinds of student data I n s t i t u t i o n s have c o lle c te d , Ewell (1983b) recommended f in d in g out how a v a il a b l e and useful th e data may be before conducting the survey. Development o f a Management In fo rm atio n System Follow-up studies should be seen as p a r t of a la r g e r system of study 1n eva lu a tin g educational programs ( L i t t l e , eventual goal of developing an I n s t i t u t i o n a l in fo rm a tio n system (E w e ll, 1983b). 1970), w ith the data base or management 'The management In fo rm a tio n system 1s a dynamic to o l f o r ana lyzing the need f o r decisions and the probable e f f e c t these decisions can have on th e lo cal educational agency" (Franchak & S p ir e r , 1978, p. 136). Such a data base can be f l e x i b l y and com paratively used by a d m in is tra to rs t o address a v a r i e t y of spe­ c i f i c questions such as th e assessment o f education as 1 t r e l a t e s t o employment. The management In fo rm a tio n system should serve as an ongoing, c o n tin u a lly updated In fo rm a tio n resource t o answer a d m in is tra ­ t i v e questions as they a r is e (E w e ll, 1983a). A management in fo rm a tio n system can be used t o Improve th e q u a l i t y of planning and decision making, give d ir e c t io n s 1n making b e t t e r use of scarce resources, and Improve the q u a l i t y o f the educational environment (A stln , 1980). The data base also perm its comparison w it h in the u n it as w e ll as among d i f f e r e n t I n s t i t u t i o n s , student groups a t d i f f e r e n t points 1n tim e (E w e ll, programs, and 1983a). The 1979 American Home Economics Association (AHEA) Membership Survey represents one e f f o r t t o develop a data base. AHEA c o lle c te d 31 selected In fo rm a tio n from I t s members t o develop a master computerized resource bank. This study e s ta b lis h e s benchmark data from which to I d e n t i f y trends and change. I t also provides data f o r planning pro­ grams, p r i o r i t i e s , and goals based on the c h a r a c t e r is t i c s and needs of th e membership (Fanslow, Andrews, Scruggs, & Vaughn, 1980). Several commercial management In fo rm a tio n services e x is t . tio n a l Educa­ Testing S ervice’ s Graduate Program Self-Assessment (GPSA) Serv­ ic e has provisions f o r comparing r e s u lt s w ith other I n s t i t u t i o n s on file . GPSA also plans t o provide comparison data w ith an I n s t i t u t i o n ' s f i r s t and successive running o f q u e stio n n a ire s , a l l y useful which would be especi­ fo r I n s t i t u t i o n s experiencing rapid change (C lark, 1983). The National Center f o r Higher Education Management Systems and the College Board j o i n t l y o f f e r a Student Outcomes In fo rm a tio n Service (SOIS). This serv ice provides a continuous system f o r c o l l e c t in g and analyzing In fo rm a tio n on student outcomes, which 1s ’’any consequence of a student's e n ro llm e n t 1n a given educational I n s t i t u t i o n and in v o lv e ­ ment 1n I t s programs'1 (E w e ll, 1983b, p. 3 ). The program also has provisions f o r comparing data w ith other I n s t i t u t i o n s t h a t have used SOIS. Another commercial In fo rm a tio n service 1s th e American College Testing Program (ACT). to educational ACT o f f e r s an Evaluation/Survey Service (ESS) I n s t i t u t i o n s and agencies f o r c o l l e c t in g and using student-based survey data. The s e rv ic e also provides a composite re p o rt which contains survey r e s u lts from several schools. 32 Francis (1979) proposed an A t t it u d e In fo rm a tio n System (AIS), a data-bank of a t t i t u d e In fo rm a tio n t o be used f o r I n s t i t u t i o n a l advancement. The purpose of the AIS would be t o gather and r e p o r t In fo rm a tio n q u ic k ly . Data would then be stored f o r secondary a n a ly s is and comparison w ith new data. The AIS would p e rm it an I n s t i t u t i o n ' s constituency t o be p e r i o d i c a l ly sampled. Since educational a d m in is tra to rs r a r e ly get feedback on th e educational consequences of p o lic ie s and decisions (A stln , 1980), a management In fo rm a tio n system would be of g re a t value 1n r e l a t i n g how i n s t i t u t i o n s fu n c tio n e d u c a tio n a lly as they r e l a t e to graduates' employment experiences. More d e ta ile d a n a ly s is can be done to I d e n t i f y problems and t h e i r possib le causes, and data can be reanalyzed and used f o r comparison w ith new data. Furthermore, the data a re most l i k e l y t o be used 1f they are Incorporated In to an ongoing data base (E w e ll, 1983a, 1983b; Franchak & S p lr e r , 1978; Francis, 1979). Importance o f Continuous Evaluation Many a c c r e d itin g o rg a n iza tio n s r e q u ir e continuous eva lu a tio n . The American Home Economics Association (Haley, 1984) c a l l s f o r p e rio d ic fo llo w -u p o f graduates, and th e National Council fo r th e A c c r e d ita tio n of Teacher Education s ta te s t h a t the maintenance of "acceptable teacher education programs demands a continuous process of e v a lu a tio n o f the graduates of e x is t in g programs" ( Standards f o r the A c c r e d ita tio n , 1979, p. 10). Ayers (1981) maintained t h a t an e v a lu a tio n program must be ongoing and lo n g itu d in a l 1n nature w ith continual In p u t from graduates o f the 33 program. A continuous model o f e v a lu a tio n measures changes ta k in g place In a program and I d e n t i f i e s developing problem areas. Sanders (1981) concurred t h a t continual engagement 1n "developmental In q u iry " 1s necessary fo r program Improvement. According t o Partney (1972), program e v a lu a tio n "1s a continual requirem ent f o r u n i v e r s i t ie s and co lleg es because of constant s o c ie ta l and educational changes" (p. 6). Another reason f o r continuous e v a lu a tio n 1s t h a t 1 t may take several years f o r s i g n i f i c a n t trends 1n th e data to show up (Franchak & Sp1rer, 1978). Data gathering can be thought of as p a r t of an ongoing In te g ra te d d a t a - c o lle c tlo n system r a t h e r than as a set of "one shot" e f f o r t s . For example, a survey could be I n i t i a l l y used t o p in p o in t p o te n tia l prob­ lems t h a t can be a s u b je c t o f f u r t h e r In v e s tig a tio n . Instead of using a q u e s tio n n a ire one tim e 1n a c ro ss -s ectio n a l an a ly s is , the Instrument can be used 1n conjunction w ith other s i m i l a r questionnaires adminis­ te re d 1n a lo n g itu d in a l an a ly s is (E w e ll, 1983b) as 1n sequential design. Cross-sectional research 1s used t o describe and determine r e la tio n s h ip s between and among v a ria b le s . Although th e re are l i m i t a ­ tio n s t o making observations a t only one point 1n tim e , be made about processes t h a t occur over time. Inferences can Longitudinal research provides In fo rm a tio n describing processes over tim e. However, the design 1s c o s tly and re q u ire s a g reat deal of tim e (Babble, 1983). L im it a t io n s of these designs can be overcome by the use of sequential design, which combines c ro s s -s e c tio n a l and lo n g itu d in a l approaches. 34 Sequential design 1s a method o f t e s t in g a hypothesis t h a t Involves exam ination of a sequence o f samples. For each sample a decision 1s made whether t o accept or r e j e c t the hypothesis. Although the tech­ nique 1s expensive* a coh ort sequential design, which can examine a s p e c i f i c subpopulatlon of graduates as they change over tim e, provides a more accurate and e x te n s iv e p ic t u r e (Warwick & L ln in g e r, 1975). Program e v a lu a tio n should be In te g ra te d In to a l l aspects of the educational program. Several fo llo w -u p studies of home economics graduates (C h r is tia n , 1969; Fain, 1981/1982; G a r r e tt , 1969; Hodgkins, 1977; Johnson, 1975; von dem Busshe, 1969) have recommended p e rio d ic f o llo w -u p , but Gentry (1972) e x p l i c i t l y s ta te d t h a t fo llo w -u p should be a p e r io d ic as w e ll as I n t e g r a l p a r t of home economics professional programs. In an a r t i c l e on design c h a r a c t e r is t ic s e s s e n tia l f o r mean­ in g fu l teacher fo llo w -u p e v a lu a tio n , Ayers (1981) maintained t h a t a te a c h e r -e v a lu a tlo n program must be viewed as a p a rt of the t o t a l teache r-ed ucatlon program, not as an Is o la te d p ro je c t. Program e v a lu a tio n , as w ith program planning, should be an ongoing process t h a t encompasses a l l aspects of th e program (Newton, 1981) since the r e s u lt s are of I n t e r e s t t o the e n t i r e community. F in a lly , th e e v a lu a tio n system should have a component f o r assessing th e e f f e c ­ tive n ess of the eva lu a tio n to o l f o r gathering In fo rm a tio n and making meaningful decisions (Ayers, 1981). Kessler (1979) proposed r e g u la r ly conducting fo llo w -u p studies t o meet the need f o r more exte n s iv e data on career outcomes of graduates and fa c to r s t h a t a f f e c t these outcomes w ith the purpose of analyzing 35 and Improving th e education/work r e la tio n s h ip . by educators* employers* and students. Results could be used Continuous e v a lu a tio n could be used t o Improve jo b placement programs and ca re e r development o f fic e s . Follow-up of graduates as they advance 1n t h e i r careers could provide In fo rm a tio n t o curriculum planners about th e need t o r e t r a i n f o r new technology* or i t could suggest remedial a c tio n s f o r obsolescent programs. With continuous e v a lu a tio n , educators and employers would get a b e t t e r view of the student and would be a b le t o see the e f f e c t s of c o lle g e on th e student from a long-term perspective. Students could use r e s u lt s of ongoing studies of graduates’ employment problems and successes t o make v ia b le and r e a l i s t i c ca re e r choices. Continuous e v a lu a tio n would enable users t o gauge long-range r e s u lt s of the e f f e c t of education on employment ( S a l t e r , 1979). Purposes o f Follow-Up Studies There are probably as many reasons f o r conducting surveys as th e r e are surveys (Babble* 1973; E w ell, 1983b). Primary purposes o f conduct­ ing a fo llo w -u p study should be I d e n t i f i e d before th e survey 1s con­ ducted (C la rk , 1983), since the success o f a f o llo w -u p study depends on understanding th e purpose or purposes of conducting th e study (Franchak & S p lr e r , 1978). The u l t i m a t e value of the r e s u l t in g In fo rm a tio n , however, depends on th e goals and o b je c tiv e s o f th e I n s t i t u t i o n or program (E w e ll, 1983a). 36 In a study of fo llo w -u p studies in higher education from 1964 to 1971, Taylor (1971) noted t h a t a l l areas of a c t i v i t y t io n have been researched w ith t r a d i t i o n a l 1n higher educa­ areas o f I n s t i t u t i o n a l research In clu d in g studies of students, f a c u l t y , space, f i s c a l m atters , and physical f a c i l i t i e s . Researchers have developed c a te g o rie s f o r the d i f f e r e n t areas o f research. Ewell (1983a) designated th re e d i f f e r e n t approaches t o th e fo llo w -u p process of I d e n t if y i n g and measuring s tu ­ dent outcomes. The o ld e s t approach t r e a t s the student c o lle g e e x p e r i­ ence as a m a tte r of academic In v e s t ig a t io n by examining th e c o g n itiv e and soc1 a l-m o b ll 1ty Impacts of college. A second major approach 1s the student-personnel perspective where outcomes a re used t o counsel and advise students. The newest approach, a management perspective, uses student outcomes as p a r t of the resource a l lo c a t io n and program dec1s1on-mak1rig approach. Although each approach deals w ith the Impact of c o lle g e on students, they have d i f f e r e n t goals and t h e r e fo r e d i f f e r e n t data requirements. The academic approach has a goal of e x p la in in g or accounting f o r a given outcome. I t t r i e s t o determ ine whether or not the fa c to rs t h a t produced th e outcome are under th e control o f the decision maker. The student-personnel perspective seeks data useful 1n making decisions concerning th e w e lf a r e of the In d iv id u a l student. Explanation o f the causes of an In d iv id u a l ’ s problems 1s not of con­ cern. The main o b je c t iv e of the management p ersp ective, which focuses on the I n s t i t u t i o n or program, 1s t o Improve r e s o u rc e -a llo c a tlo n deci­ sion making. 37 The Graduate Program Self-Assessment Service was designed t o develop q u a l i t y In d ic a to rs f o r the d i f f e r e n t stages of program fu n ctio n in g . These stages are categorized as Inputs (such as f in a n c ia l resources and student a b i l i t y ) / educational processes (such as f a c u l t y - student r e l a t i o n s / teaching performance/ and the le a rn in g c l im a t e ) / and outcomes (such as the professional performance o f graduates and fa c u lty research p r o d u c t i v i t y ) . Based on a review of the l i t e r a t u r e / the f o llo w in g c a te g o rie s o f uses of fo llo w -u p studies have been I d e n t i f i e d . guidance/ which Includes placement. One category 1s care er Educational guidance 1s a second category encompassing admissions/ advising/ and r e te n tio n . A th ird category 1s f o r program planning and development w ith subcategories o f cu rric u lu m / In s t r u c t i o n a l/ and resource a l l o c a t i o n / f i s c a l making purposes. A c c o u n ta b ility / a fourth category/ decision­ Includes accounta­ b i l i t y t o the user/ a c c r e d it a t io n associations/ agencies such as the government and u n iv e r s it y / and a c c o u n ta b ility t o th e I n s t i t u t i o n Its e lf. The l a s t major use 1n p u b lic r e l a t i o n s 1s communication w ith alumni and other community members/ and re c ru itm e n t of p o te n tia l stu­ dents/ f a c u l t y / a d m in is tra to rs / and others. Ways 1n which fo llo w -u p employment/ academic/ and demographic data can be used t o achieve these purposes are I d e n t i f i e d . examples a re not m utually exclusive nor exhaustive. Many of the Rather/ the examples c i t e d r e f l e c t the c u rre n t s t a t e of fo llo w -u p study uses. 38 1. Career Guidance Follow-up data are useful 1n Improving ca re e r guidance (Hoppock, 1976). By eva lu a tin g employment data o f former students* I n s i g h t f u l data can be provided f o r advising c u r r e n t students (Newton, 1981). In a d d itio n , c u rre n t students w i l l f in d th e In fo rm a tio n r e le v a n t because 1 t 1s from former students (McKinney & Oglesby, 1971). U n fortunately, th e re have been few studies on th e employment outcomes of graduates of In d iv id u a l I n s t i t u t i o n s (K essler, 1979). Career counselors can help students make r e a l i s t i c career plans based on former students’ major, employment o p p o rtu n itie s , placement, earnings, and job s a t i s f a c t i o n (Hoppock, 1976). employment data could answer questions such as: S p e c ific a lly , What occupations do graduates e n te r a f t e r m ajoring In a p a r t i c u l a r f i e l d ? Do graduates 1n t h i s f i e l d have more or less d i f f i c u l t y compared t o others 1n fin d in g s a t is fa c t o r y employment? What kinds of s t a r t i n g s a la r ie s do graduates o f t h is major obtain upon e n te rin g d i f f e r e n t occupations? How do these s a la r ie s compare w ith s a l a r i e s of other graduates and graduates 1n r e la te d f ie ld s ? What kinds o f employment a c t i v i t i e s do graduates from t h i s major perform? What chance do graduates have of doing the kinds of work they seek? (K e s s le r, 1979). In fo rm a tio n on the kinds o f jobs alumni have secured can provide c u rre n t occupational In fo rm a tio n on employment trends and the a v a il a ­ b i l i t y and q u a li t y of job o p p o r tu n itie s 1n a p a r t i c u l a r f i e l d o f study (Hoppock, 1976; McKinney & Oglesby, 1971; Newton, 1981). The advise­ ment department could develop a c are er p r o f i l e of former students 1n 39 each program f o r student c a re e r In fo rm atio n . Employment data could also be used t o analyze successful j o b - f i n d i n g p a tte rn s which could subsequently be Incorporated I n t o the advisement process (Newton» 1981). Employment data about th e success of previous students could be given to students. These data would help them I d e n t i f y competencies needed as w e ll as help m o tiv a te them t o gain competencies 1n ways shown t o r e s u l t 1n success (O'Connor* 1965). Dangers o f overspecial 1zat1on which could reduce employment options* make e a r ly career decisions irre v o c a b le * or l i m i t p o s s i b i l i t i e s of changing career plans could also be I d e n t i f i e d (B1scont1» 1979). The data could p o in t out the value of c e r t a in work experience f o r l a t e r employment* show d i f f e r e n t career paths of p a r t - t i m e and f u l l - t i m e graduates* and document patterns o f career advancement. As they r e l a t e t o placement* the data could be used by advisors t o develop an Index of e n t r y - le v e l jobs and a group of employers f o r placement contacts (Newton* 1981). Employment data of former graduates could a ls o be used t o develop m a te ria l on the e f f e c ­ tiveness o f an I n s t i t u t i o n ' s preprofessional and other c a r e e r -r e la t e d programs t o help students r e a l i z e t h e i r occupational o b je c tiv e s (K es s le r, 2. 1979). Educational Guidance A second major use o f fo llo w -u p In fo rm a tio n 1s f o r educational guidance. Follow-up studies can provide In fo rm a tio n on fa c to r s r e l a t i n g t o the achievement and success o f graduates (K1rk* 1982). They can I d e n t i f y student trends such as decisions about f u r t h e r 40 education (Bower & Renk1ew1cz, 1977) as w e ll as assess th e p rep a ra tio n of graduates f o r f u r t h e r education (E w e ll, 1983a). Subcategories o f educational guidance Include admissions, advis­ ing, and r e te n tio n . Demographic data 1n p a r t i c u l a r can provide a d m in is tra to rs w ith in fo rm a tio n on which t o base and e v a lu a te the e ffe c tiv e n e s s of entrance requirem ents (O'Connor, U n iv e rs ity of Michigan Alumni Survey's ("Alumni 1965). In f a c t , a r a te education," 1983) r e s u lts provided d i r e c t In p u t f o r admissions a c t i v i t i e s . Follow-up studies can provide In fo rm a tio n t o be used t o counsel and advise students (E w e ll, 1983a; K o s te ln ik , 1984). In a d d itio n , it can a s s is t 1n Improving t h e e ffe c tiv e n e s s o f educational guidance (Hoppock, 1976; O'Connor, 1965). Employment and academic data can be analyzed t o determine the In flu e n c e th e undergraduate major has on what kinds o f jo b o p p o rtu n itie s w i l l be a v a il a b l e ( S a l t e r , 1979). Based on employment and academic data provided by alum ni, advisors can use t h is In fo rm a tio n as a basis f o r guiding students 1n course s e le c tio n and e x t r a c u r r i c u l a r p a r t ic ip a t i o n (O'Connor, 1965). Furthermore, they have a basis f o r documenting th e value o f education a t a p a r t i c u l a r I n s t i t u ­ t io n (Newton, 1981). S p e c ific demographic data can be In te g r a te d I n t o the advising process. Advisors can guide students In to p a r t i c u l a r channels based on experiences o f former students. With in fo rm a tio n on former students' achievement of educational goals, counselors can help students I d e n t i f y competencies needed (Newton, 1981). This In fo rm a tio n would be r e le v a n t 41 t o c u rre n t students because 1 t was obtained from former students (McKinney & Oglesby. 1971). Academic data are v a lu a b le 1n b u ild in g e f f e c t i v e r e te n tio n pro­ grams. a t h i r d subcategory of educational guidance, by r e v e a lin g pat­ te rn s o f d is s a t i s f a c t i o n and d i f f i c u l t y among d i f f e r e n t types of students. p o te n tia l Demographic data can be useful 1n I d e n t i f y i n g and helping drop-out students. By knowing special problems of p a r t i c u l a r student populations, s t r a t e g ie s can be developed t o help prepare them more e f f e c t i v e l y fo r co lle g e . This In fo rm atio n can also be an Impetus t o develop support systems f o r populations with p a r t i c u l a r problems (E w e ll, 1983a). With t h i s In fo rm a tio n , the number of students who leave or drop out of c o lle g e before s a t is fa c t o r y completion of t h e i r program can be reduced (O'Connor, 3. 1965). Program Planning and Development One use of fo llo w -u p In fo rm a tio n i s f o r decision making r e la te d t o program planning and development. I d e n t i f i e d uses of alumni p o te n tia l u tility program review. Wise, H engstler, and Braskamp (1981) ra tin g s and concluded t h a t the g re a te s t o f these evaluations appears t o be f o r the purpose of In a summary of teacher education fo llo w -u p studies from seven d iverse I n s t i t u t i o n s , Hord and H all (1978) In d ic ated t h a t th e r e was a common purpose of using th e r e s u lts f o r program mainte­ nance, r e v is io n , and adaptation. The primary purpose of Educational Testing S ervice's Graduate Program Self-Assessment (GPSA) Service 1s to help graduate programs and graduate departments assess t h e i r doctoral programs. The GPSA Service c o l l e c t s In fo rm atio n about resources, 42 environment# process# and outcomes t o provide a means by which a pro­ gram can I d e n t i f y I t s strengths and weaknesses (Clark# 1983). Academic data can measure graduates' s a t i s f a c t io n w ith a program. Results can a f f e c t th e m o dification# Improvement# and development of the program (Flowers# 1978)# as w e ll as I d e n t i f y a need f o r special programs (Ewell# 1983a). The Graduate Program Self-Assessment S e rv ic e even has a provision t o examine the exten t to which students# faculty# and alumni agree 1n t h e i r perceptions of the program (Clark# 1983). Also r e la te d t o program planning and development# demographic data can help decision makers review the program mission 1n l i g h t of student c h a r a c t e r is t i c s and achievements t o ensure t h a t programs are aimed a t the proper audience (Ewell# 1983a). Demographic data can help programs accommodate changes in e n ro llm e n t (Ewell# 1983b). Related uses of fo llo w -u p In fo rm atio n 1n program planning and development a re fo r curriculum# In s tru c tio n a l# and r e s o u rc e -a llo c a tlo n purposes. A U n iv e rs ity of Michigan Alumni Survey ("Alumni r a t e education#" 1983) assessed graduates' s a t i s f a c t io n w ith t h e i r academic preparation. The In fo rm a tio n was found to be v a lu a b le t o In d iv id u a l schools and departments as w e ll as feeder I n s t i t u t i o n s 1n assessing th e e ffe c tiv e n e s s of the curriculum . As part of I t s currlculum -rev1ew process# the U n iv e rs ity of I l l i n o i s sends an alumni survey to a l l degree r e c ip ie n t s one year a f t e r graduation to o btain r a tin g s of t h e i r degree program (Whipple & Muffo# 1982). A s e le c t review of home economics fo llo w -u p studies In d ic ated t h a t a m a jo r it y of them have an o v e ra ll purpose of providing a research base fo r decision making 1n th e 43 home economics cu rricu lu m (Abbott# 1981/1982; Brown# 1958; Fain# 1981/1982; Harken# 1976/1977; Hutchinson# 1971; Jones# 1954; Lowe# 1977; McClendon, 1977; M U b ro d t, von dem Bussche# 1982; Partney, 1972; P u r s e ll, 1976; 1969). Curriculum purposes. Based on professional and career experiences of former students# as revealed by employment data# curriculum plans can be made— e x is t in g courses can be m odified and new courses can be developed (Newton# 1981; Pace# 1941). Career a c t i v i t i e s of graduates can be In v e s tig a te d which may r e f l e c t advantages and disadvantages of the educational program (Ware & Meyer# 1981). By e v a lu a tin g program adequacy 1n preparing graduates f o r f u tu re employment# areas 1n need of curriculum r e v is io n may be determined 1n order t o b e t t e r meet the needs o f students (Hodgkins# 1977). Alumni can also give program eva lua tors In fo rm a tio n about s k i l l s appraisal# an assessment of the s k i l l s needed f o r success 1n t h e i r c u r r e n t positions# as w e ll as th e need f o r educa­ tio n f o r m o b i li t y w it h in th e f i e l d (Newton# 1981; Wise# Hengstler# & Braskamp# 1981). Alumni e v a lu a tio n o f the curriculum can provide s p e c if ic Inform a­ tio n about course e ffe c tiv e n e s s and the proper sequence of courses (K1rk# 1982). These e v a lu a tio n s give In s tr u c to r s feedback on the relevance of m a te r ia l taught (O’Connor# 1965) and In d ic a t e what c u r r i c u l a r experiences should be retained# elim inated# or revised (Fain# 1981/1982). Academic data can also i d e n t i f y student trends which r e l a t e t o curriculum# Renk1ew1cz# 1977). such as choice of major (Bower & Demographic data can I d e n t i f y student needs. This 44 In fo rm atio n can be used t o i d e n t i f y areas f o r curriculum re v is io n t o b e t t e r meet these needs (O'Connor, In s t r u c tio n a l purposes. 1965). In fo rm a tio n concerning In s t r u c tio n a l pur­ poses, another subset of program planning and development, can be derived from academic and demographic data. Academic data can help Improve the e ffe c tiv e n e s s o f in s t r u c tio n by providing In fo rm a tio n about b e t t e r In s tru c tio n a l or systems methods (K1rk, 1982; Weber & Cooper, 1978). Academic data such as alumni ra tin g s of In d iv id u a l f a c u lt y members can be a source of e v a lu a tiv e in fo rm a tio n f o r r a t in g teaching performance (Wise, Hengstler, & Braskamp, 1981). This In fo rm a tio n can diagnose the need fo r s t a f f development (Hord & H a l l , 1978) and provide a research base f o r p re d ic tin g teacher e ffe c tiv e n e s s (Shalock, son, G1rod, & Meyers, 1978). G a rri­ Alumni can also provide Input In e v a lu a t­ ing grading standards as w e ll as give in s tr u c to r s feedback on the reasonableness of t h e i r standards (O'Connor, 1965). The Graduate Program Self-Assessment S ervice provides q u a l i t y In d ic a to rs f o r the educational processes stage o f program fu n ctio n in g , which is ofte n om itted 1n graduate program reviews. Educational processes Include assessments of teaching performance as w e ll as fa c u lty -s t u d e n t r e la t io n s and the le a rn in g c lim a t e (C lark, 1977). F i n a l l y , demographic data can provide Input 1n assessing th e degree t o which in s t r u c tio n 1s adapted t o meet student needs (O'Connor, 1965). Resource a llo c a t io n purposes. A t h i r d major concern under program planning and development 1s t h a t of f is c a l decision making and resource a llo c a t io n . Data from fo llo w -u p studies can be used t o support 45 resource a llo c a t io n decisions and provide a con te x t f o r developing budgets (E w e ll, 1983a). Findings about c a re e r plans and achievements can be used t o guide p o lic y decisions. S a l t e r (1979) suggested In co rp o ratin g a career experiences survey I n t o campus p o l ic ie s and decision making. For example, data on th e r e l a t i o n s h ip o f the undergraduate major t o use of the career c e n te r, job s a t i s f a c t i o n , income, and respondents’ re p o rts on how they viewed t h e i r undergraduate experiences could provide th e campus w ith a v a lu a b le planning and review basa The Graduate Program Self-Assessment Service has devel­ oped q u a l i t y In d ic a to rs f o r Inputs, another stage o f program fu n c tio n in g which includes measurements o f f i n a n c i a l resources— I n t e r ­ nal and extern a l — Including education and g en eral, students, 4. and research (C la rk , f in a n c ia l aid f o r 1977). A c c o u n ta b ility Another major use of fo llo w -u p data 1s f o r the purpose of a c c o u n ta b ility . An educational I n s t i t u t i o n i s accountable t o th e users, a c c r e d ita tio n ass ociations , agencies such as th e government and u n iv e r s it y , and t o I t s e l f . th e user, From a perspective of being accountable to O'Connor (1965) defined fo llo w -u p as an In tr o s p e c t iv e process by which an educational I n s t i t u t i o n can I d e n t i f y how e f f e c t i v e l y 1 t meets th e needs of I t s students. He m aintained t h a t th e re has been a tendency to stress e va lu a tio n of In s t r u c t io n and a d m in is tr a tio n over the appraisal of student goal attainm en t. W hile I n s t r u c tio n a l and 46 a d m in is tr a tio n e v a lu a tio n a re im portant* the success of a co lle g e 1n meeting the goals of I t s students must be considered. A c c r e d ita tio n groups r e q u ir e fo llo w -u p stu d ies as a form of a c c o u n t a b ility . They may request In fo rm a tio n on the status and func­ t io n in g of a program (Clark* 1983)* or evidence t h a t ongoing e v a lu a tio n of graduates 1s being conducted (Crulckshank, 1977). A c c re d ita tio n ass o ciatio n s also use fo llo w -u p In fo rm a tio n f o r planning and decision making; as data f o r recommendations; t o evaluate programs* p o lic ie s * procedures; and t o Improve con ditio ns (Franchak & S p lrer* 1978). The American Home Economics A ssociation requires p e rio d ic communication w ith alumni and fo llo w -u p o f graduates. This a c c r e d it a t io n ass o ciatio n requests t h a t th e fo llo w -u p of graduates provides assessment o f t h e i r p rep a ra tio n f o r e n t r y - le v e l professional p o s itio n s , the relevance of t h e i r prepa ra tion 1n r e l a t i o n t o the p o s itio n s they hold, t h e i r c o n t r i ­ butions t o th e profession, and t h e i r professional growth (Haley, 1984). A t h i r d area t o which th e higher education u n i t 1s accountable 1s agencies such as th e government and u n iv e r s ity . For most I n s t it u t io n s * outcomes assessment 1s almost unavoidable because of federal and s t a t e mandates. In response t o a demand t o show t h a t they make a d iffe re n c e * u n its are accountable t o those who control the use o f resources 1n higher education, such as governing boards which seek ways t o a l lo c a t e resources t o the most e f f e c t i v e programs (E w e ll, Follow-up data are useful S p lr e r , 1983a, 1983b). 1n developing funding requests (Franchak & 1978), as w ell as seeking monetary and nonmonetary support from 47 the u n iv e r s ity . Such data are also a means of providing Input to policy makers (D lllm an, 1978). While the Immediate reason f o r conducting a fo llo w -u p study may be t o accommodate extern a l re p o r tin g demands of a c c r e d it a t io n associations or agencies (E w e ll, study (Newton, 1983b), 1981). t h i s 1s only one reason f o r conducting th e More fre q u en t reasons f o r conducting a fo llo w -u p study are i n t e r n a l — as p a r t of the re g u la r planning c yc le, t o Implement eva lu a tio n , t o provide data f o r fu tu re d ir e c tio n s (Peterson & Uhl, 1977), or t o provide j u s t i f i c a t i o n f o r existence (Adams, Craig, H a ll , 1981). Hord, & The primary user of th e fo llo w -u p study should be the In s titu tio n It s e lf . Secondary users should be a c c r e d it a t io n asso­ c ia t io n s and other agencies (Franchak & S p lr e r , 1978). Employment, academic, and demographic data d i r e c t l y or I n d i r e c t l y r e l a t e t o a l l four areas o f a c c o u n ta b ility : associations, agencies, and th e u n it I t s e l f . the user, a c c r e d it a t io n A b r i e f review of the ways these data r e l a t e t o a c c o u n ta b ility 1n general, w ith respect t o career guidance, educational guidance, and program planning and devel­ opment fo llo w s . Career guidance. One area of a c c o u n ta b ility is career guidance. Employment data can provide In fo rm a tio n f o r eva lu a tio n of student placement and m o b ility trends (Paul, 1975), as w e ll as be Instrum ental 1n eva lu a tin g the competency of placement services (O'Connor, 1965). Furthermore, employment data can determine whether or not graduates f in d employment 1n f i e l d s r e la te d t o t h e i r educational preparation (Yocum, 1980). Employment and academic data can I d e n t i f y alumni 48 occupational status and achievement t o determ ine 1 f college education has any r e l a t i o n t o th e jo b s held (Hutchinson, 1971). F i n a l ly , employ­ ment data can appraise th e e ffe c tiv e n e s s of c a re e r guidance and Iden­ tify outstanding guidance counselors (O’Connor, Educational guidance. 1965). A second area of a c c o u n ta b ility of I n t e r e s t t o the user, a c c r e d it a t io n ass o ciatio n s , agencies, and the educational In s titu tio n I t s e l f , 1s educational guidance. Employment and academic data can provide an account of the school's success 1n preparing stu­ dents f o r employment (Franchak & S p lr e r , 1978). S p e c i f i c a l ly , ques­ t io n n a ir e Item s and scales can be used t o determ ine alumni judgments about th e value of t h e i r educational experience f o r employment (C lark, 1983). In fo rm a tio n f o r e v a lu a tio n of the graduates, employed, 1975). s a la r y , such as percent and jo b s a t i s f a c t i o n , can a ls o be provided (Paul, Employment data are one way t o ensure e f f e c t i v e occupational upgrading. F in a lly , academic data can be useful 1n appraising th e e ffe c tiv e n e s s of educational guidance and I d e n t i f y i n g outstanding a d v is o r s (O'Connor, 1965). Program planning and development. 1s program planning and development. A t h i r d area of a c c o u n ta b ility With regard t o program planning and development, employment, academic, and demographic fo llo w -u p data can be used t o c r e a te a c c o u n ta b ility s tr u c tu r e s t o ensure t h a t outcomes approach I n s t i t u t i o n a l goals (E w e ll, 1983a). Employment and demo­ graphic data can provide In s ig h t concerning the degree t o which objec­ t i v e s and competencies a r e being r e a liz e d . Academic data t h a t measure graduates' s a t i s f a c t io n w ith t h e i r program can also be used as an 49 in d ic a tio n o f whether program o b je c tiv e s are being met (Flowers, 1978). As w ell as e v a lu a tin g the atta in m e n t of the I n s t i t u t i o n ' s mission, the s u ita b ility of the o b je c tiv e s can be evaluated (Newton, 1981). Areas where change 1s needed and points of contention about I n s t i t u t i o n a l p o lic y , goals, and p r i o r i t i e s can be I d e n t i f i e d (B aird, 1980). Follow-up data can also be useful 1n e s ta b lis h in g or c l a r i f y i n g goals and o b je c tiv e s . The establishm ent and assessment of goals and o b je c tiv e s 1s necessary f o r e f f e c t i v e planning and decision making (Franchak & S p lr e r , 1978). -For I n s t i t u t i o n s wishing t o I d e n t i f y or fo rm u la te I n s t i t u t i o n a l goals, Educational Testing S ervice has developed an I n s t i t u t i o n a l goals Inventory (Peterson & Uhl, which can be used t o Implement an a c c o u n ta b ility process. 1977), The American College Testing Program's Evaluation/Survey S ervice can also help I n s t i t u t i o n s determine goals and o b je c tiv e s . Follow-up data a re a powerful management resource f o r Improving the I n s t i t u t i o n and measuring the e ffe c tiv e n e s s of change (B aird, 1980). Employment, academic, and demographic data can provide I n f o r ­ mation f o r Improved decision making r e la te d t o planning and p o lic y form ation, and fu n c tio n in g 1n the I n s t i t u t i o n (Bower & Renkiewlcz, 1977; Franchak & S p lr e r , 1978; Reynolds & Sponaugle, 1982). The I n f o r ­ mation also perm its I n s t i t u t i o n s t o compare themselves w ith s i m i l a r I n s t i t u t i o n s and I d e n t i f y areas needing change (B aird , as t o monitor changes 1n t h e i r program over the years. 1980), as w ell Follow-up data are also useful 1n providing Info rm ation f o r developing comprehensive educational plans. 50 Follow-up In fo rm a tio n plays a c e n tra l r o le in providing evidence of the s e rv ic e provided by a program and 1n I d e n t if y i n g the e f f e c t i v e ­ ness of a program (McKinney & Oglesby, 1971). I t 1s also useful in assessing needs f o r , and t e s t in g the f e a s i b i l i t y o f, new programs (Reynolds & Sponaugle, 1982). Of th e th r e e major uses o f alumni r a t ­ ings (teaching performance o f In d iv id u a l professors, assessment of s k i l l s needed f o r success 1n t h e i r c u rre n t profession, and assessment o f t h e i r major department), Wise, H engstler, and Braskamp (1981) noted t h a t the g re a te s t p o te n tia l use of alumni program and department reviews. Sharp and Krasnegor (1966) also found fo llo w -u p studies t o be a useful tool fac t, ratin g s appears t o H e w ith In assessing programs. In Paul (1975) a c t u a l l y defined fo llo w -u p as a p e rio d ic feedback mechanism f o r program a c c o u n ta b ility . Employment, academic, and demographic data can be used t o e v a lu a te or account f o r educational services. Academic data which measure graduates' s a t i s f a c t io n and d i s s a t i s f a c t i o n w ith th e program 1n general as w e ll as various program elements have Im p lic a t io n s f o r the user, a c c r e d it a t io n ass ociations , (Flowers, 1978). agencies, and th e educational In s titu tio n Program e ffe c tiv e n e s s can also be determined by Id e n t if y i n g th e e ffe c tiv e n e s s o f graduates of th e program (Shalock, Garrison, G1rod, & Meyers, 1978). students (Pace, Employment a c t i v i t i e s o f form er 1941) and academic data such as th e s e lf - r e p o r t e d professional accomplishments (C lark, e f fe c tiv e n e s s . . 1983) can In d ic a t e graduates' 51 Another In d ic a tio n o f program e ffe c tiv e n e s s can be I d e n t i f i e d by assessing a wide range of programmatic Impacts on students (as e v i ­ denced by employment and academic data combined w ith demographic data) and then comparing student achievement w ith the I n s t i t u t i o n ' s goals and o b je c tiv e s . Employment and academic data could assess th e students' pre p a ra tio n f o r professional work (Lyle* 1957), and academic data could e v a lu a te student success 1n preparation f o r f u r t h e r education ( E w e ll, 1982a). Under employment and academic data sections, alumni could be asked t h e i r opinion about professional preparation as 1 t r e l a t e s t o t h e i r professional development and what has happened t o them since graduation (Best, 1977). Partney (1972) conducted a fo llo w -u p study to provide f u t u r e graduates w ith competencies r e le v a n t t o a v a r i e t y of employment o p p o rtu n itie s as a p a r t of the process o f e v a lu a tin g th e curriculum . Employment and academic data w i l l help I d e n t i f y what should be emphasized 1n a program t o ensure t h a t f u t u r e graduates have competencies re le v a n t t o s o c ie ta l demands (Abbott, 1981). Other areas o f a c c o u n ta b ility under program planning and develop­ ment, In c lu d in g graduates' s a t i s f a c t io n w ith the q u a l i t y of th e I n s t r u c tio n a l system, would be a v a il a b l e from academic data. Graduates' e v a lu a tio n o f the adequacy of physical resources could also be obtained from academic data. Furthermore, employment and academic data could In d ic a t e a basis from which t o a llo c a t e resources t o the most e f f e c t i v e programs (E w e ll, 1983a). This In fo rm a tio n could provide support and j u s t i f i c a t i o n f o r budgets and programs. 52 5. .Public. .Rel a t i on? Another major use o f fo llo w -u p In fo rm a tio n 1s f o r use 1n pu b lic r e la t io n s by th e I n s t i t u t i o n (Kostelnlk# 1984)# 1n communication w ith the community and f o r r e c r u itm e n t of p o te n tia l students and fa c u lty . In communication w ith alum ni, fo llo w -u p provides a l i n k between graduates and an I n s t it u t i o n # and helps b u ild good alumni r e la t io n s (Hodgkins# 1977; Hoppock# 1976; Nelson# 1964; S alter# 1979). By using fo llo w -u p data# c u rre n t students would be more l i k e l y t o become involved 1n f u t u r e fo llo w -u p studies (Newton# 1981). One of the reasons Pace (1941) conducted h is c la s s ic study They Went to C o l l e g e was t o s t im u la t e alumni I n t e r e s t . U n iv e rs ity o f Michigan Alumni A major reason f o r conducting the Survey ("Alumni r a te education," 1983) was t o provide in p u t f o r supporting communication e f f o r t s and t o develop alumni r e la tio n s . Follow-up data can be used t o update addresses of graduates f o r alumni fu n d - r a is in g e f f o r t s and t o m aintain con tact w ith alumni (Hodgkins# 1977; Hoppock, 1967; Salter# 1979). This In fo rm a tio n can enable more e f f e c t i v e s o l i c i t a t i o n programs t o be developed (M ills # 1982). Employment# academic# and demographic data can s p e c i f i c a l l y be used to develop a comprehensive data bank f i l e which can be used as background In fo rm a tio n f o r u n iv e r s it y publications# alumni newsletters# and other p u b lic a tio n s and rep o rts (Hoppock# 1976; Salter# 1979). The data w i l l also p erm it an I n s t i t u t i o n t o le a r n about the I n t e r e s t s and needs of alumni so they can be b e t t e r served (M ills # 1982). 53 Follow-up In fo rm a tio n can a s s is t 1n upgrading th e Image of a program and p u b lic iz in g th e purposes or primary o b je c tiv e s of the program 1n th e community (McKinney & Oglesby, 1971; Paul, 1975). Employment and academic data can be used t o In flu e n c e people’ s a t t i t u d e s about how w e ll th e educational I n s t i t u t i o n prepares students (Franchak & S p lr e r , 1978; McKinney & Oglesby, 1971), as w ell as educate th e pu b lic about p a r t i c u l a r programs, p o l ic ie s , Sponaugle, or Issues (Reynolds & 1982). Follow-up In fo rm a tio n 1s v a lu a b le 1n b u ild in g e f f e c t i v e r e c r u i t ­ ment programs (E w e ll, 1983a). Employment, academic, and demographic fo llo w -u p data can be used t o expand In fo rm a tio n about programs sent to prospective students and t h e i r f a m il ie s . Alumni judgments about the value of t h e i r educational experiences f o r employment, s e lf - r e p o r t e d professional accomplishments of graduates, s a t i s f a c t io n w ith various program elements, and judgments about th e adequacy o f physical and f in a n c i a l resources, would be o f I n t e r e s t (C la rk , 1983). Follow-up In fo rm a tio n could be used In the form of newspaper a rtic le s , brochures, b u l l e t i n boards, and group conferences f o r r e c ru itm e n t (Hoppock, 1976; S a lt e r , 1979). Employment data could be used by advisors or placement personnel 1n developing career p r o f i l e s or case h i s t o r ie s of former students 1n each program f o r re c ru itm e n t or o r ie n t a t io n m a t e r ia l. S p e c i f i c a l l y , fin d in g s such as what graduates do 1n t h e i r jobs, what graduates see as f u r t h e r career options, and what experiences have helped them r e a l i z e t h e i r goals could be of I n t e r e s t f o r o r ie n t in g prospective and new students (Newton, 1981). Advisors 54 could also r e a l i s t i c a l l y guide prosp ective students by knowing where graduates got t h e i r f i r s t jobs (Hoppock, 1976). An e f f e c t i v e p rese n ta tio n of the success of recent graduates in fin d in g employment or f u r t h e r i n g t h e i r professional development can Increase i n t e r e s t 1n the I n s t i t u t i o n among h1gh-qual1ty students (E w e ll, 1983b). Documentation of the b e n e f it o f education a t a par­ t i c u l a r I n s t i t u t i o n is a v a lu a b le r e c r u itm e n t as w e ll as guidance tool (Newton, 1981). With in fo rm a tio n on employment and academic successes of alumni, prospective students w i l l have some basis on which t o choose a program of study (E w e ll, 1983b). Demographic data combined w ith academic and employment fo llo w -u p data can be h e lp fu l 1n determ in ing what kinds of students should be r e c r u ite d (E w e ll, 1983a). Follow-up stu d ies can I d e n t i f y the d i f f i ­ c u l t i e s and p o te n tia l d i f f i c u l t i e s of students and can also document t h e i r success and achievements, both of which are im portant 1n develop­ ing e f f e c t i v e re c ru itm e n t s t r a te g ie s . With In fo rm a tio n on special problems of p a r t i c u l a r student populations, such as o ld e r or p a r t - t i m e students, the i n s t i t u t i o n may be ab le t o develop special re c ru itm e n t m a t e r ia ls f o r these students. The I n s t i t u t i o n can help prospective students from these groups more e f f e c t i v e l y prepare themselves f o r co lleg e work and/or assure these students t h a t app ro priate support services are a v a ila b le t o meet t h e i r needs. One u n iv e r s ity developed a recru itm e n t strategy based on review ing th e success of I t s m in o rity graduates and by stressing the kinds of high school preparation required t o perform e f f e c t i v e l y (E w e ll, 1983b). P o te n tia l fa c u lty can 55 also be r e c r u ite d w ith In fo rm a tio n on th e q u a l i t y of the I n s t i t u t i o n and o th er f a c u lt y members. The Role o f Graduates In Follow-Up Study One way t o determine the value of an educational program 1s t o study graduates* or the products* of a program (F1 f i e l d & Watson, Mann & Urns* 1960). 1968; K e lls (1983) maintained t h a t 1 t i s v alu ab le t o rece ive In fo rm a tio n from graduates as w e ll as about them. graduates’ rea c tio n s and suggestions should be sought. Therefore, According t o Nelson (1964), the graduate may be the most s i g n i f i c a n t In d ic a t o r of the e ffe c tiv e n e s s of an educational i n s t i t u t i o n . The I n s t i t u t i o n must th e r e f o r e be aware of the statu s, adequacy, and success of the gradu­ a te , th e I n s t i t u t i o n ’ s product. Although e n ro lle d students provide an Im p ortan t perspective 1n assessing departmental q u a l i t y (Braskamp, Wise, & Hengstler, 1979), alumni may provide more app ro p ria te ratin g s 1n eva lu a tin g c e r t a in aspects of programs, such as career guidance (Wise, Hengstler, Braskamp, 1981). In f a c t , C lark, H a rtn e tt, & and Baird (1976) maintained t h a t rece n t alumni have a b e t t e r perspective about program procedures, requirem ents, and content than cu rre n t students. In a d d itio n , alumni tend t o be more o b je c tiv e than f a c u lty members. Because they have gone through the educational system, alumni are 1n a p o s itio n t o evaluate t h e i r experiences and provide In fo rm a tio n about the competencies needed and used as employed graduates ( P u r s e ll, 1976/1977). alumni U n iv e rs ity a d m in is tra to rs appear t o have confidence 1n ratin g s . C lark (1977) surveyed department chairpersons and 56 reported t h a t almost 60% considered alumni responses t o be "very Im portant" In fo rm a tio n 1n departmental reviews and e v a lu a tio n s f o r departmental use. Since a graduate 1s th e most Im portant product o f an educational I n s t i t u t i o n and probably one of the b e t t e r determ inants of a program’ s e ffe c tiv e n e s s , von dem Bussche (1969) maintained t h a t a program’ s e ffe c tiv e n e s s can be determined by studying the professional work of I t s graduates. Spafford (1949) went as f a r as s t a t in g t h a t th e success and f a i l u r e of an I n s t i t u t i o n ' s graduates provide a measure f o r d eter­ mining whether the I n s t i t u t i o n ' s goals a re being met. Nelson (1964) disagreed w ith Spafford and contended t h a t the success or f a i l u r e o f graduates cannot t o t a l l y be a r e s u l t of having attended a p a r t i c u l a r I n s t i t u t i o n or not. Rather, he maintained t h a t human behavioral research data must be In te r p r e te d and used c a r e f u l ly . In using graduates' a p p ra is a ls t o evaluate a program, researchers should be aware of the fee d -fo rw a rd problem, an aspect of s o c i a l i z a t i o n (Katz, Raths, Mohanty, Kurachl, & Ir v in g , 1981). Graduates may recom­ mend experiences and a c t i v i t i e s t h a t were provided but were r e s is te d , not attended t o , or not learned by them a t the tim e. The fe e d -fo rw a rd problem 1s an aspect of s o c i a l i z a t i o n . Follow-up data used t o a s c e rta in teacher e ffe c tiv e n e s s should also be In te r p r e te d and used c a r e f u l ly . be used t o e v a lu a te In s t r u c to r s , 1 t should be remembered t h a t teachers who are rated low may be e x c e lle n t . graduates t o eva lu a te courses, Although graduates' e va lu a tio n s can In terms of using students or 1t should a ls o be remembered t h a t 57 students tend t o r a t e courses according t o how they feel about the In s t r u c t o r (Franchak & S p 1 r e r , 1978). F in a lly , alumni program ratings should be In t e r p r e t e d 1n l i g h t of years since graduation and tim e of program changes. Alumni may give an accurate in d ic a t io n o f the way they experienced a program, but the program may have changed since they g ra d u a te d (C la r k , 1983). Human Ecology/Home Economics Follow-Up Studies Many human ecology/home economics fo llo w -u p studies have been conducted. However, r e l a t i v e l y few have examined graduates' assessment of p re p a ra tio n f o r professional p o s itio n s by t h e i r undergraduate pro­ gram as addressed by t h is study. A review of s elected human ecology/ home economics fo llo w -u p studies t h a t deal w ith t h i s question fo llo w s . K o s te ln lk (1984) conducted a fo llo w -u p study of students who graduated from th e Ch ild Development Program 1n th e College of Human Ecology a t Michigan S ta te U n iv e rs ity between 1980 and 1983. A purpose o f the study was t o assess graduates' s a t i s f a c t i o n with t h e i r under­ graduate education from th e Department o f Family and Child Ecology. Graduates rated the c h ild development program as extrem ely useful 1n r e l a t i o n t o t h e i r employment. In a study of Oklahoma S ta te U n iv e rs ity home economics graduates, Fain (1981/1982) found t h a t th e re was a s i g n i f i c a n t d iffe r e n c e between jo b s a t i s f a c t i o n and th e opinions of graduates about t h e i r professional p rep a ra tio n programs o ffe re d by the D iv is io n o f Home Economics a t Oklahoma S ta te U n iv e rs ity . She also found a s i g n i f i c a n t d iffe r e n c e 58 between the number o f years since graduation from Oklahoma S ta te U n iv e rs ity and opinions about the professional p repa ra tion programs. Job s a t i s f a c t io n appeared to be r e la te d t o how graduates perceived t h e i r professional preparation programs. Graduates who had higher job s a t i s f a c t io n mean scores had p o s it iv e re a c tio n s t o statem ents about t h e i r professional preparation programs. In con trast* those who had low er jo b s a t i s f a c t io n scores had negative opinions to statem ents about t h e i r professional preparation programs. Of the graduates who had p o s itiv e opinions about t h e i r professional preparation programs* the proportion o f 1979 graduates was more than double fo r e i t h e r th e 1974 or 1976 graduates. A survey of Michigan S ta te U n iv e rs ity College of Human Ecology 1978 d i e t e t i c s graduates was conducted (Uhl, review. 1980) t o a s s is t 1n curriculum In fo rm a tio n was obtained about th e employment and educational statu s of the graduates and t h e i r perceptions about the d i e t e t i c s pro­ gram. With regard t o s a t i s f a c t io n w ith pre p a ra tio n f o r employment* graduates rated 15 of the 17 su b je c t areas as preparing them ’'w e ll" or "adequately” f o r employment. "less than adequate." O verall* The remaining two subject areas were rated graduates reported they were w e ll pre­ pared f o r employment by th e d i e t e t i c s curriculum . In a study of the employment statu s and opinions o f home economics graduates toward t h e i r professional p rep a ra tio n , Yocum (1980) surveyed home economics education baccalaureate graduates 1n Alabama from 1973 through 1977. In fo rm a tio n r e l a t i v e t o graduates' opinions o f the e x te n t t o which t h e i r re s p e c tiv e I n s t i t u t i o n s prepared them f o r 59 employment were assessed. The m a jo r it y of respondents In d ic a te d they had been prepared "very w e ll " or "extrem ely w e ll" 1n foods* and personal and fa m ily l i v i n g . poorest preparation t o be 1n a r t* resource management. clo th in g * Areas respondents perceived t h e i r consumer economics* housing, and O v e r a ll, graduates held strong, p o s it iv e a t t i ­ tudes about t h e i r employment p o s itio n s. As reported 1n " S a t is fa c t io n o f Home Economics Department Graduates With T h e ir Career P rep aration*" Lowe (1977) surveyed 1966 through 1975 graduates o f th e Home Economics Department a t C a l i f o r n i a Polytechnic S ta te U n iv e r s it y , San Luis Obispo. The purpose of th e study was t o determine whether or not graduates were s a t i s f i e d w ith t h e i r preparation f o r home economics careers. Opinions concerning p repa ra tion were analyzed by year of graduation and area of study. Questions concerning I n s t r u c t i o n , f a c i l i t i e s and equipment* advising* placement* and work experience were asked 1n r e l a t i o n t o s a t i s f a c t io n w ith career preparation. Lowe (1977) found t h a t graduate s a t i s f a c t i o n w ith th e home economics program flu c tu a te d over th e years* w ith 1967 graduates being the most s a t i s f i e d w ith th e home economics program and 1968 graduates the l e a s t s a t i s f i e d . Although graduates 1n the area o f teaching were the most s a t i s f i e d w ith t h e i r pre p a ra tio n , follow ed by general home economics and then d i e t e t i c s / f o o d a d m in is tr a tio n m ajors, l i t t l e d iffe r e n c e 1n s a t i s f a c t i o n was eviden t. Concerning p a r t i c u l a r aspects o f the program* graduates were s a t i s f i e d w ith the general home economics curriculum * I n s t r u c tio n , and f a c i l i t i e s and equipment 1n 60 preparing them f o r careers. However, graduates In d ic a te d a la c k of s a t i s f a c t i o n w ith ad v ising, work experience, and job-placem ent assistance 1n the Home Economics Department. McClendon (1977) conducted a fo llo w -u p study of F lo r id a A g r ic u ltu ­ r a l and Mechanical U n iv e rs ity c lo th in g and home economics education students who graduated between 1965 and 1975. A purpose of th e study was t o assess graduates' perceptions of the e ffe c tiv e n e s s of th e home economics courses 1n preparing them fo r professional position s. A m a jo r it y of the home economics education graduates who were employed f e l t academ ically prepared f o r t h e i r cu rre n t professional p os ition s. In c o n tra s t, th e m a jo r it y of the c u r r e n tly employed c lo th in g graduates did not feel w e ll prepared f o r t h e i r positions. In r e l a t i o n t o t h e i r c u r r e n t employment p o s itio n s , graduates rated s p e c ia liz a t io n courses hig h ly b e n e fic ia l and home economics core courses b e n e f i c i a l . The purpose o f a study by Bates (1973) was to determine the relevancy of th e home economics and r e la te d courses as perceived by graduates from th re e Arizona u n iv e r s it ie s . between 1968 and 1972 were surveyed. Students who graduated Results In d ic ated t h a t graduates rate d almost h a l f o f the courses as " b e n e fic ia l" or "adequate" t o develop professional and personal competencies. As a means o f eva lu a tin g the home economics curriculum , Clemens (1971) surveyed members o f the American Home Economics Association's home economist 1n business section l i s t e d 1n a 1970 membership d ire c to ry . The group was surveyed t o determine how graduates eva lu a te t h e i r preparation f o r employment. She found nearly h a l f of the home 61 economists rated t h e i r undergraduate education as "very adequate" or "adequata" I t was also determined t h a t n ea rly h a l f of the respondents were very s a t i s f i e d or s a t i s f i e d w ith t h e i r choice of major 1n home economics. In a fo llo w -u p study of The F lo rid a S ta te U n iv e rs ity home economics graduates, von dem Bussche (1969) sought t o determine the c o n tr ib u tio n of the c o lle g e program t o p rep a ra tio n f o r careers 1n s p e c if i c areas o f home economica t h e i r programs. Graduates from 1960 t o 1964 rated S l i g h t l y more than h a l f of th e graduates considered t h e i r co lle g e preparation t o be very h e lp fu l and adequate 1n r e l a t i o n t o t h e i r professional l i f e . By department, th e m a jo r it y of graduates from c lo th in g and t e x t i l e s , food and n u t r i t i o n , and home and fa m ily life rated the c o n tr ib u tio n o f the c o lle g e program 1n preparation f o r a c are er 1n home economics very h e lp fu l and adequata Lower r a tin g s were made by graduates o f th e Departments of Home Economics Education and General Home Economics, th e m a jo r it y o f whom rated t h e i r professional preparation as h e lp fu l but not adequate. A fo llo w -u p study by Norton (1964) surveyed home economics graduates of the U n iv e rs ity of New Hampshire from 1953 t o 1962. These graduates were asked t o r a t e the e ffe c tiv e n e s s of the u n iv e r s it y 's program of home economics 1n preparing them f o r professional and fa m ily life . S l i g h t l y more than h a l f rated t h e i r professional preparation as "adequate and very h e l p f u l, " and th e re s t rated t h e i r preparation fo r fa m ily l i v i n g as "adequate and very h e lp f u l." The subjects In d ic a te d a need f o r more emphasis on th e p r a c tic a l aspects of the program. 62 One of the purposes o f th e study conducted by Cross (1960) was to determine how Columbia U n iv e rs ity graduates f e l t about t h e i r prepara­ t io n f o r teaching home economics. The study revealed t h a t a m a jo r ity of the respondents f e l t t h a t they had adequate preparation. Areas 1n which graduates f e l t Inadequately prepared f o r teaching were food production, housing, home Improvement, and community r e la tio n s h ip s . College and u n iv e r s it y d iv is io n s o f home economics 1n th e southern region of the United S tates p a r t ic ip a te d In a study designed to evaluate the e ffe c tiv e n e s s o f th e programs 1n meeting th e needs of students f o r professional endeavors (Stephens, 1957). Data were secured through two q u e stio n n a ires d ire c te d t o a d m in is tr a to r s and graduates of the d iv is io n s . Findings In d ic a te d t h a t the general education programs were not adequately meeting th e needs o f the students. Findings also In d ic a te d some weaknesses 1n the basic home economics programs. Lyle (1957) conducted a fo llo w -u p study o f home economics graduates a t Iowa S ta te C ollege between 1933 and 1952. In answer to th e question "How do you r a t e the education you obtained as preparation f o r professional work?" th e m a jo r it y of those who had used t h e i r pro­ fessional t r a i n i n g thought 1 t had been "very h e lp fu l Others rated 1t "h elp fu l and adequate." but not adequate." Abernathy and McFarland (1954) conducted a fo llo w -u p study a t the U n iv e rs ity of Minnesota t o obtain graduates' a t t i t u d e s toward co lle g e experiences f o r use 1n c u r r i c u l a r decisions. Data were secured from graduates and nongraduates of the College o f A g r ic u lt u r e , Forestry, and 63 Home Economics. McFarland and Abernathy reported t h a t close r e l a t i o n ­ ships were found between curriculum experiences and th e f i r s t and present job a c t i v i t i e s o f home economics graduates. The m a jo r it y of respondents reported t h a t many o f the o n -th e -jo b tasks had been r e la te d t o t h e i r school t r a in i n g . They also rated t h e i r t o t a l programs as having been "very useful and valuable" or as "useful and v a lu ab le" 1n preparing them f o r t h e i r work. Dropouts gave much le s s fa v o ra b le eva lu a tio n s than those who had completed t h e i r programs. Uses o f This Study Results of t h i s study can be used f o r purposes as In d ic a te d 1n t h i s chapter: career guidance* educational guidance* program planning and development (In c lu d in g curriculum * I n s t r u c t i o n a l , and resource a l lo c a t io n purposes), a c c o u n ta b ility (In c lu d in g ca re e r guidance, educa­ t io n a l guidance, and program planning and development), and p u b lic r e la tio n s . P e rio d ic fo llo w -u p o f graduates can provide In fo rm a tio n on changes over tim e , which w i l l in d ic a t e areas of Improvement from pre­ vious stu d ies and new areas f o r review. produce evidence f o r cause and e f f e c t . P e rio d ic study w i l l also help Opinions expressed by graduates surveyed a re l i m i t e d t o th e College of Human Ecology a t Michigan S ta te U n iv e rs ity . Other i n s t i t u t i o n s In te re s te d 1n the r e s u lt s should exer­ cise caution 1n g e n e r a liz in g these find ings. CHAPTER I I I METHODOLOGY This research is a component of th e la r g e r College of Human Ecology 1978-79 and 1982-83 alumni fo llo w -u p study conducted by Associate Dean Norma B o b b itt and the author. Data from t h a t survey were used by the researcher t o assess baccalaureate graduates’ perceptions of th e ade­ quacy of undergraduate program p rep a ra tio n f o r employment. This chap­ t e r Includes d e s c rip tio n s of the design o f the study* Instru m e nta tion* operational d e f i n it io n s * sample* a n a lys is o f nonrespondents, techniques o f data c o lle c t io n * and procedures f o r data analyses. Design of the Study The research design f o r t h i s study was explanatory* exp lo ra to ry * and d e s c r ip t iv e , w ith the purpose of a c c u ra te ly describing recent and lo n g er-te rm graduates of the College of Human Ecology and assessing t h e i r perceptions of th e adequacy of prepa ra tion f o r employment by t h e i r undergraduate program. A ll in d iv id u a ls completing requirem ents f o r a baccalaureate degree 1n th e College of Human Ecology during th e academic years 1978-79 and 1982-83 were surveyed t o p erm it a n a ly s is of depart­ ments 1n th e College. Graduates of th e academic years 1978-79 and 1982- 83 were surveyed because these years represent recent and long-term graduates. Students who graduated 1n 1978-79 were chosen because of an 64 65 a b i l i t y t o e v a lu a te t h e i r pre p a ra tio n 1n l i g h t of In te rv en in g employment and educational experiences. Graduates from 1982-83 were surveyed because o f t h e i r recent p ers p e c tiv e on undergraduate experiences. Data were c o lle c te d by a self-adm 1n1stered mall q u e stio n n a ire because of I t s c a p a b i l i t y of o b ta in in g a high response r a t e as w e ll as accurate answers. Subjects can be e a s ily located and reached over a g e o g rap h ically dispersed area. Other advantages are t h a t 1 t requires few people t o a d m in is te r and e n t a i l s low er costs than the In te rv ie w method. A c ro s s -s e c tio n a l design was selected because of the high costs of tim e and money associated w ith lo n g itu d in a l studies. However# a lo n g i­ tu d in a l design was approximated by examining c ro ss -s ectio n a l data from two groups of students who graduated in two d i f f e r e n t academic years. Instru m entation The s e lf -a d m in is t e r e d Instrument# College of Human Ecology 1978-79 and 1982-83 Alumni Survey (see Appendix A)# was developed by B o b b itt and the author. The purpose o f the study was I d e n t i f i e d by the Ameri­ can Home Economics A s s o c ia tio n s A c c re d ita tio n Documents f o r Under­ graduate Programs 1n Home Economics (Haley, 1984). G uidelines f o r p e rio d ic fo llo w -u p o f graduates were m odified from t h i s document as fo llo w s . The fo llo w -u p o f graduates provides assessment o f: IA. t h e i r p rep a ra tio n f o r professional position s IB. t h e i r p rep a ra tio n f o r e n t r y - le v e l professional p os ition s 66 IIA . t h e i r assessment of career advising I IB . t h e i r preparation fo r care er advancement III. t h e i r preparation f o r advanced study IV. the relevance o f t h e i r preparation 1n r e l a t i o n t o p o s itio n s held V. t h e i r c o n trib u tio n s to th e profession through professional o rg an izatio n s V I. t h e i r professional growth An extensive review of fo llo w -u p Instrum ents was conducted. Follow-up study Instruments previously used in the College o f Human Ecology a t Michigan S tate U n iv e rs ity (Bayle, 1976; College o f Home Economics. 1969; Dannison & Van Dussen, 1982; E v e re tt. 1973; 1978; K o ste ln lk, 1984; Marcus. Hughes, 1975; Uhl, 1980) and many o th er educa­ t io n a l I n s t i t u t i o n s were reviewed. Follow-up Instruments provided by commercial org an izatio n s such as Educational Testing S e rv ice , the American College Testing Program, and National Center f o r Higher Educa­ t io n Management Systems were also considered. Other fo llo w -u p i n s t r u ­ ments reviewed Include those developed by placement o f f i c e s , the American Home Economics Association, and business and in dustry. A f t e r review in g e x is t in g fo llo w -u p Instrum ents, a 11st of possib le categ o ries of questions was I d e n t i f i e d , based on th e American Home Economics Association a c c r e d ita tio n o b je c tiv e s (Haley, 1984). Ques­ tio n s r e la te d t o these catego ries were l i s t e d and tracked 1n a n t i c ip a ­ t io n of data analysis. B o b b itt and th e author presented th e study o b je c tiv e s , a l i s t of questions, and possib le means o f tra c k in g th e 67 questions to th e College of Human Ecology Executive Committee f o r t h e i r Input concerning to p ic s they deemed to be of Importance in meeting t h e i r needs in planning, e va lu a tin g , and p ro je c tin g change. On the basis of the Executive Committee's suggestions, f u r t h e r decisions were made regarding f i n a l s e le c tio n of questions. D u p licate In fo rm a tio n a v a il a b l e from student records was e lim in a te d 1n order t o reduce the length of the questionnaire. The r e s u lt in g d r a f t of th e questio n n a ire, which consisted o f questions m odified from e x is t in g instruments, was reviewed by experts in th e areas of question con struction, q ue stionna ire design, processing, computer programming, and data ana lys is. suggestions, another d r a f t was developed. data Based on t h e i r Before surveying th e t a r g e t group, the d r a f t was f i e l d tes te d tw ic e , once by th re e graduates repre­ senting th e th re e departments and once by 13 seniors representing each of th e majors. sample. These In d iv id u a ls were not included in the t a r g e t Based on th e suggestion of C. G. Eberly, A s sis ta n t D ir e c t o r of Admissions and Scholarships (personal communication, A p ril 28, 1984), each respondent was in te rv ie w e d concerning adequacy of th e d ir e c tio n s , c l a r i t y of the questions, and length of tim e required to complete th e questionnaire. Comments obtained from f i e l d t e s t in g were reviewed w ith Associate Dean Bo bbitt. fin a l Common suggestions were incorporated In to the d r a f t of th e questionnaire. Franchak and Sp1rer (1978) indicated t h a t although f i e l d t e s t in g is often overlooked or given l i t t l e a t t e n ­ t io n , 1 t saves tim e by Improving th e response r a te , reducing missing data, and increasing the r e l i a b i l i t y of the instrument. 68 To ensure r e l i a b i l i t y * Babble (1983) suggested several points. F i r s t * con struct an Instrum ent t h a t asks r e le v a n t questions the respondent 1s l i k e l y to be able to answer. Second, be c le a r on what 1s asked so the s u b je c t’ s own u n r e l i a b i l i t y can be reduced. porate s p e c i f i c i t y . T h ird , Incor­ Fourth, ask f o r th e same In fo rm atio n more than once by using th e same or s i m i l a r questions. Last, use measurements t h a t have been proven r e l i a b l e 1n previous research. Babble's p oints on r e l i a b i l i t y were u t i l i z e d 1n development o f th e Instrum ent to ensure r e l i a b i l i t y . By conducting a p re te s t of th e Instrum ent on students and graduates 1n each m ajor, subjects I d e n t i f i e d questions they f e l t unable t o answer. Based on t h e i r suggestions, which also helped promote c l a r i t y and s p e c i f i c i t y , app ro p ria te changes were made 1n th e questionnaire. A panel of eva lu a tio n exp erts were consulted t o ensure the in c lu s io n of c le a r , r e le v a n t questions. Sev­ era l questions r e l a t i n g t o adequacy of preparation f o r professional p o s itio n s , a dependent v a r ia b le in t h i s a n a ly s is , were asked t o promote re lia b ility . F i n a l l y , questions were adapted from Educational Testing Service’s (C la rk , fo r r e l i a b i l i t y 1983) alumni questionnaires which have been te s te d and v a l i d i t y . Educational Testing Service also helped promote th e r e l i a b i l i t y of the College of Human Ecology 1978-79 and 1982-83 Alumni Survey by review ing th e Instrument and making recommen­ dations f o r r e v is io n . According t o Babbie (1983), survey research 1s g e n e ra lly strong on r e l i a b i l i t y because of th e standard Instrum ent which e lim in a te s unre­ lia b ility 1n observations. To document the r e l i a b i l i t y of t h i s 69 Instrument* Cronbach's alpha was computed on items measuring a t t i t u d e or opinion. Baird (1976) In d ic a te d t h a t s e l f - r e p o r t e d fa c tu a l t io n 1s very r e l i a b l e . In fa c t* Inform a­ s e l f - r e p o r t e d grade p o in t averages usually c o r r e l a t e about .85 w ith t r a n s c r i p t records* and re p o rts on employment or personal In fo rm a tio n a re r a r e l y found t o be Inaccurate. V a l i d i t y has been promoted by p i l o t t e s t in g the instru m ent and consult­ ing experts. According t o Babble (1983)* th e v a l i d i t y of a survey research measurement 1s In h e r e n tly high because each person 1s asked the same question by a standardized Instrum ent. The f i n a l version of th e sel f-adm1n1stered m all q u e s tio n n a ire , College o f Human Ecology 1978-79 and 1982-83 Alumni Survey* consisted o f 32 questions which were categ o rized I n t o th re e major sections: academic In fo rm a tio n , employment In fo rm atio n * and demographic Inform a­ tio n . S p e c i f i c a l l y , the employment sec tion was designed t o obtain In fo rm a tio n of concern t o th e present research on employment statu s, type of employment, primary employment a c t i v i t y * and Income as 1 t r e la te d t o f i r s t and c u r r e n t p o s itio n s of th e baccalaureate graduates. This section also assessed baccalaureate graduates' perceptions o f the adequacy of preparation by t h e i r undergraduate program f o r f i r s t and c u rre n t p o s it io n s . Additional data t h a t had not been requested 1n th e q u e stio n n a ire, such as sex, grade p o in t average, and year of graduation, were obtained from an Alumni/Donor Records master f i l e 11st and th e R e g is tra r's f i n a l degree 1 1 s t. The instru m e nt included f ix e d a l t e r n a t i v e , L1kert-type» 70 and open-ended questions. In concordance w ith th e Michigan S ta te U n iv e rs ity Committee on Research In v o lv in g Human Subjects (UCRIHS) requirem ents, the Instrum ent and a b r i e f proposal were subm itted fo r approval. Compared t o other fo llo w -u p q u e stio n n a ire s , the College o f Human Ecology 1978-79 and 1982-83 Alumni Survey has many strengths because developers of th e Instrum ent had an op p o rtu n ity t o le a rn from previous e ffo rts . As previously s ta te d , Input from exp erts and p o te n tia l users was sought, the Instrum ent was f i e l d t e s te d t w ic e , measures were taken t o ensure v a l i d i t y , and the q u e s tio n n a ire was te s te d f o r v a l i d i t y . Other strengths of t h i s Instrum ent Include th e c a re fu l a t t e n t i o n which was paid t o w r i t i n g the questions, co n s tru c tin g the q u e stio n n a ire, and Implementing th e survey based on procedures which have been very e f f e c t i v e 1n the past. By developing a q u e s tio n n a ire which was t a i l o r e d t o o b je c tiv e s of the study, r e s u lt s were e s p e c ia lly re le v a n t t o the purpose of the study. Another stren g th o f the Instrum ent 1s the In c lu s io n of composite measures which p erm its development of Indexes, an e f f i c i e n t d a ta -re d u c tio n device t h a t provides a more comprehensive and accurate p ic tu re . The q u e s tio n n a ire also analyzed employment out­ comes o f graduates, which, according t o Kessler (1979), has been done by few studies. 71 Operational D e f i n i t i o n s 3 Employment Status. A baccalaureate graduate’ s a f f i r m a t i v e or negative response to the question, (Appendix A, Item 14). "Are you c u r r e n t l y employed?" This was used as an independent v a r i a b l e 1n Hypothesis 1. Type o f Employment. Seven response choices are included in th e statem ent, " In d ic a te your f i r s t / c u r r e n t type o f employment": u n iv e r­ s i t y or c o lle g e ; elem entary, In te rm e d ia te , or secondary school; Coop­ e r a t i v e Extension S ervice; n o n p ro fit agency or I n s t i t u t i o n ; business or In d u stry; government; s e lf-e m p lo y m e n t/p r iv a te p r a c tic e (Appendix A, Item 17). For purposes o f a n a ly s is , some groups were collapsed and the f o llo w in g c a te g o rie s were created: education (In c lu d in g u n iv e r s it y or c o lle g e and elementary, In te rm e d ia te , or secondary school) (Ite m s 17a & b); Cooperative Extension Service and government (Item s 17c & f ) ; n o n p ro fit agency or I n s t i t u t i o n and s e lf-e m p lo y m e n t/p r iv a te p r a c t ic e (Item s 17d & g); and business or industry (Ite m 17e). Since responses f o r the f i r s t p o s itio n had a higher r e l i a b i l i t y on perceived adequacy of p repa ra tion f o r professional p os ition s, th e question was analyzed f o r f i r s t type of employment. This was used as an independent v a r ia b le 1n Hypotheses 2 and 3. Primary Employment A c t i v i t y . Based on th e seven home economics occupational c lu s te r s , graduates were asked t o in d ic a t e t h e i r primary aQuest1ons were numbered f o r c l a r i f i c a t i o n in w r i t i n g t h e report. The instrum ent was not o r i g i n a l l y numbered because o f design considera­ t io n s . 72 a c tiv ity f o r t h e i r f i r s t / c u r r e n t pos1t1on(s) (Appendix A, Item 18). The occupational c lu s te r s are a d m in is tr a tio n or management; design, manufacturing, or processing; marketing, merchandising, or sales; media; s c i e n t i f i c or p ro fe s s io n a l; se rv ic e ; education; and other. Since responses f o r th e f i r s t p o s itio n had a higher r e l i a b i l i t y on perceived adequacy of p repa ra tion f o r professional p o s itio n s, the f i r s t primary employment a c t i v i t y was analyzed. Because d i f f e r e n t f i r s t primary employment a c t i v i t i e s emerged f o r each department, these a c t i v i t i e s were collapsed by department. F i r s t primary employment a c t i v i t i e s f o r FCE graduates were grouped as a d m in is tr a tio n or manage­ ment (Item 18a); design, manufacturing o r processing, marketing, mer­ chandising or sales, s c i e n t i f i c or p ro fe s s io n a l, and other (Item s 18b, c, e, & h); s e r v i c e ( It e m 1 8 f); and e d u c a t io n ( It e m 18g)• No FCE graduates had a f i r s t primary employment a c t i v i t y 1n media (Ite m 18d). C ategories o f f i r s t primary employment a c t i v i t i e s t h a t emerged f o r FSHN graduates were a d m in is tr a tio n or management (Item 18a); m arketing, merchandising or sales, s e rv ic e , education, and s c i e n t i f i c or professional (Item 18e). and other (Item s 18c, f-g ); No FSHN graduates reported having a f i r s t primary employment a c t i v i t y in design, manufacturing, or processing (Ite m 18b); or media (Item 18d). ment (Item 18a); design, A d m in istra tio n or manage­ manufacturing, or processing (Item 18b); m arketing, merchandising, or sales (Item 18c); and media, s c i e n t i f i c or p ro fe s s io n a l, s e rv ic e , education, and o th er (Item s 18d-h) a re four f i r s t primary employment a c t i v i t i e s t h a t became eviden t f o r HED 73 graduates. ity , The Independent v a r ia b le , f i r s t primary employment a c t i v ­ was employed 1n Hypothesis 5. Advanced Study. A respondent was I d e n t i f i e d as having pursued advanced study 1f the In d iv id u a l answered th e question " I f you have pursued study beyond th e bachelor's degree, t o what e xten t did your MSU undergraduate degree prepare you f o r advanced study?" (Appendix A, Item 3 ). This was used as an Independent v a r i a b l e 1n Hypotheses 3, 4, and 5. Income. The Independent v a r ia b le Income (Appendix A, Item 2 0 ), as used in Hypothesis 6, o r i g i n a l l y consisted of e ig h t Income catego ries: less than $10,000; $25,000-529,999; above. $10,000-$14,999; $30,000-534,999; $15,000-$19,999; $35,000-539,999; The c a teg o ries were reduced t o th re e : $20,000-$24,999; and $40,000 or le s s than $10,000; $10,000-514,999; and $15,000 or above due t o l i m i t e d responses 1n the o r ig in a l c a te g o rie s . D e p a r tm e n t. As used 1n Hypotheses 1, 2 , 4 , 5 , and 7, th e independent v a r ia b le department was measured by Item 30 (Appendix A). Respondents In d ic ated one of 13 areas 1n which they majored. were collapsed In to departments. Majors Child development and teaching, fam­ i l y and consumer resources, fa m ily ecology, home economics education, fa m ily ecology/communication a r t s , and consumer-community services or fa m ily community s e rv ice s (Item s 3 0 a -f ) comprise majors o ffe re d 1n FCE. FSHN o f f e r s the d i e t e t i c s , foods or foods and n u t r i t i o n , and n u t r i t i o n or n u t r it i o n a l sciences (Ite m s 30k-m) majors. Majors 1n HED a re c lo t h ­ ing and t e x t i l e s , r e t a i l i n g of c lo th in g and t e x t i l e s or merchandising 74 management* I n t e r i o r design, and human environment and design (Item s 3 0 g -j). Year o f Graduation. Measurements on th e Independent v a r i a b l e year of graduation were obtained from student records. This v a r i a b l e was employed 1n Hypothesis 7. Perceived Adequacy o f P rep aration f o r P rofessional P o s it io n s . The mean score of each In d iv id u a l's responses t o the th re e questions "How would you r a t e (p rep aratio n f o r professional employment) 1n your MSU undergraduate major/program?" (Appendix A, Item l j ) , "How would you r a t e your MSU undergraduate experience 1n Improving your a b i l i t y to (fu n c tio n as a professional on the job)?" (Appendix A, Item 2d), and "To what e x te n t did your MSU undergraduate degree prepare you f o r your f i r s t position?" (Appendix A, Item 19) formed an Index which was used as t h e dependent v a r i a b l e f o r Hypotheses 1, 2 , 3 , 4 , 5 , 6 , and 7. To p erm it con struction of t h i s Index, the order o f responses f o r Items l j and 2d were a lte r e d from e x c e lle n t , good, f a i r , poor, no opinion t o e x c e lle n t , good, no opinion, fa ir, mated th e responses of Item 19: poor. This more c lo s e ly approxi­ not a t a l l ; some, but not much; adequately; q u i t e a b i t ; a g re a t deal. Concerning Item 19, only responses regarding p rep a ra tio n f o r the f i r s t p o s itio n as opposed t o the c u r r e n t p o s itio n were averaged 1n the Index, since responses f o r th e f i r s t p o s itio n had a higher r e l i a b i l i t y than responses f o r the c u rre n t p o s itio n . Cronbach's alpha and standardized Item alpha In d ic a te d t h a t alpha equals .70 fo r Items l j , 2d, and 19 ( f i r s t p o s i t i o n ) compared t o an alp h a o f .02 f o r Ite m s l j , 75 2d, and 19 (c u rre n t p o s itio n ). The d iffe r e n c e 1n r e l i a b i l i t y may be explained by the perception t h a t the cu rre n t p o s itio n 1s not as r e la te d to perceived adequacy as 1s th e f i r s t p o s itio n . From th e graduates’ perspective, a t l e a s t , fu n c tio n in g 1n th e f i r s t p o s itio n may r e l y more on t h e i r c o lle g e experience, whereas fu n ctio n in g in th e c u rre n t posi­ t io n may depend more on previous employment experience. Graduates may perceive t h a t fu nctio ning 1n t h e i r cu rren t p o s itio n has no r e la tio n s h ip to perceived adequacy of pre p a ra tio n f o r professional p os ition s, D e s c r ip tio n .o f the Sample The study population consisted of a l l bachelor's degree graduates of the C ollege o f Human Ecology during th e academic years 1978-79 and 1982-83. The population was surveyed t o perm it a n a ly s is o f departments 1n th e College. Ewell (1983b) maintained t h a t a survey of the student population 1s p re fe rre d over a sample because 1 t e lim in a te s the need t o make assumptions about how th e sample corresponds t o th e population, sampling s t r a t e g ie s do not have t o be devised, and most im portant, responses can be broken down In to departmental or d iv is io n a l le v e ls where th e In fo rm a tio n 1s more often of g re a te r use t o decision makers. Franchak and S p lr e r (1978) concurred t h a t the best method f o r gathering In fo rm a tio n 1s t o survey the population as did Taylor (1971), who posited t h a t th e e n t i r e population 1s more d e s ira b le 1n an I n s t i t u ­ tio n a l s e t t in g because academic deans usually p r e f e r In fo rm a tio n on a l l of the graduates versus a s e le c t sample. For alumni studies, Clark (1983) also recommended surveying a l l students who graduated 1n the year(s) s e lected f o r study. In a review of higher education research 76 studies# T a y lo r (1971) found t h a t about one-quarter of th e fo llo w -u p studies sampled subjects w h ile th e remainder studied the e n t i r e popula­ t io n . Fain (1981/1982) conducted a fo llo w -u p study of Oklahoma S ta te U n iv e rs ity home economics graduates and selected the sample by th e number of years ago t h a t th e graduates had completed t h e i r programs. Michigan S ta te U n iv e rs ity College o f Human Ecology subjects were also selected by th e number of years ago t h a t they had graduated. Using 1983-84 as year one, the academic years 1982-83 and 1978-79 were selected , representing students who graduated 1 and 5 years ago. Abrahamson (1983) In d ic a te d t h a t the population should be defined r e l a t i o n t o study o b je c tiv e s . 1n In other words, the decision about whom t o study should be based on whose opinions are r e le v a n t t o th e purpose o f t h e study ( C l a r k , 1983). Wolosln (1972) suggested surveying people who have been out of school f o r a w h ile t o o b tain an assessment of the program t h a t 1s "mediated by In te rv en in g experience and a sense of p ersp ective o f the students' c o lle g e years" (p. 1). McKinney and Oglesby (1971) main­ ta in e d t h a t former students must be out of school fo r a s u f f i c i e n t amount of tim e , a t l e a s t 1 year, to be able t o r e f l e c t on th e relevance and help fu ln ess o f t h e i r previous educational experience. Furthermore, Ewell (1983b) suggested conducting a survey when the Item of I n t e r e s t 1s happening t o th e In d iv id u a l, which perm its a b e t t e r I d e n t i f i c a t i o n of In ta n g ib le s such as f e e lin g s and a t tit u d e s . 77 Since the purpose o f t h i s study was t o assess graduates’ percep­ tio n s of the adequacy of pre p a ra tio n f o r employment by t h e i r under­ graduate program* 1 t was decided t o survey students who had graduated 1 year ago and 5 years ago. K e lls (1983) m aintained t h a t a l l graduates of the l a s t 5 years provide r e le v a n t In fo rm a tio n t o Improve c u rre n t programs. Longer-term alumni ( 1 - t o 5 -y e a r graduates) can best answer questions about t h e i r postgraduate education and occupational e x p e ri­ ences since they begin t o f o llo w r e l a t i v e l y s ta b le career d ir e c tio n s (E w e ll, 1983b). Names of In d iv id u a ls who graduated from the College of Human Ecology during th e academic years 1978-79 and 1982-83 were obtained from the R e g is tr a r 's f i n a l degree 11st. were provided by Alumni/Donor Records. sources were checked and recon ciled. Addresses of th e graduates Discrepancies between the two A 11st of In d iv id u a ls w ith Inaccu rate nonforwardable addresses was sent t o fa c u lty and a d m in is tra ­ to rs t o update these addresses. Techniques o f Data C o lle c tio n Data were c o lle c te d from 1978-79 and 1982-83 graduates of the College of Human Ecology baccalaureate degree program by a s e l f ­ adm inistered mall q u e stio n n a ire. The sel f-adm1 n lstered method was selected because of I t s a b i l i t y t o cost e f f i c i e n t l y survey a la rg e number of subjects (W illia m s o n , ing t o D111man (1978), Karp, Dalphln, & Gray, 1982). Accord­ 1 t 1s probably th e only method t o survey college alumni who are geo g rap h ically dispersed around th e world. Other advan­ tages are t h a t 1 t has th e p o te n tia l of o b tain in g a high response ra te 78 (W illiam son e t a l . , 1982), ensures uniform and r e l i a b l e r e s u lt s , enables f l e x i b l e ana lys is. and I t also req u ire s few people t o a d m in is te r and costs less than th e In te rv ie w method. The mail survey was implemented based on D illm a n ’s (1978) Total Design Method, which t h e o r e t i c a l l y views social research as a process of social exchange. This method emphasizes d e ta ile d a t te n tio n t o each p a r t of th e survey process. The Spring 1984 e d it io n o f the College of Human Ecology Alumni Association newspaper, th e Ecologue, c a r r ie d a b r i e f notice about th e upcoming survey w ith th e In te n tio n of increasing the re tu rn rate. The i n i t i a l m a ilin g consisted of a cover l e t t e r , th e q u e s tio n n a ire , and a re tu rn envelope. a 3" x 5” card, The cover l e t t e r (Appendix B) explained what th e study was about and emphasized i t s importance, attempted t o convince th e respondent t h a t h is / h e r response was essen­ tia l, I d e n t i f i e d a due date, assured c o n f i d e n t i a l i t y and explained th e purpose of the I d e n t i f i c a t i o n number, reemphasized the purpose of the study, explained th e means o f obtaining a copy of the r e s u lt s , and made provisions f o r answering questions. The cover l e t t e r and a l l correspondence were dated th e day they were t o be mailed. other Names and addresses o f each respondent were i n d iv id u a ll y typed on the cover l e t t e r to achieve g re a te r p e rs o n a liz a tio n , th e College’ s le tt e r h e a d s ta tio n e ry was used t o d is tin g u is h 1 t from mass m a ilin g s , and each cover l e t t e r was hand signed. emphasize the due date. A 3” x 5" bold-typed card was added t o 79 The f i r s t m a ilin g was conducted September 4 , 1984. A ll m ailin g s were m ailed on Tuesdays so t h a t a l l questionnaires could be received w it h in th e same week they were mailed, be forwarded. Including those t h a t needed t o According t o Dlllm an (1978), Tuesday m a ilin g s are pre­ f e r r e d t o Mondays because of th e weekend build-up of mall a t th e post o ffic e . One week l a t e r , September 11, 1984, a rem inder/thank-you postcard (Appendix C) was sent t o everyone. The card In d ic a te d t h a t a q u estion­ n a i r e had been sent a week ago and why 1 t had been sent. I t thanked e a r ly respondents, emphasized why everyone's response was Im p o rtan t, and gave provisions f o r rep lacin g th e q u e stio n n a ire i f misplaced. 1 t had been The rem inder/thank-you postcard was also I n d iv id u a ll y signed. Three weeks a f t e r th e I n i t i a l m a ilin g , a m odified cover l e t t e r , 3" x 5" card, replacement q u e stio n n a ire, and re tu rn envelope were sent t o nonrespondents. le n g th , The second cover l e t t e r (Appendix D) was s h o rte r 1n In d ic a t in g t h a t t h e i r q u e stio n n a ire had not y e t been received. I t restated th e Importance of each respondent t o th e study and how they were selected. Again, th e l e t t e r was hand signed. card was Included t o In d ic a t e th e new due date. Another 3” x 5” "Please Forward" was typed on a l l correspondence t o achieve a higher response r a t e , as recommended by Franchak and S p lr e r (1978). Although D lllm a n (1979) s p e c ifie d a t h i r d fo llo w -u p should be sent by c e r t i f i e d m a i l, a d e c i­ sion was made not t o conduct any f u r th e r m ailings. 80 U n delIve ra ble addresses were r e f e r r e d t o Alumni/Donor Records fo r updating or refe re n c e addresses. When Alumni/Donor Records could not provide c u rre n t or referen ce addresses, College of Human Ecology fac­ u l t y were again requested t o provide updated addresses f o r these I n d i ­ viduals. I t 1s p o ssib le t h a t a s i g n i f i c a n t percentage of nonresponse 1s due t o In accu ra te addresses (Lansing & Morgan, 1971). Although some questionnaires t h a t do not reach the respondents are returned, many are thrown away o r forwarded t o a second outdated address. Each q u e s tio n n a ire was processed and examined as 1 t was returned. This helped m ain ta in a 11 s t o f those needing t o be recontacted. also helped I d e n t i f y p o t e n t ia l fo llo w -u p l e t t e r . It problems t h a t could be corrected In a Of th e 922 (100.0%) questionnaires m ailed , were known t o have In acc u ra te or nonforwardable addresses. of the returned q u e stio n n a ire s were unusable. 47 (5.1%) Four (0.4%) An adjusted base of 871 re s u lte d from s u b tra c tin g th e names o f 47 graduates who had undel1verab le addresses and o m itt in g the four unusable surveys (see Table 1, columns A and B). The t o t a l number o f usable, returned questionnaires was 540 o r62% (see Tab! e 1, col umn C). Analysis o f Nonresponden_ts Although Babble (1983) m aintained t h a t a response r a t e of a t l e a s t 60% 1s "good," 1 t 1s Im p o rta n t t o have some In d ic a t io n o f the repre­ sentativeness of the respondents, and hence, the g en eral1zab1l1ty o f the re s u lts . To determ ine whether or not bias was present 1n the College o f Human Ecology 1978-79 and 1982-83 Alumni Survey, demographic c h a r a c t e r is t ic s o f nonrespondents were compared t o demographic 81 c h a r a c t e r i s e c s o f respondents. student records. This in fo rm a tio n was obtained from The technique of comparing demographic c h a r a c t e r is ­ t i c s of respondents t o those of nonrespondents t o determine nonresponse bias was chosen because 1 t was suggested 1n the l i t e r a t u r e and has been u t i l i z e d 1n studies such as the 1979 AHEA Membership Survey (Fanslow» Andrews* Table 1: Scruggs, & Vaughn, 1980). Response Rate of Follow-Up Q uestionnaire Quest1onna1res Total mailed Unde!Iverable Unusable Adjusted base Total usable responses A B N Percent of Total 922 47 1 871 540 100.0 5 .1 £LA 94.5 5 8.6 C Percent Usable — — 100.0 62.0 To determine whether or not nonrespondents d i f f e r e d s i g n i f i c a n t l y from respondents, the ch1-square technique was employed. Expected values were the proportions from the College of Human Ecology 1978-79 and 1982-83 Alumni Survey m u l t i p li e d by the number of nonrespondents. Table 2 shows r e s u lt s of the ch i-s q u a re t e s t , proportions f o r respond­ ents, frequencies f o r respondents 1n the nonrespondents study, and expected values. Table 2 In d ic a te s t h a t th e re 1s a s t a t i s t i c a l l y s i g n i f i c a n t d iffe r e n c e between respondents and nonrespondents. In the cases of department, year of graduation, and grade p o in t average, data Table 2: Chi-square Value R e fle c tin g Relationship Between College o f Human Ecology 1978-79 and 1982-83 Alumni Survey Respondents and Nonrespondents C h a r a c t e r is tic 3 Respondents (Proport ion)*3 Nonrespondents (Number)c Expected Values (Number) 0.28 77 30.2** 0.27 67 26.31 0.1*5 238 93. **6 0.51 0.1*9 232 150 209.6** 172.36 9 .0 2 * 1 df 0.15 0.36 0.35 0.15 87 155 111 29 67.53 11*5.1*3 121*.30 1*1*.75 22 .5 5 * 3 df Value 30. Department Family and Child Ecology (FCE) Food Science and Human N u tr itio n (FSHN) Human Envi ronment and Design (HED) 12.07* 2 df 31. Year o f Graduation 1978-79 1982-83 33. Grade Point Average Less 2.50 3.00 3.50 than 2.1*9 to 2.99 to 3.**9 to **.00 3 1terns are numbered to correspond to questions as they appear in the survey. Proportions are the number o f responses to the question divided by the actual number (N^= 5**0) of respondents. CBased on 382 nonrespondents. * £ < 0 .0 5 . 83 from t h e respondents tic s d id n o t show t h e same d i s t r i b u t i o n compared t o th e t o t a l o fc h a ra c te ris ­ gradu ate s. A f t e r examining th e fin d in g s t h a t suggest bias e x is t s f o r these t h r e e v a r ia b le s , a d d itio n a l study of nonresponse bias was done. A f u r t h e r review of the l i t e r a t u r e indicated t h a t th e comparison of demographic data t o determine nonresponse bias i s t e c h n ic a lly less v a l i d than o th er methods (Bower & Renkiewicz, 1977). Whipple and Muffo (1982) maintained t h a t a comparison of known demographics of non­ respondents t o respondents overlooks the fa c t t h a t im portant a t t r i b u t e s under in v e s t ig a t io n in the study may be independent of the a v a ila b le demographic data. e x is t, From t h i s perspective, nonresponse bias may not e s p e c ia lly since a high response r a te was achieved. C h a r a c t e r is tic s o f Respondents and Nonrespondents Concerning bias t h a t can a r is e due t o nonresponse, the only c o n s is te n t f in d in g i d e n t i f i e d by Kanuk and Berenson (1975) is t h a t respondents tend t o be b e t t e r educated than nonrespondents. Wallace (1954) reported almost no d iffe r e n c e in occupation and a number of o th er socioeconomic c h a r a c t e r is t i c s between respondents and nonrespond­ ents. In c o n tra s t, Robins (1963) discovered respondents had h ig h e r- l e v e l occupations, but found no s i g n i f i c a n t d iffe re n c e s in social or p e rs o n a lity v a ria b le s . Compared t o Robins, however, Ognibene (1970) found respondents t o be higher in leadersh ip, gregariousness, reading h a b i t s . and 84 Based on th e assumption t h a t l a t e respondents a re more s i m i l a r to nonrespondents than e a r ly respondents, Donald (1960) and Frary, El son, and Gerken (1981) found t h a t l a t e respondents are more negative 1n t h e i r responses. However, Whipple and Muffo's (1982) study In d ic a te d the opposite; o n -tim e respondents were found t o have less fa v o ra b le responses. The lack of conclusive evidence about c h a r a c t e r is t i c s of respondents compared t o nonrespondents points out th e need t o fo llo w up nonrespondents t o mall surveys w ith the purpose of Increasing the response rate. This technique was employed 1n th e present study by the use of the thank-you/rem1nder postcard and second mall package. Another technique t o ensure g en eral1 zab1l1ty of th e r e s u lt s 1s t o analyze nonresponse bias based on Im p ortan t a t t r i b u t e s other than demographic data. Analysis o f Data Responses on th e returned, usable q u e stionna ires were e d ite d f o r incomplete or in c o n s is te n t responses and e rro rs . Judgments about coding the open-ended responses in to catego ries were v e r i f i e d by the research d ir e c to r s . In co n s isten c ies in coding were i d e n t i f i e d and r e c t i f i e d u n t i l consensus between coders was achieved. Coding fo r open-ended and close-ended questions was spot-checked by a subgroup of the coders f o r q u a l i t y c o n tro l. than 90%, coders were re tra in e d . I f In te rc o d e r r e l i a b i l i t y was less A ll data were keypunched and mechani­ c a l l y v e r i f i e d by the Computer Center’ s Data Preparation Service a t Michigan S ta te U n iv e rs ity . hypotheses, Consistent w ith th e study o b je c tiv e s and the S t a t i s t i c a l Package f o r th e S o d a ! Sciences (N1e, H u ll, 85 Jenkins, Steinbrenner, & Bent, 1975) program was used f o r a n a lys is o f the data. Variance of th e dependent v a r ia b le through the use of the s t a t i s t i c a n a lys is o f variance (ANOVA) was examined f o r the whole sample and f o r separate subgroups created on the basis of Independent v a r ia b le s (Babble, 1983). .05 f o r a l l hypotheses. The p r o b a b il it y of a Type I e r r o r was s e t a t CHAPTER IV FINDINGS This study assessed baccalaureate graduates' perceptions of the adequacy of p repa ra tion f o r employment by t h e i r undergraduate program. The p a r t i c u l a r v a r ia b le s were chosen because they answered the research o b je c tiv e s , were suggested 1n the review o f l i t e r a t u r e , I n t e r e s t t o th e author. and were of Based on the research o b je c tiv e s and review of l i t e r a t u r e , the f o llo w in g hypotheses were estab lish ed and te sted : Research O b je ctive 1: To assess baccalaureate graduates' perceptions o f the adequacy of t h e i r preparation by t h e i r undergraduate program 1n r e l a t i o n t o employment s ta tu s , type of employment, primary employment a c t i v i t y , advanced study, and Income category. Ho 1: There 1s no s i g n i f i c a n t d iffe r e n c e among department, employment s ta tu s , and graduates' perceptions about the adequacy of t h e i r preparation f o r professional positions. Ho 2: There 1s no s i g n i f i c a n t d iff e r e n c e among type o f employ­ ment, department, and graduates' perceptions about the adequacy o f t h e i r preparation f o r professional p os ition s. Ho 3 : There 1s no s i g n i f i c a n t d iffe r e n c e among type of employ­ ment, advanced study, and graduates' perceptions about the adequacy of t h e i r preparation f o r professional position s. Ho 4: There 1s no s i g n i f i c a n t d iffe r e n c e among department, advanced study, and graduates' perceptions about the ade­ quacy of t h e i r preparation f o r professional p os ition s. Ho 5 : There 1s no s i g n i f i c a n t d iffe r e n c e among primary employment a c t i v i t y , department, and graduates' perceptions about the adequacy of t h e i r preparation f o r professional positions. 86 87 Ho 6: There 1s no s i g n i f i c a n t d iffe r e n c e among 1ncome» advanced study, and graduates' perceptions about th e adequacy of t h e i r p repa ra tion f o r professional positions. Research O b je c tiv e 2; To compare the perceptions of graduates by t h e i r department and year of graduation as they r e l a t e t o perceptions about employment preparation. Ho 7: There 1s no s i g n i f i c a n t d iffe r e n c e among department, year o f graduation, and graduates' perceptions about th e ade­ quacy of t h e i r p repa ra tion f o r professional position s. The a n a ly s is o f variance s t a t i s t i c a l the hypotheses. procedure was used t o t e s t Results of th e t e s t s of hypotheses are presented and discussed w it h in the content of the research o b je c tiv e s . o f the r e s u lt s t o th e human ecological A p p licatio n framework 1s also presented. Research O bjectives and Hypotheses The purpose of the f i r s t research o b je c tiv e was t o assess bacca­ la u r e a te graduates' perceptions of the adequacy o f t h e i r preparation by t h e i r undergraduate program 1n r e l a t i o n t o employment sta tu s , type of employment, primary employment a c t i v i t y , advanced study, and Income category. Six hypotheses were generated. Each n u ll hypothesis is presented sep a ra te ly and discussed. Hypothesis 1 Ho 1: There 1s no s i g n i f i c a n t d iffe r e n c e among department, employment s ta tu s , and graduates' perceptions about the adequacy of t h e i r p rep a ra tio n fo r professional positions. Findings. The f i r s t p a rt of the hypothesis, which s ta te s t h a t th e re 1s no s i g n i f i c a n t d iffe r e n c e between the department 1n which students graduated and how they perceive the adequacy o f preparation 88 fo r professional p o s itio n s , was re je c te d . However, th e tio n of th e hypothesis was not remaining sec­ re je c te d . There was no s i g n i f i c a n t d iffe re n c e between graduates' employment status and perceptions about professional p repa ra tion, nor f o r I n te r a c tio n between department and employment status and perceived adequacy of preparation. Results o f Hypothesis s i g n i f i c a n t d iffe r e n c e f o r 1.The a n a ly s is of variance disclosed a th e e f f e c t of department, £ (2,471) = 5 3 6 , £ < .05, regardless of employment status. Graduates' perceptions regarding adequacy of pre p a ra tio n f o r professional p os ition s v a rie d by department. scores. There were r e l a t i v e l y la rg e d iffe re n c e s 1n department mean FCE graduates had t h e highest mean score (M = 3.25, JN = 133) f o r perceived adequacy of professional p o s itio n s, follow ed by FSHN (M = 3 .0 7 , H = 113) and th e n HED (M = 2 .8 8 , H = 2 3 1 ). Mean scores f o r the two c a teg o ries of employment s ta tu s , employed and unemployed, 55), were alm ost th e same a t 3.02 (J^ = 422) and 3.09 (.N = re s p e c tiv e ly . d iffe r e n c e The a n a ly s is o f variance in d ic a te d no s i g n i f i c a n t fo r employment s ta tu s , of the e f f e c t of department, F (1,471) = .05, > .05. Regardless graduates' perceived adequacy of pro fes­ sional preparation did not vary by employment status. For I n te r a c tio n between department and employment sta tu s (see Figure 4 ) , employed FCE graduates (M = 3.25, .N = 114) perceived g r e a te r adequacy of professional p rep a ra tio n than did unemployed FCE graduates (M = 3.21, ±1 = 19), S u rp ris in g ly , although th e mean d iffe r e n c e of .04 was m inim al. unemployed FSHN graduates (.M = 3.25, £1 = 16) perceived g re a te r adequacy of professional preparation than did employed FSHN FCE n =114 n =19 n = 97 FSHN HED n=16 oo n =211 n =20 EMPLOYED UNEMPLOYED §§ Figure 4: 3 .2 5 H I i i r i I i i i i I i i 11 1 i i i i i 2.0 2.5 3.0 3.5 4.0 MEAN SCORE s= excellent 4ZG00D 3rNEUTRAL 2—FAIR 1= POOR Perceived adequacy o f p r e p a r a tio n f o r p r o f e s s io n a l p o s i t i o n s as a f u n c t i o n o f department and employment s t a t u s . 90 graduates (M = 3.04, 0.21. = 97) w ith a s u b s ta n tia l mean d iffe r e n c e o f As w ith FCE graduates, employed HED graduates (M = 2.88, .fcj = 211) perceived g re a te r adequacy of professional unemployed HED graduates (M = 3.25, ence o f 0.03 was also s l ig h t . preparation than did = 16), although th e mean d i f f e r ­ The an alysis of variance disclosed no s t a t i s t i c a l l y s i g n i f i c a n t In t e r a c t i o n between department and employment s ta tu s , F (2,471) = .26, £ > .05. professional preparation did not vary fo r departments and employment s ta tu s 1n In t e r a c t io n Table 3 : Graduates' perceptions concerning (see Table 3). Analysis of Variance of th e E ffe c ts o f Department and Employ­ ment Status on Perceived Adequacy o f Prep aration f o r Profes­ sional Po sitions Source o f V a r ia tio n df Mean Square F S ig n ific a n c e of F Main E ffe c ts Department Employment Status 2 2 1 4 .00 5 .86 .05 3.65 5.36 .05 .013 .005 .830 In t e r a c t i o n Department & Employment Status 2 2 .29 .29 .26 .26 .768 .768 Explalned 5 2.51 2 .3 0 .044 Residual 471 1.09 T o ta l 476 1.11 91 Hypothesis 2 Ho 2: There 1s no s i g n i f i c a n t d iffe r e n c e among type of employ­ ment, department* and graduates’ perceptions about the adequacy of t h e i r preparation f o r professional positions. Findings. The I n i t i a l p a rt of the hypothesis was re je c te d . There was a s i g n i f i c a n t d iff e r e n c e between the type o f employment graduates hold and t h e i r perceptions about th e adequacy of preparation f o r pro­ fessional p o s itio n s. re je c te d . The l a t t e r section of th e hypothesis was not In t h i s a n a ly s is th e re was no s i g n i f i c a n t d iff e r e n c e between the department 1n which students graduated and t h e i r perceptions about adequacy of professional p repa ra tion. Nor was th e re any s i g n i f i c a n t d iffe r e n c e between type o f employment and department 1n I n t e r a c t i o n as r e la te d t o perceptions o f adequacy of p rep a ra tio n . Results o f Hypothesis 2 . The an a ly s is o f variance In d ic ated a s i g n i f i c a n t d if f e r e n c e f o r type o f employment (education* Cooperative Extension Service/government* n o n p r o fit agency or 1 n s t1 t u t 1 o n /s e lf em ploym ent/prlvate p r a c t ic e , 5.45* £ < .05, and business or In d u s try ), £ (3*464) = regardless o f department. t h e i r professional Graduates' perceptions toward p rep a ra tio n v aried by t h e i r type o f employment. Graduates who were employed 1n education had th e highest mean score (M = 3.38, .N = 81) f o r perceived adequacy of professional p o s itio n s. I n d iv id u a ls who worked f o r n o n p r o fit agencies or I n s t i t u t i o n s , were self-em ployed, or 1n p r i v a t e p r a c tic e , had the second highest mean score (M = 3.28, .fcJ = 99) fo llo w ed by Cooperative Extension S e rv ic e / government employees (E = 3.23, U = 31) and then business employees (M = 2 .8 1 , U = 2 6 5 ) . 92 Perceived adequacy mean scores f o r FCE, FSHN, and HED graduates w ere 3 .2 5 (M = 1 3 3 ), 3 .07 (JJ = 1 1 3 ), and 2 .8 8 (N = 2 3 0 ) , r e s p e c t i v e l y . Analysis of variance disclosed no s i g n i f i c a n t d iffe r e n c e f o r depart­ ment, £ (2,464) = .54, jt > .05. type, Regardless o f the e f f e c t of employment graduates* perceptions about t h e i r professional preparation did not vary by department. Because the response r a t e f o r the question type o f employment was less than th e o v e ra ll response r a te to the q u e s tio n n a ire , the main e f f e c t of department was not s i g n i f i c a n t . As shown 1n Figure 5 , In t e r a c t io n between type of employment and department was analyzed. For employment 1n education, from highest to l o w e s t , mean sco re s f o r FCE, HED, and FSHN were 3 .5 4 (.N = 5 3 ) , 3 .5 0 (.fcj = 10), and 2.85 (£1 = 18). For Cooperative Extension Service/government employment, mean scores follow ed th e same order by department. f o r FCE, HED, and FSHN w ere 3 .5 8 14), re s p e c tiv e ly . Means = 8 ) , 3.11 (.N = 9 ) , and 3 .1 0 (£J = For nonprof 1 t /s e l f-em ploym ent/pr1vate p r a c tic e , FCE had the highest mean score on perceived adequacy f o r professional p o s i t i o n s (M = 3 . 3 2 , = 35) f o l lowed by FSHN (M = 3 .3 1 , ^ = 16) and then HED (M = 3 . 1 1 , E = 18). In business employment, FSHN graduates perceived th e highest adequacy f o r professional p o s itio n s (M = 2.87, Jt! = 3 5 ) f o l l o w e d by HED (.M = 2 .8 2 , 37). When te s te d , = 193) and then FCE (.M = 2 .6 8 , & = an a ly s is of variance revealed no s i g n i f i c a n t i n t e r ­ actio n between type o f employment and department, £ (6,464) = 1.29, £ > .05. Graduates’ perceived adequacy of preparation f o r professional p o s itio n s did not vary f o r type o f employment and department In I n t e r ­ a c t i o n (see T a b le 4 ) . 3.54 n= 53 EDUCATION 2.85 n=18 3.50 nrlO 3.58 COOPERATIVE n=8 EXTENSION/ n = i 4 GOVERNMENT n=:9 3.10 3.32 NONPROFIT/ n=35 SELF n=46 EMPLOYMENT n_ 18 VO Va ) n=37 BUSINESS 2.87 n=35 n=193 FCE | | FSHN | HED ■ Figure 5 HI i i i i I i i I i I i i »i I i »i H 2.0 2.5 3.0 MEAN SCORE 3.5 4.0 5= e x c e lle n t 4=G00D 3=NEUTRAL 2=FAIR 1 —POOR Perceived adequacy o f p r e p a ra tio n f o r p r o f e s s io n a l p o s i t i o n s as a f u n c t io n o f typ e o f employment and departm ent. 94 T a b le 4 : A n a ly s is o f V a ria n c e o f t h e E f f e c t s o f Type o f Employment and Departm ent on P e rce ive d Adequacy o f P r e p a r a tio n f o r P r o f e s s io n a l P o s it io n s S ig n ific a n c e of F df Mean Square Main E ffe c ts Type of Employment Department 5 3 2 6.37 6.76 .57 6 .08 5 .46 .54 .001 .001 .582 In te ra c tio n Type of Employment x Department 6 6 1.35 1.35 1.29 1.29 .259 .259 11 3.63 3.47 .001 Residual 464 1.05 Total 475 1.11 Source o f V a r ia t io n Explained F Hyp.othfiS 1.5-3 Ho 3 : There 1s no s i g n i f i c a n t d iffe r e n c e among type of employ­ ment, advanced study, and graduates' perceptions about th e adequacy of t h e i r pre p a ra tio n f o r professional positions. F1nd1 ngs. Only th e f i r s t p a rt of the hypothesis was rejected . There was a s i g n i f i c a n t d iff e r e n c e between the type of employment graduates held and t h e i r perceptions about preparation f o r professional position s. Sections of th e hypothesis dealing w ith p u r s u it of advanced study and perceptions about professional preparation 1n a d d itio n to the In t e r a c t i o n between th e type of employment and whether or not graduates had pursued advanced study as 1 t r e l a t e s t o perceived adequacy o f preparation were not re je c te d . 95 Results o f Hypothesis 3 . The a n a lys is o f variance In d ic a te d a s i g n i f i c a n t d iff e r e n c e f o r the e f f e c t of type of employment £ (3,468) = 9.48, j i < .05, regardless o f having pursued advanced study or not. Graduates1 perceptions varied by type o f employment concerning adequacy of preparation f o r professional positions. R e la t i v e l y la rg e d i f f e r ­ ences 1n type o f employment mean score were evident. The highest mean score was f o r graduates employed 1n education (M = 3 3 8 , = 81). In descending order, other type of employment mean scores were 3.28 (14 = 99) fo r n o n p ro fit agencies or I n s t i t u t i o n s or self-em ploym ent or p r i ­ vate p r a c t ic e , 3.23 (|4 = 31) f o r Cooperative Extension S ervice or government employees, and 2.81 (14 = 265) fo r graduates working in bus1ness. There was no s i g n i f i c a n t d iffe r e n c e f o r th e e f f e c t of advanced s t u d y , £ ( 1 ,4 6 8 ) = . 0 6 , £ > .0 5 , r e g a r d l e s s o f t h e e f f e c t o f ty p e o f employment. Respondents who had pursued advanced study had a s l i g h t l y higher mean score (M = 3.07, 14 = 216) than persons who had not pursued advanced study (M = 2.99, 14 = 260). Graduates' perceptions about t h e i r professional p repa ra tion did not vary by whether or not they had pur­ sued advanced study. For type of employment and advanced study 1n I n t e r a c t i o n (see Figure 6), education employees who had pursued advanced study had a higher mean score (M = 3.40, 14 = 47) than education employees who had not pursued advanced study (JM = 3 3 5 , 14 = 34). The same p a tte rn exis te d f o r n o n p ro fit employees, those who were self-em ployed, or those 1n p r iv a t e p ra c tic e . In d iv id u a ls who had pursued advanced EDUCATION N =47 N= 34 COOPERATIVE EXTENSION SERVICE/ GOVERNMENT N- 14 “ ._ N =17 NONPROFIT/ SELF EMPLOYMENT/ PRIVATE PRACTICE N- 58 BUSINESS 3 .00 3 .26 N = 41 N=97 N=168 ^ VJD 2.79 H H t on i I a i i 11 y i i 2 .0 ADVANCED STUDY NO ADVANCED STUDY ^ F ig u re 6: 2 .5 3 .0 MEAN SCORE it 1 11y11 3 .5 5= 4 = 3 = 2~ 1= 4 .0 EX C E LL E N T GOOD NEUTRAL FAIR POOR Perceived adequacy o f p r e p a r a t io n f o r p r o f e s s io n a l p o s i t i o n s as a f u n c t io n o f type o f employment and advanced s tu d y . 97 study had a higher mean score (.M = 3.29, J4 = 58) than did the same employees who had not pursued advanced study (M = 3 . 2 6 , U = 4 1 ) . In c o n tra s t, graduates employed 1n Cooperative Extension S e rv ic e / government and business fo llo w e d th e opposite p attern . Those who had not pursued advanced study had higher mean scores than persons who had pursued advanced study. For Cooperative Extension Service/government employees who had not pursued advanced study (M = 3.41, is! = 17), the mean d iffe r e n c e was th e g r e a te s t a t 0.41 points higher than f o r employees who had pursued advanced study (.M = 3.00, ii = 14). For business employees th e d iff e r e n c e 1n mean scores (0.02) was the le a s t f o r a l l types o f employment. Business employees who had pursued advanced study had a perceived adequacy mean score of 2.81 (iJ = 168) compared t o 2.79 (i! = 97) f o r those who had not pursued advanced study. The a n a lys is of variance did not reveal a s i g n i f i c a n t In te r a c tio n between type of employment and advanced study, £ (3,468) = 0.43, .05. jl > Graduates’ perceived adequacy of preparation f o r professional p os ition s did not vary f o r the I n t e r a c t i o n of type o f employment and advanced study (see Table 5). Hypot hes i s. 4 Ho 4: There 1s no s i g n i f i c a n t d iffe r e n c e among department, advanced study, and graduates' perceptions about the ade­ quacy of t h e i r p rep a ra tio n f o r professional positions. Findings. department. The hypothesis was r e je c te d f o r the main e f f e c t o f I t was not r e je c te d f o r th e e f f e c t of advanced study, nor f o r department and advanced study 1n i n t e r a c t i o n . 98 Tab le 5: A n a ly s is o f V a ria n ce o f t h e E f f e c t s o f Type o f Employment and Advanced Study on P e rce ive d Adequacy o f P r e p a r a tio n f o r P r o f e s s io n a l P o s it io n s Source o f V a r ia t io n df Mean Square F S1gn1fIcance of F Main E ffe c ts Type of Employment Advanced Study 4 3 1 7 .6 9 9 .99 .06 7 .2 9 9 .4 8 .06 .001 .001 .814 In te r a c tio n Type of Employment x Advanced Study 3 3 .45 .45 .43 .43 .735 .735 Explained 7 4 .5 9 4.35 .001 Res1dual 468 1.06 Total 475 1.11 Results of Hypothesis 4 . There was a s i g n i f i c a n t d iff e r e n c e fo r t h e e f f e c t o f d e p a r tm e n t, F ( 2 ,4 7 1 ) = 5 . 2 2 , £ < .0 5 , r e g a r d l e s s o f advanced study. Graduates' perceptions v a rie d by department regarding adequacy of prepa ra tion f o r professional p os ition s. There were r e l a ­ t i v e l y larg e d iffe r e n c e s 1n mean scores by department. f e l t th e b e s t p rep a re d (M = 3 . 2 5 , FCE graduates = 1 3 3 ), f o l l o w e d by FSHN (.M = 3 .0 7 , .fcl = 1 1 3 ), and th e n HED g r a d u a te s (M = 2 .8 8 , .fcj = 2 3 1 ). The mean d iff e r e n c e f o r graduates who had or had not pursued advanced study was minimal (0.08). Graduates who had studied beyond the bachelor's degree f e l t b e t t e r prepared w ith a mean score o f 3.07 (N = 217) than did graduates who had not pursued advanced study (M = 2.99, = 260). When te s te d , th e an a ly s is of variance did not In d ic a t e a 99 s i g n i f i c a n t d iffe r e n c e f o r the e f f e c t of advanced study, £ (1,471) = 0.11, £ > .05. Regardless of the e f f e c t of department, graduates' perceptions concerning professional preparation did not vary by advanced stu d y . For I n t e r a c t i o n between department and advanced study, FCE and FSHN graduates who studied beyond the bachelor's degree perceived themselves t o be b e t t e r prepared than did t h e i r cou n te rp arts who had not pursued advanced study, re s p e c tiv e ly . w ith mean d iffe r e n c e s o f 0.13 and 0.15, As shown 1n Figure 7, FCE graduates who had pursued advanced study had a mean s c o re o f 3 . 3 1 (^ = 69) compared t o 3 .1 8 (li = 64) fo r those who had not engaged 1n advanced study. For FSHN gradu­ ates who had studied beyond the bachelor's degree, th e r e was a mean s c o re o f 3.14 (U = 61) compared t o 2.99 (J^ = 52) f o r t h e same group who had not pursued advanced study. pattern. HED graduates fo llo w e d a d i f f e r e n t Those who had not studied beyond th e bachelor's degree f e l t b e t t e r prepared f o r professional employment (M = 2.91, U = 144) than did HED graduates who had pursued advanced study (M = 2.82, 11 = 87), although th e mean d iffe r e n c e o f 0.09 was s l ig h t . The a n a ly s is of variance disclosed no s t a t i s t i c a l l y s i g n i f i c a n t I n t e r a c t i o n between department and advanced study, £ (2,471) = 0.73, .p. > .05. ment and advanced study 1n In t e r a c t i o n , For depart­ graduates' perceptions regard­ ing the adequacy of professional preparation did not varv (see Table 6 ). s = n ^ fce F S H N HED HED o o N =144 HU ■111 I 2 .0 ADVANCED STUDY ■ ■ NO ADVANCED STUDY ^ m 2.5 m Ii 3 .0 MEAN SCORE ii m f m rH 3 .5 4 .0 5= e x c e lle n t 4 zz GOOD ^ i ^ |uRrRAL 1 = POOR Figure : Perceived adequacy o f preparation f o r professional positions as a function o f department and advanced study. 101 T a b le 6 : A n a ly s is o f V a ria n ce o f th e E ffe c ts o f D epartm ent and Advanced Study on P e rc e iv e d Adequacy o f P re p a ra tio n f o r P ro fe s s io n a l P o s itio n s Source o f V a r ia t io n df Mean Square F S ig n ific a n c e of F Main E ffe c ts Department Advanced Study 3 2 1 4.01 5 .7 0 .12 3 .6 9 5 .2 2 .11 .012 .006 .741 In te r a c tio n Department x Advanced Study 2 2 .79 .79 .73 .73 .485 .485 Explained 5 2.73 2 .5 0 .030 Residual 471 1.09 Total 476 1.11 Hypothesis 5 Ho 5: There 1s no s i g n i f i c a n t d iffe r e n c e among prim ary employment a c t i v i t y * department* and graduates' perceptions about the adequacy of t h e i r p rep a ra tio n f o r professional positions. Findings. graduates. The hypothesis was r e je c te d f o r FCE and FSHN department There was a s i g n i f i c a n t d iffe r e n c e between th e primary employment a c t i v i t y f o r FCE and FSHN graduates and how they perceived t h e i r p repa ra tion f o r professional positions. not re je c te d f o r HED department graduates. The n u ll hypothesis was Because primary employment a c t i v i t i e s were d i f f e r e n t f o r each department* t h i s a n a ly s is was con­ ducted sep arately by department. Results o f Hypothesis 5 . The a n a lys is of variance In d ic ated a s i g n i f i c a n t d iff e r e n c e f o r FCE graduates' primary employment a c t i v i t y * 102 £ ( 3 ,1 2 8 ) = 6 .3 5 , £ < .05 (see T a b le 7 ). FCE g r a d u a t e s ’ p e r c e iv e d adequacy of professional preparation v a rie d by t h e i r prim ary employment a c t i v i t y (a d m in is tr a tio n ; marketing, s c i e n t i f i c , and o th e r; s erv ice ; and education). From highest t o low e st, FCE graduates whose primary employment a c t i v i t y was education In d ic a te d a mean score o f 3.64 (JiJ = 65). Mean scores f o r primary employment a c t i v i t i e s of a d m in is tr a tio n ; se rv ic e ; and m arketing, s c i e n t i f i c , and other were 3.03 (£J = 2 3 ), 2.96 (JSl = 1 8 ), and 2.67 (ja = 26) (see F i g u r e 8 ) . Table 7: Analysis o f Variance of th e E f f e c t of Primary Employment A c t i v i t y fo r FCE Graduates on Perceived Adequacy of Prepara­ t io n f o r Professional P o sitions df Mean Square Main E ffe c ts FCE Primary Employment A c tiv l ty 3 3 7 .0 4 7 .0 4 6.35 6 .3 5 .001 .001 Explained 3 7 .0 4 6 .3 5 .001 Res1dual 128 1.17 Total 131 1.24 Source o f V a ria tio n F S ig n ific a n c e of F As shown 1n Table 8, the an a ly s is of variance disclosed a s i g n i f i ­ cant d iffe r e n c e f o r FSHN graduates' primary employment a c t i v i t y , £ (2,110) = 7.03, .p < .05. FSHN graduates’ perceived adequacy of profes­ sional preparation varied by t h e i r primary employment a c t i v i t y (admin­ is tra tio n ; m arketing, serv ice , education, and o th e r; and s c i e n t i f i c ) . f ADMINISTRATION n=23 S 3.03 MARKETING, SCIENTIFIC, OTHER n=26 S 2.67 SERVICE ™ n = 1 8 S88 EDUCATION n = 6 5 SK 3 .64 H I i i » i I t "f"i i I i i i i I i r i-H 2.0 Figure 8 2.5 3.0 MEAN SCORE 3.5 » = excellent 4 — GOOD 3 = NEUTRAL 2 = FAIR 1 = POOR P erceived adequacy o f p re p a ra tio n f o r pro fessional positions as a function of FCE g ra d u a te s 1 p rim a ry employment a c t i v i t i e s . it 4.0 104 FSHN graduates whose primary employment a c t i v i t y was s c i e n t i f i c I n d i ­ cated a mean score of 3.49 (Jfc! = 43). Mean scores f o r primary employ­ ment a c t i v i t i e s of m arketing, serv ic e or o th er, and a d m in is tr a tio n were 2.87 (U = 38) and 2.76 (iJ = 32) (see F i g u r e 9 ) . Table 8: Analysis o f Variance of th e E f f e c t of Primary Employment A c t i v i t y f o r FSHN Graduates on Perceived Adequacy of Prepara­ tio n f o r P rofessional P o sitions S ig n ific a n c e of F df Mean Square Main E ffe c ts FSHN Primary Employment Act1v1ty 2 2 6.07 6 .07 7.03 7.03 .001 .001 Explained 2 6.07 7.03 .001 Source o f V a r ia tio n Residual Total » .1 1 0 , „ .86 112 .95 F As shown 1n Fig u re 10, HED graduates whose primary employment a c t i v i t y was m arketing In d ic a te d th e highest mean score f o r perceived adequacy of professional preparation (M = 3.00, J4 = 84). In descending order, mean scores f o r primary employment a c t i v i t i e s of a d m in is tr a tio n ; media, s c i e n t i f i c , s e rv ic e , education, or other; and design were 2.89 (H = 8 7 ) , 2.77 (JjJ = 3 1 ) , and 2 .6 2 (H = 2 9 ) . When t e s t e d , how ever, a n a ly s is of variance disclosed no s t a t i s t i c a l l y s i g n i f i c a n t d iffe r e n c e f o r HED graduates’ primary employment a c t i v i t y , Z (3,227) = 1.07, £ > ADMINISTRATION n = 3 2 S8 2.76 MARKETING, SERVICE, OTHER n = 3 8 S8 H I 2.0 2.87 i i i i i i i i n I r i 2.5 3.0 MEAN SCORE i i ■ I i i i i 3.5 I 4.0 szexcellent 4ZG00D 3 = NEUTRAL 2 = FAIR 1ZR00R Perceived adequacy o f preparation fo r professional positions as a function of FSHN graduates' primary employment a c t i v i t i e s . ADMINISTRATION JK n = 8 7 88 DESIGN Si n = 2 9 Sfc MEDIA, SCIENTIFIC, SERVICE, SSSSSSSSSSSSSSSS 2 77 EDUCATION, OTHER n = 3 1 SSSSSSSSSSSSSSS8 H » t w i 2.0 gure 10: i" i I I i i i i I i 2.5 3.0 MEAN SCORE i i i I 3.5 i i i H 4.0 5 = excellent 4 = GOOD 3 = NEUTRAL 2 = FAIR 1— POOR Perceived adequacy o f preparation fo r professional position s as a function o f HED graduates' primary employment a c t i v i t i e s . 107 .05 (see Table 9). HED graduates’ perceived adequacy of professional preparation did not vary by t h e i r primary employment a c t i v i t y . Table 9: Analysis of Variance o f the E f f e c t of Primary Employment A c t i v i t y f o r HED Graduates on Perceived Adequacy of Prepara­ tio n f o r P rofessional P o sitio n s S ig n ific a n c e of F df Mean Square Main E ffe c ts HED Primary Employment A c tiv ity 3 3 1.14 1.14 1.07 1.07 .362 .362 Exp!alned 3 1.14 1.07 .362 Residual 227 1.07 Total 230 1.07 Source of V a r ia t io n F Hypp.thgs.iS-^ Ho 6: There 1s no s i g n i f i c a n t d iffe r e n c e among Income* advanced study* and graduates' perceptions about the adequacy of t h e i r pre p a ra tio n f o r professional positions. Findings. Income. The hypothesis was r e je c te d f o r the main e f f e c t of I t was not r e je c te d f o r the e f f e c t of advanced study* nor fo r In t e r a c t io n between Income and advanced study. Results o f Hypothesis 6 . According t o the an alysis of variance* th e re was a s i g n i f i c a n t d if f e r e n c e f o r the main e f f e c t o f Income* £ (2 *4 6 1 ) = 3 .2 3 * < .05* r e g a r d l e s s o f advanced stu d y . G ra d u a te s ' perceptions varie d by Income regarding adequacy of preparation f o r professional p o s itio n s. Graduates who earned $15*000 and above 108 f e l t the best prepared (M = 3.22, J4 = 128). S u r p r is in g ly , persons earning less than $10,000 f e l t th e next best prepared (M = 3.02, jfc! = 167), follow ed by graduates 1n the Income category $10,000 t o $14,999 (M = 2 .9 1 , Jfc! = 172 ). Although th e r e was a mean d iff e r e n c e of only 0.08, graduates who had pursued advanced study f e l t b e t t e r prepared (M = 3.08, jjl = 212) than graduates who had not studied beyond th e bachelor's degree. The an a lys is of variance did not I n d ic a t e a s i g n i f i c a n t d iffe r e n c e f o r the e f f e c t of advanced s t u d y , £ ( 1 ,4 6 1 ) = 0 .6 7 , e f f e c t of Income, > .0 5 . R e g a rd le s s o f th e graduates' perception did not vary by advanced study regarding p rofessional p repa ra tion. Analysis was conducted f o r Income and advanced study 1n In te r a c ­ tio n . For the Income c a te g o rie s o f le s s than $10,000 and $15,000 and above, graduates who had pursued study beyond th e bachelor's degree f e l t b e tte r prepared f o r professional employment than did graduates 1n these Income c a te g o rie s who had not pursued advanced study. Although th e re was a mean d i f f e r e n c e o f only 0.08, graduates earning less than $10,000 who had pursued advanced study had a mean score of 3.06 (fcj = 73) compared t o 2.98 (J4 = 94) f o r those who had not studied beyond the bachelor's degree. The l a r g e s t mean d iffe r e n c e (0.29) in advanced study was f o r graduates earning $15,000 and above. Persons who had s t u d ie d f u r t h e r had a mean s c o re o f 3 .3 8 (JJ = 57) compared t o 3 .0 9 (J^ = 71) fo r those who had not pursued advanced study. In c o n tra s t, gradu­ ates earning between $10,000 and $14,999 who had not pursued advanced study had a higher mean score (.M = 2.95, .N = 90) compared t o those who 109 had studied beyond the bachelor's degree (M = 2.88* .N = 82)* 0.07 mean d iffe r e n c e (see Figure 11). When tested* w ith a th e a n a ly s is of variance did not reveal a s t a t i s t i c a l l y s i g n i f i c a n t I n t e r a c t i o n between Income and advanced s tu d y , £ ( 2 ,4 6 1 ) = 1.05, j 2 > .0 5 . G ra d u a te s ' perceptions concerning professional preparation f o r Income and advanced study 1n In t e r a c t io n did not vary (see Table 10). Table 10: Analysis of Variance of the E ffe c ts o f Income and Advanced Study on Perceived Adequacy of P reparation f o r Professional P o sitions Source o f V a r ia tio n df Mean Square F S1gn1ficance of F Ma1n E ffe c ts Income Advanced Study 3 2 1 2 .5 8 3 .5 5 .73 2.35 3.23 .67 .072 .040 .414 In te ra c tio n Income x Advanced Study 2 2 1.15 1.15 1.05 1.05 .350 .350 Explained 5 2.01 1.83 .106 Residual 461 1.10 Total 466 1.11 The second research o b je c tiv e was t o compare th e perceptions of graduates by department and year of graduation as they r e l a t e t o perceptions about employment preparation. generated. The f o llo w in g hypothesis was LESS THAN $ 1 0 ,0 0 0 $ 1 0 ,0 0 0 -$ 1 4 ,9 9 9 2 .9 8 N“ 82 N=90 2 .8 8 2 .9 5 3 .3 8 3 .0 9 ^ R l l " l ■I t 4 ADVANCED STUDY NO ADVANCED STUDY Figure I I : HO $ 1 5 ,0 0 0 AND ABOVE N=94 I I I "I I fT T"! H'TT I"1 2 .0 2 .5 3 .0 MEAN SCORE 3 .5 4 .0 5 = EX CE LL EN T 4 = GOOD 3 = NEUTRAL 2 = FAIR 1 ~POOR Perceived adequacy o f preparation fo r professional positions as a function of income and advanced study. Ill ■Hy.pp.tlie.s_1 s...? Ho 7: There Is no s i g n i f i c a n t d iffe r e n c e department* year o f graduation* and graduates’ perceptions about the adequacy o f t h e i r p rep a ra tio n f o r professional position s. Findings. department. The hypothesis was re je c te d f o r the main e f f e c t of I t was not r e je c te d f o r year of graduation, nor department and year of graduation 1n I n t e r a c t i o n . Results o f Hypothesis 7 . According t o the a n a lys is of variance* th e re was a s i g n i f i c a n t d iff e r e n c e by department, £ (2*471) = 6.21* £ < .05* regardless of year o f graduation. Graduates' perceptions v a rie d by department regarding adequacy of preparation f o r professional posi­ tio n s . FCE graduates had th e highest mean score (M = 3.25, id = 133) f o r perceived adequacy of professional preparation, follow ed by FSHN (£} = 3 .0 7 * id = 1 1 3 ), and th e n HED (M = 2 .8 8 , id = 2 3 1 ). The mean score of perceived adequacy f o r professional preparation f o r 1978-79 graduates was 2.96 (id = 260), 1982-83 graduates was 3.10 (id = 217). w h ile the mean score f o r The an a ly s is of variance In d ic ated no s i g n i f i c a n t d iffe r e n c e by year of graduation, £ (1,471) = 3.60, £ > .05. Regardless of the e f f e c t of department, graduates' perceptions did not vary by year of graduation concerning professional prep a ra tio n . For In t e r a c t i o n between department and year o f graduation, as shown 1n Figure 12, 1982-83 FCE graduates (J4 = 3.49, id = 49) perceived g r e a te r adequacy of professional preparation than did 1978-79 FCE graduates (J4 = 3.11, £[ = 84) w ith a mean d iffe r e n c e o f 3 8 . 79 (E = 2 .9 7 , From 1978- = 63) t o 1 9 8 2 - 83 (M = 3 .2 0 , ±| = 5 0 ) , FSHN g r a d u a te s saw FCE FSHN ^ 3 .4 9 n =49 n =63 n=50 112 HED 3.11 n =84 n 2 .9 0 n H I I I V I I I I I 1 I I I I I 'I "r I I T I 2.0 1 9 7 8 -7 9 1 9 8 2 -8 3 Figure 12: 2.5 3.0 MEAN SCORE ^ 3.5 4 .0 5=EXCELLENT 4=GOOD 3=NEUTRAL 2 = FAIR 1 = POOR P erceived adequacy o f p re p a ra tio n f o r p ro fe s s io n a l p o s itio n s as a fu n c tio n o f departm ent and ye a r o f g ra d u a tio n . 113 a modest Improvement (0.23) 1n perceived adequacy of professional p rep a ra tio n , w h ile HED graduates showed r e l a t i v e l y l i t t l e d iffe r e n c e 1n perceived adequacy of professional preparation (0.05). The mean score f o r 1978-79 was 2.85 (.N = 113), whereas th e mean score f o r 1982-83 was 2.90 (.N = 118). I t appears t h a t f o r 1982-83, FCE graduates f e l t b e t t e r prepared than FSHN graduates, who 1n tu rn f e l t b e t t e r prepared than HED graduates. When te s te d , however, an a ly s is o f variance disclosed no s t a t i s t i c a l l y s i g n i f i c a n t In t e r a c t i o n between department and year of g r a d u a t i o n , F ( 2 ,4 7 1 ) = 1 ,0 4 , J2. > .05. graduation 1n I n t e r a c t i o n , sional For d e p a rtm e n t and y e a r o f graduates* perceived adequacy of profes­ preparation did not vary (see Table 11). Table 11: A n alysis o f Variance of th e E ffe c ts o f Department and Year o f Graduation on Perceived Adequacy o f Preparation f o r Professional P o sitio n s Source o f V a r ia t io n df Mean Square F S ig n ific a n c e of F Main E ffe c ts Department Year o f Graduation 3 2 1 5.27 6 .7 2 3 .8 9 4.87 6.21 3 .6 0 .002 .002 .058 In te ra c tio n Department x Year of Graduation 2 2 1.12 1.12 1.04 1.04 .356 .356 Explained 5 3.61 3 .3 4 .006 Residual 4711 i no 1.08 T o ta l 476 1.11 A "7 114 A p p lic a tio n o f th e Human Ecological Framework Graduates' responses t o the C ollege o f Human Ecology 1978-79 and 1982-83 Alumni Survey re s u lte d 1n fin d in g s as presented 1n t h i s chap­ ter. Figure 13 I l l u s t r a t e s the process as 1 t a p p lie s t o the human ecological framework. By responding t o the survey (which was 1n the form o f m a te r ia l from the n atu ra l environment)* graduates (HEU) made t h e i r perceptions known about th e adequacy of p repa ra tion by t h e i r undergraduate program (HBE and HCE). T h e ir perceptions were analyzed 1n r e l a t i o n t o employment s ta tu s , type of employment, primary employ­ ment a c t i v i t y , advanced study, and Income, a l l o f which represent human behavioral and c u l t u r a l environments. Furthermore, perceptions about professional pre p a ra tio n were examined w ith respect t o department and year of graduation (HBE and HCE). These perceptions were t r a n s f e r r e d t o th e College of Human Ecology (HBE and HCE) as Input. I f the C ollege o f Human Ecology acts on the feedback received from I t s graduates, the In fo rm a tio n w i l l be passed on as output t o present and f u t u r e human ecology students (HEU). The c y c le w i l l continue 1 f students who become graduates take the opportu­ n ity t o feed back In fo rm a tio n t o th e College. f V Graduates (HEU) 1 input Figure 13: College o f Human Ecology (HBE and HCE) output A p p licatio n of the Human Ecological Framework. Student ' I CHAPTER V SUMMARY, CONCLUSIONS, AND IMPLICATIONS This chapter Includes a summary of th e study fin d in g s as w e ll as conclusions and im p lic a tio n s f o r p r a c t ic e , th e o ry , and research. Summar y o f t he....Study The purpose of t h i s study was t o compare baccalaureate graduates' perceived adequacy of preparation f o r professional p o s itio n s 1n r e l a ­ tio n t o employment status, type o f employment, primary employment a c tiv ity , advanced study, and Income. In a d d itio n , 1 t assessed bacca­ la u r e a te graduates' perceived adequacy of p rep a ra tio n f o r professional position s by department and year of graduation. This research Incorpo­ rated the human ecological approach as I t s conceptual approach. Although the human ecological approach can be used 1n a v a r i e t y of perspectives 1n t h i s study, the research design employed th e eco log ical approach by p r i m a r i l y focusing on College of Human Ecology graduates (HEU) as they r e f l e c t upon t h e i r r o le as students 1n assessing the academic programming o f th e College of Human Ecology (HBE and HCE). This research 1s a component of th e la r g e r C ollege o f Human Ecology 1978-79 and 1982-83 alumni fo llo w -u p study. A survey research design was employed which used a sel f-adm1n1stered m all questionnaire. Data were c o lle c te d by a self-adm1n1stered mail q u e s tio n n a ire because 116 117 o f I t s c a p a b i li t y of o b tain in g a high response r a t e as w e ll as accurate answers. Subjects can be e a s ily located and reached over a geographi­ c a l l y dispersed area through the use o f a mail questionnaire. Other advantages are t h a t i t req u ire s few people t o ad m in is te r and e n t a i l s lo w e r costs than th e in te rv ie w method. This instrum ent was developed by B o b b itt and the author# and questions were m odified from various sources such as ETS# ACT# and NCHEMS. The Instrum ent was f i e l d tested twice# and steps were taken t o ensure r e l i a b i l i t y and v a l i d i t y . The study population consisted of baccalaureate degree r e c ip ie n ts of the College o f Human Ecology who graduated during the academic years 1978-79 and 1982-83. The 1982-83 graduates were chosen because o f t h e i r recent persp ective on undergraduate experiences. Graduates from 1978-79 were chosen because of an a b i l i t y t o e v a lu a te t h e i r preparation in l i g h t o f In te rv e n in g occupational and educational experiences. The mail survey was Implemented based on D i l l man's (1978) Total Design Method and re s u lte d in a 62% response r a t e . Two-way an alysis o f variance was used t o t e s t th e hypotheses with th e f o llo w in g r e s u lts : 1. There was a s i g n i f i c a n t d iffe r e n c e f o r department# regardless o f employment status. Students who were graduates o f the FCE depart­ ment believed they were b e t t e r prepared f o r employment than did FSHN graduates# who in tu rn f e l t b e t t e r prepared than students who graduated from HED. No s i g n i f i c a n t d iffe r e n c e resulted f o r the e f f e c t of employ­ ment status. Graduates' perceptions about professional not vary by whether or not they were employed. preparation did Nor did graduates' 118 perceptions vary f o r In t e r a c t i o n between department and employment s ta tu s . 2. An im p ortan t fin d in g i s t h a t f o r the e f f e c t o f type of employ­ ment* regardless of department* th e re was a s i g n i f i c a n t d iffe r e n c e 1n the way graduates assessed t h e i r p repa ra tion f o r professional employ­ ment. Education employees f e l t they were best prepared* fo llo w ed by graduates 1n n o n p r o fit agencies or I n s t i t u t i o n s , self-em ploym ent or p r iv a t e p r a c tic e ; Cooperative Extension Service/government; and then business employees. There was no s i g n i f i c a n t d iffe r e n c e f o r depart­ ment, regardless of the e f f e c t o f type of employment. Graduates' perceptions about professional prepa ra tion did not vary by the depart­ ment from which they graduated. Nor did graduates' perceptions vary f o r type of employment and department 1n In te r a c tio n . 3. In the a n a ly s is o f the e f f e c t s o f type o f employment, advanced study* and t h e i r In te r a c tio n * th e r e was a s i g n i f i c a n t d iffe r e n c e f o r type o f employment. The same p a tte rn as above was fo llo w e d 1n terms of perceptions about p repa ra tion f o r employment by type of employment. Graduates employed 1n education f e l t the best prepared f o r employment. In d iv id u a ls who worked f o r n o n p r o fit agencies or I n s t i t u t i o n s , were self-em ployed, or 1n p r iv a t e p r a c tic e f e l t the next best prepared* follow ed by Cooperative Extension Service/government employees, and then graduates Involved 1n business. No s i g n i f i c a n t d iffe r e n c e re s u lte d f o r having pursued advanced study or not* regardless of type o f employment. Graduates' perceptions about professional preparation did not vary by whether or not they had pursued advanced study. Nor 119 did graduates1 perceptions about professional preparation vary f o r In te r a c tio n between type o f employment and advanced study. 4. There was a s i g n i f i c a n t d iff e r e n c e 1n perceived adequacy of preparation f o r professional e f f e c t o f advanced study. p o s itio n s by department, regardless of the Students who graduated from FCE f e l t the best prepared f o r employment by t h e i r undergraduate program. graduates considered themselves the next best prepared. FSHN Of the th re e departments, HED baccalaureate r e c ip ie n t s f e l t the l e a s t prepared f o r professional employment. There was no s i g n i f i c a n t d iffe r e n c e between whether graduates pursued study beyond th e bachelor's degree or not, regardless o f the e f f e c t o f department. Graduates' perceptions about professional p repa ra tion did not vary by whether or not they had pursued advanced study. N e ith e r did graduates' perceptions about professional p rep a ra tio n vary f o r department and advanced study 1n In te ra c tio n . 5. Categories f o r prim ary employment a c t i v i t i e s were unique f o r each department. department. T h e re fo re, th e a n a ly s is was conducted sep a ra te ly by There was a s i g n i f i c a n t d iffe r e n c e fo r the primary employ­ ment a c t i v i t y of FCE graduates. FCE graduates who were engaged 1n education believed they were b e t t e r prepared f o r employment than gradu­ ates 1n any other primary employment a c t i v i t y . Graduates whose primary employment a c t i v i t y was a d m in is tr a t io n f e l t th e next best prepared, follow ed by FCE graduates who were Involved 1n s e rv ic e , and then mar­ ketin g , s c ie n tific , and other. 120 A s i g n i f i c a n t d iffe r e n c e also exis te d f o r FSHN graduates' primary employment a c t i v i t i e s . Students who graduated from the FSHN department and whose primary employment a c t i v i t y was s c i e n t i f i c believed they were b e t t e r prepared f o r jobs than FSHN graduates w ith other primary employ­ ment a c t i v i t i e s . FSHN graduates Involved In m arketing, s e rv ic e , or other a c t i v i t i e s f e l t the next best prepared, follow ed by those 1n a d m in is tra tio n . No s i g n i f i c a n t d iffe r e n c e resulted f o r HED graduates' primary employment a c t i v i t i e s . 6. Regardless of th e e f f e c t of advanced study, th e re was a s i g n i f i c a n t d iff e r e n c e f o r Income. Graduates who earned $15,000 and above f e l t the best prepared f o r professional employment. in g ly , S u rp ris­ baccalaureate r e c ip ie n t s earning less than $10,000 f e l t th e next best prepared f o r employment, follow ed by graduates earning between $10,000 and $14,999. Regardless of the e f f e c t o f Income, s i g n i f i c a n t d iffe r e n c e f o r the e f f e c t of advanced study. th e re was no Graduates' perceptions about professional preparation did not vary by whether or not they had pursued advanced study. N e ith e r did graduates' percep­ tio n s vary f o r Income and advanced study 1n In te r a c tio n . 7. For the e f f e c t of department, regardless o f year of gradua­ t io n , th e re was a s i g n i f i c a n t d iffe re n c e . FCE graduates believed they were b e t t e r prepared f o r employment than graduates from any other department. Graduates from FSHN f e l t they were the next best prepared. Compared t o the other two departments, HED graduates believed they were the l e a s t prepared. of graduation, No s i g n i f i c a n t d iffe r e n c e was disclosed f o r year regardless of the e f f e c t of department. Graduates' 121 perceptions about professional preparation did not vary by th e year they graduated. Nor did graduates' perceptions vary f o r In te r a c tio n between department and year of graduation. Conclusions Conclusions are l i m i t e d t o 1978-79 and 1982-83 graduates of the College of Human Ecology. 1. Graduates' perceptions about adequacy of preparation f o r pro­ fessional p o s itio n s varied by department. FCE graduates perceived t h a t they were b e t t e r prepared than FSHN graduates, who 1n tu rn f e l t b e t t e r prepared than students who graduated from the HED department. A pos­ s i b l e explan ation 1s t h a t FCE graduates are a c t u a l l y b e t t e r prepared than FSHN graduates, who are 1n tu rn b e t t e r prepared than HED gradu­ ates. A f u r t h e r I n t e r p r e t a t i o n 1s t h a t graduates of FCE have more r e a l i s t i c expectations about the jo b market. FSHN and then HED gradu­ ates may have le s s r e a l i s t i c expectations about employment opportuni­ t i e s which p re ju d ic e t h e i r opinions about professional preparation. Two of the studies reviewed supported t h i s conclusion and one did not. Lowe (1977) found l i t t l e d iffe r e n c e 1n s a t i s f a c t io n w ith prepara­ t io n f o r home economics careers by area of study, whereas McClendon (1977) and von dem Bussche (1969) did f in d d iffe re n c e s 1n perceptions about professional prepa ra tion by major. McClendon's fin d in g t h a t home economics education graduates were more s a t i s f i e d than c lo th in g gradu­ ates p a r a l l e l s r e s u lt s o f t h i s study t h a t FCE graduates f e l t b e t t e r prepared than HED graduates. Home economics education majors study 1n 122 the FCE department and c lo th in g majors study 1n th e HED Department o f the College of Human Ecology. Ratings made by sub jects 1n von dem Bussche's study do not approximate r e s u lt s of t h i s study since her study revealed t h a t c lo t h ­ ing and t e x t i l e s , food and n u t r i t i o n , and home and f a m ily l i f e gradu­ ates had higher ra tin g s . S i m i l a r majors would be found, r e s p e c tiv e ly , 1n the HED, FSHN, and FCE departments 1n th e College of Human Ecology. Lower r a tin g s concerning p rep a ra tio n were made by home economics educa­ t io n and general home economics graduates in th e von dem Bussche study. Majors s i m i l a r t o these would be found 1n the FCE department 1n the College of Human Ecology. Results of th e College of Human Ecology 1978-79 and 1982-83 Follow-Up Study (MacDonald & B o b b itt, clusion. 1985) lend support t o t h i s con­ Concerning th e research question 1n th e la r g e r study, 'How w e ll are graduates prepared f o r professional positions?" th e re was a s i g n i f i c a n t d iffe r e n c e by department 1n graduates' perceptions about Improving a b i l i t i e s , course content, and teaching. By department, FCE rated Improvement 1n a b i l i t i e s (solve Issues facing f a m i l i e s , view the f a m ily as an ecosystem, use a human ecolog ical approach) and teaching the highest, follow ed by FSHN and then HED. Only 1n the case of course content was t h i s p a ttern of r a tin g s by department (as r e p lic a te d 1n the present study) a lte r e d . e s t, follow ed by FCE. FSHN graduates rated course content the high­ HED maintained I t s previous p o s itio n 1n r a t in g course content th e low est of the th re e departments. 123 2. Graduates' perceptions about professional by type of employment. p repa ra tion v a rie d Graduates engaged 1n education had the highest perceptions about professional preparation. This was fo llo w e d by grad­ uates whose type of employment was 1n a n o n p ro fit agency or I n s t i t u ­ tio n , self-em ploym ent, or p r iv a t e p r a c tic e ; th e Cooperative Extension Service or government; and then business or Industry. I t 1s possible t h a t graduates 1n education f e l t the best prepared because they received more p r a c t ic a l experience, such as student teaching. Another p o te n tia l explanation 1s t h a t jobs 1n education may be more e a s ily I d e n t i f i a b l e than those 1n the other th re e categories. This could in flu e n c e perceptions about preparation by the undergraduate program. 3. Graduates' perceptions about professional by t h e i r primary employment a c t i v i t y . preparation varie d Categories of primary employment a c t i v i t i e s were d i f f e r e n t f o r each department. were found f o r FCE and FSHN but not f o r HED. S i g n i f i c a n t d iffe re n c e s Perceived adequacy from highest t o lo w e st f o r primary employment a c t i v i t i e s of FCE graduates were education; a d m in is tr a tio n ; s e rv ic e ; and marketing, serv ic e , and other. A possible e x p lan atio n Is t h a t FCE graduates have more prepara­ t i o n f o r education than f o r other employment a c t i v i t i e s . In f a c t , of the s ix majors surveyed, two of the majors deal d i r e c t l y w ith formal education— C h ild Development and Teaching, and Home Economics Educa­ tio n . MacDonald and B o b b itt (1985) In d ic a te d t h a t most FCE graduates have e d u c a tio n as t h e i r f i r s t (59.6%, is! = 81) and c u r r e n t (44.9%, 31) primary employment a c t i v i t y . = Another exp lan ation 1s t h a t FCE graduates knew more about education than a d m in is tr a tio n and serv ic e and 124 knew the l e a s t about m arketing, s c i e n t i f i c , and o th er, which a ffe c te d t h e i r perceptions about professional preparation. The same r a t i o n a l i z a t i o n s could be proposed f o r FSHN graduates’ prim ary employment a c t i v i t i e s . Ratings of professional p re p a ra tio n were re s p e c tiv e ly high t o low by s c i e n t i f i c or p ro fe s s io n a l; m arketing, s e rv ic e , o ther; and a d m in is tr a tio n a c t i v i t i e s . FSHN graduates may be b e t t e r prepared f o r s c i e n t i f i c or professional a c t i v i t i e s , which could In flu e n c e t h e i r perceptions of professional preparation. As shown in the C ollege of Human Ecology fo llo w -u p study (MacDonald & B o b b itt, 1985), most of th e FSHN graduates had s c i e n t i f i c or professional involvement (41.4%, .N = 48) as t h e i r f i r s t primary employment a c t i v i t y . For th e c u rre n t primary employment a c t i v i t y , however, most of the FSHN graduates were Involved 1n a d m in is tra tio n or management (36.9%, 24), follow ed by s c i e n t i f i c or professional = a c t i v i t i e s (21.5%, JJ = 14). As w ith FCE, FSHN graduates may know the most about s c i e n t i f i c or p ro fe s s io n a l; fo llo w ed by marketing, s erv ice , oth er; and then adminis­ tra tio n a c t iv it ie s . Fain's (1981/1982) fin d in g t h a t there was a s i g n i f i c a n t d iffe r e n c e between jo b s a t i s f a c t io n and graduates’ opinions about professional pre p a ra tio n may be instru m ental conclusions. 1n understanding th e second and t h i r d In the study of Oklahoma S ta te U n iv e rs ity home economics graduates, job s a t i s f a c t i o n appeared t o be r e la te d t o how graduates perceived t h e i r undergraduate professional program. Graduates w ith higher job s a t i s f a c t io n had p o s it iv e reactions t o statements about t h e i r professional pre p a ra tio n , whereas graduates w ith low er jo b 125 s a t i s f a c t io n had negative opinions regarding statements about t h e i r p reparation. College of Human Ecology graduates w ith the type of employment or primary employment a c t i v i t y who rated t h e i r professional p rep a ra tio n higher may sim ply be more s a t i s f i e d w ith t h e i r employment. 4. Graduates' perceptions about prepa ra tion f o r professional employment v a r ie d by Income. As m ight be expected* the highest paid graduates who earned $15*000 and above had the highest mean score f o r professional preparation. S u rp ris in g ly , graduates 1n the low est Income category ( le s s than $10,000) had the next highest perceived adequacy, fo llo w e d by graduates 1n th e m iddle Income category ($10,000 to $14,999). The group of graduates earning less than $10,000 may Include a s u b s ta n tia l number of In d iv id u a ls w ith p a r t - t i m e jobs. These people may be happier w ith t h e i r p a r t - t i m e status (which In flu en c es t h e i r perceptions about professional p rep a ra tio n ) than people 1n th e $10,000 to $14,999 Income category, who may be t r y i n g t o earn more money and a re not. There 1s no evidence of previous stu d ies dealing w ith the f in d in g concerning how much human ecology/home economics graduates earn 1n r e l a t i o n t o perceived adequacy of prepa ra tion f o r professional p o s itio n s . Im p lic a tio n s Assessment of baccalaureate graduates' perceptions o f th e adequacy of pre p a ra tio n f o r employment by t h e i r undergraduate program has many Im p lic a tio n s f o r p r a c t i c e , th eo ry, and research. 126 P r a c tic e As previously In d ic a te d 1n t h i s report» th e r e a re l i m i t e d data a v a ila b le concerning the e ffe c tiv e n e s s of the Michigan S ta te U n iv e rs ity College of Human Ecology academic programs 1n r e l a t i o n t o employment as perceived by graduates. Results of t h i s study can be used t o Improve College f a c u lty and a d m in is tr a to r s ' knowledge of the program's u s e fu l­ ness t o the graduates. This In fo rm atio n can be useful 1n helping guide decision making concerning th e College c u r r ic u la . There are p r a c t ic a l Im p lic a tio n s f o r th e m ajor fin d in g s of t h i s study. As In d ic a te d by the r e s u lt s of t h i s study and supported by other research, FCE graduates had the most fa v o ra b le perceptions about preparation f o r professional p os ition s, follow ed by FSHN and then HED graduates. These r e s u lt s should be made a v a il a b l e t o the Undergraduate Education Committees t h a t review curriculum . Concerning the second and t h i r d major fin d in g s , th e re was a s i g n i f i c a n t d iffe r e n c e 1n perceived adequacy of preparation fo r professional position s by type of employment f o r each department and primary employment a c t i v i t y f o r FCE and FSHN graduates. Graduates engaged 1n types of employment and primary employment a c t i v i t i e s w ith lower perceptions about professional preparation may have more l i m i t e d perceptions about t h e i r careers before graduating. To enable students t o have more accurate and r e a l i s t i c perceptions about d i f f e r e n t types o f employment and primary employment a c t i v i t i e s , g r e a te r e f f o r t s could be made t o expose students t o career In fo rm atio n and advising t h a t are a v a ila b le 1n the College and U n iv e rs ity . Career In fo rm a tio n can also 127 be made more a v a ila b le through career f a i r s , c lin ic a l* guest speakers* and more f i e l d study* and In te rn s h ip experiences. With regard t o the fo u r th major f in d in g , t h a t persons 1n the highest Income category had th e highest perceptions about professional p rep a ra tio n , persons 1n th e low est Income category had the next highest perceived adequacy* and graduates 1n th e middle Income category had th e low est perceptions about p repa ra tion f o r professional p o s itio n s , f u r t h e r study 1s needed t o understand these r e s u lts . As In d ic a te d 1n the College of Human Ecology fo llo w -u p study (MacDonald & B obbitt* 1985)* graduates have shown a g re a t deal of progress 1n t h e i r careers s a la r y -w is e since Incomes have ris en higher than the I n f l a t i o n ra te . By examining s a l a r i e s 1n r e l a t i o n t o th e Consumer P rice Index* 1 t can be seen t h a t they have exceeded the r a t e of I n f l a t i o n . With I n f l a t i o n alone* from 1978-79 t o 1982-83* s a l a r i e s would have ris e n $5*000 a t the most. I f an In d iv id u a l's salary was $10,000 1n 1978* 1 t could have risen t o $14,800 ($10,000 x 1.48 = $14*800) 1n 1982 based s o le ly on In fla tio n . Instead, s a la r ie s have exceeded the r a t e of I n f l a t i o n and have ris e n 1n Increments of $10,000 during t h a t tim e period. As In d ic ated 1n the review of l i t e r a t u r e * th e re are many uses f o r employment data as 1 t 1s r e la te d t o academic programming. In summary, t h i s study and a d d itio n a l research can provide employment data f o r care er guidance, program planning and development* a c c o u n ta b ility * and p u b lic r e la tio n s . Data can be used 1n career guidance f o r Improving job placement programs and career development o f fic e s * and advising c u rre n t students based on former students' employment experiences. 128 Employment data can be used 1n program planning and development f o r curriculum development such as determ ining areas 1n need o f curriculum r e v is io n based on graduates' preparation f o r employment. Also under program planning and development* employment data can be used fo r resource a llo c a t io n purposes. For example, fin d in g s about graduates' c a re e r goals and actual achievements can be used t o guide policy deci­ sions. Employment data can provide In fo rm a tio n re la te d t o a c c o u n ta b ility of career guidance* educational guidance* and program planning and development. For a c c o u n ta b ility of care er guidance, graduates' occupational s ta tu s and achievements can be I d e n t i f i e d t o determine what r e la tio n s h ip t h e i r c o lle g e education has t o jobs held. a c c o u n t a b ility o f educational guidance, To assess graduates' judgments about the value o f t h e i r educational experiences f o r employment can be d eter­ mined. Program planning and development a c c o u n ta b ility can be assessed by graduates' employment a c t i v i t i e s and I d e n t i f i c a t i o n of competencies 1n demand. F in a lly * employment data can be used In p u b lic r e la t io n s m a te r ia l t o show how w e ll the I n s t i t u t i o n prepares I t s students. Theory and Research This study also has Im p lic a tio n s f o r theory and research. It provides an example o f how the human eco log ical framework can be a p p lied t o f u tu r e fo llo w -u p studies. human ecological approach can be made. DUlm an's (1978) Total Many other a p p lic a tio n s o f the Results of Implementing Design Method by th e l a r g e r study can be used t o Improve his methodological model. Furthermore* th e la r g e r study 129 re s u lte d 1n producing a model q u e s tio n n a ire which has Improved on previous fo llo w -u p study questionnaires. Findings of t h i s study w i l l supplement fin d in g s from other f o l l o w up studies t o expand th e base of knowledge about human ecology/home economics graduates. The study w i l l also provide bas elin e data fo r f u tu r e comparative studies a t the College of Human Ecology. Since fo llo w -u p studies should be an ongoing process* as w e ll as p a rt of a l a r g e r system of study 1n e v a lu a tin g educational programs ( L i t t l e , 1970), t h i s research could provide Impetus f o r developing a data-based management In fo rm a tio n system a t the College of Human Ecology. Since p e rio d ic fo llo w -u p of graduates 1s an a c c r e d it a t io n g u id e lin e o f the American Home Economics Association (AHEA), AHEA may wish to adopt a standardized q u e stio n n a ire s i m i l a r t o the one used 1n t h i s study, which would p e rm it AHEA acc redited I n s t i t u t i o n s t o compare r e s u lt s to other I n s t i t u t i o n s . Standardized data c o lle c te d from human ecology/ home economics I n s t i t u t i o n s could a ls o p e rm it AHEA t o develop a management Inform ation system. Issues addressed by t h i s study are of s ig n ific a n c e t o students, f a c u l t y , a d m in is tr a to r s , and a c c r e d itin g agencies. The fo llo w -u p study can mean p o te n tia l changes 1n the program t o students. The study can provide feedback t o f a c u lt y and a d m in is tra to rs concerning the q u a li t y of the job they are doing. A d m in is tra to rs can also use the In fo rm a tio n as a basis f o r making changes and b e t t e r meeting students’ needs. For a c c r e d itin g agencies, th e fo llo w -u p study 1s an e v a lu a tio n of past performance and an In d ic a t o r o f f u tu r e performance. APPENDICES APPENDIX A COLLEGE OF HUMAN ECOLOGY 1978-79 AND 1982-83 ALUMNI SURVEY 131 132 31 32 33 Year o f Graduation Sex GPA College of Human Ecology 1 9 7 8 -7 9 and 1982-83 ALUMNI SURVEY M ic h ig a n S t a t e U n iv e r s i t y E a s t L a n s in g , M ic h ig a n Questions were numbered fo r c la r if ic a t io n in w ritin g the re p o rt. o r ig in a lly numbered due to design considerations. The instrument was not 133 COLLEGE OF HUMAN ECOLOGY 1978-79 AND 1982-83 ALUMNI SURVEY ACADEMIC INFORM ATION C irc le one n u m b e r f o r each item . 1. How would you rate the experiences in your MSU undergraduate major/program? a . Intellectual challenge b. Course/curricular advising c. Career advising d. M SU Main library holdings e. College of Hum an Ecology library holdings f . Specialized facilities (labs, studios) g. Quality of course content h. Adequacy of teaching by faculty i . Opportunity to participate in decisions that affected your m ajor/program j . Preparation for professional em ploym ent k. Course evaluation methods (tests, papers) 1 • Faculty critique of your class work m. Faculty accessibility to students n. Flexibility to meet needs of individuals o. Development of different points of view p. Other ___________________________________________________ 2 2 2 2 2 2 2 2 3 3 3 3 3 3 3 3 4 4 4 4 4 4 4 4 5 5 5 5 5 5 5 5 2 2 2 2 2 2 2 2 3 3 3 3 3 3 3 3 4 4 4 4 4 4 4 4 5 5 5 5 5 5 5 5 2 2 2 2 2 3 3 3 3 3 4 4 4 4 4 5 5 5 5 5 2 3 4 5 4 4 4 4 4 4 4 5 5 5 5 5 5 5 2. How would you rate your MSU undergraduate experience in improving your ability to do the following? a . Solve issues facing families b. View the family as an ecosystem C. Use a human ecological approach d. Function as a professional on the job e. Other ___________________________________________________ 3. If you have pursued st-'dy beyond the bachelor’s degree, to what extent did your MSU undergraduate degree prepare you for advanced study? 4. 1 If you participated in a clinical, field study or internship experience as part of your MSU undergraduate major, evaluate your experience. a . Faculty assistance in preparation for the experience b. Opportunity to develop professional skills c. Variety of assignments/activities d. Faculty supervision e. Employer supervision f . Space/equipm ent available for your use 9- Other ___________________________________________________ 1 1 1 1 1 1 1 2 2 2 2 2 2 2 3 3 3 3 3 3 3 13*t 5. If you could attend college ag ain , would you choose the sam e major? C ircle one n u m b e r f o r each item . W h y ? __________________________________________________ 1 6. 2 3 4 5 2 2 2 2 2 2 2 2 2 2 2 2 2 2 3 3 3 3 3 3 3 3 3 3 3 3 3 3 4 4 4 4 4 4 4 4 4 4 4 4 4 4 5 5 5 5 5 5 5 5 5 5 5 5 5 5 How important were the following reasons for pursuing a bachelor’s degree at MSU? a. b. c. d. e. f. g. h. i . j. k. 1. m. Cost Admissions standards Size Social atmosphere Location Type of programs available in the College ofHuman Ecology Academic reputation ofthe College ofHuman Ecology Academic reputation ofthe university Academic reputation ofthe major Availability of scholarship or financial aid Advice of parents or relatives Advice of high school personnel To be with friends n. O th e r___________________________________________________ F ill in th e blan ks. 7. What do you feel were the strengths of your major?____________________ 8. What do you feel were the weaknesses of your major? 9. What suggestions would you offer in terms of future revisions of your major? ______________________ What are the majors for your study beyond the bachelor’s degree? 10. W r it e th e m a jo r o f e a c h d e g r e e y o u r e c e iv e d in th e s p a c e p r o v id e d to t h e r ig h t. N a m e o f M a jo r a . A s s o c ia te 's , b. Second Bachelors____________ _____________________________________________ c. Certificate (teaching, etc.) _____________________________________________ d. Specialist____________________ ______________________________________________ e . Master’s ________________________________________ __ f . Doctorate (Ph.D .. Ed D , e tc .)_____________________________________________ g. P ro fes sio n a l 11. In what professional organizations do you hold F ill in th e b la n k s. membership?____________________________________________________ 12. What contact have you had with the College of Human Ecology since graduating? a. Interaction with faculty b. Attendance at an alumni activity C. Participation in a College of Hum an Ecology student club activity d. Participation in a College of Hum an Ecology class e. Read the E c o lo g u e newsletter f . Other C irc le one n u m b e r f o r each item . no 1 1 1 1 1 1 2 2 2 2 2 2 1 1 1 1 1 1 1 1 1 1 2 2 2 2 2 2 2 2 2 2 13. Which of the following do you think the College of Human Ecology Alumni Association should sponsor or continue to sponsor? a. Alumni mentor program b. Professional meeting receptions C. Distinguished lecture series d . Newsletter (E c o lo g u e ) e. Open house (homecoming, spring) f . Outstanding alumni awards g. Regional alumni meetings h. Student scholarships i . Senior receptions j . Other EMPLOYMENT INFORMATION C irc le one n u m b e r f o r each item . Yes 14. Are you currently employed? No 1 2 1 1 1 1 1 1 2 2 2 2 2 2 15. If not employed, why not? a. Actively seeking em ployment b. A full-time student A full-time intern/trainee d. A full-time hom em aker e. Temporarily unemployed f . Other C. 136 Circle numbers in the “ first position” column to indicate your first job after graduating with a MSU undergraduate degree. If your current job is your “ first job,” mark only the first position column. If you have not had a first or current position, skip to “ Demographic Infor­ mation” section, page 5 . C ircle one n u m b e r in each ap plica b le colum n. 16. Was your first/current position(s) . . .? a . Full-time b. Part-time ^ ^ oj*’'* ^, 12> 440-453. Katz, L . , Raths, J . , Mohanty, C . , Kurachl, A ., & I r v i n g , J. (1 9 8 1 ). Follow-up s tu d ie s : Are they worth the trouble? Journal o f Teacher Education, 22, 18-24. K e lls , H. R. ( 1 9 8 3 ). S e lf-s tu d v processes: A guide f o r postsecondary I n s t i t u t i o n s (2nd e d . ) . New York: Macmillan. K e r lln g e r , F. N. ( 1 9 6 4 ). Foundations o f behavioral research. York: H o lt , Rinehart & Winston. New K e ssler, J. G. ( 1 9 7 9 ). 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