A STUDY OF THE AGNCULWRAL GRADUA'TES OF MCCHKSAN STATE COLLEGE Thesis for the am. 0f M. S. MECHEGA‘N STATE COLLEGE Irving R. Wyefh 1953 IMWWMWMWWI 3.1293 00808 7920 —-_—v . ——\'—"-—_— fl- 0 ' l |‘ . c' ‘ I O ' . 4 , 6 w This is to certify that the 1' thesis entitled l "A Study of the Agricultural Graduates ‘ ' _ :3 l of Michigan State College" 4 , ,. f’ I: presented by , ,E' Irving Edam Wyeth 1' : .. h . k i has been accepted towards fulfillment 3 ' l ye requirements for i - . ' I . . ‘ . I . . ._ l L degree in . K _ : j r , i = l ’ . r . . _ t. , . . . L Major professor .. .. r; :t _ _ . 3 E“; z' ,. _ . ~.\ .r. pm @gé/ixj _ l‘ :2. 0-169 ': ’fi'fi . ' ’ :- ‘ s ‘ "0 v'o-J 9 II PLACE It “Hamil-Whom your record. TOAVODanuwmu DATE DUE DATE DUE DATE DUE MSU Is An Affirmdivo ActioNEqml Opportunity lnstltution cm A STUDY 03‘ THE AGRICULTURAL GRANAII'ES 01' MICHIGAN STATE COL-LEE 3y Irving E. 112th A THESIS Submitted to the School of Graduate Studies of Michigan State College of Agriculture and Applied Science in partial fulfillment of the requiranents for the degree of mm 01' SGIHGI Department of Agricultural Extension 19 53 ”-‘H 1:515 AmWTS The author wishes to express his sincere thanks to Dr. John T. Stone. under whose inspiration. constant supervision, and unfailing interest this investigation was undertaken and to whom the results are herewith dedicated. He is also greatly indebted to Dean Arnest 1.. Anthony and Dr. G. R. liegee who offered helpful assistance and suggestions in several ways and who have shown keen interest in results of the study. The writer deeply appreciates a grant of $700 given by The Michigan State College Alumni Fund Council and its Director, Filliam 1-. Davidson, whose sincere interest and cooperation in the Agricultural Graduate Study made it possible to complete this important investigation. Without their financial aid and keen interest the study could not have been undertaken. The writer is greatly indebted to Dr. Duane L. Gibson for his guidance and valuable help both during and outside class periods in checking hypotheses. scientific method and procedure. construction of tables, and help in the development of questions asked graduates: to Dr. Kenneth G. Nelson for his many constructive and helpful stggtestions related to the counseling and other phases of the questionnaire and to his untiring effort in the development of the questionnaire: to Prof/es- sor Paul Miller for all the help he gave in the development of 'squibs' that were used to preced‘d each set of questions asked the graduates. ,0 a. tutti » \ 1 Eu! but p M W a L I lllllllll{[[[lll[[[l[l{|1' The writer appreciates the suggestions offered by Dean Clifford l. Erickson. Dr. Paul Dressel. Dr. Harold Byron. and Professor Orion Ulrey in the preparation of the final revised questionnaire. Grateful acknowledgnent is also due to Earl Brigham for his many suggestions and help in developing the questionnaire as to print. color. art work and fomat: to Starr Ieesler and Gladys Knight for their as- sistance in furnishing names and addresses of graduates and for addres- sing all enve10pes for the initial and follow-up mailings: and to the Agricultural Deans of 22 land-grant colleges who furnished considerable information of real value in the conduct of the Michigan State College investigation. To Otto Owens for his many hours of service in assisting with the all-important work of classifying information returned by the agricultural graduates; to Howard Zindel who spent much time in assisting with the work of tabulating results and I B I machine operation: to the many secretaries and other workers in the offices of Michigan State Col- lege who. on numerous occasions. helped to address enve10pes. did mimeo- graph work of several types. coded and tabulated information. assisted in classification of information, and furnished help in numerous other wave: to the 27 agricultural graduates of the institution who were personally contacted and. who gave their time and help in pro-testing prepared questions for each of the several revisions. The writer appreciates the helpful adtd ce given by Iauren P. Brown. and others of the Central Mimeograph Office relative to printing details: the patience and aid of the college postal authorities in the mailing of iii over 6.000 pieces: the neat and clean Job done by*a local.1ansing con- cern in printing 7.000 questionnaires: and the suggestions relating to Job description made by the Michigan State College Placement Service. The investigator thanks all of the 2902 agricultural graduates of Hichigan State College who took the time and made the effort to furnish the requested information: and to all others who offered their service and advice to mad? the study a reality and a success. iv [lull [.llllll‘llal.ill' TABLE OF CCKTEfiTS CEAPTER I. INTRODUCTION ..................................... Purpose of the Research ....................... Review of Related Studies ..................... Other Studies ................................. II. PROCEDURES ANDIMETHODS .......................... Preliminary Planning Procedures ............... Graduate Returns .............................. Techniques USed ............................... III. THE REPLIES FROM AGRICULTInAL GRADUATES ......... Agricultural Curriculum......................... value of College Course Areas ............. Specialization Versus a Broad Training...... Counseling Services ........................... The World of Work ............................. Summary ......... ....... ....................... IV. COLLEGE HERICULA ..... ......................... . Value of College Courses ...................... Importance of a Broad Training ................ Occupations and Specialization.............. Specialization and Years Since Graduation... Relationship of College Major and Recommended Training ............................. Specialization Recommendations According to Degree(s) Earned Salaries and Specialization ............... Summary and Conclusions ........................ PAGE 11 13 13 17 19 21 21 22 33 37 39 73 71+ 78 79 82 CHAPTER 7. GUIDANCE AHD COUNSELING SERVICES................. Time as a Factor in Career Selection.......... Kinds of Help Recommended for College Freshmen Job Satisfaction ............................ Summary and Conclusions ..................... VI. OCCUPATIONAL STATUS OF AGRICUL ORAL GRADUATES.... Occupations and Salaries .................... Salaries and Major Fields of College Special- ization .Oooooeeeoeeeeeeeeeeoeeeeoeeeeeoe JOb Patterns 0000000000000.00.000000000000000 Summary and Conclusions ..................... VII. SUMMARY. CONCLUSIONS. AND BECOMHEHDATIONS ...... BIBLIOGRAPHY .... ........... . ......... ....... ........... APPENDIX 0.000009sees-00000000000...Oeeoeeoooeeeoeeeeeoo vi. [.Il‘Iilll-l‘llllll‘l' 9 A Q o - O . C o u a . J . 1 n o v . a . 4 ~ I h o c Q o . . s . f g n p O n . . l . a a . . . . . . a u . b . . . . c . . A . . . a . A . v a a s u v n .. n . . . o .. n o a c u . u . . t e u t u I ~ . . - u v . n l a d v . u C o v . b . u w . . s o v . TABLE 2. 3. 90 10. ll. 12. 13. 1h. 15. LIST OF TABnES Value of College Course Areas to Agricultural Graduates in the Conduct of Their Present Work ....................... Factors Responsible for Selction of College Course Areas CODSideredMOSt valxlable .....OOOOOOOOOO ..... 0.0.0.000... Evaluation of Agricultural and Non-Agricultural Course Areas Based on College Training ......................... Recommendations for Type of College Training in Prepara- tion for Work in Which Agricultural Alumni are Engaged ... Recommended Types of College Training Found to be Most Helpful in Getting the First Position Following Graduation When Do Graduates Make Up Their Minds About Following Tileir Present career? 0..............OOOOOIOOOOOOOOOOOOOO Moat Influential Persons in Career Selection of Agricul— tural Graduates ................................ ........ . Recommended Kinds of Help Freshmen Should be Given Re- gar-ding CIIOiCB Of career oooooooooooooooooooooooooooooooo Distribution of Graduates by Occupations Since Graduation from001leéze ......O...’..0.0I...‘...O0.0.0..O...O0...... Role Played by College Training in Helping Graduates to get First Civilian Position ................... ..... ..... Period of Time First Position was Held by Agricultural Graduates ....... ....... ..................... ...... ...... Does the First Position Provide Graduates with a Good Opportunity for Advancement? ............................ Contacts Mainly Responsible for Graduates' Getting Their First POSition ......O. ........ O............OOOOOOOIOOOOO Period of Time Graduates Have Held Present Position. First Most Recent and Second Most Recent Positions ............. Type of Present Employment of Graduates of School of Agrlcllltllre ......COOOOO OOOOOOOOOOOOOOOOO O .............. 0 vii. PAGE 23 eh m 1+7 1&7 hS 13. 19. 20. 21. 22. 23. 2h. 25. 270 28. Summary of Job Descriptions That Best Apply to Present Major Occupations of Graduates ........... 000000000000 Do Agricultural Graduates Want to Change From Their Present Work to Another Type of Position? Most Important Skill and Ability Found Essential in Job Success of Agricultural Graduates ......... Are Agricultural Graduates Engaged in Supplementary Work in Addition to Their Major Occupation? ......... ..... .. Average Yearly Income for Graduates' Major Occupations Based on 1951 Eflrnings ......OOOOOOOOO ........... 0.00.. Number of Agricultural Graduates of Various Years Who Returned Questionnaires .................. Age of Graduates at Time of Graduation from Michigan State College ............................ Summary of Advanced Degrees Earned by Agricultural Grad.mtes ......OOOOOOOOOOOOOOOOOO............0.0.00... Major and Minor Fields of Specialization by Undergrad- uates and Graduate Students in Agriculture Do Agricultural Graduates Remain in Occunations for Which They Specialized as College Students? 000000.000. Comparison of Most Valuable College Course Areas to Graduates by Occupational Groupings ................... Comparison of Factors Responsible for Selection of Most Valuable College Course Area by Occupational Grouping... Evaluation of College Training as Recommended by Grad~ uates According to Occupational Groups ................ Comparison of Recommended Types of College Training and Years out of College of Graduates by Occupations ...... Comparison of Recommended Types of College Training and Average Yearly Income for Major Occupation viii. 000000000... nu 57 57 58 6O 61 65 75 77 81 83 88 TABLE 31- 33. 31*. 35- \JJ 0\ o 37- 35. 39. Evaluation of Type of College Training by Graduates According to Major Field of Study for a Bachelor's Degree ........ ......... . ...................... . ..... Comparison of Most Helpful Type of College Training in Getting First Civilian Position and Occupational Groupings of Graduates .................. ......... .. Recommended Type of College Training According to Graduates with or Working Toward a Degree ........... Agricultural Graduates' First Decision to Follow Present Career Based on Present Occupations ........ Comparison of Period of Time When Graduates First Dee cide on Present Career and Age of Students at Time of Graduation from Michigan State College ............. Kinds of Help for Freshmen Regarding Choice of Career Based on Recommendations of Graduates by Occupational Growgings ......COOOOOOOOOOOOOOOO00.0.0.0... ...... Relationship Between Job Satisfaction and Yearly Income of Agricultural Graduates .................... Comparison of Major Fields of Undergraduate Study and Present Occupational Groupings of Alumni ........... Comparison of Average Yearly Income for Graduates' Major Position and Years Out of College by Occupa- tional Grouping ............................. Relationship to Show Percentage of Graduates Repre- senting the Various Occupations for First and.Present POSitionB 0.0000000.0000000000000... ooooooooooo ix. 103 109 1114 116 mm 1 INTRODUCTION In 1857. a new and untried form of education was initiated at bet Iansing, Michigan. Michigan Agricultural College, the first land grant college in America, Ind the first of its kind in the world. was established. . The institution was founded for the purpose of of- fering scientific and practical instruction in agriculture. l'or the > P following 28 years, Agricultural Education was the only course of t ' instruction. Then the applied sciences were added to the college cur- riculum. In the 96 years that have since elapsed. many courses of study have been added} Line of the School of Agriculture are to instruct students in practical and technical phases of the entire field. Modern training is based on an understanding of the sciences and a knowledge of effective fans practices and marketing. The administrative staff and faculty of the School of Agriculture have long recognized a need to adjust its training program to best meet the demands of an ever-changing agriculture. In accordance with this policy. an extensive follow-up study of the institution's agricultural etaduates was conducted in 1952. 1 Villiam J. Beal. Histogz 91 Michigan Agricultural College (East Lansing, Michigan: Michigan Agricultural College, 1915). p. 22. Purpose of the Research The overall purpose of this research was (1) to study all informap tion furnished by 2902 agricultural graduates. (2) to report what agricultural graduates do and what they think about all phases of the study conducted. (3) to analyze, in detail, the curriculum, counseling, and occupational phases of the study. and. (h) to suggest suitable courses of action that the School oflAgriculture might initiate. based on Opinions of graduates. wPrimary objectives were classified.into three main categories which have been outlined as follows and which are discussed and analysed in detail in subsequent chapters. 1. (a) To supply information relative to agricultural curricula. as furnished by the graduates themselves. to administrators and staff of the School of Agriculture as a basis for revision of its program for the training of students in agriculture. Curriculum information presented in this thesis has been related to the importance of various course area§x most helpful course areas, the determination of factors most influential in course importance and helpfulness. Much emphasis has been given to curriculum information as it related to occupations. (b) To report what agricultural graduates thought about col- lege specialization within the School of Agriculture. and to show the relationship of specialization to present occupations. to the number of years since college graduation. to advanced graduate study. to the major field of college undergraduate study. and to average salaries received in 1951. ‘illilll'tllll‘Il II 2. To furnish useful information to help the School of Agriculture carry on a.more effective program of counseling current and.prospective students on matters of courses of study. occupational information, em- ployment Opportunities and requirements. Every student who selects a career is usually influenced by several factors in making his decision. Knowledge of these factors should help in planning adequate counseling cortices for students. 3. To show the job “picture“ of agricultural graduates including the pattern of progress from one kind of work to another, starting with the first position after college graduation, carrying on through to subsequent positions, to one's present work. Further objectives were: to report what graduates thought about the help that their college training provided in getting their first civilian job and how effective the first job was in.providing an opportunity fer advancement: to fur- nish data which showed.what contacts were mainly responsible in acquir- ing the first job: to present a summary of major occupations and nature of work. in which alumni were engaged: to furnish statistics that in- dicated the degree of job satisfaction evidenced by agricultural grade uates: to classify present positions and to compare these occupational groupings with what graduates thought about curriculum needs, special- ized training, and counseling services. Illll‘lllltil‘l Review of Related Studies For the past three years, the Resident Instruction Section of the Association of Land Grant Colleges and.Universities has been endeavour- ing to develop statistics on a national scale showing the positions held by graduates of Colleges of Agriculture.2 In 1950 and 1951, data were assembled by 22 different land grant colleges throughout the United States. Nearly 15,000 graduates furnished information. Some of these studies have been expanded to include information other than work exp periences. Many have been designed to request information from former students about the occupational status and curriculum needs of the col— leges. A,review of all available literature has been made. Deans of Ag- riculture of all colleges who have conducted some study of its graduates were contacted by letter in the summer of 1952. Replies were received from all twenty-two. The information that was received included sample questionnaires. bulletins and leaflets which showed some results of the investigations that had been conducted. Many of the letters contained valuable and pertinent information A.27-page report. which listed coding instructions and occupational information was sent by the Dean of Agriculture, University of Minnesota. This report proved to be most helpful in the subsequent classificatory work and was used as a'basis for the development of the occupational coding system devised for use in the Hichigan State College study. 28. B. Shirkey. Dean. School of Agriculture, ”National Survey of IEmployment of Graduates of the College of Agriculture.” (written commun- ication with mimeographed data) (Columbia. Missouri: University of Missouri. 1951). Some of the states have carried on some excellent surveys. Ver- mont has completed a most comprehensive study of its graduates and a publication has been issued} A study made by the Tomes Agricultural and Mechanical College was exceptionally well done. but dealt only and pri- marily with the subject of farm ownership among agricultural graduates? An excellent report was published by the University of Illinois? The fact that the study was made prior to and during the early years of World War II has made the information somewhat inapplicable and out-dated. The 3n. 14. Carter and n. 3. Remix. "Vermont's Agricultural College Graduates." Bulletin No. 5141 (Burlington. Vermont: University of Vermont and State Agricultural College. April. 191%). hCharles N. Shepardson. u Study of the Agricultural Graduates of the Agricultural and Mechanical College of Texas." Bulletin No. 7. Series 5. Vol. 7 (College Station. Texas: Agricultural and Mechanical College of Texas. July 1. 1951). I51). 1!. Hall and R. R. Hudelson. "The Agricultural Student. His Op- portunities and Choice of Job.“ Bulletin No. 3. Vol. Ml (Urbana. Ill: University of Illinois. Sept" 1915). Q 6 7 g 9 10 11 States Of Colorado. Minnesota. Iowa. Kansas. Mississippi, Wyoming, and 12 Missouri have each carried on quite extensive studies of the occupational status of their graduates. Salter R. Rorlacher. Dean. School of Agriculture. 'Agroncmy Gradu- ates by Classes.“ (written communication with mimeographed data) (Port ~Collins. 0010.: Colorado Agricultural and Mechanical College. Aug. 11%, 1952) . 7Keith McFarland. Ass't. Dean. Dept. of Agriculture. "Preliminary Report on Occupational Placement Study of Graduates of the College of Ag- riculture. Forestry. Home Economics, and Veterinary Medicine." (written conununication with mimeographed data) (St. Paul. Minn.: University of Minnesota. Aug. 18, 1952). 8it. u. Vifquain. personnel Officer. Division of Agriculture. "Grad- uates in Agriculture Are Finding Jobs.“ (written communication with mim- eographed data) (Ames. Iowa: Iowa State College. Doc. 20. 1919). 9George Montgomery. Read. Dept. of Economics and Sociology. I'0ccu-- pations of Graduates in Agricultural Economics and Agricultural Adminis- tration.“ (written communication with mimeographed data) (Manhattan. Kan- sas: Kansas State College. Aug. 13. 1952). 1°]. 3. Colmer. Associate Dean. School of Agriculture. "Summary of nnploynent of Graduates from School of Agriculture for 1919 Through 1952.“ (written communication with mimeographed data) (State College. Miss.: Mississippi State College. Aug. 11. 1952). 11R. I. Benn. Ass't. Dean. College of Agriculture.“8pecia1 Questin- naire on Courses. 191L8,'I (written communication with mimeographed data) (Laramie. Wyo.: university of Wyoming. Aug. 12. 1952). 128w 3. Shirkey. Dean. College of Agriculture. “Personal mta Sheet of Graduates of the University of Missouri. College of Agriculture.“ (written communication with mimeographed data) (Columbia. Mo.: Univer- sity of Missouri. July 30, 1952). ' The University of West Virginia has done a fine piece of work in determining curricula needs of the agricultural education students in conducting a study among the vocational agriculture teacher graduategé In the Vermont study. the college was able to determine to what extent the aims of the agriculture college had been met}: Specific recommendations for curriculum improvement were made. There were 26 per cent, of 235 replying. who recommended more Manual Arts course train- ing: 11 per cent thought that more basic courses would be helpful. Only 6 per cent who replied specified more training in the Social Sciences and improved counseling services. Agricultural graduates of (the Uni- versity of Illinois placed greater emphasis upon the need for improved guidance services with 19 per cent of the W7 replies so indicating}5 A likely explanation for this wide difference of Opinion is the period of time the two investigations were made. When the Illinois study was carried on. economic conditions were not as ideal as those of the past war years when Vermont's survey was conducted. The need for counseling services. to include occupational information and placement. w“ greater in 1939 through 192 than the period since the temination of the recent World War. It is interesting to observe that over 20 per cent of the Illinois respondents suggested more college course work in practical studies and 19 per cent recommended added training in Speech. A mere 5 per cent thought that more training in the scientific studies was es- sentialo 13Joe P. Bail. Ass't. Prof.. College of riculture. “Teacher Educa- tion in Agriculture.” (written communication w th mimeographed data) (Morgantown. I. Va.8 University of West Virginia. Aug. 1M. 1952). luCerter and renix. pp, 213.. p. 3 15mm and Hudelson. go. 311:... p. 13. Whether or not it pays a man to stay in the field of his first choice. the statistics collected in the Vermont study showed that grad- uates have not only changed many times from one Job to another. but 60 per cent have taken up work in a different field from that of their initial endeavor. The men themselves have shifted about a great deal. The list of Jobs performed by experienced agricultural workers was much the same as the list of beginning occupations. Older,men. of course. were employed in more responsible positions. According to the Illinois study. agricultural graduates were found in a wide variety of occupa- tions. More than 360 different Jobs were coded for this study}.6 The variety of Jobs undertaken suggested the many different Opportunities Open to men trained in agriculture. In July. 1950. the Department of Agriculture, University of Minne- so‘é‘. contacted 5673 graduates. After three follow-ups. 14297 alumni in Agriculture. Forestry. Home Economics. and Veterinary Medicine had re— turned information. The following Table it included here to point out a few of the primary occupational groupings in which graduates were en- gag 3'7 The data are extremely interesting since the results closely parallelled those of the recent Michigan State College study. 16 11516... P0 33. 17 McFarland. as Cite, Po 2. niployment Status of Graduates. Department of Agriculture UniLersitLof Minnesota Occlpational Growing Hugger Percentage Farming 96 8.0 Teaching . 66h 15.5 Research 110 2.6 Agricultural Extension 150 . 3.5 U.S.D.A. 390 9.0 Other Professional Agriculture 228 5.3 Agricultural prOprietors. Managers. and Officials 199 14.6 Agricultural sales and clerical 414 1.0 Hon-agricultural professional 327 7.6 Non-agrimlltural clerical-sales 10h 2.14 Homemakers18 131”- 31.2 A further shdy of data assembled by the Minnesota study revealed the fltype of employment in which their almni were engaged. Slightly over 56 per cent were public servants: less than 30 per cent were employed by private individuals. companies. and/or corporations: only 12 per cent were self-employed. The remainder who replied were either unemployed or retired. Includes graduates in Home Economics. According to a survqy carried on at Iowa State College. coVering the period 1926-1936. over 90 per cent of the agricultural graduates. upon graduation. took agricultural Jobs toward which their training had pointed?9 An Iowa State College report. issued in December. 19M9, and including 65” graduate and undergraduate students of agriculture. stated that N2 per cent of these students entered the field of educational in- struction or organization. Private industry absorbed 26 per cent of this group. According to this investigation. it was found that an in- creasing number of graduates went directly into farming. either as Operb store with their fathers. as working farm managers for farm owners. or farm management supervisors for farm management companies. Three times as many graduates entered the farming field in 19h9 as in 1939, for a net increase of 3 per cent. Only 11 per cent of the group of 65“ en- tered government service in l9h9. ‘— 19 Vifquain. gp. all" p. l 11 Other Studies Several departments of the School of Agriculture. Michigan State College. have contacted. or are contacting. their graduates for various infomation. In nearly all instances. the requested information has pertained to occupational status. place of work. and home address. The Depaetments of Agricultural Economics. Dairy. Forestry. and Landscape Architecture keep an occupational and address record of their alumni. The School of Engineering. which has been expanded within recent years to include Agricultural Engineering students (exclusive of farm mechan- ics). has recently mailed cepies of the Michigan State College Agriculture Graduate questionnaire to 200 agricultural engineering alumni. These alumni were not contacted previously. Howard Zindel. Michigan State College Extension Poultryman. is presently conducting a thorough and complete study of graduates who majored in the Departments of Animal Husbandry. 13117. and Poultry Hus- bandry. Much of this research pertains to a study of curriculum needs. Professor Ulrey of the Michigan State College Agricultural Economics Department has conducted a follow-up study of alumni of that department. In a report published by the Agricultural Economics Department. 21 per cent of the 2143 replying alumni were working in the field of educa- tion: 16.5 per cent in public employment: 17.5 per cent were farming: 10 per cent were engaged in work for farm organizations and cOOpera- (an/UL) tives. The per cent engaged in non-farm and urban businesses was 26.5. A total of 66 per cent 53?; engaged in work directly serving agricul- ture. m Orion Ulrey. Prof.. Dept. of Agricultural Economics. 'Types of Jobs Held by Former Students Who Graduated at Michigan State College Majoring in Agricultural Economics and Farm Management.” (oral commun- ication with mimeographed data) (East Lansing. Mich.: Michigan State College. Aug.. 1952). 13 CHAPTER II IPRDCEDURES AND'METHODS The aim of social science. as indeed of any science. is to provide logical and fundamental techniques by which a body of reliable and cor- roborative knowledge can be obtained in order to interpret and predict.1 In this chapter. a review has been made of (l) the preliminary proce- dures followed in develOping the agricultural graduate study. (2) a de- scription of the investigation. and. (3) techniques used to obtain the information. Preliminary Planning Procedures The administrative staff of the School of Agriculture. Michigan State College. has long recognized the need to adjust its training pro- gram to best meet needs of an ever changing American agriculture. In accordance with this policy. plans were made in 1951 to conduct a follow- up study of agricultural graduates to obtain information for use in re- vising the agricultural curriculum. to improve the counseling program in furnishing educational and occupational Opportunities. and to be bet- ter prepared to meet the needs of alumni. Due to the lack of finances. the study could not then be undertaken. In the following year. the lPauline Young. Scientific Social Surv_eys and Research (New York: Prentice-Hall Inc.. 19517p. 126. 1h W.”\'3m L- Michigan State College Fund Organization. with James Davidson as Direc- tor. granted a sum of $700 for conducting this study. The first action taken was a review of research and similar studies carried on in other states among college alumni. Letters were prepared and sent to the Deans of Agriculture of 22 land.grant colleges known to have studied their alumni in one or more respects. Replies were received from each with much valuable information gained. Reports. letters. and data which were received were read and studied. With this information as a base. the Michigan State College agricultural study was begun by listing the objectives and aims to be attained. (First it was decided to use the mail questionnaire method to secure information.) To conduct this type of study. several important questions had to be decided. How were mailing lists to be prepared? What materials and preparations would be required for deveIOpment of the questionnaire, the mailing and returning of same? {How were the forms to be printed?) Using the advice of staff members of Michigan State College and in- formation furnished by 22 land grant colleges. a first copy of the ques- tionnaire was prepared. In the sixrweek period of questionnaire devel- opment. each revision was taken out in the field.and.pre-tested on ag- ricultural graduates. Of the 1h.000 specially printed envelOpes. 9000 were taken to the Alumni Office where the addressing operation was carried out by use of newly installed equipment. In two days. the names and known addresses of MSOO graduates holding Bachelor of Science degrees in agriculture from 15 Michigan State College were transferred to mailing enve10pes and pre- pared in duplicate. One-half of these. or #500. were set aside for use in future follow-up mailings. The other half were used for the initial mailing. In addition to these 9000 envelopes. another hSOO of the original 1h.000 were enclosed for use by graduates in returning their completed set of questions. A.three-cent stamp was placed on each. It was real ized that such a.procedure was costly in both time and energy, but it was further felt that the added advantage of the more personal ”touch” and appeal would more than offset the extra cost and effort. The addressograph services of the college agricultural bulletin room were solicited for printing the return mailing address on each of the “500 envelopes that were enclosed with each questionnaire. Considerable time was spent in.preparing the final set of questions. Many details had to be worked out such as deciding upon the type of print. questionnaire color. size. content. art work. cost. accompanying introductory remarks. reading and checking proofs. the work of revising sentence structure and instructions. and many others. Earl Brigham. E!- tension Bulletin Editor. gave considerable assistance in helping to solve these problems. Once these details were solved. an order for 7000 questionnaires was placed with a local Lansing printer. (A cepy of the set of questions can be found in the Appendix.) During the planning stages of the study. all questions that were to be asked graduates were closely checked to see if the answers could be coded on I B M cards. Working hypotheses were deveIOped and outlined. To test them. dummy tables were prepared indicating the final analysis to be made from the data. With 9000 addressed envelopes. 7000 printed questionnaires. MSOO self-addressed return three-cent stamped enve10pes available. commandeered family help. and.much enthusiasm. the big Job of stuffing and mailing was begun. Several days were spent in these Operations. Each graduate was mailed one copy of the eight-page questionnaire and a self-addressed. stamped enve10pe. The second MSOO cepies of graduate-addressed enve10pes were them sorted and filed alphabetically to facilitate the work of sub- sequent followbup mailings. Mailing of the MSOO letters was handled by the college postal authorities. Addresses included graduates located in every one of the #8 states with the exception of Nevada. over 20 foreign countries were also represented in the first mailing. Graduate Returns Although only small numbers of replies began to arrive within the first 2h hours after the first mailing. the number that were received increased daily. During the period of from one week to 10 days after the first mailing. a peak number of returns was received. On Monday. November 2h, Just 21 days following the first mailing. a total of 1832. or no per cent of the replies had.been received. inscribed with an idenp tification number. and filed. By comparison. it took three months longer for the percentage of returns of the Texas survey to equal those of'Mich- igan's results.2 The number of daily arrivals was still sizeable three weeks follow- ing the initial mailing. However. owing to the nearness of the Christ- mas holiday mail season. it was decided to mail a partial follow-up wdthout delay. Because of limited funds it was only possible to mail . 1898 follow-up letters. Those to receive the followbup letter were se- lected from the alphabetized group of unreturnees starting with the let- ter “A! and continuing until the desired number had been obtained. Each of these follow-up letters included a cepy of the printed set of ques- tions. a self-addressed. stamped enve10pe. and a short mimeographed letter (see Appendix for a sample copy). signed by Dean Anthony and urg- ing all graduates to return the completed forms. Response to the partial follow-up mailing was tremendous. Whereas only no per cent or 1832 were received as a result of the first mailing. there were 1091 or 58 per cent returns resulting from the partial followa 2Charles N. Shepardson. "A.Study of the Agricultural Graduates of the Agricultural and Mechanical College of Texas." Bulletin No. 7. Series 5. Vbl. 7 (College Station Texas: Agricultural and Mechanical College of Texas. July 1. 1951) p. 5. 18 up mailing. On.March 9. all I B M card punching was completed. and a total of 29ié’returns had been received. Ten of the forms were over- looked by the machine Operators in the card punching Operation. Twenty of the initial mailing never reached their destination. It was assumed that hhSO had been received by the graduates. Additional returns were received after the final classificatory work. .A total of 2923 returns were received. thus representing a 65 per cent response. Several hundred hours were spent in the classificatory and tabulap ting phases of the study. A.17-page key was prepared for use in pre- senting the detailed coding instructions. The months of December. Jan- uary. and February were spent in studying the returned questionnaires and in translating all information from the returned forms to specially pre- pared diagramatic forms. 3000 cepies of which were previously mimeOgraphed. Otto P. Owens. a graduate student in Algricultural Extension. worked on the classification of all information contained within the first three questions. The writer. with the help of part-time student labor. inter- preted and classfied all remaining information which comprised the bulk of the study. A.double check was made of all transferrals to assure a minimum of human error. The work of punching 2902 cards. 80 columns each. was completed on March 9. 1953. During the monthsof March and April. well over 50 hours of time were spent Operating I B M machines located in the college tabulating rooms. Answers to all questions were tabulated and statistical rela- tionships between various factors were computed. Techniques Used One of the five steps in conducting social and research surveys is that of collecting data. Various techniques can be used for this pur- pose. Among them are such methods as observation. the interview, the use of schedules and questionnaires. and the case study. In conducting the Michigan State College study. information was gathered by use of the mail questionnaire. A.great deal of time and effort was spent in developing the serios of questions. Many revisions were made. based on pre—tested results and the combined thinking of many faculty members. Every effort was made to construct clear. and definite questions. as free from vagueness and subjectiveness as possible. Explanatory in- structions were used in all instances where doubt might occur. To further eliminate possible confusion. several different styles of print were used. Sentence construction was develoPed to include both the structured and unstructured type of questions with a greater emphasis upon the closed end type. Recognizing that a large number of the questions were planned for inclusion. it was necessary to group these to assure greater continuity and.prolong interest. To help introduce the series of questions that followed by groups. a series of 'squibs' or introductory remarks were prepared and included in the final form. Realizing that response to a mail questionnaire is largely influenced by the introductory remarks accompanying the set of questions. much ef- fort was placed on the develoPment of the letter. Further recognizing the fact that large numbers of mail questionnaires are sent sash year to people in all walks of life. various devices were employed to arouse and.maintain the informant's interest. Some of these techniques used were: (1) The use of green ink on white paper. thus representing the Michigan State College school colors: (2) selecting a folding type of questionnaire form which made for greater compactness and ease of handling: (3) the addition of a large block '8” on the cover page: (M) prominent arrow to draw the reader's attention to the following pages in which were included the questions: (5) Pro-testing among agricultural graduates to help lo- cate weak questions. to determine reader reaction. to obtain added ad- vice and suggestions. and to provide a test for clarity and validity of the prepared questions: (6) planning and employing a systematic method for stuffing envelopes for mailing. which. when received by the respon- dent. was hoped to have had a greater psychological advantage: (7) num- bering all returned questionnaires in numerical order as they arrived to facilitate the work of classification. tabulation. and filing; and. (8) alphabetizing all M500 duplicate graduate-addressed envelopes for eas- ing the problem of selection of those to whom the follow-up was to be mailed. 21 CHAPTER III THE REPLIES FROM AGRICULTURAL GRADUATES .A summary of the comments and general information furnished by 2902 agricultural graduates is presented in this chapter. In addition to the summary. an interpretation has been made of the more significant findings. - The Tables included in this chapter give a tabular summary of re- plies to all questions furnished by 2902 respondents. irrespective of such factors as age. occupation. major field of undergraduate special- ization. and so forth. Owing to the lack of sufficient space on I B M punch cards to accommodate answers for all questions. it was necessary to omit two items. These were: the nature of the supplementary occupa- tion of graduates. if engaged in one, and: the period of time the grad- uate has been engaged in.part time work of this kind. Whether or not the alumni had supplementary occupations was asked and the replies were recorded in column 71 of the punch cards. Aarfcultuxcfl Curriculum Eglgg_gglcollgge Egggggigggag. Wherever we go. we find that college graduates have developed Opinions about the value of courses that they took. Data shown in Table l have been based on the first. second. and third choices of valuable college course areas. The statistics consis- tently revealed an overwhelming importance attached to the agricultural. professional courses such as Agricultural Engineering, Dairy. Forestry. O.) O.) and Soil Science. Communication Skills. although rating second in importance. were mentioned from four to seven times less frequently than the professional. agricultural course areas. As the degree of choice of all college course areas decreased. the importance of the communication skills increased by h-per cent. It has been frequently asserted that the instructor plays a most vital role in the determination of course value. A.study of Table 2 has not borne out this assertion. Only lU-per cent of all those re- plying to the question thought the instructor. and the way he taught the course. was the important factor. This is still more highly sig- nificant when one realizes that the question was devised to permit more than one answer. Unquestionably. an evaluation of college courses will vary with the nature of one's work. One course area that may be of particular value to a research worker may have little or no value to a livestock feed salesman. However. a study of the data in Table 3 has seemed to indicate the general importance of some courses and the relative unim- portance of others. Soil Science is one that has been rated high by a large majority of agricultural alumni. Among those who received some training in Soils. 90 per cent classed this training as important or very important in the conduct of their present work. When one realizes that 16 per cent of the replying graduates reported their work as un- related to agriculture and yet no fewer than 87 per cent of all inform— ants. who either did or did not receive some training in Soils. felt that this training was important. this fact is highly significant. TABLE 1. VALUE OF CCLIEGE COURSE G1AlUdTES IN THE COFDCUT OF AREAS T THEIR P—C‘S’T’l‘ A COURSE AREA FIRST MOST SECOND MOST THIRD moss IlmoRmz'r IMPORTMIT 1120112111111 COURSE AREA COURSE AREA COURSE AREA Professional 68 57 51 Agriculture (1712) (1365);) (1129) Biological 7 11 11 Science (188) (271) (2M1) Physical 7 10 ’ 10 Science (182) (2&0) (221) Social Science 3’ 3 u (b?) (7%) (83) Communication 10 ’ 11 1h Skills (266) (272) (313) Literature and 0 Of 1 Fine Arts (1) (o) (11) Miscellaneous 5 8 9 (lug) (183) (186) Total 100 100 100 256M) (2&16) (218k) No Replies ( 33s) ( he6) ( 718) Total Returns (2902) (2902) (2902) I"This Table and all following Tables are based on percentage distribution. numerical data. All figures included within parentheses represent 2h TABLE 2. FACTORS RESPONSIBLE FOR SELECTION OF CC ESE COURSE AREA CONSIDERED MOST VALUABLE * The specific information received 22 in the course (1528) The instructor, and the way he 1M taught the course (1058) The knowledge of where and how to find 17 information in that field of study when needed (1217) A confidence to tackle problems in that subject 18 matter area, when required by one's work (1301) A broad general working knowledge of the subject 25 that the course gives agricultural graduates (1755) Others h (262) Total 100 (7121) No Replies ( 315) Total Returns (7h36) ' — ‘wwvmw---O“ A“ fi-O -:_v “- mm —. H ‘v .“ mg, ..- I'- "- * 'W‘. a'm" I"..—-.t-*---‘.—.'-.A- . Replies based on answers to multiple choice question. '1'-.. 25 TABLE 3. EVALUATION OF ASEICTI'L'ITFYIAL A‘TD ETCII-AGRI C"'f.TUELfiL CCU-73E $8.325 BASED CIT COLLEGE TPAIZTIEG m ~ Took Coursisg-iEE—Ollege ‘ -- Course Verv} Im- ‘ W Not ""T'Stal No Total Area Impor- por- Impor- Reply Returns tant taLnt tant .— Agricultural 31 M7 22 100 '— E_Conomics (M1?) (627) (2814 (1323 (2'21) (It/£22" Agri cul tural 3O 51 19 100 Engineering (M25) (732) (272) (1&29) (_66) (1195)_ Animal Husbandry 38 1+0 22 100 (573) (611) (3’43) (1532) (101) (1533' Dairy 116 32 22 100 (683) (R70) (317) (1970) ( 97) (1567) Farm Crops 1&5 1+1 114 100 55(686) (628) ( 215) (1551) ( 95) (1526) Forestry 9O 9 1 100 (93) (9) (1) (103) ( 3) ( 106 Horticulture 32 37 31 - 100 (5)5) (638) (526) (1709) $293) (1507) Landscape 90 5 5 100 (20) (1) (1) ( 22) ( 1) ( 23) Poultry 22 12 36 100 ggsbendry (289) (539) (181) (1292) ( 7h) (1356)~ Rural Sociology 21 141 38 100 and Anthropologv (131) (255) 2141)) ( 633) ( 30) ( 653) Soil Science 55 35 10 100 ‘— (1089) (687) (205) (1981) ( 69) (2050) Accounting 1 1 18 100 . _5_ (191) (313) (115) ( 619) ( 15) ( 639 Typing 28 he 2k 100 ( 28) ( MS) ( 23) ( 99) ( 3) ( 10311. Bookkeeping 31 56 13 100 ___ ( 67) (122) < 31) ( 219) ( 15) ( 238) Business Law 26 59 15 100 ( 99) (326) ( 56) ( 531) ( 9) ( 59o) Continued (page 2) Courge Very—_ Im- Not Total No “~.7E§E§l~‘ Area Impor- por- Impor- Reply Returns tent _iant tant Economics - other 28 56 16 100 than Agricultural (M16) (823) (226) (1u65) (101) (1566) History of 8 uh he 100 Agriculture (75) (M39) (”77) (991) (67) (1052) Botany 38 M5 17 100 ' (731) (862)“, (337) (1930) (113) _295_)_ Chemistry 35 M7 18 100 (728) (968) (378) (207“) (11h) (2183;:‘ Education 13 no 17 100 (383) (358) (152) (889) ( 63) ( 952) English 59 37 u 100 (l2h5) 770) (86) (2101) (123) (222M) Entomology 35 kg 16 100 (597) (815) ( 16) (1658) (122) (1780)_ Journalism 38 M7 15 100 (228) (285) ( 93) ( 606) ( 23) ( 63“)_ Mathematics 38 M7 15 100 (77)) (953) (291) (2018) (113) (2131) Sociology and 19 ”N 7 100 Anthropology (117) (27?) (230) (619) ( uh) ( 663) Speech 65 32 3 100 (1200) (58h) ( 6h) (18h8) ( 82) (1930)_ Radio and 11 35 21 100 gelevision _ (21*) (19) (11) ( 51*) ( 1*) ( 53) Zoology 16 11L9 35 100 _— (231) (708) (897) (1h36) (158) (1585)_ Public Relations 80 20 0 loo 3\ .3 ____ (123) (30) (0) (£733):37 €163)“ ( 156) Recreation 26 50 2h 100 ____v (129)) (23h) (11h) ( 965) ( 25) ( 993) Guidance and 51 Mo 9 100 Counseling, (1Q5) ( 83) (19) (;207) ( l3) ( 2?Q)fi_ Basic College 33 55 12 100 2(297) (h89) (111) ( 335) ( 33) ( 933) Other 81 17 2 100 (238)_F_ ( h9(_, (8) (_103) (3_3) ( 105) TABLE 3. Continued (page 3) ___Di Lg T2129 COUISG(¢)L1H College _ Course Ve r1; .... Im~ Not To tal b.- o _ {0.1:ch Aries. Impor- por— Impor- Reply Retur n3 tan_t_ tant taint 1 Agricultural 28 112 30 100 Economics (27M) (MoM) (292) (970) (312) (1282) Agricultural 16 M2 M2 100 mgineegng (121*) (3314) (33:5) (199-) £616) (119.71- Animal 16 2M 60 100 Husbandry (117) (176) (M28) (721) (5M8) (1269) Dairy 18 19 63 100 (138) (1M2) (M62) (738) (597) 1335) Farm Crops 21 33 346 100 (153) (237) 5(328) (718) (558) (1276) F0 restry 1114 O 100 (h) (0) :(5) (9) (2788) (2796)_ Horticulture 21$ 28 100 (151) (17712 (299) (627) (868) (112:;__ Landscape 50 12 38 100 (h) (1) (3) (8) _(2871) (2319)_ Poultry 8 2O 72 100 gusbanory (68) (170) (599) (833) (703) (1536) Rural Sociology 8 28 6M 100 and Anthrosolosy (99) (359) (831) (1289) (950) (2939) Soil Science 143 31+ 23 100 _1 (219) (170) (117) (506) (395) (851) Accounting 18 113 39 100 (250) (599) (531) (1380) (888) (226 Typing 15 38 M7 100 (255) (659) (805) (1719) (1081) (2800) Bookkeeping 17 M5 38 100 (268) (726) (612) (1606) (1062 (2668) Business Law 1M M0 M6 100 ' __5 (203) (595) (665) (1&73) (1039) (P51?) Economics - other 20 51 29 100 “‘“ than.Agricultura1 (152) (381) (215) (7M8) (588) (1336) History of M 28 68 100 _' gariculture (M0) (271) (6M9) (960) (85M) (lsMh) Botany 28 3M 100 ' __c (155) (211) (187) (551) (308) (859)__ * RM“__piténiae-aEé-Ril:<:oiii:a§1:i:t::::T:::: Course Very Im- Not Total No Total Area Impor- por— Impor— Reply Returns , __ tent--....1221...mt_:+112.... , 1.- “-... - Chemistry 3M M3 23 100 __mc “$315) (18.3.). -.JEB.>.---. $121.. Education 17 36 M7 100 (209) _5530) (558)-_'(1196)__(]5B) (1959)- English 59 3M 100 ___ ___ _ (2M2) __:(1M2) (28) (M12) (266) (678) Entomology 18 M1 M1 100 -(1211_._-(289)..-(281)..-(682., (180) (1122)_ Journalism 17 M3 100 ___ (218) (563) (538) (1319) (9M9) (2268) Mathematics 33 M8 19 100 _ (1111.1) -1 __(212) _(87) (11115) (321) (771)- Sociology and 8 28 6M 100 Anthroeolosy (97) (350) (§§9)_ (1277) (96;) (2219) Speech 59 32 9 100 __5351) (199) (59)_ (695)r_,(391) (9.§2__ Radio and 11 26 63 100 Television (172) (M01) (966) (1539) (1305) (28MM) Zoology 10 35 55 100 (13) (26M) (M21) (158) (560) (1318 Public Relations 57 32 11 100 (1012) (576) (198) (1786) (960) (27M6) Recreation 11 M1 M8 100 .2, (1M9) (568) (658) (1375) (103M) (2109) Guidance and 21 39 M0 100 Counseling (321) (595) (602) (1518) (116M) (2682 Basic College Courses 2M (MM 32 100 _g_ (187) (336) (297) (770) (1903) (1973) Other 56 31 13 100 ___ (27) (15) (6) (Ms) (2519) (2597) 29 TAB‘E 3. Continued (page 5) ”_A _ ___-w ur--w*--~o—--‘— Course _,__-_-.-_--M_.1912.1.1191611222.-._._---__.,___ Grand Area Took Did Not Take Total f _‘ Course(s) Course(s)_fl_ Returns Agricultural Econ. (1620) (1289) (2902) Agr. Engineering (1M95) (1MO7) (2902) Animal Husbandry (1633) (1269) (2902) Dairy (1567) (1335) (2902) Farm Crops (1626) (1276) (2902) Forestry (106) (2796) (2902) Horticulture (1807) (1095) (290?) landscape (23) (2379) (3902) Poultry Husbandry (1366) (1536) (3902) Rural Sociology (663) 2239) (2502) and.Anthropology Soil Science (2050) (851) (2902) Accounting (63h) (2268) (2902) Typing (102) (2800) (2909) Bookkeeping (23M) (2668) (2902) Business Law (390) (2512) (2902) Economics - other (1566) (1336) (2902) than Agricultural Hist. of Agriculture (1058) (18MM) 2902) Botany (EOHB) (859) (2909) Chemistry (2188) ‘ (71M) (2902) Education (952 (1950) (3903) TABLE 3. Conclusion (page 6) Course ___ Total Returns Grand Area Took Did Not Take T°§at Course(s) Course(s) Returns English (222M) (678) (2902) Entomology (1780) (1122) (99013) Journalism (63H) (2968) (2902) iathematics (2131) (771) (9902) Sociology and 2-- AnthrOpology (665) (2 .19) (2902) Speech (1930) (972) (2902) Radio and Television (58) (28MM) (2902) Zoology (158)) (1318) (2902) Public Relations (156) (27M6) (2902) Recreation (”93) (2M09) (2903) Guidance and ., .. q Counseling (220) (2682) (2902) Basic College a ”0 Courses (929) (1973) (2991) Other (106) (2597) (2902) 31 Based on these replies. it seems advisable that the School of Agriculture continue to include at least one required course in Soils Science. Many students will find that added training in this area will prove most helpful to them in the conduct of their future work in the agricultural field. Among the agricultural technical courses. Poultry Husbandry was rated lowest. A.probablo explanation for this response is the prejudice that many folks feel toward the chicken. (On many farms poultry is not a major farm enterprise. Oftentimes farmers will turn over this farm busi- ness to their wives for their added.personal income. Seldom will we find an agricultural specialist or teacher who is much interested in poultry or who has devoted much time to the development of the poultry bustness. There is little wonder that farm youth are not too interested in the bird and her production qualities. An interesting revelation among the non-agricultural course areas is exhibited by data in Table 3. Whereas the communication Skills rated far below those of professional agriculture. when compared. it was found that such skills as English and Speech. when compared to other non-agri- cultural areas, rated.highest. Only h per cent of all respondents, who reported either having or not having taken some training in English, considered the course as not important to their work. Based on these data, the value of English has been found to be unquestionable. Among all 33 course areas listed, the largest number of very important replies. for those who received some training, were given to English. Agricultural 32 VCW".1 7&2“: 2 graduates who replied to questions contained in the Texas and Vermont studies likewise stressed the importance of an English training in col- lege. Speech is another of the communication skills which was rated ex- tremely high. When compared to all 33 agricultural and non-agricultural course areas, and when considering all replies irrespective of some or no college training. it was found that the largest number of ”very im- portant" votes was given to Speech. A mere 5 per cent of all informants reported the unimportance of this communication skill. Of all improve- ments suggested by agricultural graduates of the University of Illinois. the largest percentage voted for an improvement in speech training. Texas graduatfis also reported that they had received insufficient train- ing in Speech. Based on these. as well as the Michigan data. it seems imperative that students be urged to secure a good basic training in Speech before graduation. Among the physical sciences..lathematics and Chemistry were rated highly. Over three of every feur who replied reported the value of these two course areas in the conduct of their present work. B; H. Carter and R. B. Fenix. ”Vermont's Agricultural College Grad- sates." Bulletin No. 5’41 (Burlington vm University of Vermont and State Agricultural College. April. 19%) pp. 15-16. 2Charles I. Shepardson. 'A.8tudy of the Agricultural Graduates of Agricultural and.uechanical College of Texas.I Bulletin No. 7. Series 5. vol. 7 (College Station. Texas: Agricultural_and Mechanical College of Texas. July 1. 1951) p. 32. 3D. H. Hall and.B. Rs theison. “The Agricultural Student. His Opporb tunities and Choice of’Job.' Bulletin Ho. 3. Vol. Ml (Urbana. 111.: un- iversity of Illinois. Sept. 7. 19h3) p. 13. hShepardson. 22, 233,. p. 32. :56 Although as few as 151 reported having received some training in Public Relations. not one respondent rated the course area as unimport- ant. Nearly 60 per cent of the remaining 27h6. who answered the ques- tion. signified the importance of this training in their work. Due to the unintentional omission of Forestry and Landscape Archi- tecture from the original list of course areas to be rated. all such ratings. when applicable. were transferred from the category listed as ”other" to separate groups listed as Forestry and Landscape Architecture. Sppcialization m 2 M training in agriculture. Over the years. there has been considerable consternation over the relative importance of college specialization. Different studies have revealed varying re- sults. There is no knowledge. however. of such studies having been con- ducted among agricultural graduates. In studying this question it must be borne in mind.that agricul- ture. in itself. is a specialized field. The term "specialization." as used in the investigation. has been construed to mean concentration upon the subject matter of a single department. such as Forestry. Dairy. or Farm Crops. Michigan State College's agricultural alumni have placed compara- tively little value upon an undergraduate specialized training. Data in Table M has shown this. Only 333 or 12 per cent of all those who re- plied. recommended intensive specialization. It was of interest to note that 173 or 52 per cent of the 333 affirmative replies to this type of undergraduate training came from Forestry graduates. Another large group TABLE h. VCCMHENDATIONS FOR TYPE OF COLLEGE TRAINING IN PREPARATION FOR WORK IN WHICH AGRICULTURAL ALUMNI ARE ENGA :— Intensively specialize in the subject matter of a single department in School of Agriculture Take one course in several departments of School of Agri- culture. with remaining technical agricultural courses in some field of specialization within one department Take two or more courses in several departments of School of Agriculture, with remaining technical agricultural courses in some field of specialization Try to get as broad a training as possible in agriculture. without specialization in any one single department in the School of Agriculture Try to get a broad undergraduate training in agriculture without specialization. and then intensively specialize as a graduate student in the subject matter of a single de- partment of School of Agriculture Other Total No Replies Total Returns m ~—----d- r‘c-Q - In ‘12.; ~—- KN \J'l was made up of alumni who had graduated as majors in Landscape Archi- tecture. Graduates of all other departments favored less concentration on the subject matter of a single department. A.somewhat lessened degree of specialization was favored by 20 per cent of the 2669 who replied to the question. Here again. it was the graduate forester and landscape architect who represented the heaviest voting. \ The 36 per cent who recommended a broad undergraduate training, represented a significant figure. It will be noted. however. that 19 per cent of this number. although favoring a broad undergraduate train- ing program. nevertheless, did not minimize the value of specialization. Between these two extremes of undergraduate specialiation on the one hand. and a broad.undergraduate training without specialization on the other. lies a category which was favored by nearly one out of each three who replied. In this category it was recommended that students take two or more courses in several departments of the School of Agri- culture. with the remaining agricultural technical courses in some field of specialization. Based on this information. it seems advisable for the average undergraduate student of agriculture to try to follow a "middle of the road' program of studies with lessened emphasis upon in- tense undergraduate specialization and a stronger leaning to the more broadened undergraduate training. K, I m TABLE 5. RECGMIEHDED TYPES OF COLLEGE TRAIHING FCUHD TO BE MOST HELPFUL IN GETTIEG TEE FIRST POSITION FOLLOWIKG GRADUAIICN ‘u- Take a Specialized training in agriculture 17 ( #56) Take a broad general training in agriculture 16 ( 397) Take a combination of Specialization and broad training 66 (1701) Other 1 ( 13) Total 100 (2567) No Reply ( 335 Total Returns 290? TABLE 6. WHEN DO GRADUATES KAKE UP THEIR MINDS ABOUT FOLIDWING THEIR Pmsznm seams? Before College 31 ( 876) Freshman Year 5 (135) Sophomore Year 11 (29h) Junior Year 9 (251) Senior Year 8 (21h) After Graduation from College 36 (999) Other 0 ( 9) Total 100 (2771) No Reply, ( 131) Total Returns (2902) Counseling Services One of the aims of the School of Agriculture has been to help students make wise career choices. Data presented in Tables 6, 7, and 8 will prove helpful in attaining this goal and in improving the ser- vice. The data in Table 6 have substantiated the contention that career selection is a continuous process and not one that has certain {flout limitations in life. About one-third of those replying reported having first made Up their minds to follow their present positions before col- lege. Approximately another one-third said that they decided during their undergraduate days. The largest one-third first made up their minds after college graduation. Based on data shown in Table 7, parents are evidently not as in- fluential in career selection as has been generally presumed. fihen graduates were asked to choose the person(s) or factor most influen- tial, parents rated s.mere h per cent. Apparently most youth have turned to those out of_the home for advice and counsel regarding career se- lection. Members of departments in which the alumni had majored, relatives and/or friends were the categories most frequently mentioned. As can be noted. there existed a very close relationship between those persons who contributed to the influencing process and those who were consid- ered as the most influential. The fact that 6&60 replies were given to the question asking for recommended kinds of'help freshmen should be given regarding choice of 3s T‘?LE 7. MOST INFLUEHTIAL PERSONS IN CAREER SELECTICN OF AGRICULTURAL GRADUATES ‘ —v - --r-_-u All Influential Most Influential High School teacher 8 6 ( 3h?) ( 85) Someone in Dean's office 2 2 ( 96) ( 26) Members of'depertment in which 21 2h you.majored ( 929) ( 3M3) Other M.S.C. faculty members 10 9 ( h6h) (122) College Counseling Center 2 2 ( 83) ( 27) Parents 13 h ( 6&5) ( 60) Relatives and/or friends .14". 15/ all ( 190(771) ( A90)(197) The graduate himself u 13 ( 190) ( 190) Others 19 19 _kg 90h) ( 266) Total 100 100 (M623) (1&16) No Replies ( lh¥) (1936) Total Returns (M767) (2902 . o__ Replies based on answers to a multiple choice question. 3'50. Ml careers was indicative of the importance that agricultural alumni at- tached to counseling services. Occupational information and individual conferences to help students make wise career choices were the two recommendations most frequently favored. Aside from the category ”apprOpriate tests,” the percentage of favorable replies was compara- tively high. Based on these data, it seems quite obvious that any plan that is preposed to help freshmen regarding career choices should in- clude more than Just one counseling service. The werld of Work One of the purposes of the Michigan State College agricultural study was to get a clearer picture of the occupational status of its alumni. .A further aim has been to secure information which, when studied, would show the relationship between first positions. present fields of work, and other positions they may have held. With these data as a basis. the School of Agriculture could then conduct a more thorough pregram in helping to guide its students into wiser career choices. Considerable occupational information has been presented in Tables 9 - 20 inclusive. However, only the more significant factors have been presented with accompanying interpretations. It has been gratifying to observe. by statistics in Table 9, the excellent informant response given to the question that asked for one's present position. Only 10 of the 2902 returns neglected to name their present work. TABLE 8. RECCKYEYDED KINIS OF HELP FRESHEEK SHOULD BE GIVEN REGARDING CHOICE OF CAREER * An orientation course including information about agricultural occupations 27 (1770) A personal counseling service in School of Agriculture 20 (1259) ApprOpriate tests 15 ( 9314) Freshman seminar given by each department 9 ( 603) Individual conferences to help students make wise 29 career choices (1887) Other 0 ( 23) Total 100 (61476) No Reply ( 150) Total Returns (6626 c Replies based on answers to a multiple choice question. 41 H i a '1 \O .. DISTRIBUTION OF GRADUATES BY OCCUFATICIS SIRCE GEADU‘TION FRCM COLLEGE ‘ _ -q-H — _----_-- —~———.— vo— Occupational Present First Second First Posi- Grouping Occupation Position Most Most tion after Recent Recent Graduation Position Position General 2.2 2.2 2.3 2.u Farmer (65) (37) (23) (67) livestock 5.0 .8 .2 3.9 Farmer (lMZ) (13) (2) (107 Farmer Horticultural 3.2 .5 .6 2.h Farmer (9h) (8) (6) (67) Crepe .3 O .1 .2 Farmer (10) (O) (1) (7) Other .2 .1 .5 0 Farmer (6) (2) (5) (9) UnC-laSSified .3 10,4 1.2 1.0 (9) (2%) (1?) (30) College or 3.5 3.5 h.2 1.9 University (103) (60) (#2 (56) Agricultural High School 7.2 h.9 7.2 13.3 Teacher Vocational (208) (83) (72) (517) High School 2.0 .8 .2 1.8 Veterans (59) (13) 2) (50) Other on 06 .9 .8 k p (12) _ <12) <_9_>__* (2h) melti381fied .5 02 07 07 (12) (h) (7) (21) ‘U.s.o.A. .6 .h .5 .h (20) (7) (5) (12) Agricultural tats Agricul- Research tural Experiment .9 .5 1.2 .7 Station (27) (9) (12) (2:) Commercial 1.0 .h .7 .6 Research (31) (7) ‘_(7) (18) In .rr . ~. -- 1.: I--J o TAJ‘" 9. continueu \yage c) —- .. --...-- .' -‘r‘ Occupational Cccupation Present First Second First Posi- Grouping Position Most M0st tion after Recent Recent Graduation ‘____ Rgsitipn Position Agricultural 5.9 f 5.6 6.2 3.3 Extension (log) (96) (62) (106) Afgrj-C‘Llltilral UOSODOA. 8.“ 9.6 a- 1009 n 10.2 , ,- Specialists (2N1) (15h) (100) (350) and Administra. State Depart- h.1 r 2.8 3.9 3.2 L tors ments (110) (N8) (39) (94) (Government) Other Agencies 5.0 ‘ h.0 3.N ‘ ”.6 County.City. (142) (67) (34) (130) etc. UnClFiSSified cl .1 .3 .2 (h) (3) CD _Gilm_ Unclassified 0 0 .2 O (0) (1) (2) (2) Professional 9.6 9.1 10.1 15.1 /7’§fi Agricultural Agriculturlist (270) (156) (101) (use Specialists and ‘ Administrators, Prepristors, 10.0 8.7 ‘ 6.u u.9 Sales, Cleri- Managers, (290) (149) (SM) (139) cal» etco Officials (N¢n_gcvern- Clerical u.5 u.u ‘ 3.5 u.9 ment) and Sales (130) (74) (35) (IMO) raftsmen— 05 .9 102 201‘; Foreman (17) (17) (19) (57) Operatives O .1 .h .h (0) (3) (M) (13) Farm .1 .1 0’4 O6 Laborers (3) (h) (h) (20) Laborers ex— .1 .2 .h 2.2 cept farm (2) (5) (2) (66) Other O .6 e 07 --“(ll (11L (3) TE)“. 3} TABLE 9. Continued (page 3) Unc1assified O O O O (l) (1) (O) (3) Professional, 10.0 1o.u 10.5 u.1 Semi-profes— (292) (177) (105) (120) Won— sionel and ad- :Fricultural ministrative W°fker9 Clerical, Sales, 5.3 n.1, 3.7 2.3 Service (151) (09) (37) (63) Trades and .8 ‘ 2.3 2.1 1.2 ’ Industrial (24) (38) (21) (30) Other .3 02 03 o2 <10) (5) mm (7) Armed .5 17.0 11.9 1.6 Services (130), (289) (118) (Mb) Unemployed .1 O O O (5)1 (0) (0) (l) Retired 2.8 0 O O Miscellan- (80) (O) (0) (O) sous . Housewife .9 O O .2 1‘ 1m \ " ° * (24) (1) (0) (7) combined. Ag‘ri- .1 1.5 109 .6 cultural (5) (25) (19) (20) Teacher and School Admin- istrator Other .6 2.0 \ 105 106 (16) (34) (15) (h?) TOTAL 100 100 100 100 (2892 (1716) ( 996) (2371) No Reply ( 10) (1186) (1906) ( 31) TOTAL RETURNS ‘(2902) @9527 (2902)"‘m H‘Nc—M P.” 910?) ~~tv~C-~.-- V. ~— w—u-u—v _9—~“A..'—~ Dir-«v ...“- uh When one realizes that the states of Iowa. Nebraska, and Minnesota have been recognized as more intensive agricultural states than.Michigan, it is interesting to note that the 11 per cent of Michigan State College agricultural graduates who were engaged in farming as their major occur pation was greater than the 8 per cent of the University of Minnesota graduates? Of‘particuler interest is thg Iowa State College figure which showed only 12 per cent so engaged. A.much larger'percentage (21.per cent) of the University of Nebraska graduates reported farming as their present worn: It has often been asserted that college graduates leave their field of training to enter unrelated fields of work. A.study of Table 9 has not borne out this assertion. Excluding the 100 graduates who reported their present position as members of the armed services. the 2M house- wives. and five who were unemployed. only M78 or slightly over 16 per cent were engaged in non-agricultural work. From this information. it has seemed apparent that many Opportunities have presented themselves within the agricultural field. 5Keith McFarland,.Ass't. Dean. Dept. of Agriculture. “Preliminary Report on Occupational Placement Study of Graduates of the College of Agriculture. Forestry, Home Economics, and Veterinary Medicine.” (writ- ten communication with mimeographed data) (St. Paul. Minn.8 University of’Minnesota. Aug. 18. 1952) p. 2. 63. M. Vifquain. Personnel Officer. Division of Agriculture. "Grad- uates in Agriculture are Finding Jobs,“ (written communication with mim- eographed data) (Ames. Iowa: Iowa State College. Dec. 20. 19h9) pp.1-2. 7College of Agriculture. "Occupations of Nebraska." (typewritten data) (Lincoln Nebr.: University of Nebraska. not dated). ’45 A study of Table 9 has further shown the pattern of Job shifting which has been quite apparent among many graduates. The number of far— mers has increased by 26 per cent from the time of the first civilian Job to their present positions. Increases were also shown in the cate- gory "agricultural proprietor.“ Undoubtedly the lack of capital was one of the principal reasons for fewer graduates entering these businesses immediately after graduation. College and.high school teachers have shown inverse relationships. Whereas the percentage of high school vo- cational agricultural teachers decreased by 50 per cent. the number of the college and university agricultural teachers nearly doubled during the period of time from the alumni's first to present positions. Col- lege teaching has required advanced study and training as necessary prerequisites. Obviously. the number who reported their first position as college agricultural teacher would have been at a minimum. Graduates were not asked for an explanation of their Job changes. One can only speculate as to reasons why such large numbers of vocational agricultural teachers have left this work. Salaries paid.may have been one reason, although data.have indicated that such positions have paid quite well. The fact that vocational agricultural teachers have received a broad training. without the degree of specialization of other agricultural students. would perhaps increase and broaden their Opportunities for other positions. Although no record was kept of the total number of graduates whose first position was that of a student engaged in graduate studies, it was quite sizable. All such replies were classed as professional agricultural 145 work. The use of this classification system was partly responsible for the large percentage of those whose first civilian position has been listed as professional. The fact that the number of managerial and executive positions in- creased while the number of laboring and Operative jobs decreased has pointed to the importance of experience as a necessary essential in work advancement. V/Although less than 8 per cent reported their first civilian posi- tion as non-agricultural. the percentage doubled in the report of sub- sequent Jobs. The majority of respondents. or about 68 per cent. re- ported that their first civilian position provided them with a good 0p- portunity for advancement. Very few remained in their first position for periods of time greater than two years. Of the 2822 who replied. 61 per cent reported that their first positions were held for two years or less. 0f the remaining 1131, 80 per cent left their first Jobs during the first five years after graduation. These results have paral- lelled those of the Universities of Vernon: and Illinois? The importance of Michigan State College faculty members and ad- visers to graduates. in career selection (as has been previously re- ported). and in helping to get the first position. has been borne out by data shown in Table 1}. Slightly more than one of each three who 8 Carter and Fenix. 22. 231.. pp. 15-16. 9Hall and Hudelson. gp, g1t,. pp. 12-13. 1+7 TABLE 10. ROLE PLAYED BY COLLEGE TRAIXIEG IN HELFIfiG GRADUATES TO GET FIdST CIVILIAN POSITION ‘ v —— if-“ _ tr. ‘- Gave specific preparation 81 Provided general background h2 Provided little specific or general background 6 Other 1 Total 103 No Reply g 2732 Total Returns (290a) TABLE 11. PERIOD OF TIME FIRST POSITION was HELD BY AGRICULTURAL GRADUATE Less than‘h months 10 (230) 6 - 11 months ' 26 (711) 12 - 23 months 25 (700) 2 - 3 years In (336) u - 5 years 11 (315) 5 - 10 years 7 (21h) 11 - 20 years h ' (115) Over 20 years (100) Total 100 (2822) No Reply 90 Total Returns (2902) TASTE 12. E025 TI*'3 FIR3T rCSITIOh PRC’IDB G“A17AT“” ITH A GOOD OPPOR'E'TE'ITY FOR ADI fiJCZ'ZT? Yes 68 (1806) No 32 ( 867) Other 0 L 10) Total 100 (2683) No Replies S 2122 Total Returns (2902) TABLE 13. CONTACTS MAINLY R“°EONSIBLE FOR GRADUATES ETTING THEIR.FIRST POSITION Michigan State College Placement Service 12 (306) Other employment agencies 1 (l) M.S.C. faculty member or adviser 35 (35) Friends (include schoolmates) or relatives 12 (12) YOur own individual efforts 1 (31) Other 9 £9) Total 100 (3536) No Reply ( 366) Total Returns (2902) .2.” \0 TABLE 1h. PERIOD OF T111: GT‘ ' ms @133 HAVIfl HELD P?"S 3"T IC3ITIC3 FIRST um 'T. ' SD SE CC TD IE ST REC ETT PC SITICN _u-g—vfl— — --.. -' --———-.a "w-c—p” Period of Time Present First Most Second.Most in Years Position Recent Recent Less than 1 9.3 6.9 5.2 (26h) (110) (52) 1 1u.s 16.h 19.9 (hos) (27h) (13h) 2 12.8 15.3 16.9 (351) (955) (165) 3 10.0 15.6 13.3 (2M9) (260) (129) h 7.0 10.2 10.7 (191) (167) (103) 5 5.8 7.8 9.1 (161) (126) ( 89) 6 5.5 3.6 h.6 (151) ( 58) ( M6) 7 h.1 2.7 3.1 (115) ( h?) ( 31) 8 2.0 2.9 2.0 ( 5M) ( M9) (20) 9 1.6 1.7 2.1 ( “6) . ( 29) ( 21) 10 2.7 3.9 3.1 ( 73) ( 6h) ( 31) 11 1.7 1.2 2.2 ( ”9) (20) ( 22) 12 2.0 1. 9 1.1 ( 55) ( 31) ( 11) 13 1.0 1.2 1.5 ( 29) ( 21) ( 15) TABLE 1n. Continued (page 2) Period of Time Present First Most Second.Most in Years Position Recent Recent 1h 1.3 .8 .5 ( 5) (15) (5) 15 1.9 1.0 1.2 (55) (17) (l?) 16 1.2 .8 .1 (36) (15 (1) 17 1.3 .6 .8 (33) (11) (8) 18 1.1 .3 .9 (33) (6) (9) 19 .3 .7 .2 (11) (13) (2) 20 2.1 .8 .5 (61) (15) (5) 21 .6 .5 .3 (17) (10) (3) 22 1.2 .2 .2 (36) (5) (2) 23 1.0 .1 .1 (31) (3) (1) 2h .6 _ .3 .1 (17) (6) (l) 25 1.3 .h 0 (hB) (7) (o) 26 .8 .1 .2 (2h) (2) (2) 27 6 o . .2 (18) (5) (1) 21313.1h. Continued (page 3) Period of Tine Present First Most Second Most in Years Position Recent Recent 28 .9 .2“ 0 (26) (4) (0) 29 .6 .2 0 (17) (h) (0) 30 1.0 .5 .1 (30) (9) (1) 31 .h o o (13) (1) (O) 32 .6 .2 o (18) (5) (0) 33 .h .2 o (12) (5) (O) 3’4 .2 .2 o (7) (5) (O) 35 .3 .1 0 (11) (3) (o) 36 .1 0 o (5) (1) (O) 37 0 .1 0 (2) (2) (O) 38 o 0 0 (3) (1) (O) 39 .1 o 0 (5) (O) (O) Mo .2 o 0 (7) (l) (0) Over no .3 .2 0 111) (5) (0) Total 100 100 100 (2827) (1687) ( 93M) No Reply L 15) (1215) (Iii-F5) Total Returns (2902) (290?) (2902) I! replied, reported that a faculty member and/or adviser was the respon- sible contact in securing the first civilian position. It was of particular interest to have noted that 31 per cent of the 2536 replys credited the graduate's individual efforts as the most responsible contact. The value of the College Placement Service has been shown by the 12 per cent who credited this agency as most responsible. When one has realized that this college service has not been available for many years. and only within recent years has it been greatly eXpanded. the 12 per cent figure is quite significant. Whether graduates reported having held one, two, or more positions, the same general trend was hoted. Many Jobs are held for short periods of time, as shown in Table 1”. The maJority of'positions were held for five or less years. Although no thorough investigation has been made to find possible reasons for this situation. in all probability the two World Were, a major depression. and the prosperous post-ear years were contributing factors. Data have revealed that a large proportion of Michigan state College agricultural graduates were employed as public servants. Nearly one-half of the 2857 who replied reported their present work as public employment. See Table 15. When one has realized the size. scape and expansion of agricultural programs at all levels of government, there is little wonder why so large a.proportion are so engaged. Statistics reported by the University of Minnesota graduates study revealed quite similar results. There were 56 per cent publicly employed. In the majority of positions reported, graduates voted for public relations, THEE 15. TYPE OF I—"PESEI'LTT EEPLCYTIETT OF GR‘XDUA AGRICULTURE ('1'? J'vf CF SCPOCI CF Public employment (Federal, Private employment (working Self employed (in business. State, City, etc.) for a company. corporation, etc) such as farming) Any other type of work (such as retirement) Total No Reply Total Returns a, '4 2".) AC) Am AW h) 3 (105) 100 (2857 1145 (290 VVV "J TABLE 16. SUMXARY OF JOB DESCRIPTIONS THAT BEST APPLY TO PRESENT MAJOR OCCUPATION OF GRADUATES * Farming Management Teaching Research Sales Public Relations Supervision Organization Administration Other Total No Reply Total Returns 7 (717) 12 (1123) 10 (1003) I66?) 3 (773)' lb (1h??) 1h (1h39) 9 111173) 13 (1315) u (363). 100 (9996) ( 155) (10,151) o Replies based on answers to a multiple choice question supervision, and administration among the most important descriptions of their work. Table 16 has presented data to show this distribution. The fact that 69 per cent reported that they were not interested in a change from their present work to another type of position was one indication of Job satisfaction among the majority of alumni. Insuf- ficient information was requested from and furnished by the informants from which to draw conclusions relating to satisfaction of work. In all likelihood there were some of those who favored a change of position since such action may have lead to advancements. Such a change would not necessarily have indicated Job dissatisfaction in the first place. Of all data contained withint Table 17, the most significant has been the 31 per cent who voted either for a change or were undecided. The writer has classed the uncertain category with those who replied in the affirmative. According to Hall and Hudelson. most of the University of Illinois agricultural alumni expressed satisfaction with their present Jobsfo This 16 per cent who reported job dissatisfaction was comparable to the 16 per cent of Michigan graduates who showed definite interest in a change of position. The poor response to the question which asked for names of impor- tant skills and.abilities essential to Job success has been attributed to inadequate and unclear instructions outlined in the original set of questions. Many informants had omitted the nImerical ratings and \ mum. . pp. 25-28. TABLE 17. DO AGRICULTURAL GRADUATES UAHT TO CEAHGE FRCH TEST? PLESETT WORK TO AEOTHER TYPE OF POSITION? Yes 1' ?u33> No 6? ‘ 1am) Uncertain 15 (#11), ___ Total 100 ‘ ‘ (2744) No Reply ( 158) Total Returns (2902) TABLE 18. MOST IMPORTAET SKILL AND.ABILITY FOUND ESSEHTIAL IN JOB SUCCESS OF AGRICULTURAL GRADUATE Skill in using technical knowledge 20 (nun) Ability to sell ideas, products, etc. 10 (21h) Ability to accomplish things 1? 353) Capacity to work hard 1 282) Ability to write 0 _ (7) Ability to get along with pe0ple 3? 81h) Ability to speak to individuals and groups % ) 77 Ability to take an active part in community services ?1 ) 3 Other %‘_ 43) Total 1” “Q22u9) No Reply __‘ ( 683 Total Returns (2902) consequently such data could not be included. Insufficient space, provided by the I B M punch cards, further necessitated a reduction of data. Information that was finally classified and tabulated represented the one most important skill and ability. Apparently the ability to get along with peeple was considered by graduates in many fields of en- deavor sinci’it was so frequently mentioned as the one most important ability to Job success. See Table 18 for data. According to statistics shown in Table 19, many Hichigan State Col- lege agricultural alumni have few idle moments with 23 per cent having reported a supplementary occupation. Since graduates were asked to report their 1951 salary within certain broad brackets, it was not possible to get too clear a picture of salaries received. However, a study has revealed that the 95 per cent who reported, most salaries were comparable to those received by other alumni. Whereas 7h~per cent of Michigan‘s graduates reported salaries of $MOOO to $10,000 and above, only 6M per cent of the Texas graduates so reported}1 A.larger proportion of the Michigan graduates were rep- resented in the higher salaried.brackets. There has seemed to be a close correlation between salary figures presented by the Minnesota and Michigan graduates. A study of Table 21 has shown the distribution of replies by year of graduation. Although a large number of graduates who replied have been the more recent ones, nearly twice as many of the pro-World War II ¥ _- ll Shepardson, 33;. 931., p. 23. ._ O. — INC—1 3"". V ,‘V "‘F‘ A T" A 'F‘Y’. "fih ‘\ ~~',"f‘ ’ A”, Y -- ”’l—-—.? ‘7‘- -’-“ ‘TT‘. 0 Y... ~"f.--‘w', \', “231.3 1.9. An; Agni LinaTdm-L Git-r UcAdnc nan-lanai .D l}. at t J, ..-...» ._3 i '1' ...“,‘J. In . ‘*-.A-~ ADDITION TO TLEIB JAJCR CCCUIATICE? Yes 23 (619) No 7 (2111) ___ Total 100 (2730) No Reply 1 11?) - - _ Total Returns (290E) - ---’-m--—-—. - .— TABLE 20. AVERAGE nARLY INCOME FOR GRADUATES' MAJOR OCCUPATICN BASED ON 1951 EaRNINGS %~-'-l.'~ Less thanSéOOO $2000 - $h000 $h000 - $6000 $6000 - $8000 $3000 $10,000 Over $10,000 Total No Reply Total Returns ___—v- ."w.-. -..-......»- n- - -.- ?7s> :iszs) §1205> 1R (£13) Z183) 7 (191) 100 (2758) ( inn) &.--O --.—‘r.— (2902) 11313 21. ‘70 1107.13.13 CF AGRI CULT”. J1; 2"?m7'131'?1 '. ““- '- ~-—$‘ ‘1- ,‘ L‘Ifivv-ln‘j'Vfi 7‘ .‘HDTV‘TI‘ 1r" ...”. -. {1.1! Gab-"by k'dA ~‘D CI‘ ‘V:‘B‘LV'L’b Ale-"0.1.0 ' .""'T‘12‘Y‘-"f'-""" .' T‘f‘ ‘nnLJ-AU _ l‘d‘$|’. :tIm ." 0‘ —. Before 1 rinlo K I g; _: 1‘ .‘l 1061 v K 1885 1886 1887 1888 1889 1890 1892 1893 189k 1895 1896 0 (2) r\C) .r\C> rKC) fxC) .9“) "c) f‘C) ‘ 9 H H H O m \J \J ‘#, \l ‘J \’ F) \J 1%) F4 V rug 0 \J ‘31) V '“i P. Lepj 1905 906 1907 1908 1909 1910 1911 1912 1913 191M 1915 1916 1917 0 (2) Q 13 1915 1319 1920 1921 1922 1923 192M 1927 1.1 . (3%) .R (17) 1 6 u 25) Total l. K)! *J F‘ \O ‘N an No Reply Total Returns years reported. The distribution of replies has been quite consistent throughout. Data as to age at time of graduation from college have. proven of little value when sumh data stood alone. When compared to other data in Chapter 5, there was far greater significance. Most agri- cultural students who answered the question said that they graduated at 23-2h years of age. A still sizeable number graduated at older ages. Many agricultural graduates have recognized the value of additional college training. There were 23 per cent who said they had earned an advanced degree}2 It was interesting to note that 83 respondents indi- cated on their questionnaires having taken additional work towards earning a Master's degree. This information was furnished even though not asked for and.without adequate space being provided for its inclur sion. Undoubtedly many more have worked or are presently working on advanced degrees with such information being furnished had it been requested. In Table 2M a detailed tabulation has been given of the under- graduate major and minor fields of specialization as well as the major field of graduate specialization, when such was undertaken. Among the undergraduate majors, foresters represented the largest group with Horticulture majors placing second. The number of Agricultural Educav tion maJors was third highest. The three combined groups represented In cases where alumni had earned more than one advanced degree, credit has been given to the highest degree only. . _r'em.:“1 _ILA-L‘D A 20 years and under 21 years 92 years 23 years 2h years 25 years 26 years 27 years 28 years 29 - 30 years Over 30 years -~. c-m 0" TIRE CF “RADUATION FROM K.S.C. -..- I‘-v1--——~-r- ‘1~-——-- ah ha”; v “- 2 (73) 12 (313) 1? (RSI) Total No Reply ( 7”) Total Returns LE 23. SUXLkEY CF ADVfiE ED D3317; Master's degree Doctor's degree Honorary degree Other Bachelor's degree Working on Master's degree Total No Reply Total Returns (3'3 ..a S EARNED BY AGRICULTURAL GRADUATES a (50k) .hn—w- ob -- “H. ... 20 (150) o (3) 5 (he) 11 (83) 100 ( 782) TABLE 23. MAJOR AVD MIWOR F ELDS OF SPICIAlIZATICN BY UNDEEGRAI UATE AXE GRADUATE STUDENTS IE AGRICULTURE m... Mnm M D — — --- n----—-I Lm-n—r— — _—--- -~—.—.-. . ‘— Course Undergraduate Undergraduate Graduate Area Major Field Minor Field Field Agricultural h.7 5.8 6.1 Economics (13h) (93) (h?) Agricultural 15.1 7.1 3.5 Education (h21) (109) (25) Agricultural .6 .l .h Extension (19) (2) (3) Agricultural 2.2 5.1 .3 Engineering (63) (81) ( ) Animal 7.5 11.1 3.0 Husbandry (209) (170) (21) Conseevation O O O (O) (O) (J) Dairy 909 708 :00 (277) (120) (3h) Farm Crops 6.2 11.1 3.3 (17“) (170) (23) Forestry 22.8 2.0 12.9 (637) (32) (90} Food Technology .7 .2 .5 (20) (14) ( '-) Horticulture 16.2 7.3 9.6 (u53) (112) (67) Landscape M.7 1.8 2.1 Architecture (133) (29) (15) Poultry 1.9 3.7 1.1; (5%) (59) (10) Pro-TheolOgy O O O (1) (1) (O) TABLE 2M. Continued (page 2) -..- pm ...- .— OW \fl --—-—-—.———- Course Undergraduate Undergraduate Graduate Area Major Field Minor Field Field Rural 0 O .h Sociology (l) (C) (3) $0118 508 1001 905 (161) (156) (68) General 1.0 1.5 3-3 Agriculture (30) (25) (93) Education — not .1‘ 1.2 15.1 Agricultural (4) (20) (10h) ChemiStry .2 nos 1.5 (7) (71) (11) Botany .1 8.h 3.8 (5) (132) ($7) Bacteriology .l 1.5 ..5 (h) (2”) (h) English 0 .1 O (O) (2) (0) Economics - not 0 .7 1.1 Agricultural (O) 11) (3) Administration 0 o 2 6 (0) (1) 218) Business 0 .1 .5 Administration (0) ( 2) h) Entomology .1 1'5 °h (3) (25) (3) Physics .% 3’0) ‘31) 3) Zoolovv 8 . E" (31) 2114) ?7) Veterinary O . 0 Medicine (1) 112) (0) Others .1 5 2 ll 5 (h) (83L _ (fro) Total 10? 100 2816) (1570) ( 71h No Reply ( 86) (1&2?) (9183) 2; Total Returns (2902) (p909) (9300) .— 5k per cent of all respondents. A study of the figures representing undergraduate minor fields of specialization has revealed that Forestry, and Horticulture are less pepular. It was such course areas as Animal Husbandry, Farm Crops, Soil Science, and Botany that were more pepular among the undergraduate students. Some course areas showed compatible— uses such as a major in Horticulture and minoring in Botany, Farm Crepe and Soils. or Soils and Farm Crops, etc. The large numbers who special- ized in Education as graduate students were vocational agriculture teadhers or other graduates who reported positions in educational ad- ministration. The majority of graduates who held advanced degrees were those who held positions in educational and research work. When one has considered all fields of graduate school specialization, it was found that a larger percentage of forestry graduates were represented. These data can be misleading without a further analysis. One must re- member that the large percentage of graduate study degrees were repre- sented by the large numbered groups such as Forestry and Horticulture. When one has studied the data, however. the most impressive record was made by Soils alumni. Whereas only 1k per cent of those men who had majored in Forestry earned advanced degrees, there were ho per cent of the undergraduate Soils majors who furthered their work. This fact may be partly responsible for the large number of Soils graduates who re- ported remaining in the agricultural field of work. Table 25 is highly significant. As the data have revealed, a larger percentage of.Animal Husbandry majors left their major field of undergraduate specialization than any of the others. In contrast to Car IL“... I .\.1lll.l33.ll I..Itl!l!ll'l.ll.llallu.-l£l.l9|Ilii“h3‘3n 'I'Lvl.“ . H. .....HV H808 - 3.. ..-- ImammV-aftm-mu-VE-a 333 H..-.8 nu...- Ammv ....Ha mm on HmHHQV- pHmmV HmHmmV 9H 02 H o H H5. 8 H.H-..3V EV 3.3. H... 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Norm MECHPHHE H000. .- LHH. urn-m mmrEHVHDQHJHHVM-V 1?an El--Ilt 3' i-.. '.§\'.I‘nlll"-'.lll- I Hun. Hume. on the 71 per cent who left Animal Husbandry. were those of Forestry with a low of 28 per cent who drifted into other kinds of work. Data from the Vermont study likewise pointed to the very large percentage of Animal Husbandry maJors who entered other fields of work}3 Although data re- vealed these above mentioned facts, they also disclosed interesting and pertinent facts. Over 82 per cent of the Michigan graduates who majored in Animal Husbandry reported positions which were still within the agri- cultural field. One can only speculate as to possible reasons for this reported situation. It could.be that the Animal Husbandry field has had a limited area of Opportunities. There are two possible reasons that the writer has preposed to account for the large numbers of trained foresters who remain in the forestry field. Within recent years the peeple of our country have be- come extremely cagnizant of the importance of soil. water, and forest conservation. With reduced weekly working hours. most people have had increased leisure hours. Many have turned to recreation as a use for this free time. The governmental agencies at all levels have embarked upon expanded.programs to include tree care, reforestation, conserva- tion, etc. Larger sums of money have been spent by cities and towns in the care of shade trees. Many new'parks and recreation areas have been developed. Eepecially in the recent post-war years. a tremendous house construction boom has been in pregress. 0n ever increasing supply of wood.has been demanded. All of these above mentioned factors have un- doubtedly played a role in the number of available positions in forestry. 13(3artcr and Fenix. 92. £13.. p. 9. .A further possible explanation, although not yet verified, owing to the wide salary brackets, but suspected by the writer after studying returns, was the generally lower salaries paid to workers in forestry persuits, especially among the newer graduates. It may be that the greater in- tensification or specialization in forestry, as undergraduates. has les- sened the graduates' Opportunities to the extent that he has little on- portunity to take work in other fields. These have been presented as possible explanations for the large percentage of graduates who have re- mained in their mador field of specialization, namely Forestry. Despite the 30 per cent of Poultry and 25 per cent of Agricultural Economics undergraduate maJors who have entirely left their field of agriculture, the over-all 8% per cent of graduates who have remained is high. Exceptionally large numbers of Dairy and Soils majors have stayed with agricultural employment. It has been the Opinion of the writer that the Dairy field has offered numerous Opportunities to agricultural grad- uates. This has been especially so within the dairy products field in which a large number of the dairy graduates are engaged. Because Soil Science is so basic to any agriculture, Soils majors have found their Opportunities more broadened. Since the initiation of the U.S.D.A. Soil Conservation.program, many agricultural college graduates have been hired. The basic principles of Economics. whether agricultural or otherwise. are alike. Because of the goodTbasic training that Agricultural Economics majors have received their Opportunities are many and.varied. to an ex- tent, outside the agricultural field. such as business, banking, trans- portation. credit and finance and others. These may be possible reasons for the larger than average number who have left Agricultural Economics for non-agricultural work. Summary Highlights of the data that have been presented in this chapter in tabular and narrative forms have been summarized as follows: (1) Technical agricultural courses were considered more important to the agricultural graduate in the conduct of his work than the non- agricultural courses with 68 per cent of all respondents having indica- ted this category to be of greatest value. Undergraduate students of agriculture should place much emphasis upon this phase of their college training. (2) Among the non-agricultural course areas, English. Speech, Math- ematics. and Chemistry were thought to be most valuable. A greater value was attached to English and Speech than to any of the other 31 listed course areas. Only 3 and.” per cent, prospectively, of all grad- uates who replied rated these two courses as not important. There were 80 per cent who rated.Mathematics as important with 78 per cent doing likewise with Chemistry. Based on these data. all agricultural students at Michigan State College should be urged to receive a well—rounded training in such subjects. (3) There were 90 per cent who voted for the importance of Public Relations in their work. Based on this, it is recommended that agri- cultural students take some course work in this field. (h) A.63 per cent majority favored a broad general agricultural training for undergraduates with varying degrees of specialization. Landscape Architecture and Forestry graduates, more than any others, 59 advocated intense undergraduate specialization. Based on these data. it has seemed advisable that agricultural students, in general, be encour- aged to take a more broadened training in agriculture. (5) Inasmuch as approximately one-third said they had first decided on their present career before college. another one-third decided in col- lege. while still another one-third said their decision had been made after college graduation, this would seem to substantiate the contention that career selection is a continuous process and not one that has cerw tain time limitations in life. (6) Relatives. friends, and members of departments in which grad- uates majored were the most influential presons in career selection of graduates. There were MS per cent of informants who voted for these categories. (7) Based on the data furnished by 2902 returns, it is recommended that greater attention and effort be made in deve10ping guidance and counseling services among undergraduate students of agriculture. The fact that 6&60 total recommendations were given to help freshmen make wiser career choices was Just one of the indicators that pointed to the advisability of such a service. (8) Michigan State College agricultural graduates. in 8k per cent of the reported cases, had remained in agricultural fields of work. This indicated the broad and many Opportunities that agriculture has afforded trained personnel. (9) ‘A large madority of agricultural alumni were engaged in agri- cultural work as their first civilian Job. There were 93 per cent who so reported. Obviously. agriculture is not a "closed" field. 7O (10) Approximately 50 per cent of those who reported vocational agricultural teaching as their first position had left this work for other fields of endeavor. The number of college and university teachers, however. increased. Undoubtedly such factors as salaries received, years of experience. advanced training, and others have been contributing fac- tors for this situation. (11) An approximate equal number of graduates were working in either government agricultural or non-government agricultural positions. (12) The number of agricultural pr0prietors. managers, and offi- cials doubled from the time of graduate's first to their present posi- tions. This is indicative of the experience and added capital that is required in such positions of responsibility. (1}) There were 51 per cent who indicated that their college training gave them specific preparation in helping them to get their first civilian‘position. (1h) Sixty-eight per cent indicated that their first position provided them with a good Opportunity for advancement. (15) Agricultural graduates held their first positions for compar- atively short periods with 61 per cent having reported a period of two years or less. (16) Over one-third of the respondents indicated that Michigan State College faculty'menbers or advisers played the most significant role in helping graduates to get their first positions. (17) The fact that 69 of each 100 who replied indicated no desire to change positions was one indicator of Job satisfaction. Insufficient 71 data were available to make additional conclusions. Many of those who were interested in a change of position may have been satisfied in their present Jobs, but desirous of a change to improve salary or prestige, to gain added responsibilities, etc. (13) College undergraduates could well heed the answers given to the question which asked for a rating of the skills and abilities most essential to Job success. Although several were listed, more than one in each three felt that the ability to get along with peeple was the most important. (19) The madority of graduates completed their undergraduate work at 22 - 2h years of age. (20) Over 22 per cent reported having earned either a Master's or Doctor's degree. Although the question was not asked. there were 83 informants who reported that they were working for a Master's degree at the time. In view of the sizeable number who so reported. it seems ad- visable that every encouragement be given to qualified college students to continue their agricultural training on a graduate study level. Uh- dergraduate students should become oriented with the degree requirements of the various positions. (21) The largest number of graduates who replied were those who had majored in Forestry. Agricultural Education, and Horticulture. These three groups comprised 5h per cent of the total. In the minor fields of specialization. such courses as Animal Husbandry, Crops, and Soils Science were more popular. 7? (22) Education has been the most common field of specialization on the graduate study level. .Alnost one in each five who has received either a Master's oPEoctor‘s degree has earned one in Education. In view of the fact that teaching requirements have been set up to require advanced training, it has not been at all surprising to have observed these data. (23) Only 16 per cent have left the field of agriculture. More Poultry and Agricultural Economics majors than others have left agricul- ture. (2h) ‘Although 7% per cent of the Animal Husbandry graduates have left their major field of study. there were still 82 per cent who have remained in agricultural work. It could be that these majors, who find the Animal Husbandry opportunities limited, because of their well rounded training can and do find Jobs in related fields. (25) Fewer Forestry and.Landscape Architecture graduates left their fields of major study than did other agricultural graduates. Possible explanations were: (1) the increased number of available Jobs and the larger amounts of money having been spent by the general public in recreational inprovements and beautification, and (2) the greater degree of specialization of the two types of work. (26) Yewer than 1“ per cent of the graduates of‘Agricultural Ex- tension, Food Technology. Dairy, and Soils Science have left major fields of study for other fields of work. - '1 _r' CHAPTER IV COLLEGE CURRICULA ReCOgnizing that there was a variance of Opinion about the value of college courses and the nature of undergraduate training, Chapter IV has been devoted to a discussion of the agricultural curriculum. Data shown in tables of the preceding chapter point to the value of agricudtural, professional training and to the advisability of a broadened undergraduate training in agriculture. Although these results have signified importance, they have not been entirely meaningful as they included all graduates, irrespective of the nature of work in which they were engaged. In the following pages. an attempt has been made to analyze the findings, and to draw conclusions of those factors related to curricula needs of students and graduates. An analysis of the value of college course areas has been given in part 1, while part 2 has been devoted to an interpretation of the data as related to the college specialization. i-x‘ L, Value of College Courses Wherever we go, we find that graduates have develOped definite Opinions about the value of their college training. The following work- ing hypothesis has been deveIOped to analyze the value of course areas: Professional courses in agriculture which have a direct everyday appli- cation are considered more important to the agricultural graduate in conducting his work than are the non-agricultural courses, and this will vary with occupations. The term "professional agriculture" has been construed to mean all courses offered by the School of Agriculture, Michigan State College. Non-agricultural courses have included all others offered by other departments of the college such as the Biolog- ical and.Physical Sciences. Communication Skills, Literature and Fine Arts, and miscellaneous. Data to test this hypothesis are given in Table 26. It will be observed that all graduates, irrespective of occupational groupings, and to even include the non—agricultural workers, placed a greater value on the professional agricultural course areas. In the develoP- ment of future training programs in agriculture, these data will prove very helpful. Farmers and research workers, who rated the professional agricultural course areas as extremely high, placed little value upon the communication skills. In contrast to this was the non-agricultural, group who placed the least value upon the professional agricultural courses but gave the highest rating to the communication skills. E1 .mHs»Op xoono 0» means» muoflboum EOHM cacauom pgwwoup spec HecauoEdu was ow mcpcmcsmp vcemosnwn moans» sc«koaaow Has was m«£v no use mg» as ckogm mm huowmuwo enhance Huaoew .coprabooo cs pwfia uoc cap ox: OH on» momfifloqw 950nm mfiooanHoOmwzH Gilli .r .J'III'I'IIJJJIOQI... llill 'Iululli 'uttaliit “mommV AmmmV AsmmmV AmzaV AVV AmeV “NmV AmmHV AmeV ANHNHV mussspom - : - 02 J.o..m o 0.2 o. m 0;. 0.» 9mm H.309 8%. as V :5 E V 8V as V. R V S V 9 V 98V sagas -J J J- - 02 o. 2 o 0.3 own! 92 0.: 9% $832 VPVVV as V 93 fie V 8V fie V dew as M GNV 32V .2st .J.. 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Although only 26 per cent of the agricultural research worker group voted for a.specialized undergraduate training, this has not implied that such work is not specialized. 0n the contrary, such workers have favored a specialized training, but only after undergraduate students have first been well grounded in general agricultural training. Almost 37 per cent favored a general agricultural undergraduate training with specialization on the graduate level. It was not unexpected to learn that a.mere 16 per cent of the teacher group supported the plan of specialized undergraduate training. It must be remembered that more than 50 per cent of the agricultural teachers were high school vocational agricultural instructors whose work did not favor specialization in any one subject. §pecislizatign;§nd.years since college graduation. The number of years since graduation from college was suggested as a possible factor in the degree of specialization recommended by alumni. To test this phase of the original hypothesis, the research procedure followed was to divide all replies into four groups, as shown in Table 29. These were: those who had been graduated in less than five years (l9u8-1951 inclusive), those who have been out of college from 5 - In years (1938 - 19h? inclur sive). graduates of 15 - 3% years (1918 - 1937 inclusive). and all those who have been graduated for 35 or more years. The most recent graduate T-1313 29.cCLr.iIcc1 CI RJCC'T”""“0 TYPE 07 CO '23: TFAITIYG if: YEARd CUT CF CCLLZGL OF GRADUA as E? CCCUEAIlfiha Occupa— tional Intensive 1 Course Each Kept. 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O O 100 L133)- ..L F2)...- -L1+? ‘7)... .L E).-.L 6?“ ..(27-7’)-_-L 5.72).. an- 93w 9 lffl O 6L.3 O 100 2.1371127: ‘ 2‘).......L’1?)-- -....L 3229 -...(29125’73) LR")--- 1.7.1:. ‘ ‘ Non- 11.0 20.0 68.0 1.0 100 ggggcultmral 15_h6) 5:11) ( 265) (20 ( 7301__§113111_y17) Miscellaneous 1?. 0 17.0 6n 0 0 100 5.3.1..- L 101) -L-O). --L 1.7.2124. 11>..- 1.33951.) Total 17.0 16. 0 66 0 1.0 100 Returns (h56) (797) ( 701) (13) (2567) (33?) (2307) ‘-~o-—'-—'— - —.———- ~'-'--.-—.--, - - -W¢--~.-_m~-o——~—a — u o -'———. --*-‘Qm -- mcfi -«o-o-" fl... ‘— up - m“ '12“ 0 fl . ‘-m "-“mh - ~ k!) r Snecializetion recommendations according £2_degrees earned. In the original hypothesis, it was stated that the degree of specialization recommended by alumni was dependent upon, among other factors, the number and type of advanced degrees earned. Comparative data as shown in Table 33 have been both interesting and significant. All "no" replies have been assumed to be holders of Bachelor of Agriculture degrees only. As one may have presumed, alumni who have earned advanced degrees favored the course of action that they themselves followed. Among the alumni with Master's and Doctor's degrees, greater emphasis was placed on specialization at the graduate study level. Approximately one-third of all who so replied favored this plan. Only 15 per cent of the grad- uates with a Bachelor's degree only voted for graduate specialization. Even those graduates who have been working on a Master's degree. not yet comnleted, gave strong support to specialization on a graduate study level. It was either because these men could see the difference that advanced study had made in their work or it may have been recom- mended because they themselves were doing it. By doing it, they may have thought it was the best thing or at least the right thing to do. A study of the data has left little doubt as to the important role that one's training has played in recommending tupes of college train- ing. -I. ‘ r- ~- 2 an: mwa 0&3 IAILI '1 pl .‘l‘ III..!I' ". .I‘ll‘ - .llu. izllillitt \l. .mmopmmc dwvwm pom mmH p59 mMoHHoo mumpm qcmfimoaz Scum mudeSQHHmm a“ .m .m a mmbwmomu on: mmpasuapm HH¢ i "Ill.l II! III... 7.). "S" +m Hcshom hwoxp dmdancco I I. ll- “'|"'IDI|III| “1 l Huooc HHHNV HmemV Asz AmomV \ HHHJV HHmHV ‘ HHHmV HNHHV mauspmm ocH c.m c.aH o.HH o. ow 0.0m o.mH Hmpoa ”REV EH danV :5 ammql $5 $.me 14,,ng was .- 00H m.H H.mH m. mH H.om w.om m.mH . HHomm 02 Va 3 q: 9H V 3 V «SJ «\H V QNV. E H a V awflflflfl OCH m.m :. mm m.mH o.Hm H.mH m.HH no quxuog 1.3., H C V an H AH V HHJ 4:1V AS V 2 V 9 V I 89% 00H m.m 0.0m m.HH H.mm 0.0m m.HH “Cngoam nguo .mn. ;M. No lw‘ Am Ma‘ onV‘J .No V VH.1M. mo V AH V mH V 00H 0 o m.rm o m.mm m.mm Hpahocom 3H3... a: V Qfl H as a: H H: V Ho: 81 HHH V 083m . o H 2. 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Nearly twice as many farmers decified before college than after college. A probable explanation for this observation has been given as follows: {any of the present farmers were those who have either entered into a partnership business with their fathers or who have assumed the management of the home farm. They were the alumni whose future, in'ggny instfigces was already planned before entering college. They were the folks who came to college to become better trained in farm Operations. Another possible explanation for the large percentage of farmers who decided before college may have been the great appeal that farming has had for youth, especially those of high school age. The largest percentage who decided during the college years were the agricultural teachers who so reported in MS per cent of the cases. When one has realized that a large pronortion of the group were high school vocational agriculture teachers it was quite understandable for this result. Algricultural Education majors have been required to de- cide upon their major not later than the Sophomore year. Statistics shown in Table 3% have borne out this fact. Agricultural administrators and specialists, clerks and those in related positions. whether employed publicly or privately, seemed to furnish quite similar answers. Ap- proximately equal percentages decided before, during, and after col- lege. As we would have assumed, the non-agricultural workers, in 63 per cent of the cases, decided after college. When decisions were made during the college years, it was mainly during the Sephomore year. It was then that Michigan State College students of agriculture were required to have decided upon a major field of study for the last two years. Age at the time of graduation was another factor to examine when considering the time in life that graduates first decided upon career choices. It was observed that students who graduated from Michigan State College at younger ages (20 - 23), were more apt to make career decisions after college. whereas those who graduated at older ages were more likely to have decided before or during the college years. Over MO per cent of all respondents who graduated at an age of 23 or less said that they first decided on their present career after graduation from college. For those who graduated at the ages of 2N and.beyond, a larger percentage of decisions were made either before or during the college years. In all probability, maturity was partly responsible for this re- lationship. whose Wflu entered college directly from high school had little Opportunity to work and.gain experience. High School graduates. who worked in the interim, were more apt to have gained valuable exper- ience, maturity, and quite likely to have made surer career decisions because of their work experiences. Kinds of Help Recommended for College Freshmen The following hypothesis has been presented: Occupational informa- tion, as a phase of the counseling services, should be made available to all college freshmen students of agriculture. By "occupational in- formation" the writer has meant the world of work. The term "counsel- ing services" has been construed to mean all those services to help people improve their adjustments, such as informational, counseling, placement, and follow-up. The large response to the question "What kinds of help should freshmen be given regarding choice of careers?‘I was indicative of the importance that alumni have placed on this phase of the counseling services. Only 150 of the 2902 total returns neglected to furnish some information on this question. As shown by data in Table 36. the greatest emphasis was placed upodrbrientation course and individual counseling. It made no difference in what ocCUpation grad— uates were engaged. An additional 90 per cent valued a counseling serv- ice within the School of Agriculture. Aside from the non-agricultural workers, who wore adherents of individual conferences, there was little indication of varied recom- mendations. Why did so many of the non-agricultural workers recommend individual conferences? Probably this was a refelction of the encoun- tered experiences. It may have been that these men and women did not find their place in life, agriculturally speaking, and to help others evoid falling into similar pitfalls. they have felt a great need for personal service through individual conferences. Although professional counselors have recognized the desirability of including a testing program in the conduct of a counseling service, the agricultural graduates have not voted too strongly for this phase of the program. Whether this has been due to one'a mistrust of test results, or to their unfamiliarity with testing programs, was not known. Maybe both have been factors. Fad (5 Job Satisfaction Any study of counseling services anon; college alumni would be incomplete without consideration of the all-important topic of job satisfaction. It has been assumed that Michigan State College agricul- tural graduates were as satisfied as other college graduates. The 69 per cent who indicated no desire to change from their present position to another type of position was reason enough to substantiate this as- sumption. The hypothesis selected for testing, and which involved the 31 per cent who were either definitely interested or uncertain in a Job change, was: agricultural graduates, who are either interested or un- certain about a change of position, are those who receive less annual income. Salary data to test this assumption were based on 1951 incomes of graduates and included the total income from major occupations only (less expenses and before taxes). According to studies reported by Hoppock? it was found that, although money was an important factor, it was not the most_important considera- tion among satisfied workers. There was no way to test Heppock's re- sults since the agricultural questionnaire had not asked for such inform- ation. However, results of the Michigan study, as shown in Table 37, Robert Happock and H. A. Robinson, "Job Satisfaction Researches of 1919," No. 1, Vol. 29 (Occupations, Oct. 1950) p. 13. 159 TELE- 37. FELAT ICE TSIIII‘ F 2T 13:? J CB s.'1TIc.1.lC"I'“1" Ff.) Y‘Séji" IITCCLLE CF A”RICTI”‘IT?AT G13" '1'" 33 Yes: rlv Inter~ Not Inter— Uncertain Total No Tot-:1 Income ested in ested in Reply Returns Change Change Below 3h.3 61.6 h.1 100 *“9.2.....-......LJSZL..._ (, h-) i 3) ...L.Ll:L.-JL.£Q..i..l€)- $2000— 21.0 59.219.8 00 .1020... -...-.1131) ( 36 -J. .1313) L 6:1 2.1) 1.1.1). 4.63:1). §Dm% 1L6 6&0 1.1 1m) 6011 -.Lalj).--.£.135l.- ..12 3.9.. -0221") -131) (19513. $6000— 31.2 13.7 100 £13.11.--......8.(_:.1)...18) (L31)......L.‘£3.11L-._L£‘L..Uilj). $3000- 5. h 3L.8 9.8 130 icgg .133 (1%) MAJEL. (.TJ ( 114.33. Over 2.8 9n.u 2.8 100 113.029 fl ( .3)... (170) 1 5) L 11:01 (11) 1.13.1). No neply 2h.5 66.7 8.8 100 L113). (.13) i 5) L 57) L1) (1“J. Total 16.0 69.0 15.0 100 Returns (1111) (1900) (1411) (271111) (151-?) (e101) K71 A 1:"; —v—— ~ .- q»m run—'- --v—a——--—-—- - '0 "71—. --wv-vu—v -.-—~ ”-.m - revealed the importence of salary. The largest percentage of graduates, who were interested in a change of position. were those who received the lowest salaries. As salaries increased from lees than $9000 to over $10,000, the percentage of those interested in a change of position decreased from BU-per cent to approximately 3 per cent. Similar results were noted among the uncertain grou . Evidently salary has played an important role in Job satisfaction. Summary and Conclusions Based on information presented in the foregoing sections, a summary of Chapter V follows: (1) Based on all graduates, irrespective of age and occupation. 31 per cent reported career decisions before college, Lgper cent de- cided in college, and 3; per cent reported having made up their minds after graduation from college. (9) Nearly twice as many farmers made up their minds about their present career before college than after. (3) A.c0nsiderably larger percentage of farmers decided to follow their career before college than any of the other occupational grOUpings (h) Approximately MS per cent of the agricultural teacher group decided during college, especially before the Junior year. Sixty-eight per cent of the graduates in non-agricultural work decided after col- legs. (5) Agricultural students, who graduated at younger ages, were more likely to have decided on their careers following college gradua- tion. Older men, at time of gnaduation, were quite apt to decide either before or during college. (6) Career choices made during the college years were more likely to have been made during the Sephomore year. (7) In recommending kinds of help for Freshmen regarding career choices, emphasis was placed upon an orientation course and individual counseling. t. 1 ya N (8) Non-agricultural workers favored individual conferences in helping Freshmen. (9) Testing, as a phase of the counseling program, received little support. (10) A big majority, 69 per cent, were not interested in a change of position. (11) The largest percentage of those interested in changing posi— tions were those who reported the lowest salaries. As salaries increased, the percentage of those interested in a change decreased from 3h to 3 per cent. Based on data furnished and interpreted, the following conclusions have been presented: Career selection was a continuous process and varied with occupations and age: occupational information, as a phase of the counseling services, should be made available to all college freshmen students of agriculture; and, agricultural graduates who were either interested or uncertain about a change of position were those who received less annual income. CHAPTER.VI OCCUPATIOHAL STATUS OF AGRICULTURAL GRADUATES One of the primary objectives of the Michigan State College agri- cultural study was to obtain information which would reveal a clearer picture of the present occupational status of its graduates, the se- quence of positions since graduation, and the relationship between present positions and major fields of study at Michigan State College. With this knowledge, the School of Agriculture would be in a better po— sition to conduct a more efficient counseling service for its students. In Chapter VI, an analysis has been made of (1) relationships be- tween present occupational groupings and salaries, (2) relationship between present occupational groupings and major fields of undergradur ate study, and (3) the Job sequence since college graduation. 11h [ilk]- I‘.‘ I II. IIIII-I:III.II'I|III ti . I I- NII... mHIIaG. . -. NJIIINMIIIQWV. I Nmmww . dam VI 3me NI... 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Ha mo ..ILIHF..CNO NHIHIU Edngo o ENHmHmnM Paw ~95MEIL..IHINLWMQI1N Imc, mmHMHh mohafiN m6 mommmdflhco .mfi mHIHaQIB Occupations and Salaries What was the relationship between occuPations and salaries? A hypothesis develOped and tested was: Agricultural alumni receive in- comes commensurate with years of experience. but the amount received will vary with occupations. Data furnished by Table 39 have presented an interesting story to show the relationship between occupations, salaries. and years since college graduation. As one might suppose, there were salary differences by occupations. Farmers generally re- ceived the least return while non—agricultural workers, as a group, received larger incomes. Of great significance was a study of the data which showed that graduates who received the higher incomes were those who had had more than 15 years experience. This was true of all occupational groupings. The largest percentage of alumni in the lower income brackets were the more recent graduates, or those who had completed their undergraduate training within the past five years. This data has borne out the need to inform college students of what they can hepe for. Too many of today's students anticipate jobs that pay "big" money. According to the data, it has not been apparent that the "big” money was paid to many, except those with many years of experience. A study of the figures revealed that generally, the non-agricul- tural workers received larger salaries. An explanation of this may have been due to the large percentage of non-agricultural workers who “‘-‘..-‘ -‘11‘2‘1‘1-’ y 4‘11‘ l‘il’!!‘-i‘-|fl.i-‘z‘-bf.' -I'l o AmmmHV AmmmV . . Aan «assume o.m: o mm . M o n Hence N H as 6 Va a n HHS #3 5 2w. seems awe we. AHVH Awe 38323.; m. NH m. m.: m.0H A w.m o.m _ m AmmV Am, A m HH H mH NM . 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