Literaturnachweis - Detailanzeige
Autor/in | Adams, Judith |
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Institution | Macomb Community Coll., Warren, MI. Dept. of Research and Evaluation. |
Titel | Grad 1, 3, and 5: A Longitudinal Comparison of Graduate Follow-Up Studies. |
Quelle | (1994), (46 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Monographie |
Schlagwörter | College Transfer Students; Community Colleges; Education Work Relationship; Followup Studies; Graduate Surveys; Outcomes of Education; Participant Satisfaction; Salaries; Student Attitudes; Student Characteristics; Two Year College Students; Two Year Colleges |
Abstract | As part of a program of graduate follow-up studies, Macomb Community College (MCC), in Michigan, regularly conducts surveys of graduates or certificate earners 1, 3, and 5 years after their departure from the college. In February 1994, a study was conducted to compare data from the three follow-up studies conducted of graduates from the class of 1988-89. Responses were compared for the 397 alumni who responded to all three follow-up studies, representing 15% of the total class but 40% of the alumni who responded to the last follow-up questionnaire. Study findings, included the following: (1) the sample was 36% male and 64% female, compared to 46% male and 53% female for the whole class, and most were from the General Studies or Arts programs; (2) with respect to their objectives for attending MCC, 58% of males and 56% of females had cited job training, 40% of females and 34% of males had mentioned transfer credit, and analyses revealed that 33% of the respondents had changed objectives on one or more follow-up survey; (3) from the first to the fifth-year follow-up, the number of full-time students decreased from 17% to 5%, with more males working full-time and more females working part-time; (4) 66% viewed their job as closely related to their MCC education in the first year follow-up, 61% in the third year, and 63% in the fifth year; and (5) more respondents indicated an objective of transfer credit than actually reported transferring in the first year follow-up, while the reverse was true for the third and fifth years. The first, third, and fifth year survey instruments are appended. (KP) |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |