Grad 1, 3, and 5: A Longitudinal Comparison of Graduate Follow-Up Studies.

Autor/in	Adams, Judith
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 kostenfreie Datei Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? Hochschulwechsel; Schulwechsel; Studienortwechsel; Community college; Community College; Follow-up studies; Kontaktstudium; Lernleistung; Schulerfolg; Entlohnung; Gehalt; Schülerverhalten
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