Careering after College: Perspectives on Lifelong Learning and Career Development. Final Report, Research Report Number Eight.

Autor/inn/en	Mentkowski, Marcia; und weitere
Institution	Alverno Coll., Milwaukee, WI.
Titel	Careering after College: Perspectives on Lifelong Learning and Career Development. Final Report, Research Report Number Eight.
Quelle	(1983), (131 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Alumni; College Curriculum; College Graduates; College Seniors; Education Work Relationship; Experiential Learning; Followup Studies; Graduate Surveys; Higher Education; Individual Development; Job Satisfaction; Learning Experience; Lifelong Learning; Professional Development; Questionnaires; Student Attitudes; Student Development; Work Attitudes + Suchen Sie Ihr Suchwort? Hochschulabsolvent; Hochschulabsolventin; College; Colleges; Senior; Hochschule; Fachhochschule; Experiental learning; Erfahrungsorientiertes Lernen; Follow-up studies; Kontaktstudium; Hochschulbildung; Hochschulsystem; Hochschulwesen; Individuelle Entwicklung; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Lernerfahrung; Life-long learning; Lebenslanges Lernen; Fragebogen; Schülerverhalten; Work attitude; Arbeitshaltung
Abstract	Alumnae of Alverno College were studied to determine how they were learning to learn at work, how they describe lifelong learning, and what factors promote transfer of learning to professional performance and careering after college. Interviews were conducted with 32 alumnae, and questionnaires were administered to 56 alumnae and 63 seniors. Interview analysis indicated that continuation of learning was a positive value, was part of developing competence in the job role, and was valued as intrinsically rewarding. Complex abilities especially important for new job roles were interpersonal abilities learned in college. Reasoning abilities such as analysis, problem-solving, decision-making, planning, and organization also transferred to work. Most respondents viewed work through some concept of careering, looking beyond the present job to a professional future. The cross-sectional questionnaire results revealed that seniors expect to work after college; 96 percent of alumnae sought work, 92 percent succeeded, and 89 percent found work directly related to their college major. Alumnae attributed more importance to educational goals than did graduating seniors. Older alumnae viewed analysis and self-directed learning as more important than did other groups. The study instruments are appended. (Author/SW)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC