Careering After College: Establishing the Validity of Abilities Learned in College for Later Careering and Professional Performance. Final Report to the National Institute of Education. Overview and Summary. [Revised.]

Autor/inn/en	Mentkowski, Marcia; Doherty, Austin
Institution	Alverno Coll., Milwaukee, WI.
Titel	Careering After College: Establishing the Validity of Abilities Learned in College for Later Careering and Professional Performance. Final Report to the National Institute of Education. Overview and Summary. [Revised.]
Quelle	(1984), (228 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Administrator Attitudes; Administrator Role; Administrators; Alumni; College Attendance; College Graduates; Competence; Education Work Relationship; Evaluation Methods; Females; Higher Education; Job Performance; Nurses; Outcomes of Education; Skill Development; Student Attitudes; Student Development; Student Evaluation; Validity; Wisconsin (Milwaukee) + Suchen Sie Ihr Suchwort? College; Colleges; Attendance; Hochschule; Fachhochschule; Anwesenheit; Hochschulabsolvent; Hochschulabsolventin; Kompetenz; Weibliches Geschlecht; Hochschulbildung; Hochschulsystem; Hochschulwesen; Work performance; Arbeitsleistung; Lernleistung; Schulerfolg; Kompetenzentwicklung; Qualifikationsentwicklung; Schülerverhalten; Schulnote; Studentische Bewertung; Gültigkeit
Abstract	The validity of skills developed in college to subsequent career performance was studied at Alverno College. The study sample included over 750 women students, over 60 alumnae, over 80 women nurses and over 100 women managers and executives from the Milwaukee community. Attention was directed to: whether the competencies and assessment techniques of the learning process are valid; how students change on college outcomes (i.e., cognitive aptitude, learning styles, and generic abilities); whether outcomes are mirrored in students' perceptions of their learning and abilities; how outcomes learned in college relate to lifelong learning, abilities, careering, and professional development after college; and the competencies that describe the performance and perceptions of outstanding professionals. Specifically, the outcomes of attending Alverno College were evaluated, with attention to the curriculum, student changes in performance on college-defined abilities, and personal growth outcomes. Appendices include abstracts of 11 validation or outcome research reports, and information on Alverno dissemination efforts. Included are a list of institutions that either participated in Alverno College seminars or received written materials, as well as a list of Alverno College publications and conference/seminar papers. (SW)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC