Exploring Common Correlates of Business Undergraduate Satisfaction with Their Degree Program versus Expected Employment

Autor/inn/en	Blau, Gary; Williams, Wayne; Jarrell, Sherry; Nash, David
Titel	Exploring Common Correlates of Business Undergraduate Satisfaction with Their Degree Program versus Expected Employment
Quelle	In: Journal of Education for Business, 94 (2019) 1, S.31-39 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0883-2323
DOI	10.1080/08832323.2018.1502144
Schlagwörter	College Seniors; Business Administration Education; Student Satisfaction; Bachelors Degrees; Employment Potential; Education Work Relationship; Attendance; Academic Advising; Educational Quality; Difficulty Level; Professional Development; Grading; Student Evaluation; Majors (Students); Internship Programs + Suchen Sie Ihr Suchwort? College; Colleges; Senior; Hochschule; Fachhochschule; 'Bachelor''s degrees'; Bachelor-Studiengang; Arbeitsmarktbezogene Qualifikation; Beschäftigungsfähigkeit; Anwesenheit; Akademischer Rat; Quality of education; Bildungsqualität; Schwierigkeitsgrad; Notengebung; Schulnote; Studentische Bewertung; Berufspraktische Ausbildung
Abstract	Using a complete data sample of 467 graduating business seniors, the authors successfully created a new three-item measure of student degree program satisfaction (bachelor of business administration [BBA] satisfaction). Significant positive correlates for BBA satisfaction included academic attendance motivation, advising ease and quality, course work challenge, professional development engagement, and two types of grading assessment learning perceptions (exam based and individual creative). Two types of expected employment by graduation were measured, having (a) a full-time job and (b) a full-time job consistent with major. The number of internships a student completed was a significant positive correlate for BBA satisfaction and both types of expected employment. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01