mcgraw-hill educaon 2016 workforce readiness survey · this report presents findings from the...
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McGraw-HillEduca/on2016WorkforceReadinessSurveyPreparedbyHanoverResearch June 2016
©2016 McGraw-Hill Education.
TableofContents
3
Sec/onI IntroducAon P4
Sec/onII Summary P5
Sec/onIII KeyFindings P6
Sec/onIV CareerPreparedness P9
Sec/onV SkillsLearned&TechnologyUsed P14
Sec/onVI CareerPlanning P23
Sec/onVII CareerPercepAon&Preferences P27
Sec/onVIII CollegeReflecAons P35
Sec/onXI Demographics P43
Sec/onX Appendix P46
©2016 McGraw-Hill Education.
Introduc/on
4
This report presents findings from the McGraw-Hill EducaAon 2016 Workforce Readiness Survey. The primary goal of the survey is to provide a picture of how students are faring as they near graduaAon and prepare to enter the workforce.
In some cases, this survey compares and contrasts results from March 2016 and similar surveys conducted in March 2015 and March 2014 (when possible). The report also includes insighPul results of the 2016 survey segmented by collegiate status, gender, and field of study.
**When applicable, this document will indicate if there are staAsAcally significant differences between survey years 2014-2016. For the 2016 segmentaAon analysis, the staAsAcal significant tesAng evaluates if result are significantly different across segmentaAon categories. StaAsAcal significance means that two results obtained from either sample are real and profoundly different from each other (i.e. it is likely that these two results do not just differ by random chance). Please refer to the appendix for a more detailed explanaAon on staAsAcal significance tesAng.
©2016 McGraw-Hill Education.
Summary
5
Overall, only 21 percent of college students feel very prepared for a professional career, mirroring results from 2015. While the difference in preparedness across years is minimal, differences among student groups are more apparent: § Unsurprisingly, respondents who have been in college longer tend to feel more prepared for a
professional career. More mature students (grad students) value a marketable degree, while underclassmen (freshmen and sophomores) emphasize grades/GPA and internship experience.
§ There is a sizeable difference between genders, as 24 percent of male, but only 19 percent of female, respondents feel very prepared for the workforce. This may be due to males being less concerned about having a job that is beneficial to society, giving them more opAons post-graduaAon.
§ Arts and humaniAes majors also tend to feel less prepared for a career than students from other majors. This may be Aed to their pessimism with ge^ng a job upon graduaAon (along with social science majors, they are the least opAmisAc among all respondents).
Respondents believe that interpersonal skills are most likely to improve their job prospects. Students also believe that using workforce related technology improves their employment odds. However, respondents indicate that the use of study technology has decreased significantly over the past year.
©2016 McGraw-Hill Education.
KeyFindingsI
6
§ Only21%ofrespondentsfeel“veryprepared”foraprofessionalcareer.Whenaskedhowtheyfeltaboutbeingpreparedforacareer,only21percentofrespondentsstatedtheyfelt“very”preparedtojointheworkforce.
§ Workforcereadinessdiffersbycollegiatestatus,gender,andfieldofmajor.Similarto2015results,respondentswhohave
beenincollegelongertendtofeelmorepreparedforaprofessionalcareer.Forexample,47percentofgraduatestudentsfeelverypreparedforacareer,whileonly15percentoffreshmanfeelthesameway.Thereisalsoasizeabledifferencebetweengendersas24percentofmale,butonly19percentoffemale,respondentsfeelverypreparedfortheworkforce.Artsandhumani/esmajorsalsotendtofeellesspreparedforacareerthanstudentsfromothermajors.
§ Respondentsfeelthattheirworkforcereadinesscouldbeimprovedthroughmoreinternships,moreAmeforcareer
preparaAon,andbe_eraccesstopreparaAontools.Slightlymorethantwo-thirdsofrespondents(67%)feelthatmoreprofessionalexperiencewouldhaveimprovedtheircareerreadiness.Fi]y-nineand47percentofrespondentsstatedthattheyshouldhavehadmore/meforcareerplanningandbe^eraccesstoprepara/ontools,respec/vely.Aroundathirdofrespondentslistedmorenetworkingandbe^erstudytechnologyasimportantcomponentstoprepareforaprofessionalcareer.Nevertheless,thevastmajorityofrespondents(89%)feelthatcollegehasbeenatleastsomewhathelpfulinpreparingthemforaprofessionalcareer.Overall,theseresultscloselymirror2015findings.
§ AmajorityofrespondentslearnedhowtomulAtask,holdpresentaAons,anduseworkplacerelatedtechnologywhilea_endingcollege.Againmirroringresultsfrom2015,aroundtwo-thirdsofstudents(66%and63%respec/vely)learnedmul/taskingandpresenta/ontechniqueswhileincollege.Usingworkplacerelatedtechnologyisthethirdmostmen/onedskills,acquiredby55percentofrespondents.
©2016 McGraw-Hill Education.
KeyFindingsII
7
§ Respondentsbelievethatinterpersonalskills,degreemarketability,grades,andinternshipsmakeagoodjobcandidate.
Thevastofmajorityofrespondents(78%)believeinterpersonalskillsareessen/alforagoodjobcandidate.Slightlymorethantwo-thirdsofrespondentsalsobelievethatamarketabledegree(67%)andgoodgrades(67%)helpimprovejobchances.
§ RespondentstendtousecareerresourcesandgenerallyperceivethemtobeeffecAve.Eighty-sixpercentofrespondents
thinkthatavailablecareerresourcesareatleastsomewhateffec/ve,andmorethanthree-quartersofrespondents(78%)usedavailablecareerresourceswhena^endingcollege.Respondentsrepor/nguseofcareerresources“alot”hasincreasedsignificantlyfrom2015(14%)to2016(21%).
§ Students feel largely opAmisAc about their career prospects.More than two-thirds of respondents (70%) feel eithersomewhatorveryop/mis/cabout their jobprospects,withonly39percentagreeingtheyareuncertain theirmajorwillsecure a job a]er gradua/ng. In general, STEMmajor respondents are themost op/mis/c about future job prospects,especiallycomparedtorespondentsstudyingarts,humani/es,orsocialsciences.
©2016 McGraw-Hill Education.
KeyFindingsIII
8
§ Overthree-quartersofstudentspreferdoingwhattheyloveoverbeingpaidwell.Similarly,57percentofstudentsprefer
to have a job that pays less but has a beneficial impact on society over awell paying jobwith no beneficial impact onsociety.Outlierswhoindicatepreferencesforwellpaying,ratherthansocietallybeneficial,jobsincludegraduatestudentsrespondents(55%),males(52%),andbusiness/economicsmajorrespondents(52%).
§ Ingeneral,respondentsaresaAsfiedwiththeircollegeexperience. Morethanthree-quartersofrespondents(79%)are
eithersomewhatorverysa/sfiedwiththeircollegeexperience,asignificantincreasefrom2015(75%).Femalerespondentsindicatehighersa/sfac/on(82%)comparedtomalerespondents(74%).
§ Academics,cost,andvaluearethemostimportantfactorsrespondentsconsiderwhenchoosingacollege.Overhalflist
eithercost(32%)oracademics(20%)astheirmostimportantconsidera/on.Fi]eenpercentofrespondentsperceivevalue–thequalityofacademicsatthebestprice–asthemostimportantfactorwhenmakingadecision.Studentlife,reputa/on,jobplacement,andflexiblecourseop/onsarelessimportantinstudentdecisionmaking.
©2016 McGraw-Hill Education.
CareerPreparedness
10
Justoverone-fi]h(21%)ofrespondentsfeelverypreparedforaprofessionalcareera]ercomple/ngcollege,aonepercentincreasefrom2015.
Howprepareddoyoufeelforyourprofessionalcareer?Percentagesreflectrespondents’topchoice(“veryprepared”).
21% 20%
0%
15%
30%
45%
60%
75%
2016(n=1,360) 2015(n=983)
©2016 McGraw-Hill Education.
CareerPreparedness,bySegment2016
11
Respondentswhohavebeenincollegelongertendtofeelmorepreparedforaprofessionalcareer.Forexample,47percentofgraduatestudentsfeelverypreparedforacareer,whileonly15percentoffreshmanfeelthesameway.Thereisalsoasizeabledifferencebetweengenderas24percentofmalebutonly19percentoffemalerespondentsfeelverypreparedfortheworkforce.Arts,humani/es,andsocialsciencesmajorsalsotendtofeellesspreparedforacareerthanstudentsfromothermajors.
CollegiateStatus Notatallprepared Onlyali_leprepared Somewhatprepared Veryprepared
Freshman(N=362) 12% 31% 42% 15%
Sophomore(N=409) 5% 26% 49% 20%
Junior(N=291) 4% 21% 56% 19%
Senior(N=243) 5% 16% 53% 27%
Inamastersordoctorateprogram(N=55)
0% 9% 44% 47%
Gender Notatallprepared Onlyali_leprepared Somewhatprepared Veryprepared
Female(N=932) 7% 24% 50% 19%
Male(N=427) 6% 24% 47% 24%
FieldofMajor Notatallprepared Onlyali_leprepared Somewhatprepared Veryprepared
Artsandhumani/es(N=100) 18% 24% 47% 11%
Businessandeconomics(N=500) 5% 22% 51% 23%
SocialSciences(N=112) 4% 26% 56% 13%
STEMfield(N=304) 5% 31% 44% 20%
Other(N=344) 8% 20% 49% 24%
Howprepareddoyoufeelforyourprofessionalcareer?Figuresinredfontindicatesta/s/callysignificantdifferentresultswithinsegmentsatp<.05
©2016 McGraw-Hill Education.
CareerPreparedness
12
38percentofrespondentsfeltthatcollegehasbeen“veryhelpful”inpreparingthemforaprofessionalcareer..
Howhelpfulhasyourcollegeeduca5on/experiencebeeninpreparingyouforaprofessionalcareer?Note:Responsereflectsrespondents’topchoice(“veryprepared”).
38%35%
0%
15%
30%
45%
60%
75%
2016(n=1,360) 2015(n=983)
©2016 McGraw-Hill Education.
CareerPreparedness
13
From2015-2016,moreprofessionalexperienceandaddi/onalcareerprepara/oneffortsremainmostimportantforhelpingstudentsfeelworkready.Slightlyovertwo-thirdsofrespondents(67%)feelthatinternshipswouldhaveimprovedtheirworkreadiness.Morecareerprepara/on,be^eraccesstocareertoolsandnetworkinghaveincreasedslightlyinimportanttostudentsfrom2015to2016.
Whatwouldhavemadeyoufeelmorepreparedforyourprofessionalcareer?Selectallthatapply.
22%
33%
35%
45%
58%
67%
22%
34%
38%
47%
59%
67%
0% 15% 30% 45% 60% 75%
Choosingamorerelevantmajor/concentra/on
Networkingwithalumni
Studytechnologythathelpedmelearnmoreefficientlyandeffec/vely#
Be^eraccesstocareerprepara/ontools
More/metofocusoncareerprepara/on
Moreinternshipsandprofessionalexperience
2016(n=1,360)
2015(n=983)
©2016 McGraw-Hill Education.
SkillsLearned–2015&2016
15
Mul/taskingandmanagemul/plepriori/esatoncecon/nuestobethemostreportedskilllearnedatcollege,followedbygivingapresenta/oninfrontofanaudience.
Whichofthefollowingskillshaveyoulearnedatcollege?Selectallthatapply.
0%
35%
42%
44%
49%
57%
62%
67%
7%
31%
41%
42%
51%
55%
63%
66%
0% 15% 30% 45% 60% 75%
Noneoftheabove
Howtoplanpersonalfinancesand/ormanageabudget
Howtonetworkand/orsearchforajob
Howtoconductmyselfinajobinterview
Howtowritearesume
Howtousetechnologythatiscommoninmostworkplaces
Howtogiveapresenta/ontoanaudience
Howtomul/task/managemul/plepriori/esatonce
2016(n=1,360) 2015(n=983)
©2016 McGraw-Hill Education.
SkillsLearned–JobCandidate
16
Respondentsin2016con/nuetoemphasizetheimportanceofinterpersonalskills,degreemarketability,grades,andinternshipstobecomingagoodjobcandidate.Seventy-eightpercentofrespondentsbelievethatinterpersonalskillsareimportantforjobcandidacy.Mostdifferencesaresta/s/callysignificantbetween2014and2015/2016(therearenosignificantdifferencesbetween2015&2016).However,the2014and2015&2016itera/onsdifferinanswerop/ons,whichsomewhatlimitsthecomparabilityofresults.
Whichofthefollowingpartsofyourcollegecareer,ifany,doyoubelievewillmakeyouagoodjobcandidate?Selectallthatapply.*Notananswerop/onin2014&2015Note:Figuresinredfontaresta/s/callysignificantdifferentatp<.05
36%
37%
56%
62%
55%
70%
39%
44%
60%
67%
68%
77%
52%
36%
41%
60%
67%
67%
78%
0% 20% 40% 60% 80% 100%
Useoftechnologyinclassesorstudy*
Yourschool'snameorreputa/on
Extracurricularac/vi/es
Internshipexperience
Grades/GPA
Adegreeinamarketablefield
Interpersonalskills
2016(n=1,360)
2015(n=983)
2014(n=607)
©2016 McGraw-Hill Education.
SkillsLearned–JobCandidate,byCollegiateStatus
17
Graduatestudentsdiffersignificantlyintheirpercep/onsofwhatmakessomeoneagoodjobcandidate.Undergraduatesputmoreemphasisongradesandinternshipexperiencethangraduatestudents,whoperceiveadegreeinamarketablefieldasmoreimportant.Notably,witheachsuccessiveyearofcollegeexperience,respondentsperceivegrades/GPAandinternshipexperienceaslessimportantforjobcandidacy.
Whichofthefollowingpartsofyourcollegecareer,ifany,doyoubelievewillmakeyouagoodjobcandidate?Selectallthatapply.Note:Figuresinredfontindicatesta/s/callysignificantdifferentresultsacrosscollegiatestatusatp<.05
2016 Freshman(N=362) Sophomore(N=409) Junior(N=291) Senior(N=243)Inamastersor
doctorateprogram(N=55)
Interpersonalskills 77% 81% 77% 79% 71%
Adegreeinamarketablefield
64% 66% 69% 67% 82%
Grades/GPA 75% 68% 65% 60% 49%
Internshipexperience 62% 62% 61% 56% 45%
Extracurricularac/vi/es 45% 40% 40% 43% 27%
Yourschool'snameorreputa/on
34% 33% 37% 42% 38%
Useoftechnologyinclassesorstudy
51% 56% 52% 49% 55%
©2016 McGraw-Hill Education.
SkillsLearned–JobCandidate,byFieldofMajor
18
Businessandeconomicsmajorsplaceastrongemphasisonadegreeinamarketablefield,whileSTEMmajorsfocusongrades/GPA.Artsandhumani/esmajorsplaceahigherpriorityoninterpersonalskillsasimportantfactorsforimprovingjobcandidacycomparedtoothermajors.
Whichofthefollowingpartsofyourcollegecareer,ifany,doyoubelievewillmakeyouagoodjobcandidate?Selectallthatapply.Note:Figuresinredfontindicatesta/s/callysignificantdifferentresultsacrossfieldofmajoratp<.05
2016ArtsandhumaniAes
(N=100)Businessand
economics(N=500)SocialSciences
(N=112) STEMfield(N=304) Other(N=344)
Interpersonalskills 84% 79% 79% 74% 79%
Adegreeinamarketablefield
57% 75% 51% 67% 64%
Grades/GPA 65% 62% 71% 72% 69%
Internshipexperience 61% 59% 52% 65% 59%
Extracurricularac/vi/es 45% 39% 46% 46% 38%
Yourschool'snameorreputa/on
38% 38% 33% 38% 33%
Useoftechnologyinclassesorstudy
45% 54% 41% 54% 54%
©2016 McGraw-Hill Education.
TechnologyUsed
19
Responsessuggestthattheuseofstudytechnologyhasdecreasedfrom2015to2016.Thenumberofrespondentsusingstudytechnologyallthe/medecreasedfrom39percentin2015to29percentin2016.Alargerpropor/onofrespondentsin2016reportusingstudytechnologyonoccasion(28%)comparedto2015(23%).Thenumberofstudentswhohaveneverusedstudytechnologyincreasedfromsixto11percentduringthesame/meperiod.Thesereportedchangesaresta/s/callysignificant.
Howmuchdo/didyouusestudytechnologyincollege?Studytechnologyisdefinedasanydigital/onlineprogramorapplica5onthatallowsyoutolearnclassroomconcepts.Note:Figuresinredfontaresta/s/callysignificantdifferentatp<.05
6%
23%
32%
39%
11%
28%
32%
29%
0% 10% 20% 30% 40% 50%
Ihaveneverusedstudytechnology
Iusestudytechnologyonoccasion
Iusestudytechnologyfrequently
Iusestudytechnologyallthe/me
2016(n=1,360) 2015(n=983)
©2016 McGraw-Hill Education.
TechnologyUsed,byFieldofMajor
20
Studytechnologyisusedmostfrequentlybybusinessandeconomicsmajors(65%)andSTEMmajors(61%).Onlyhalfofartsandhumani/esmajorsreportfrequentuseofstudytechnologyincollege.
Howmuchdo/didyouusestudytechnologyincollege?Studytechnologyisdefinedasanydigital/onlineprogramorapplica5onthatallowsyoutolearnclassroomconcepts.Note:Percentagesreflectrespondents’“top2”choices(“Iusestudytechnologyallthe/me”and“Iusestudytechnologyfrequently”).Figuresinredfontaresta/s/callysignificantdifferentatp<.05
50%
65%
57%61% 60%
0%
15%
30%
45%
60%
75%
Artsandhumani/es(N=100) Businessandeconomics(N=500)
SocialSciences(N=112) STEMfield(N=304) Other(N=344)
©2016 McGraw-Hill Education.
TechnologyUsed
21
Agreementwiththestatement,“Thefrequentuseoftechnologyinmycourseworkandasastudyaidwillmakemeastrongercandidateforemployment”hasincreasedsignificantlyfrom2015(80%)to2016(85%),sugges/ngthatrespondentscon/nuetoseethevalueoftechnologyincourseworkandjobcandidacy.
Pleaserespondtothefollowingstatement:Thefrequentuseoftechnologyinmycourseworkandasastudyaidwillmakemeastrongercandidateforemployment.Note:Percentagesreflectrespondents’“top2”choices(“Stronglyagree”and“Somewhatagree”).Respondentsrepor/ngtheyneverusedstudytechnologydidnotseethisques/on.Figuresinredfontaresta/s/callysignificantdifferentatp<.05.
85%80%
0%
20%
40%
60%
80%
100%
2016(n=1,213) 2015(n=927)
©2016 McGraw-Hill Education.
TechnologyUsed,byCollegiateStatus&FieldofMajor
22
Graduatestudentsdiffersignificantlyintheiragreementwithfrequentuseoftechnologyfromundergraduatestudents.Nearlyallgraduatestudents(96%)agreethatfrequenttechnologyusewillposi/velyimpactcandidacyforemployment.Businessandeconomicmajorsalsoreporthighagreement(88%),whilesocialsciencemajorsreportsignificantlyloweragreement(78%).
Pleaserespondtothefollowingstatement:Thefrequentuseoftechnologyinmycourseworkandasastudyaidwillmakemeastrongercandidateforemployment.Note:Percentagesreflectrespondents’“top2”choices(“Stronglyagree”and“Somewhatagree”).Respondentsrepor/ngtheyneverusedstudytechnologydidnotseethisques/on.Figuresinredfontindicatesta/s/callysignificantdifferentresultswithinsegmentsatp<.05
87% 85%81% 82%
96%
84%88%
78%84% 83%
0%
20%
40%
60%
80%
100%
Freshman(N=315)
Sophomore(N=362)
Junior(N=272) Senior(N=215) Inamastersordoctorate
program(N=49)
Artsandhumani/es(N=86)
Businessandeconomics(N=458)
SocialSciences(N=95)
STEMfield(N=271)
Other(N=303)
CollegiateStatus FieldofMajor
©2016 McGraw-Hill Education.
CareerPlanning
24
Livingawell-rounded,happylifecon/nuestobethemostimportantplanningprioritytorespondentsin2016.Inaddi/on,socialresponsibility/givingbackisbecominglessofaprioritytorespondents.
Howimportanttoyouisplanningforeachofthefollowingwhileyouareincollege?Note:Percentagesreflectrespondents’“top2”choices(“Extremelyimportant”and“Veryimportant”).“Beingagoodci/zen”in2014&2015waschangedto“Socialresponsibility;givingback”in2016.Figuresinredfontaresta/s/callysignificantdifferentatp<.05
72%
87%
91%
93%
0% 20%40%60%80%100%
Socialresponsibility;givingback
Findingawell-payingjob
Findingarewardingjob
Livingawell-rounded,happy
life
83%
86%
91%
92%
0% 50% 100%
Beingagoodci/zen
Findingawell-payingjob
Findingarewardingjob
Livingawell-rounded,happylife
2016 2015 2014
79%
85%
90%
89%
0%20%40%60%80%100%
Beingagoodci/zen
Findingawell-payingjob
Findingarewardingjob
Livingawell-rounded,happylife
N=1,360 N=983 N=600
©2016 McGraw-Hill Education.
CareerPlanning–byGender
25
Overall,femalesplacesignificantlyhigherimportanceonallplanninga^ributescomparedtomales.
Howimportanttoyouisplanningforeachofthefollowingwhileyouareincollege?Note:Percentagesreflectrespondents’“top2”choices(“Extremelyimportant”and“Veryimportant”).Figuresinredfontaresta/s/callysignificantdifferentatp<.05
94% 93%88%
76%
89% 89%84%
64%
0%
20%
40%
60%
80%
100%
Livingawell-rounded,happylife Findingarewardingjob Findingawell-payingjob Socialresponsibility;givingback
Female(N=932) Male(N=427)
©2016 McGraw-Hill Education.
CareerPlanning
26
Howeffec5vearethecareerresourcesavailableatyourcollege? Towhatdegreehaveyoutakenadvantageofthecareerresourcesavailableatyourcollege?
EffecAveness of Career Resources Usage Frequency of Career Resources
3%
11%
57%
29%
3%
11%
59%
27%
0% 15% 30% 45% 60% 75%
Veryineffec/ve
Somewhatineffec/ve
Somewhateffec/ve
Veryeffec/ve
2016(n=1,360) 2015(n=983)
2%
22%
61%
14%
3%
20%
57%
21%
0% 15% 30% 45% 60% 75%
N/A-Therearen'tanycareerresourcesavailableatmy
college
Ihaven'tusedthematall
I'veusedthemali^le
I'veusedthemalot
2016(n=1,360) 2015(n=980)
Similarto2015,86percentofrespondentsbelieveavailablecareerresourcesattheircollegesareatleastsomewhateffec/ve.Morethanthree-quartersof2016respondents(78%)alsouseavailablecareerresources,with21percentindica/ngtheyhaveusedthem“alot,”asignificantincreasefrom2015.Onlyafi]hofrespondentsin2016havenotusedtheircollegecareerresourcesatall.
©2016 McGraw-Hill Education.
CareerPercep/on
28
Thenumberofrespondentswhoagreewiththestatement“I’mhappywithmymajor,butI’mnotsureitwillgetmeajobwhenIgraduate”con/nuestodecreasewitha13percentdifferencebetween2014&2016anda3percentdifferencebetween2015&2016.Thissuggeststhatrespondentsarenowmorelikelytobelievetheirmajorwillhelpthemwithjobprospectscomparedtopreviousyears.
Pleaserespondtothefollowingstatement:I’mhappywithmymajor,butI’mnotsureitwillgetmeajobwhenIgraduate.Note:Figuresinredfontaresta/s/callysignificantdifferentatp<.05
25%
23%
38%
14%
30%
28%
30%
11%
31%
30%
28%
11%
0% 10% 20% 30% 40% 50%
Stronglydisagree
Somewhatdisagree
Somewhatagree
Stronglyagree
2016(n=1,360) 2015(n=983) 2014(n=607)
©2016 McGraw-Hill Education.
CareerPercep/on
29
Slightlylessthantwo-thirdsofrespondents(65%)believetheircurrentmajorwillhelpthemsecureajoba]ergradua/onbecausethereareopportuni/esinmanydifferentcareerfieldsforgraduatesoftheirmajor.
MycurrentmajorwillhelpmegetajobaKergradua5onbecause…Note:Ques/onnotin2014&2015itera/on.Respondentsthatselected“Somewhatagree”orStronglyagree”tothestatement,“I’mhappywithmymajor,butI’mnotsureitwillgetmeajobwhenIgraduate”wereaskedtoanswerthisques/on.N=532
7%
20%
25%
41%
65%
0% 15% 30% 45% 60% 75%
Other
Companieso]enrecruitgraduatesofmymajordirectlyoutofcollege
Mymajorhasanestablishedcareerpathatmycollegeoruniversity
Skillsinmymajorareinhighdemand
Thereareopportuni/esinmanydifferentcareerfieldsforgraduatesofmymajor
©2016 McGraw-Hill Education.
CareerPercep/on,ByCollegiateStatus&FieldofMajor
30
Juniorsreportcareeropportuni/esintheirmajorwillbethebiggestfactorina^ainingajob.Businessandeconomicmajors,alongwithsocialsciencemajors,sharethesamethought,whileSTEMmajorsplacesignificantlymoreemphasisonthehighdemandforskillsintheirmajor.
MycurrentmajorwillhelpmegetajobaKergradua5onbecause…Note:Respondentsthatselected“Somewhatagree”orStronglyagree”tothestatement,“I’mhappywithmymajor,butI’mnotsureitwillgetmeajobwhenIgraduate”wereaskedtoanswerthisques/on.Figuresinredfontindicatesta/s/callysignificantdifferentresultswithinsegmentsatp<.05
CollegiateStatus Freshman(N=134) Sophomore(N=158) Junior(N=110) Senior(N=106)Inamastersor
doctorateprogram(N=24)
Thereareopportuni/esinmanydifferentcareerfieldsforgraduatesofmymajor
60% 62% 74% 70% 50%
Skillsinmymajorareinhighdemand 48% 43% 36% 35% 33%
Mymajorhasanestablishedcareerpathatmycollegeoruniversity
30% 25% 20% 22% 29%
Companieso]enrecruitgraduatesofmymajordirectlyoutofcollege
24% 21% 15% 22% 17%
Other 7% 9% 4% 8% 8%
FieldofMajorArtsandhumaniAes
(N=51)Businessand
economics(N=196)SocialSciences
(N=58) STEMfield(N=105) Other(N=122)
Thereareopportuni/esinmanydifferentcareerfieldsforgraduatesofmymajor
65% 72% 69% 64% 52%
Skillsinmymajorareinhighdemand 35% 40% 21% 49% 47%
Mymajorhasanestablishedcareerpathatmycollegeoruniversity
27% 23% 19% 31% 24%
Companieso]enrecruitgraduatesofmymajordirectlyoutofcollege
10% 24% 7% 30% 17%
Other 6% 5% 10% 4% 13%
©2016 McGraw-Hill Education.
31HowwouldyourateyourfeelingsregardingyourownprospectsofgeMngagoodjobonceyougraduate?
Themajorityofrespondentscon/nuetofeeleithersomewhatorveryop/mis/cabouttheirjobprospectsin2016(70%).
3%
12%
17%
38%
30%
3%
11%
16%
36%
34%
0% 10% 20% 30% 40% 50%
I'mverypessimis/c
I'msomewhatpessimis/c
I'mneitherop/mis/cnorpessimis/c
I'msomewhatop/mis/c
I'mveryop/mis/c
2016(n=1,360) 2015(n=983)
CareerPercep/on
©2016 McGraw-Hill Education.
32HowwouldyourateyourfeelingsregardingyourownprospectsofgeMngagoodjobonceyougraduate?Note:Percentagesreflectrespondents’“top2”choices(“Veryop/mis/c”and“Somewhatop/mis/c”).Figuresinredfontaresta/s/callysignificantdifferentatp<.05.N=1,360
Op/mismissignificantlyhigheramongSTEMmajors(72%)thanartsandhumani/esmajors(61%)aswellassocialsciencemajors(61%).
CareerPercep/on
61%
69%
61%
73%72%
0%
15%
30%
45%
60%
75%
Artsandhumani/es(N=100) Businessandeconomics(N=500)
SocialSciences(N=112) STEMfield(N=304) Other(N=344)
©2016 McGraw-Hill Education.
CareerPreferences
33
Whichofthefollowingwouldyouprefer? Whichismoreimportanttoyoupersonally?
In2016,anarrowmajorityofrespondents(57%)preferajobthatpayslessbuthasabeneficialimpactforsocietyoverajobthatpayswellwithnobeneficialimpactforsociety.Similarly,aroundeightypercentofrespondentspreferajobtheyloveoverbeingpaidwell.
43% 45%
57% 55%
0%
20%
40%
60%
80%
100%
2016(n=1,360) 2015(n=983)
Jobthatpayswellwithnobeneficialimpactonsociety
Jobthatdoesnotpaywell,buthasabeneficialimpactonsociety
21%24%
79%76%
0%
20%
40%
60%
80%
100%
2016(n=1,360) 2015(n=983)
Beingpaidwell DoingwhatIlove
©2016 McGraw-Hill Education.
CareerPreferences,bySegment2016
34
Femalerespondentsaresta/s/callydifferentfrommalerespondentsintermsofjobpreferences.Sixty-onepercentofwomenwouldpreferajobthatdoesnotpayswellbutisbeneficialtosocietyascomparedto48percentofmen.Femalesalsoplaceahigheremphasisondoingwhattheyloveversusgeyngpaidwell.Businessandeconomicsmajors,aswellasgraduatestudents,arethemostlikelytopreferajobthatpayswellwithnobeneficialimpactonsociety.Respondentsstudyingbusinessputalsolessemphasisondoingwhattheylovecomparedtoothermajorssuchasartsandhumani/es.Similarly,graduatestudentsplaceahigherimportanceonincomethanundergraduates.
Q.1Whichofthefollowingwouldyouprefer?Q.2Whichismoreimportanttoyoupersonally?Figuresinredfontindicatesta/s/callysignificantdifferentresultswithinsegmentsatp<.05
2016 Whichofthefollowingwouldyouprefer? Whichismoreimportanttoyoupersonally?
CollegiateStatus Jobthatdoesnotpaywell,buthasabeneficialimpactonsociety
Jobthatpayswellwithnobeneficialimpactonsociety Beingpaidwell DoingwhatIlove
Freshman(N=362) 58% 42% 19% 81%Sophomore(N=409) 56% 44% 21% 79%
Junior(N=291) 60% 40% 22% 78%Senior(N=243) 58% 42% 21% 79%
Inamastersordoctorateprogram(N=55)
45% 55% 35% 65%
Gender Jobthatdoesnotpaywell,buthasabeneficialimpactonsociety
Jobthatpayswellwithnobeneficialimpactonsociety Beingpaidwell DoingwhatIlove
Female(N=932) 61% 39% 18% 82%Male(N=427) 48% 52% 26% 74%
FieldofMajorJobthatdoesnotpaywell,but
hasabeneficialimpactonsocietyJobthatpayswellwithnobeneficialimpactonsociety Beingpaidwell DoingwhatIlove
Artsandhumani/es(N=100) 66% 34% 9% 91%
Businessandeconomics(N=500) 48% 52% 28% 72%
SocialSciences(N=112) 71% 29% 20% 80%
STEMfield(N=304) 59% 41% 21% 79%
Other(N=344) 62% 38% 15% 85%
©2016 McGraw-Hill Education.
CollegeReflec/ons–HighSchool
36Howwelldidhighschoolprepareyouforyourcollegeoruniversityprogram?Figuresinredfontaresta/s/callysignificantdifferentatp<.05
Asignificantlysmallermarginofrespondentsin2016reportbeingadequatelypreparedtomeetchallengesposedbytheircollege/universitycoursesbasedontheirhighschoolexperiencecomparedto2015responses.
5%
6%
24%
65%
7%
6%
25%
61%
0% 15% 30% 45% 60% 75%
Notapplicable
Notatall-Iwascompletelyunpreparedtomeetthechallengesposedbymycollege/universitycourses
Notwell-Iwasnotadequatelypreparedtomeetthechallengesposedbymycollege/universitycourses
Well-Iwasadequatelypreparedtomeetthechallengesposedbymycollege/universitycourses
2016(n=1,360) 2015(n=983)
©2016 McGraw-Hill Education.
CollegeReflec/ons-Sa/sfac/on
37Overall,howsa5sfiedareyouwithyourcollegeexperience?Note:Percentagesreflectrespondents’“top2”choices(“Verysa/sfied”and“Somewhatsa/sfied”).
Reportedsa/sfac/onwithcollegeexperiencecon/nuestosignificantlyincreasein2016(79%)comparedto2015(75%).
79%75%
0%
20%
40%
60%
80%
100%
2016(n=1,360) 2015(n=983)
©2016 McGraw-Hill Education.
CollegeReflec/ons–Sa/sfac/onbyGender
38Overall,howsa5sfiedareyouwithyourcollegeexperience?Note:Percentagesreflectrespondents’“top2”choices(“Verysa/sfied”and“Somewhatsa/sfied”).Figuresinredfontaresta/s/callysignificantdifferentatp<.05.N=1,360
Femalesreportsignificantlyhighersa/sfac/onwiththeircollegeexperiencecomparedtomales.
82%
74%
0%
20%
40%
60%
80%
100%
Female(N=932) Male(N=427)
©2016 McGraw-Hill Education.
CollegeReflec/ons-Cost
39
Morethanhalfofrespondents(52%)statetheywouldhavea^endedcommunitycollegefirstiftwoyearsoffreecommunitycollegewereoffereda]erhighschool.Seventy-twopercentofrespondentsin2016considercosttobeoneofthebiggestfactorsindeterminingwheretoa^endcollege,withasignificantlylargermarginof2016respondents(36%)sta/ngcostis“veryimportant”comparedto2015.
Iftwoyearsoffreecommunitycollegewereofferedtoyouwhenyougraduatedfromhighschool,youwouldhave:Note:Respondentswhodidnota^endacommunitycollegewereaskedtoanswerthisques/on.N=947
HowimportantwascosttoyouwhendecidingwhichcollegeyouwouldaOend?Figuresinredfontaresta/s/callysignificantdifferentatp<.05
38%
10%
52%
0% 15% 30% 45% 60% 75%
Donenothingdifferently
A^endedcommunitycollegeinsteadofyourcurrentcollegeor
university
A^endedcommunitycollegebeforeenrollinginyourcurrent
collegeoruniversity
9%
21%
40%
30%
9%
19%
36%
36%
0% 15% 30% 45% 60% 75%
Notatallimportant:Costwasnotafactorinmakingmycollegechoice
Notveryimportant:Iconsideredcost,butitdidn’theavilyimpactmydecision
Somewhatimportant:ItwasoneofthebiggestfactorsindeterminingwhereI
a^endedcollege
Veryimportant:ItwasthebiggestfactorindeterminingwhereIa^ended
college
2016(n=1,360) 2015(n=983)
©2016 McGraw-Hill Education.
CollegeReflec/ons–byGender
40Iftwoyearsoffreecommunitycollegewereofferedtoyouwhenyougraduatedfromhighschool,youwouldhave:Note:Respondentswhodidnota^endacommunitycollegewereaskedtoanswerthisques/on.Figuresinredfontaresta/s/callysignificantdifferentatp<.05
Morethanhalfoffemales(56%)wouldhavea^endedcommunitycollegebeforeenrollingintheircurrentcollege/universitya]ergradua/nghighschool.Malesaresignificantlymorelikelytoreportnotchanginganything.
45%
11%
44%
35%
10%
56%
0% 15% 30% 45% 60% 75%
Donenothingdifferently
A^endedcommunitycollegeinsteadofyourcurrentcollegeoruniversity
A^endedcommunitycollegebeforeenrollinginyourcurrentcollegeoruniversity
Female(N=631) Male(N=315)
©2016 McGraw-Hill Education.
CollegeReflec/ons–CostbyCollegiateStatus&Gender
41HowimportantwascosttoyouwhendecidingwhichcollegeyouwouldaOend?Note:Percentagesreflectrespondents’“top2”choices(“Veryimportant”and“Somewhatimportant”).Figuresinredfontindicatesta/s/callysignificantdifferentresultswithinsegmentsatp<.05.N=1,360
Graduatestudentsseemtoa^achlessimportancetocostswhendecidingwheretogotocollege.Costwasanimportantfactorfor60percentofgraduatestudents,significantlylessthansophomores(73%)andjuniors(76%).Costisalsosignificantlylessimportanttomales(64%)thanfemales(75%).
72% 73% 76%
68%
60%
75%
64%
0%
20%
40%
60%
80%
100%
Freshman(N=362) Sophomore(N=409) Junior(N=291) Senior(N=243) Inamastersordoctorateprogram
(N=55)
Female(N=932) Male(N=427)
CollegdiateStatus Gender
©2016 McGraw-Hill Education.
CollegeReflec/ons
42WhichofthefollowingfactorswasimportanttoyouwhenchoosingacollegetoaOend?Pleaserankindescendingorderfrommostimportanttoleastimportant.Note:Scalesandanswerop/onsdifferfrom2015to2016.Tablessortedbymeanresponse.
Respondentscon/nuetoa^achthehighestimportancetoacademics,costandvaluewhendecidingwhichcollegetoa^end.Studentlife,reputa/on,andjobplacementratesarelessimportanttostudentdecisionmaking.
2016(N=1,359) 1-MostImportant 2 3 4 5 6 7-Least
ImportantAcademics 20% 23% 22% 18% 10% 6% 2%
Cost 32% 18% 12% 9% 9% 10% 10%Value:Thequalityofacademics
atthebestprice 15% 20% 23% 16% 14% 9% 4%
FlexiblecourseopAons(e.g.remote,part-Ame,weekends) 13% 13% 13% 11% 14% 15% 20%
PresAgeandreputaAonofthecollegeand/ordegreeprogram 9% 12% 10% 16% 17% 19% 17%
Jobplacementrates/Internshipavailability 6% 8% 13% 19% 21% 24% 9%
Studentlife 6% 6% 8% 10% 15% 17% 38%
2015(N=983) 1–MostImportant 2 3 4 5 6–Least
ImportantAcademics 24% 28% 23% 14% 8% 3%
Cost 27% 18% 13% 13% 13% 15%Value:Thequalityofacademics
atthebestprice 23% 22% 22% 16% 11% 5%
PresAgeandreputaAonofthecollegeand/ordegreeprogram 12% 12% 16% 17% 23% 19%
Jobplacementrates/Internshipavailability 8% 10% 16% 25% 28% 13%
Studentlife 6% 9% 10% 15% 16% 44%
©2016 McGraw-Hill Education.
Demographics–2016&2015Itera/ons
44
Whatisyourcollegiatestatus? 2016(N=1,360)
Freshman 27%
Sophomore 30%
Junior 21%
Senior 18%
Inamastersordoctorateprogram 4%
Inwhatfieldisyourmajor? 2016(N=1,360)
Artsandhumani/es 7%
Businessandeconomics 37%
Socialsciences 8%
STEMfield(science,technology,engineering,ormath) 22%
Other(pleasespecify) 25%
Whattypeofcollegeoruniversitydoyoua_end? 2016(N=1,305)
2-yearassociate'sprogramortechnicalschool(notpartofacommunitycollege) 4%
2-yearcommunitycollege 27%
4-yearpublicuniversity 48%
4-yearprivatefor-profituniversity 9%
4-yearprivatenon-profituniversity 11%
©2016 McGraw-Hill Education.
Demographics–2016&2015Itera/ons
Whatisyourgender? 2016(N=1,359)
Female 69%
Male 31%
Roughlyhowmanyundergradsareenrolledatyouruniversity? 2016(N=1,359)
Under5,000 23%
5,000to9,999 27%
10,000to19,999 21%
20,000to39,999 20%
40,000ormore 9%
Whatbestdescribesyourethnicity? 2016(N=1,359)
AmericanIndianorAlaskaNa/ve 1%
Asian 12%
Black 16%
HispanicorLa/no 15%
Mul/racial 4%
Na/veHawaiianorOtherPacificIslander 1%
White 51%
45©2016 McGraw-Hill Education.
MarginofErrorWhen interpreAng the results it is important to keep in mind the underlying margin of errors, which depend on the sample size, the confidence interval, and the populaAon the sample is drawn from. Hanover uses the standard confidence interval of 95 percent and assumes an underlying populaAon of 150,000 , which leads to the following margin of errors.
Margin of error with a significance level of 95 percent means that there is a 95 percent chance that the correct answer (i.e. the true but unobserved populaAon parameter) is within the margin of error of the result obtained from the sample. Therefore, the true populaAon proporAon is 95% likely to fall within +-3 percent of the observed proporAon from the 2016 and 2015 surveys. For the 2014 survey, the correct result will likely be within +-4 percent of the sample result. The 2016 and 2015 surveys are more precise in esAmaAng the true parameters due to their larger sample sizes.
47
IteraAon SampleSize Marginoferror(rounded)
2014 607 4%
2015 983 3%
2016 1,360 3%
©2016 McGraw-Hill Education.
Sta/s/calSignificanceTes/ngHanover uses the two-proporAon z-test to do staAsAcal significance tesAng. The z-test is appropriate to test for staAsAcal significant differences across the 2014-2016 students populaAons because the three surveys consist of large, randomly drawn samples. In addiAon, it is feasible to assume that both samples are independent of each other and are normally distributed.
The starAng point of the test is the null hypothesis, which states that the difference between the 2014-2016 unobserved populaAon proporAons equals zero.
Null hypothesis: P1 – P2 = 0 à P1=P2
AlternaAve hypothesis: P1 – P2 ≠ 0 à P1 ≠P2 To test if the null hypothesis holds true, one subtracts the proporAon obtained from the first sample by the proporAon taken from second sample and divide the difference by the combined standard error of the sampling distribuAons.
Z-score=(p1 – p2) / standard error
The higher the z-score the lower the p-value. If the p-value is below the standard significance level of 5 percent, than one can reject the null hypothesis. The proporAons are therefore staAsAcal significant different at the 5 percent significance level. This means the probability is 95 percent that there is a real and profound difference between two sample proporAons from the samples. Put differently, it is unlikely that the two observed sample proporAons just differ by random chance. Consequently, there should also be a significant difference between the actual, but unobserved, populaAon proporAons, i.e. students from 2016 should have real different preferences than students from 2015 based on the fact that the esAmated (observed) sample proporAons are staAcally significant different from each other.
Vice versa, if the p-value is larger than 5 percent, one cannot reject the null hypothesis and it is likely that the observed difference between two sample proporAons just occurred by random chance.
48©2016 McGraw-Hill Education.