Thèses : « Graduates in college gov't »

1

Lin, Zeng. « How do university graduates cope with risk ? exploring the relationship between education and work / ». Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://wwwlib.umi.com/cr/yorku/fullcit?pNQ56241.

Texte intégral

Résumé :

Thesis (Ph. D.)--York University, 1999. Graduate Programme in Sociology.
Typescript. Includes bibliographical references (leaves 225-237). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://wwwlib.umi.com/cr/yorku/fullcit?pNQ56241.

Styles APA, Harvard, Vancouver, ISO, etc.

2

Frett, Jeannette. « College-to-Career Experience| Black and Hispanic First-generation College Graduates ». Thesis, University of Pennsylvania, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10829075.

Texte intégral

Résumé :

This study examined the lived college-to-career experiences of 23 Black and Hispanic first-generation bachelor’s degree recipients who completed an 18-month career preparation program conducted by Management Leadership for Tomorrow, a non-profit organization dedicated to the career preparation and professional advancement of high-performing emerging leaders from underrepresented, diverse communities, including undergraduate students transitioning from college to career.

With record high costs of higher education, increased demand for bachelor’s degree credentials in the labor force, and disproportionately higher rates of unemployment for Black and Hispanic first-generation college graduates, understanding the forces that influence the college-to-career transition of Black and Hispanic first-generation bachelor’s degree recipients is critical. Using a qualitative research approach, the data gathered from semi-structured interviews were analyzed through the prisms of human capital theory and social cognitive career theory, a career-related construct for examining the personal, behavioral, and environmental forces influencing individual career choices, expectations, decisions, and outcomes.

The findings point to five forces influencing the college-to-career experiences of the 23 Black and Hispanic FGC graduates in this study: family, persistence, preparation, networking, and race.

Styles APA, Harvard, Vancouver, ISO, etc.

3

Kleczyk, Ewa Jadwiga. « Migration of University of Maine 2002 Graduates ». Fogler Library, University of Maine, 2003. http://www.library.umaine.edu/theses/pdf/KleczykEJ2003.pdf.

Texte intégral

Styles APA, Harvard, Vancouver, ISO, etc.

4

Faber, Andrea. « The Impact of College Attributes on the Earnings of Community College Graduates ». University of Toledo / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=toledo151335572292832.

Texte intégral

Styles APA, Harvard, Vancouver, ISO, etc.

5

Harder, Henry G. « The experience of underemployment for male college graduates ». Thesis, University of British Columbia, 1986. http://hdl.handle.net/2429/26485.

Texte intégral

Résumé :

An exploratory study was conducted in order to discover significant events and feelings attached to those events during the experience of underemployment for male college graduates. Fifteen male college graduates of varying ages and post-secondary degrees were interviewed. The qualitative/critical incident methodology adapted by Borgen and Amundson (1984) was used. The experience was found to be comprised of four segments: an initial down period during job search after graduation; an upward partially high period upon receiving employment; a downward spiral as the experience takes hold; and a time when the person either decides to make things change or decides to give up and accept the situation. The results and description of this experience may aid counsellors in developing more effective therapeutic interventions for this population.
Education, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate

Styles APA, Harvard, Vancouver, ISO, etc.

6

Blalock, Christal. « African American Graduates' Experiences of Managing College Debt ». ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4422.

Texte intégral

Résumé :

Higher education is a means to improve professional status and economic mobility; however, mounting college debt has become a hindrance to college graduates, primarily African Americans. A disproportionate number of these graduates incur significant debt while attending college. The purpose of this descriptive phenomenological study was to understand the lived experiences of African American college graduates who were managing debt incurred to pay for their education. Human capital theory and critical race theory provided the conceptual framework. Two research questions motivated this study: How do African American college graduates living in the state of Georgia manage their college debt? What role does college debt play in the career and financial choices of African American college graduates who reside in the state of Georgia? Data collection included semistructured interviews with 20 participants. Data analysis was hand coded to identify 3 themes: pursuit of financial independence, education would improve participants' financial position, and college debt is a burden. A college education has been viewed as the way to improve socioeconomic standing, however, the cost of this education can result in student loan debt that burdens graduates' ability to acquire financial growth, thereby reducing the effect of achieving a college education. Recommendations consisted of two potential areas of improvement: mandatory financial aid counseling for students before high school graduation, and an expansion of the exit interview process for prospective graduates from colleges and universities. Results may contribute to positive social change by enhanced decision-making among college students and their families before graduation, and to improved financial counseling techniques, research methods, and debt decision capabilities.

Styles APA, Harvard, Vancouver, ISO, etc.

7

Shecter, Marna A. « Network, discipline and income : the social mobility of Ontario university graduates ». Thesis, McGill University, 1992. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=61063.

Texte intégral

Résumé :

This thesis examines the link between background factors to educational attainment, discipline choice, how first job was found and income at that first job. Findings are based on results of a panel study of Ontario high school students. Using human capital theory and comparing and contrasting it with the radical and credentialist arguments, I create a model to further specify the contributing factors to the already well established link between education and jobs. The results produced from the interactive causal model indicate that past research has neglected certain variables while confounding others. Specifically, while the findings are generally consistent with other empirical work, they suggest that (i) education should be treated as a more differentiated variable, (ii) the role of networks in job search behaviour should be included, (iii) gender differences should be considered and, (iv) that non additive models will often provide a better description of the data. Finally, it is also suggested that future work explore the possibility that the relationship between job search behaviour and discipline choice can best be described using a non-recursive causal model.

Styles APA, Harvard, Vancouver, ISO, etc.

8

Partridge, May Sheila Stella. « Strategies of employment and family : university-educated women in Canada and Hong Kong / ». Thesis, Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B17594534.

Texte intégral

Styles APA, Harvard, Vancouver, ISO, etc.

9

Tang, Yong. « Going out of ivory : social networks and university graduates' job searches in Guangdong, China / ». View Abstract or Full-Text, 2002. http://library.ust.hk/cgi/db/thesis.pl?SOSC%202002%20TANG.

Texte intégral

Résumé :

Thesis (M. Phil.)--Hong Kong University of Science and Technology, 2002.
Includes bibliographical references (leaves 53-55). Also available in electronic version. Access restricted to campus users.

Styles APA, Harvard, Vancouver, ISO, etc.

10

Robinson, J. Shane. « Graduates' and employers' perceptions of entry-level employability skills needed by Agriculture, Food and Natural Resources graduates ». Diss., Columbia, Mo. : University of Missouri-Columbia, 2006. http://hdl.handle.net/10355/4328.

Texte intégral

Résumé :

Thesis (Ph.D.)--University of Missouri-Columbia, 2006.
The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file viewed on (March 1, 2007) Vita. Includes bibliographical references.

Styles APA, Harvard, Vancouver, ISO, etc.

11

Eliasson, Kent. « College choice and earnings among university graduates in Sweden ». Doctoral thesis, Umeå : Department of Economics, Umeå University, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-859.

Texte intégral

Styles APA, Harvard, Vancouver, ISO, etc.

12

Cockerman, S., Cecil Blankenship, Teresa Brooks Taylor, Jamie Branam Kridler et Mary R. Langenbrunner. « Life After College : What Do Human Services Graduates Say ? » Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/3477.

Texte intégral

Styles APA, Harvard, Vancouver, ISO, etc.

13

Gibbons, Shane. « The lived experiences of underemployed first-generation college graduates ». Diss., University of Iowa, 2016. https://ir.uiowa.edu/etd/2084.

Texte intégral

Résumé :

In this study, we conducted a qualitative exploration of the lived-experiences of underemployed First-Generation College Graduates (FGCG). The purpose of the study was to expand and promote a thoughtful discourse about a more inclusive and domain-sensitive approach to counseling underemployed first-generation college graduates. Participants’ consisted of seven underemployed first-generation college graduates in a small Midwestern city. Participants’ ages ranged from 22 to 30 years old (M= 27.8, SD=2.7). Of the participants, all were Caucasian (5 female, 2 male) and had graduated within the past six years. Using Consensual Qualitative Research (CQR; Hill et al., 2005; Hill, 2012), we conducted seven 60-minute semi-structured individual interviews. Five domains emerged from analysis of the results: (1) Messages concerning the college to work connection, (2) lived-experience of underemployment, (3) perceived barriers to adequate employment, (4) resources and coping strategies, (5) future outlook. Within these domains 10 categories and 29 subcategories emerged. A detailed summary of these results and implications will be provided.

Styles APA, Harvard, Vancouver, ISO, etc.

14

Parks, LaVasa Tiny'a. « Upward Bound Graduates Transition From High School to College ». ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7418.

Texte intégral

Résumé :

Some first-generation and low-income students enrolled in an Upward Bound (UB) program in a university in the southeastern United States are not prepared to transition from high school to college; therefore, they may need additional guidance, support, resources, and tools to help them with the process. For this reason, precollege programs such as the UB program were designed to prepare first-generation, low-income students for transitioning from high school to college. The purpose of this bounded qualitative case study was to describe first-generation, low-income students' perspectives of the UB program. The conceptual framework for this case study was Tinto's student integration model. Purposeful sampling was used to select 7 UB graduates who were enrolled in the program for at least 2 years. Opened-ended interview questions were used to gather data for open coding and axial coding data analysis process. The results of this study were used to develop an UB Report which described UB gradates' perspectives of the program. Included in the report are the findings, which revealed that UB graduates identified benefits (motivation, social exposure, and student experiences) and resources (services and guest speakers) as major components of the program that contributed to their transition from high school to college. Reporting the perspectives of UB graduates will help UB directors and secondary and postsecondary administrators better understand how the UB program positively affects first-generation, low-income students' successful transition from high school to college.

Styles APA, Harvard, Vancouver, ISO, etc.

15

Steel, Marian Diane. « Transformation of female GED graduates into college graduates : a multiple case study of barriers and supports / ». Diss., Ann Arbor, Mich. : UMI Dissertations Services, 2008. http://proquest.umi.com/pqdweb?index=0&did=1464121391&SrchMode=1&sid=1&Fmt=6&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1229383445&clientId=58634.

Texte intégral

Résumé :

Thesis (Ph. D., Education)--University of Idaho, October 2007.
Major professor: Martha C. Yopp. Includes bibliographical references (leaves 237-250). Also available online (PDF file) by subscription or by purchasing the individual file.

Styles APA, Harvard, Vancouver, ISO, etc.

16

Bedell, David L. « College attendance plans for graduates of Protestant high schools in the South ». Gainesville, FL, 1985. http://www.archive.org/details/collegeattendanc00bede.

Texte intégral

Styles APA, Harvard, Vancouver, ISO, etc.

17

Jones, Kelley Mischel. « A Phenomenological Study of GED Graduates Meeting College Readiness Standards at a Community College ». ScholarWorks, 2015. http://scholarworks.waldenu.edu/dissertations/1690.

Texte intégral

Résumé :

This qualitative study was designed to understand the experiences of General Educational Development (GED) graduates enrolling into a community college. Research had not been conducted to explore the experiences of GED graduates completing the 2014 version of the exam and transitioning to college. Guided by Schlossberg's college transition theory and Bandura's theory of self-efficacy, this phenomenological study included 11 participants who described their experiences through written narratives and interviews. Participants described their experiences of being an adult education student while preparing for the exam, the steps within the GED test preparation they considered important to matriculation toward college enrollment, and their points of view of the enrollment experience into a community college. Data analysis included analytic induction and participatory analyses for discovering patterns and clarification of statements made by the participants. Narratives, interviews, and field notes were transcribed, member checked, and reviewed for interaction, continuity, and situation prior to coding. The realization of motivation, determination, and self-efficacy, established around supporting relationships assembled during the transition to college, were common experiences among these participants. A deeper understanding of these factors for adults matriculating through GED and into college hopefully instills awareness and sparks discussion for improvements in educational support services.

Styles APA, Harvard, Vancouver, ISO, etc.

18

Moran, Kelsey. « Trans Gender Identities and Language : Interviews with Recent College Graduates ». Antioch University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1503535174913379.

Texte intégral

Styles APA, Harvard, Vancouver, ISO, etc.

19

Chen, Yu-Fen. « Computer competencies forecast for junior college accounting graduates in Taiwan / ». free to MU campus, to others for purchase, 1999. http://wwwlib.umi.com/cr/mo/fullcit?p9962508.

Texte intégral

Styles APA, Harvard, Vancouver, ISO, etc.

20

Layne, Kimberly Dawn 1968. « Goals and career progress of female community college honors graduates ». Thesis, The University of Arizona, 1991. http://hdl.handle.net/10150/278043.

Texte intégral

Résumé :

This study presents information gathered from a follow-up survey of 124 female community college honors graduates from the years 1989, 1990, and 1991. Results are intended to provide descriptive information in understanding the role that successful completion of community college education plays in the career development of women. Participants provided information via a questionnaire regarding demographics, factors related to academic success, choice of major, current education and employment status, and career and educational goals for the future. Results indicate that female community college honors graduates are likely to be reentry women who have career related goals. One to three years after graduation, the women are employed full-time, studying for bachelors degrees, or working in the home. It appears that community colleges provide women with an opportunity to achieve formal education at virtually every life stage. Conclusions and implications are drawn for career counselors and community college personnel.

Styles APA, Harvard, Vancouver, ISO, etc.

21

Brawner, Charles A. Hines Edward R. « Perceptions of police work as an occupational choice a study of criminal justice majors at four midwestern universities / ». Normal, Ill. Illinois State University, 2002. http://wwwlib.umi.com/cr/ilstu/fullcit?p3088018.

Texte intégral

Résumé :

Thesis (Ph. D.)--Illinois State University, 2002.
Title from title page screen, viewed January 10, 2006. Dissertation Committee: Edward R. Hines (chair), George Padavil, W. Paul Vogt, William L. Tolone. Includes bibliographical references (leaves 98-102) and abstract. Also available in print.

Styles APA, Harvard, Vancouver, ISO, etc.

22

Yao, Man. « Gender Differences in the Post-College Pathways among China’s Recent College Graduates : Constraints and Resources ». The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1560335884040566.

Texte intégral

Styles APA, Harvard, Vancouver, ISO, etc.

23

Wicomb, Samuel Domingo. « Graphic design students’ perceptions of work practice ». Thesis, Cape Peninsula University of Technology, 2016. http://hdl.handle.net/20.500.11838/2391.

Texte intégral

Résumé :

Thesis (MTech (Graphic Design))--Cape Peninsula University of Technology, 2016.
The aim of this study was to examine how students experience the transition from the classroom to the workplace. This research explored what factors students found problematic and which factors was helpful during the transition. This research was qualitative and this study focused on the experiences of the participants and all data was collected from their perception of work practice. I used Activity Theory as a theoretical framework to compile and organize relevant data. Data was gathered using video recordings, hand written journal entries and individual interviews. The research was conducted in an on-campus design studio that is situated within the Design Faculty at Cape Peninsula University of Technology. The reason for choosing Design Logic as a site is the following; the studio sits neatly between the classroom and the workplace, although the studio is in a protected environment, most of the elements that are present in a real world setup is reflected within Design Logic i.e. the stresses of satisfying demanding clients, working with budgets, liaising with suppliers and the ever present looming deadlines all form part of the daily make-up of Design Logic. Although the starting point of the study was to search for the problem areas of the student’s transition into the work place, the analyzed data revealed the dissimilarities between the two systems and how the participants overcame the difference i.e. shifting identities and rules and norms to develop new skills suited for the work place. The workspace opened a Zone of Proximal Development (ZPD) and highlighted the value and importance of work practice in preparation of graduates for industry.

Styles APA, Harvard, Vancouver, ISO, etc.

24

Wong, Pui-fung Gary. « Meaning of work among young graduates in urban China ». Click to view the E-thesis via HKUTO, 2007. http://sunzi.lib.hku.hk/hkuto/record/B37847892.

Texte intégral

Styles APA, Harvard, Vancouver, ISO, etc.

25

Zastoupil, Kristin L. Stone Sara J. Bishop Mike Vitanza Dianna M. Sturgill Amanda Colson. « Employment success of university journalism graduates : a survey comparing classroom practices and departmental requirements with graduates' job placement and salary rates / ». Waco, Tex. : Baylor University, 2006. http://hdl.handle.net/2104/4884.

Texte intégral

Styles APA, Harvard, Vancouver, ISO, etc.

26

Hatch, Wendy E. « The experience of unemployment for university graduates under 25 years of age ». Thesis, University of British Columbia, 1985. http://hdl.handle.net/2429/25421.

Texte intégral

Résumé :

An exploratory study was conducted to discover significant events and feelings attached to those events during the experience of unemployment for university graduates under 25 years of age. Twelve university graduates of mixed sex, under the age of 25 were interviewed. The phenomenological/critical incident methodology adapted by Amundson and Borgen (1984) was utilized. The experience was found to be comprised of two segments: the initial holiday period, and the downward trend. Idiosyncratically occurring positive and negative critical incidents were identified. Job search activities were found to be most closely aligned with middle class professionals rather than less educated youth findings. The subjects were found to channel their energy into new areas of interest and activity, particularly further education in spite of feelings of disillusionment. These results may aid counsellors in understanding the experience of unemployed university graduates, and lead to more effective therapeutic interventions for this population.
Education, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate

Styles APA, Harvard, Vancouver, ISO, etc.

27

Iborg, Diana H. « Examining the Effects of ACT Assessment of High School Graduates on College Enrollment and College Readiness ». Thesis, Lindenwood University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3618624.

Texte intégral

Résumé :

A college education is essential to the future. Those with a college degree will make a higher income and be affected less by economic instability. Employment requiring a college degree will grow, while jobs that do not require postsecondary education will decline. Yet barriers exist that keep all students from attaining a college education.

It is the charge of schools to prepare students so they not only enter college, but also have the necessary skills to be successful in college-level courses. Federal initiatives mandate periodic assessments to ensure student learning and to hold schools accountable. However, scores from these assessments do not help students gain college entrance nor do they evaluate college readiness. Some states now provide the ACT to all high school students as part of the required state assessment. By doing so, all students will have a common measure of academic achievement in terms of college readiness in time to close achievement gaps before leaving high school.

This study examined the effects of increased ACT testing on college enrollment and readiness for students graduating in 2010. State testing percentages were obtained from the 2010 ACT Profile Reports for each state in the sample. College enrollment information was obtained from the Digest of Education Statistics. College readiness was measured by the percentage of students who met or exceeded the ACT benchmark scores in English and Mathematics.

Results revealed a relationship between increased testing and college enrollment, especially in Caucasian/White students, although the degree to which testing was responsible for this increase was limited. Strong relationships were found between increased testing and college readiness in both English and Mathematics. A negative correlation was found between the percentage of students who took the ACT and the percentage of students who met benchmark scores. Results suggested a disconnect between what high school students are taught and what they need to know for college success. Additional study should be pursued to investigate possible reasons for these findings. Recommendations for improvement and suggestions for future research are presented.

Styles APA, Harvard, Vancouver, ISO, etc.

28

Johnston, Justin R. « The juxtaposition of soon-to-be college graduates and hiring professionals ». Birmingham, Ala. : University of Alabama at Birmingham, 2009. https://www.mhsl.uab.edu/dt/2010r/johnston.pdf.

Texte intégral

Résumé :

Thesis (M.A.)--University of Alabama at Birmingham, 2009.
Title from PDF t.p. (viewed June 30, 2010). Additional advisors: Loretta A. Cormier, James C. McCroskey, Larry Powell. Includes bibliographical references (p. 25-29).

Styles APA, Harvard, Vancouver, ISO, etc.

29

Rateau, Richard James. « Understanding the Employability of College Graduates for Success in the Workplace ». Diss., Virginia Tech, 2011. http://hdl.handle.net/10919/29334.

Texte intégral

Résumé :

In our increasingly competitive world, it is critical that college graduates enter the workplace with the appropriate skills to not only survive but also grow their career. Current college graduates have not consistently acquired the skills needed for success in the workplace to learn and thrive continuously in our rapidly changing world. The Virginia Tech College of Agriculture and Life Science must identify the specific strategies that develop best the needed skills for the success of the graduate and society The purpose of the study was to identify a land grant college of agriculture and life sciencesâ (LGCALS) current programmatic and classroom strategies for developing studentsâ ability to learn and thrive continuously in our rapidly changing world and a (1) explore programmatic strategies for developing studentsâ ability to continuously learn and thrive; (2) explore innovative instructors classroom strategies for developing studentsâ ability to learn and thrive continuously; (3) describe graduates perceptions of career readiness as measured through the bases of competence inventory, and finally; (4) compare programmatic strategies, classroom strategies and graduatesâ perceptions for career readiness. A mixed methods convergent parallel design guided the research. Qualitative interviews were employed for exploring experiences using an interpretive, constructivist, and naturalistic approach for research objectives 1 and 2. A cross sectional survey design and questionnaire, Making the Match, was used to conduct the quantitative research for objective 3. The mixed methods portion of the convergent parallel design was used to frame and explore research objective 4. Findings of the study detail need for curriculum improvement in problem solving, learning, time management, creativity and change, and personal strengths.
Ph. D.

Styles APA, Harvard, Vancouver, ISO, etc.

30

Lentz, Margaret R. « Follow-up study of medical assistant graduates at Western Technical College ». Online version, 2009. http://www.uwstout.edu/lib/thesis/2009/2009lentzm.pdf.

Texte intégral

Styles APA, Harvard, Vancouver, ISO, etc.

31

Adolpho, Quintina Ava. « Navajo Nation Brain Drain : An Exploration of Returning College Graduates' Perspectives ». BYU ScholarsArchive, 2015. https://scholarsarchive.byu.edu/etd/5476.

Texte intégral

Résumé :

American Indian tribes face the phenomenon known across the world as the brain drain. They invest millions of dollars in educating their members, only to have little return on their investments. Many nation members leave reservations to get postsecondary education but never return, contributing to the brain drain. Those who get education off the reservation and choose to return are the exceptions to this rule. Although there is an abundance of literature regarding the brain drain across the world, there has been little research done with American Indians. In order to begin to understand the brain drain phenomenon this study analyzed unstructured qualitative interviews of 17 Navajo Nation members who left their reservation, obtained a degree and returned to work on the reservation. Themes resulting from the hermeneutic analysis of texts that describe the reason why these individuals returned were (a) Family Support, (b) Cultural Identity, (c) Simple Lifestyle, (d) Community and (e) Reservation Economy. The analysis found that constant, lengthy, and meaningful relationships were motivating factors in drawing participants back to contribute to their reservations. Those principles and teachings in the home of these returnees prompts further research in identifying the reasons they were drawn back to their American Indian communities.

Styles APA, Harvard, Vancouver, ISO, etc.

32

Sanders-McBryde, Tennie Rene. « Persistence of First-Generation Graduates of a Community College Healthcare Program ». ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4680.

Texte intégral

Résumé :

Many first-generation students (FGS) succumb to challenges and barriers and ultimately give up on their educational goals. Little is known about FGS who graduate and are successful in their discipline. The purpose of this qualitative study was to explore factors that influenced the persistence of FGS who graduated and are employed in the healthcare field. The theoretical framework consisted of experiential learning, identity development and environmental influence, and social cognitive career theories. The research questions focused on how FGS made decisions to graduate, interpreted their academic learning experiences, and perceived academic support received in the college environment. Data was collected from questionnaires designed by the researcher and emailed to 12 participants, and from college retention, enrollment, licensure, and safety and security reports. Data analysis involved open and axial coding and application of the NVivo software package, whereby 8 themes emerged. Findings indicated that (a) family support, mastering a skill, and challenges and academic successes supported FGS' decisions to graduate; (b) inspiration, vocational interest, and self-awareness defined and described FGS' academic learning experiences; and, (c) faculty and student engagement and environmental support revealed the academic support FGS received in the college environment. The study suggested ways in which the persistence of FGS in community college healthcare programs can be improved. Implications for future research into variables that influence the persistence of FGS were discussed. Improving the retention of FGS and widening the pool of community healthcare workers can impact positive social change by contributing to social welfare and economic development.

Styles APA, Harvard, Vancouver, ISO, etc.

33

Absuelo, Ruby. « Employability of Philippine college and university graduates in the United States ». Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2014. https://ro.ecu.edu.au/theses/868.

Texte intégral

Résumé :

Limited economic opportunity for many Filipinos has created substantial emigration of the country’s educated work force. The economic opportunities in the United States have attracted Philippine immigrants seeking employment opportunities. Thus, the U.S. now has a substantial foreign-born Filipino population. Although the majority of Philippine immigrants to the U.S. possess bachelor’s degrees or advanced degrees (Allard & Bureau of Labor Statistics, 2011; Camarota, 2012; Commission on Filipinos Overseas, 2012), many are underemployed or work in fields relatively unrelated to their education and experience. This thesis examines Philippine college and university graduates’ social networks, educational attainment, degree field, English language proficiency, immigration status, age, and gender, factors which influence and determine Philippine graduates’ employability in the U.S. labour market. The Triangulation Mixed Methods Design also known as the Concurrent Triangulation Design was employed to effectively measure the complex phenomenon of Philippine graduates’ employability by integrating quantitative and qualitative data sets. The null hypotheses for this thesis were rejected exclusive of age and gender differences. Data revealed employability was enhanced when Philippine graduates networked with Weak Ties during initial employment and continued to be advantageous for being adequately employed (i.e. resulted in lower underemployment). However, lower employability and underemployment negatively affected graduates with a bachelor’s degree (particularly a business-related degree), those who were less proficient in English, and those who were Green Card holders. The factors that were influential in the employability of Philippine graduates coincided with the labour market demands of the American employers sampled in this study. The thesis found that the current status of Philippine graduates has improved substantially with a higher percentage of the respondents obtaining jobs commensurate with their educational qualifications as opposed to their initial employment. Philippine graduates with medical technology degrees were particularly successful at obtaining jobs commensurate with their educational qualifications despite relatively few holding advanced degree, but on average this group had resided in the U.S. the longest. Graduates with business-related degrees continued to lag behind those in other degree fields and experienced lower employability and higher underemployment. Despite their initial employment disadvantage, these degree holders were less likely to pursue continuing education or receive additional U.S. school/educational credits. The findings of this thesis provide insight into the employability of Philippine graduates. Because of the sampling restrictions, the findings cannot be extrapolated beyond the scope of this research. These results should only be treated as indicative within the context of this research. However, they provide useful insights for policy-makers, stakeholders and academics in the Philippines.

Styles APA, Harvard, Vancouver, ISO, etc.

34

Gantt, Aubra Jeanette Bush V. Barbara. « Factors contributing to the three-year graduation rate of students in technical programs at an urban community college ». [Denton, Tex.] : University of North Texas, 2009. http://digital.library.unt.edu/permalink/meta-dc-9930.

Texte intégral

Styles APA, Harvard, Vancouver, ISO, etc.

35

Lewis, Jenifer Mary. « Flexibility in graduate careers : an exploratory study ; the work careers of a sample of 1970 graduates ». n.p, 1985. http://ethos.bl.uk/.

Texte intégral

Styles APA, Harvard, Vancouver, ISO, etc.

36

Mahoney, Elizabeth D. « Return Migration : A Study of College Graduates Returning to Rural U.S. Homes ». Fogler Library, University of Maine, 2009. http://www.library.umaine.edu/theses/pdf/MahoneyED2009.pdf.

Texte intégral

Styles APA, Harvard, Vancouver, ISO, etc.

37

Wang, Yadan. « The Effects of Cumulative Social Capital on Job Outcomes of College Graduates ». Diss., Virginia Tech, 2008. http://hdl.handle.net/10919/29566.

Texte intégral

Résumé :

The current study drew on a large and diverse body of literature on social capital and aimed to understand its role in the process of transition from college to work. In particular, this research studied the cumulative effects of social capital formed in high school years and college years and examined its relationship with job outcomes. The study used the National Education Longitudinal Study (NELS) to examine whether early investment in the social capital of young adolescents produced better job outcomes in their adulthood. Families and schools were two primary sources of social capital considered in the current study. Parental involvement in a young personâ s life, extra-curricular activities and participation in volunteer organizations were some of the forms of social capital hypothesized to influence job outcomes after college. Structural equations modeling was used to trace the effects of the presence of social capital as early as the 8th grade in shaping studentâ s later career status. The longitudinal data measured social capital beginning in the 8th grade and every 2 years thereafter, so that the cumulative effects of the social capital resources were investigated. Overall, the hypothesized model was found to fit the data and the findings have suggested a set of positive and direct effects of social capital on job outcomes.
Ph. D.

Styles APA, Harvard, Vancouver, ISO, etc.

38

Nguyen, Christopher. « The Effects of Foreign Language Acquisition on Wages for US College Graduates ». Oberlin College Honors Theses / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=oberlin1434471890.

Texte intégral

Styles APA, Harvard, Vancouver, ISO, etc.

39

Eisel, Jean Ellen. « Age-gender bias of on-campus college recruiters toward non- traditional graduates / ». The Ohio State University, 1993. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487841548272124.

Texte intégral

Styles APA, Harvard, Vancouver, ISO, etc.

40

Perez, Jasiel. « Portraits of Undocumented Latino College Graduates Through a Lens of Resiliency Theory ». Thesis, University of North Texas, 2016. https://digital.library.unt.edu/ark:/67531/metadc862870/.

Texte intégral

Résumé :

Using resiliency theory as a lens, this qualitative study explored the educational journey and post-graduation experiences of 5 (2 females and 3 males) undocumented Latino college graduates (ULCGs). All participants completed a college degree from a U.S. four-year institution located in a state with an active in-state resident tuition (ISRT) policy. Pseudonyms were used to protect the identity of study participants since a viable path to permanent U.S. residency for undocumented students and/or graduates is currently unavailable. Participants shared their journeys through two 90-minute interviews conducted via Skype, follow-up questions conducted via e-mail, and journal entries collected via e-mail. Consistent with existing literature, findings revealed that participants experienced numerous cultural, academic, legal, and personal barriers, but were relentless in reaching their goals. Contrary to most existing literature, participants in this study enjoyed significant academic capital, aspirational capital, and followed a different and unique decision-making rationale. Findings are presented in five individual portraits and one collective portrait. Individual portraits illustrate participants' struggles, key turning points, and their life decisions. The collective portrait addresses four themes that emerged from the data, including 1) life barriers, 2) reflections of resiliency, 3) decision time, and 4) college education interpretation.

Styles APA, Harvard, Vancouver, ISO, etc.

41

Agelasto, Michael Alexander. « Social relationships and job procurement by graduates : case study of a Chinese university / ». Thesis, Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20263788.

Texte intégral

Styles APA, Harvard, Vancouver, ISO, etc.

42

Castillo, II Ramon Francisco. « Higher Education in Native American Communities : Who Graduates and Why ? » BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/2664.

Texte intégral

Résumé :

In this case study, I examine the graduation patterns of students attending Chief Dull Knife College located on the Northern Cheyenne Reservation in Lame Deer, Montana. While comparing the characteristics of students attending this college with that of two-year colleges nationally and tribal schools throughout the nation, we begin to understand the unique situation that this community faces. With the use of logistic and linear regressions, I explored the characteristics of those who graduate and ask the question, who graduates and what makes them unique? This study found that the credits attempted per semester, the number of credits they earned divided by the number of credits they attempted, and the number of semesters enrolled were the most significant factors. Using the information collected from the literature review, this study then used linear regressions to explore the effects of the initial variables on these three significant variables.

Styles APA, Harvard, Vancouver, ISO, etc.

43

Chik, Razmi Bin. « Early employment outcomes of home versus foreign trained graduates : a Malaysian experience ». Thesis, University of Stirling, 1997. http://hdl.handle.net/1893/1922.

Texte intégral

Résumé :

This study compares the early employment outcomes of Malaysian graduates who are trained locally versus those who were trained abroad, specifically in universities in the United States and United Kingdom. The study examined the employment outcomes in terms of level of income and job satisfaction. A total of 408 graduates were surveyed for the study. The respondents who were selected randomly nation wide were of similar major of studies. One of the objectives of the study was to find out whether the amount of money spent to train student abroad which can cost up to four times the cost of training students locally is justified. Early research reported that in developing countries, foreign trained graduates were accorded higher income when compared to their counterparts who were trained locally. However, this study indicated that location of study was not significant in explaining the variation of income of graduates. Using regression techniques, the differences in income level was found to be significantly explained by the flowing variables; gender, job, duration, self-esteem, employers' ownership, academic majors and English proficiency. It was also reported that both cohorts of graduates were equally satisfied in their jobs. It was interesting to note that female graduates were also satisfied in theirjobs despite earning less than the males graduates. Job fit index, self-esteem, income, specific self-esteem and satisfaction with university facilities, were found to be significant in explaining the differences in job safisfaction. The study. also compared the attributes and experiences of the two cohorts interms of socio economic and high school background and university and job experiences. It was also reported that there is upward social mobility of graduates as a result of the heavy investment in higher education. The results of the study could be seen as useful, first, to the policy makers in making the right decision in some aspects of investing a large a mount of money in higher education. Secondly, to potential university students in Malaysia, the study will help them to plan their academic careers to suit their future employment opportunities.

Styles APA, Harvard, Vancouver, ISO, etc.

44

Holton, Elwood F. « Organizational entry by new college graduates : implications for human resource development and universities ». Diss., Virginia Tech, 1991. http://hdl.handle.net/10919/39833.

Texte intégral

Résumé :

The success of an organization's employees is affected by many factors, including the organizational entry process itself. While much emphasis is given to the selection of new employees and developing them for future advancement, organizations, employees and universities often overlook the critical process of transforming the new employee from naive outsider to knowledgeable insider capable of making a significant contribution. Although the research shows that the first year is a critical time period, the organizational entry and socialization processes are not well understood. In particular, very little research is available to describe the process from the new employee's perspective rather than the organizations. The central question of this study is: what exactly do new college graduates encounter as they enter work organizations and does that experience affect their opinions and attitudes. An exploratory, descriptive study of Virginia Tech's May 1990 undergraduate graduating class was conducted to systematically describe and analyze their transition from college into work organizations. Key research questions included analyzing demographic characteristics; the effectiveness of their preparation for the transition; their perceptions of the organizational entry experience; their opinions about their first jobs and organizations; their understanding of their organization's structure and culture; the extent to which their expectations about the job were met; their attitudes toward their organizations; the tactics and strategies they used to adapt; and the socialization tactics they encountered. The survey was mailed to 2,306 graduates approximately one year after graduation with 846 (38.6%) returned. Only those employed in a position appropriate for starting their career and employed in a business or for-profit organization were used in this study (n=378). Data were factor analyzed and then mean responses calculated for scales identified. Correlational analysis and analyses of variance were used to probe for possible relationships between the scales. Respondents generally reported positive transition experiences but with considerable variability. However, use of individual adaptation strategies and organizational socialization strategies were low. Important relationships were found between critical job attitudes, anticipation of the transition, organizational socialization strategies and individual adaptation strategies and important aspects of the transition. Implications for HRD programming, university curricula and individual career strategies are discussed.
Ed. D.

Styles APA, Harvard, Vancouver, ISO, etc.

45

Walters, David Fox John. « The relationship between postsecondary education and labour market outcomes : comparing graduates over a four-cohort period / ». *McMaster only, 2002.

Trouver le texte intégral

Styles APA, Harvard, Vancouver, ISO, etc.

46

Hendricks, Katelyn B. « GRADUATES’ PERSPECTIVES ON TRANSITION FROM COLLEGE GRADUATION TO THE WORKPLACE : A QUALITATIVE APPROACH ». UKnowledge, 2014. http://uknowledge.uky.edu/hes_etds/16.

Texte intégral

Résumé :

This article explored the experiences of college graduates in their program of study and during their transition from college graduation to the workplace. Factors focused on were perceptions of program and curriculum, employment preparation, connections to faculty and relationships with family members. Six individuals who graduated from the University of Kentucky Family Sciences (FAM) Department were interviewed. Participants openly shared positive and negative experiences. The study was examined through two theoretical lenses: Glen Elder’s life course perspective and Ludwig von Bertalanffy’s general systems theory. Participant interviews were transcribed verbatim and transcriptions were analyzed with inductive coding. Central themes that emerged included connections and networking, feelings in classes/curriculum/program, support and challenges within family relationships, transferring majors, ambiguity and lack of direction and graduate school. Findings from the study showed that graduates generally felt positively about their program of study and its translation to the workplace, though challenges were experienced in understanding what FAM was and what type of job it could lead to. Connections and networking within personal and professional relationships were found to be a crucial component of experiences.

Styles APA, Harvard, Vancouver, ISO, etc.

47

Dawood, Dianne Crum. « College Readiness and Academic Successes for Arts Magnet and Traditional High School Graduates ». UNF Digital Commons, 2009. http://digitalcommons.unf.edu/etd/322.

Texte intégral

Résumé :

The purpose of this study was to explore the effectiveness of the arts magnet high school in preparing its graduates for college readiness from the threshold of college admission (high school grade point average and achievement scores) through matriculation to the type of baccalaureate degree awarded. The setting was 15 public arts magnet high schools and 15 randomly-selected public traditional high schools and the Florida State University System of 11 postsecondary institutions. The research population was four 6-year cohorts of graduates of the 30 high schools in the present study (N = 8,967). Logistic and linear regression techniques, college admission data (grade point average and achievement scores) and college participant data (number of terms to degree, changes in college major, college GPA) were used to predict college success. The results of logistic regression (N = 8,967) showed no statistically significant difference in achievement test scores and grade point average between arts magnet graduates and the comparison group. The present study found no evidence of instrumental value to the arts experience as measured in standardized test scores and grade point average. The findings of the present study were congruent with the results of other arts magnet high school research studies repmied in the literature. The majority of Florida's arts magnet high schools when compared to high schools in their respective districts present lower dropout and absenteeism rates and higher graduation rates. The results of chi-square test of independence indicated that arts magnet high school graduates who chose arts-based college majors were more likely to remain stable in their choice through baccalaureate degree than any other subgroup in the research sample including both traditional high school graduates and arts magnet graduates choosing other majors (p < .001). It follows that for the years studied in this research, arts magnets brought great diversity to the State University System. By ethnicity, minorities represented 47.4% (n = 1,826) of arts magnet research sample (n = 3,846). A chi-square test of independence indicated that Black males graduating from arts magnet high schools were more likely to complete to a college degree (p < .001) than those in traditional high schools. Overall, the demographic analysis of the present study provides strong evidence that arts magnet high schools have achieved the education diversity goals of the magnet concept. The findings of the present study support effectiveness of arts magnet schools as a public policy vehicle of school choice, equity, quality, and accountability. Arts magnet schools represent a paradigmatic shift in how public schools offer choice to parents. The present study found that graduates of arts magnet high schools are equally prepared for competitive college admission into state universities with a value-added component of an intensive arts curriculum and positive secondary school climate.

Styles APA, Harvard, Vancouver, ISO, etc.

48

Leis, Stephanie Marie. « Engaging with Consumers : How College of Agriculture Graduates Engage with Consumers After Graduation ». The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1432692118.

Texte intégral

Styles APA, Harvard, Vancouver, ISO, etc.

49

Lundi, Daphney Farah. « The Systemic Multigenerational Implications of Education : Second-Generation Haitian- American College Graduates’ Perspectives ». Diss., NSUWorks, 2018. https://nsuworks.nova.edu/shss_dft_etd/33.

Texte intégral

Résumé :

Similar to other immigrant populations in the United States, Haitians have a migratory history of escaping from political turmoil, natural disasters, and extreme poverty (Zephir, 2004). However, Haitian Americans remain one of the underserved populations in the United States. Marginalized yet resilient, Haitian families in the U.S. continue to display strength in the face of adversity. Second-generation Haitian-American college graduates are the evidence of such strengths. There is very little research focused on second-generation Haitian-American college graduates’ perspective on the possible familial influences pertaining to education. Using an Interpretative Phenomenological Analysis (IPA) design and Bowen’s Family Systems Theory as a theoretical framework, this study explored the lived experiences of seven selected selfidentified second-generation Haitian-American college graduates. The study was driven by three questions: 1. How do second-generation Haitian-American college graduates describe their cultural views on education? 2. How do these cultural views on education inform or influence Haitian families living in South Florida? 3. What are the lived experiences of second-generation Haitian-American college graduates regarding their family of origin’s influences on them as it pertains to education? Six themes emerged as a result: Multigenerational Method of Transmission, Reminiscent Educational Dialogue, Education as Economic Protection, Expected Educational Momentum, Future Multigenerational Method of Transmission, and Broadening the Educational View. It is the hope of the researcher that this study will expand marriage and family therapists’ understanding of the possible cultural/familial concerns, as well as, possible strengths and resources when working with Haitian families.

Styles APA, Harvard, Vancouver, ISO, etc.

50

Meers, Alan. « An Identification Of Affective Characteristics Which Employers Are Seeking In Bible College Graduates ». Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1995. https://ro.ecu.edu.au/theses/1460.

Texte intégral

Résumé :

Bible colleges are committed to helping students develop the skills which employers of their graduates are seeking in entry-level employees. Generally speaking, both colleges and employers are satisfied with the training and assessment in the cognitive and psychomotor domains, however the affective domain is of real concern to colleges and employers alike. This project sought to provide colleges with an instrument capable of assessing the developmental level of students in regard to the affective characteristics that employers of their graduates are seeking in entry level employees. There is a large body of literature, both secular and religious, suggesting that tertiary courses must include affective education if graduates are to perform their roles with any degree of excellence. The literature reviewed revealed that Christian organisations expect Bible college students to possess a range of character traits and, while a number of studies similar to the present project have been conducted, none of them has focussed on the characteristics that employers are seeking in new employees.

Styles APA, Harvard, Vancouver, ISO, etc.

Thèses sur le sujet « Graduates in college gov't »

Créez une référence correcte selon les styles APA, MLA, Chicago, Harvard et plusieurs autres