UNIVERSITY OF MARYLAND

COLLEGE PARK, MARYLAND

 

CAREER STATUS AND SATISFACTION OF RECENT

BUSINESS AND ARTS/HUMANITIES COLLEGE GRADUATES

 

Alyce C. Martinez , William E. Sedlacek and

Thomas D. Bachhuber

 

Research Report  #9-84

 

This report was produced in collaboration with the Career Development Center.

 

Computer time was provided in full by the Computer Science Center of the University of Maryland, College Park

 

COUNSELING CENTER

UNIVERSITY OF MARYLAND

COLLEGE PARK, MARYLAND

 

CAREER STATUS AND SATISFACTION OF RECENT BUSINESS AND ARTS/HUMANITIES

COLLEGE GRADUATES

 

Alyce C. Martinez, William E. Sedlacek & Thomas D. Bachhuber

Research Report # 9-84

SUMMARY

            Sixty-five (65) Bachelor's degree recipients from the Spring, 1983 graduating class from the College of Business and Management and 61 Bachelor's graduates from the Division of Arts and Humanities at UMCP (79% and 67% response rate, respectively) returned and anonymous questionnaire concerning their beginning career positions and views on their UMCP education. Although there were several areas in which the groups significantly differed, Arts and Humanities and Business graduates were similar on many career status and satisfaction measures. Additionally, there were similar percentages of graduates from both areas employed in professional, technical and managerial fields. Business graduates, however, were significantly more likely to hold full-time jobs within their field and earn higher salaries. It appears that Arts and Humanities graduates required more assistance in educational and career planning focused on job entry, while Business graduates required services for career development beyond attaining the first job.

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            Stereotypic themes like, "you've got to major in either business, engineering, or computer science to be employable; you won't get a good job if you major in the humanities; and job prospects are bleak for college graduates in the 1980's" have been prevalent in the popular media (English, 1983). Such extremes are rarely true, however, and there is a danger in portraying the prospects so broadly for college graduates. Attaining the first job after graduation depends on many variables beyond academic preparation and it is important to view a "larger picture" when drawing conclusions about the relationship between college and first jobs. While the media have portrayed the rather simplistic, "attention-grabbing" approach, one function of professional journals is to examine topics with greater scrutiny. Through broad-based research, more realistic and accurate assessments can be determined.

            There have been predictions that higher education will witness a shift of student interest away from liberal arts and toward more technical, job-oriented fields during the 1980s (Swanson, 1980; Evangelauf, 1984). For example, in a survey conducted by the American Council on Education, academic officials such as deans and department heads cited a lack of employment opportunities for graduates in the humanities as the cause of this shift (Evangelauf, 1984). These same officials, however, reported that though they had

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lost-many prospective humanities students to technical fields, the overall quality of students in the humanities remained high. Other studies show that, over time, liberal arts graduates do achieve management positions in business as readily as business graduates (Beck, 1981). Very little data comparing initial jobs following graduation can be found in the literature.

            What, then, are the initial employment experiences of arts/humanities graduates? How do these compare with the experiences of graduates from a field such as business, where employment opportunities are believed to abound?. How do these two groups differ in initial position attained, salary, job satisfaction? For example, a 1981 survey of all humanities graduates from Virginia Commonwealth University found that 79% were satisfied with their jobs (Woodlief, 1982).

            The purpose of the present research was to examine these questions by comparing and contrasting the responses of graduates in arts & humanities and in business/management on items of career position, satisfaction and views of college as career preparation.

Method

Subjects

            An anonymous questionnaire was sent to a random sample of 100 graduates receiving Bachelor's degrees in the College

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of Business and Management and 100 graduates receiving Bachelor's degrees in the Division of Arts & Humanities at the University of Maryland-College Park. The mailing occurred seven months after their May, 1983 graduation, in December 1983. Eighteen of the business graduates and 12 of those in arts & humanities could not be reached after four attempted contacts by mail or phone, resulting in samples of 82 and 88, respectively. Follow-up procedures consisted of a reminder postcard, a telephone call, and sending a second questionnaire where necessary. Of the 65 questionnaires returned by business graduates (79% response rate), one was incomplete. Of the 61 questionnaires returned from the arts & humanities graduates (67% response rate), three were incomplete. Results were reported for the 64 and 58 usable instruments, respectively.

Analyses

            Data were analyzed using percentages, Chi-square, and Multivariate Analyses of variance. Percentages that do not add to 100% were due to rounding or "other" responses.

Results

            The samples were not significantly different in their racial or sexual composition. However, both samples had larger proportions of females than males (66% females vs. 35% males). There were several areas in which business graduates differed from arts & humanities graduates including

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their present situations, educational status, employment status, occupational field, income, hiring organizations, assessment of what was most helpful in getting a job and of what was difficult in the transition from student to worker, and in their career planning needs.

            In describing their present situation (how they spent the majority of their time), the groups significantly differed (X2(5, N = 121) = 11.59, p<.05). Although the largest percentage of respondents in each group indicated that they were employed in their chosen fields or in a satisfactory position, significantly more business graduates were likely to choose that option, (60% compared to 41% of the arts & humanities graduates) (see Table 1). Arts & humanities graduates were significantly more likely to have either continued their schooling (12% vs. 2%), or not have entered the labor force (10% vs. 3%). Graduates in both fields were about equally as likely to be employed but still seeking a job in their fields (25% of the business graduates vs. 28% of the arts & humanities graduates) or be unemployed and job-hunting (6% vs. 9%, respectively).

Educational Status

            In describing their current education status, students in business significantly differed from arts & humanities students (X2 (2,N = 122) = 6.74, p<.05). The majority of

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respondents in both groups indicated that they were not enrolled in any educational program or taking any courses (see Table 2). Business graduates were significantly more likely to choose that option, however (89% vs. 79% of the arts & humanities group). Arts & humanities graduates were more likely to have enrolled as full-time students than were their business counterparts (14% arts & humanities vs. 2% business). Both groups were about equally likely to have enrolled for some part-time schooling (9% of the business group and 7% of the arts & humanities group).

Employment Status

            Although the majority of graduates in both fields were employed, and most were employed full-time, there were significant differences between groups (X2 (1, N = 104) 4.51, `.05). Of those employed, significantly more of the business graduates held full-time jobs (91% of the business graduates vs. 74% of the arts & humanities graduates). Twenty-six percent of the employed arts & humanities graduates held part-time positions, compared with 9% of the business graduates (see Table 3).

            There were some significant differences in the occupational fields entered by the graduates in both majors (X2(11, N = 104) = 32.39, p <.05). A majority of graduates within each major group attained jobs in professional,

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technical, or managerial fields (73% business: 62% arts & humanities). Arts and humanities graduates, however, appeared to have entered a wider variety of fields than their business counterparts (see Table 4). Business graduates were concentrated in occupational fields directly related to their major: 52$ entered management jobs and 12% entered jobs in marketing/professional sales. In contrast, arts & humanities graduates held jobs in the creative arts (24%) as well as other professional fields: business management (15$), marketing/ sales (11%), architecture/engineering (11%), and education (7$). Interestingly; graduates from both major;; were equally likely to attain jobs in the business-related field of marketing and professional sales. About equal proportions of graduates in both majors went into non-professional fields such as clerical jobs, services (hospitality, food, recreation, etc.), protective services, and skilled trades.

            The types of organizations in which the graduates found employment differed for each group (X2 (8, N = 104) = 20.27, p<.05). Most graduates in both areas worked in business or industry, but business graduates were likely to be employed by large national/international firms while arts & humanities graduates were likely to be hired by small businesses (see Table 5). For business majors, 41% were in large businesses and 24% in small businesses; for arts & humanities majors,


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44% were in small businesses and 22% in large businesses. Thirteen percent of the arts & humanities majors were employed in educational settings, compared with none of the business majors. On the other hand, business majors were more likely to be employed in civil service jobs than those in arts & humanities. Sixteen percent of the business majors were employed by the Federal government, compared to 4% of arts & humanities graduates. Five percent of the business majors and 7% of the arts & humanities graduates were self-employed.

            There was a significant difference in the annual income reported by these two groups (F (1,84) = 10.75. p<05). The median salary for business majors was $15,983 with a range from $5,000 to $31,200 (mean salary was $15,236). The median salary for arts & humanities majors was $12,500, with a range from $1,500 to $20,000 (mean salary was $12,037). Additional study is recommended to determine what happens to this gap over time.

Getting the First Job

            There were no significant differences between business graduates and arts & humanities graduates in either their expectations for job opportunities or their experiencing difficulty finding a job after graduation. Graduates of both groups, on the average, tended to agree with the statement "I expected to have better job opportunities after

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graduation than I had" and equal proportions in each group agreed and disagreed with the item "I had difficulty finding a job after graduation" (See Table 8).

            The most helpful element in getting that first job (see Table 6) differed for both groups (X2(7, N = 99) = 14.37, p< .05). For business graduates a personal contact in the employing organization was most helpful (26% business vs. 18% arts & humanities), while for arts & humanities graduates, a marketable resume was most helpful (32% arts & humanities vs. 18% business). The biggest difference between arts & humanities and business majors in this regard was in the value accorded participation in the On-Campus Recruiting Program. Sixteen percent of the business group cited it as most helpful, while none of the arts & humanities people chose that option. It should be noted that 80% of the employers visiting campus are looking for technical and business graduates. Recruiting programs are not viewed as a primary job search strategy for liberal arts students.

            In viewing other sources of assistance in Table 6, many students in both groups chose "other" (24% business, 36% arts & humanities). This may be explained by the observation that job hunting in college is usually a complex process, influenced by many variables, and rarely undertaken in a systematic way (Newton, Angle, Schuette, & Ender,1984).

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            Students have difficulty determining which one resource was most helpful, as in most cases they are involved in several "routes". A combination of strategies and contacts usually determines job search success.

The Career Development Center's lower rating by both groups is partially explained by this circumstance. Additionally, it is likely that the Center has influence on other items like faculty, friends, and employer contacts besides the obvious resume development and campus recruiting program. Students may not recognize these relationships and may make questionable judgments on these issues. For example, it is difficult for a job hunter to determine if having a contact in an organization or the skills used in expressing personal strengths in relation to job demands was the "key" to getting the job.

Transition From Student to Worker

            Graduates in both samples were likely to agree with the statement "The working world is just as I had expected it to be". Regardless of major, student expectations appeared to have been met. This may be somewhat surprising to student development and academic staff alike. It may speak to both the naïveté of young professionals who haven't fully realized the extent of their new work environment and/or that university students are more aware of work these days due to career,

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experiential learning and work resources on campus.

            When asked about the mast difficult adjustment made after graduation, the patterns of responses by these majors significantly differed (X2 (9, N = 11.7) = 13.57, p<.05) (see Table 7). For both arts & humanities and business, the largest proportions of respondents cited "adjusting to a new schedule" and "feeling like a beginner again" as the most difficult areas of adjustment. Areas that business graduates were more likely to find difficult were: learning office politics, translating theoretical knowledge to practical job performance, and making new friends/meeting people. Areas that arts & humanities graduates were more likely to find difficult included financial planning and moving.

Degree of Satisfaction

            Overall, alumni froze both majors were generally satisfied with their present situations, jobs, and their preparation from their college education with no significant differences on several items (see Table 8).

            The groups did differ, however, in their satisfaction with their major (F (1,84) = 5.17, p<.05). Although both groups appeared to be generally satisfied, graduates in business were stronger in their agreement with the statement "If I had it to do over again, I would take the same or a similar major" than were graduates in arts & humanities


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            (on a 5-point Likert scale where 1 = Strongly Agree and 5 = Strongly Disagree, the business mean = 2.13; arts & humanities mean = 2.45). Interestingly, most alumni from both groups tended to wish that they had had more practical job preparation at UMCP (54% business, 67% arts & humanities), but did not wish they had taken a more practical, job-oriented major (79% business, 60% arts & humanities). Generally, both groups were satisfied with their major but it appears they wished they had done more career planning as part of their education. This notion is equally supported by employers who often prize liberal arts graduates who have both clearly stated career goals and course and/or work experience related to those goals. The implications for business minors, internships, part-time/volunteer jobs and programs which assist students in translating liberal arts skills to career demands are numerous.

Career Planning and Development

            For both groups, the biggest proportion of respondents felt that the pace of college life didn't allow enough time for career planning or job hunting (48% of the business alumni; 52% of the alumni from arts & humanities). In looking back on their career planning activities, graduates in both groups were more likely to regret not seeking more help with job search skills than not seeking more help in

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choosing a major or career. Sixty-three percent of the arts & humanities group and 56% of the business group agreed with the statement "If I had it to do over again, I would seek out more help with job search skills before I graduated." In contrast, 38% of the alumni from arts & humanities and 36% of the business alumni would seek out more help in choosing a major (47% and 45% disagreed with this item, respectively). This may demonstrate in part, a somewhat over-simplified understanding between choice of a major and career choice/preparation. The issues related to each are usually very similar and founded in gaining a clearer understanding of self and college goals. Also, students would have difficulty indicating differences between "career planning" and "job search" skills,e.g. a critical job search skill is being able to clearly state a career goal to an employer - a task requiring effective career planning.

Graduates in both groups believed that career services should be offered in the classroom. Three-fourths of the respondents in both groups wanted career planning and job hunting services to be accessible through their regular academic curricula (77% business, 75% arts & humanities). Such services are available in a number of departments at UMCP.

            The majority of respondents in both groups also believed


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that they could make better use career planning services now than they could as undergraduates (56% business, 58% arts & humanities). In addition, 81% of each group believed that UMCP should provide career planning services for recent alumni.

            In assessing areas in which the respondents currently needed career services, arts & humanities alumni were significantly more likely to need help exploring careers that fit their interests, skills, and abilities (X2(1, N = 121) = 5.16, p<05). Both groups were likely to need help in the areas of exploring career options not previously considered, learning about additional specialized training in their fields, and knowing how to find information about jobs in their fields.

Discussion

            Graduates in business and the liberal arts are faring well in the market place. The predictions of bleak job prospects for arts and humanities majors did not hold true for most of the respondents in this study. While perhaps not as successful as their business counterparts in terms of salary and full-time employment status within their field, the arts & humanities grads tended to be employed and generally satisfied with their jobs and present situations. Furthermore, although slightly less likely to be employed in

 

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their field, the arts & humanities graduates had no greater difficulty finding a job than did their business counterparts.

            One area in which the arts & humanities graduates differed from the business graduates in the sample, however, was in their needs for career services. In terms of what was currently needed, the arts & humanities alumni were somewhat developmentally behind their business counterparts. The business graduates were, for the most part, in need of career assistance for goals beyond job entry, such as learning about future career options or obtaining further specialized training. The arts & humanities graduates, in contrast, were significantly more likely to still be in the stage of exploring possible careers for job entry. Earlier career service intervention may be helpful for this group.

            A study by Mason-Sowell and Sedlacek (1984) indicated that while there has been a dramatic rise in vocational orientation toward college in the last decade, there has also been a rise in a general, academic view of college. As first described by Clark and Trow (1966), student "academic types" view college as a means for intellectual pursuits while "vocational types" perceive college as a means towards getting a job. According to Mason-Sowell and Sedlacek (1984) these academic types represent 25% of the UMCP student population. It may be that many of the arts & humanities majors in the


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present study represent the "academic types" for whom getting an education is of primary importance. Thus, while there are larger numbers of students seeking majors in technical fields there remains a strong, if smaller, contingent of those who desire a "non-technical education" and will still meet success upon graduation.

The central point here, perhaps, is that vocational and intellectual goals for college need not be mutually exclusive. Liberal Arts prepare students for careers, while business studies also provide intellectual challenge and liberal learning. What is significant, however, is the balance that students seek in their education based in individual interests, values and goals. A valuable college education is both intellectually liberating and prepares for a career. Equally important to institutions is the challenge of providing effective programs which allow students to become aware of these issues and make appropriate and rewarding choices accordingly.

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References

 

Beck, R.E. (1981). Career patterns: the liberal arts major on bell system management. Paper presented at Association of American Colleges, Washington, D.C.

 

Clark, B.R., & Trow, M. (1966). The organizational context. In T.M. Newcomb and E. R. Wilson (Eds.) College Peer Groups. Chicago, I1: Aldine.

 

English, C.W. (1983, December 12). Turn for better in job prospects for '84 grads. U.S. News & World Report, 32-33.

 

Evangelauf, J. (1984, February 22). Top students move to science studies, leave humanities. The Chronicle of Higher Education, 27 (24), 1.

 

Mason-Sowell, M., & Sedlacek, W.E. (1984). Changes in campus subcultures by sex over thirteen years. College and University, 60, 63-67.

 

Newton, F.B., Angle, S.S., Schuette, C.G., & Ender, S.C. (1984). The assessment of college student need: First step in a prevention response. Personnel and Guidance Journal, 62, 537-543.

 

Swanson, D.S. (1980). Forecast for the 80's. Journal of College Placement, 40,57-60.

 

Woodlief, A. (1982). Liberal arts and careers: Taking the long view. Journal of College Placement, 42, 25-28.

 

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Table 1: Present Situation by Divisional Field

 

% Business

% Arts and Humanities

Employed in my chosen field or in a satisfactory position

60

41

Employed , but seeking a job in my chosen field

25

28

Unemployed, but seeking a job

6

9

Student

2

12

Not in the labor force

3

10

Military service

3

3

 

100%*

100%*

*Percentages may not equal 100% due to rounding.

 

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Table 2: Educational Status

 

% Business

% Arts and Humanities

Not Enrolled or taking any courses

89

79

Enrolled part-time

9

7

Enrolled full-time

2

14

 

100%*

100%*

 

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Table 3: Employment Status

 

% Business

% Arts and Humanities

Employed full-time

91

74

Employed part-time

9

26

 

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Table 4: Current Occupational Field

Field

% Business

% Arts and Humanities

Professional, Managerial or Technical

 

 

Business/Management

52

15

Marketing/Professional Sales

12

11

Creative Arts

2

24

Architecture, Engineering or Surveying

0

11

Education

0

7

Social Sciences

3

4

Mathematical or Physical Sciences

2

0

Life Sciences

0

0

Medicine or Health

0

0

Clerical

10

11

Services

5

7

Protective Services

3

4

Skilled Trades

2

2

Agriculture, Forestry, Fishery

0

0

Other

9

4

 

100%

100%

 

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Table 5: Type of Employing Organization

 

% Business

% Arts and Humanities

Large business or industry

41

22

Small business, industry, or agency

24

44

Education

0

13

Self-employment

5

7

Federal government

16

4

State/local government

2

0

Social or community services

2

0

Military

3

0

Other

7

11

 

100%*

100%*

*Percentages may not equal 100% due to rounding.

 

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Table 6: What was most helpful in getting your present job?

 

% Business

% Arts and Humanities

Personal contact in the employing organization

26

18

Marketable resume

18

32

Participation in the UMCP On-Campus Recruiting Program

16

0

Advice or assistance from friends or family

7

9

Assistance from a private employment agency or recruiting firm

7

2

Assistance from the Career Development Center

2

0

Assistance from a campus office or faculty member

0

2

Other

24

36

 

100%*

100%*

*Percentages may not equal 100% due to rounding.

 

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Table 7: Most Difficult Adjustment After Graduation

 

% Business

% Arts and Humanities

Adjusting to a new schedule

29

27

Feeling like a beginner again

26

24

Learning the office politics or power structure of your hiring agency

13

2

Financial planning

3

13

Translating theoretical knowledge to practical, on-the-job performance

10

4

Making new friends; meeting new people

8

2

Moving; adjusting to a new location

2

6

Interacting with the boss or work colleagues

3

4

Being on your own; independent

3

4

Other

3

16

 

100%*

100%*

 

*Percentages may not equal 100% due to rounding.

 

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Table 8: Attitudes Toward College Preparations*

Item

Business

Arts and Humanities

 

Mean

Standard Deviation

Mean

Standard Deviation

My undergraduate academic program helped me prepare for my present situation.

2.71

1.17

2.44

1.1

My personal life in college helped me to prepare for my present situation.

2.39

1.15

2.66

1.18

MY extracurricular life in college helped me to prepare for my present situation.

2.44

1.18

2.67

1.25

I am satisfied with my present situation.

2.66

1.41

3.03

1.24

If I had it to do over again, I would take the same or similar major.**

2.13

1.16

2.45

1.26

I wish I had more practical job preparation at UMCP.

2.59

1.24

2.36

1.33

I wish I  had taken a more practical, job-oriented major.

3.82

1.05

3.57

1.19

I feel that UMCP should provide career planning services for recent alumni.

1.87

0.89

1.69

0.86

I had a difficultly finding a job after graduation.

3.03

1.45

2.93

1.55

I expected to have better job opportunities after graduation than I had.

2.77

1.34

2.95

1.19

I feel satisfied with my personal job.

2.61

1.33

2.78

1.27

 

*Based on a 5-point Likert scale, 1=Strongly Agree, 5=Strongly Disagree.

**Difference significant < .05 using MANOVA.