Education And Employment Of Arts And Science Graduates

Student, parents, and policy makers interested in the "return on investment" of college education tend to place unwarranted emphasis on the choice of undergraduate major, often assuming that a major in a liberal arts field has a negative effect on employment prospects and earnings potential. This new report--which includes data on earnings, employment rates, graduate school earnings bumps, and commonly chosen professions--presents clear evidence to the contrary. It shows not only that the college degree remains a sound investment, especially in these difficult economic times, but also that --as compared to students who major in professional, preprofessional, or STEM fields--liberal arts majors fare very well in terms of both earnings and long-term success.

If you listen to the general chatter from parents, guidance counselors, and politicians, you would think that going to university is the only option that ensures future success. That's no longer true. This book is designed to help anyone under thirty make the best possible educational and career choices.

In the United States, broad study in an array of different disciplines â€"arts, humanities, science, mathematics, engineeringâ€" as well as an in-depth study within a special area of interest, have been defining characteristics of a higher education. But over time, in-depth study in a major discipline has come to dominate the curricula at many institutions. This evolution of the curriculum has been driven, in part, by increasing specialization in the academic disciplines. There is little doubt that disciplinary specialization has helped produce many of the achievement of the past century. Researchers in all academic disciplines have been able to delve more deeply into their areas of expertise, grappling with ever more specialized and fundamental problems. Yet today, many leaders, scholars, parents, and students are asking whether higher education has moved too far from its integrative tradition towards an approach heavily rooted in disciplinary "silos". These "silos" represent what many see as an artificial separation of academic disciplines. This study reflects a growing concern that the approach to higher education that favors disciplinary specialization is poorly calibrated to the challenges and opportunities of our time. The Integration of the Humanities and Arts with Sciences, Engineering, and Medicine in Higher Education examines the evidence behind the assertion that educational programs that mutually integrate learning experiences in the humanities and arts with science, technology, engineering, mathematics, and medicine (STEMM) lead to improved educational and career outcomes for undergraduate and graduate students. It explores evidence regarding the value of integrating more STEMM curricula and labs into the academic programs of students majoring in the humanities and arts and evidence regarding the value of integrating curricula and experiences in the arts and humanities into college and university STEMM education programs.

Study based on a survey of educational level and employment career patterns of recent university graduates in the USA, illustrating the relationship between higher education and occupational choice - includes a description of the research methodology and covers undergraduate and graduate study, motivation, family influences, employment opportunity for graduate women and graduate Blacks, labour mobility, job satisfaction, the effect of military service on a career, etc. Bibliography pp. 154 to 156 and statistical tables.

A study was conducted in Victoria (Australia) to determine college students', graduates', and employers' expectations and experiences concerning employment after graduation. The study sought answers to the following four questions: (1) What proportion of graduates and diplomates in various fields of study, and at different levels, obtain satisfactory employment? (2) What are the views and attitudes of employers concerning the recruitment of graduates and diplomates, the training they expect graduates and diplomates to have, and their reasons for accepting or rejecting graduates and diplomates for employment?, (3) What are the attitudes of graduates , diplomates, and students toward employment?, and (4) How do graduates, diplomates, and students adjust or accommodate their expectations and aspirations to the opportunities available to them? The investigation encountered difficulty in comparing courses of study, defining and measuring rates of unemployment for the graduates and diplomates, gathering relevant background information, and preserving confidentiality. Nevertheless, data gathered in the study were analyzed in a matrix framework, and numerous findings are reported regarding the student-graduate-employer relationship according to the four terms of reference analyzed. The questionnaires used to gather data are included in the report. (KC)