Assessing the Value of a College Degree in Outdoor Education or Recreation: Institutional Comparisons Using the College Scorecard and Surveys of Faculty and Employers

Seaman, Jayson; Bell, Brent J.; Trauntvein, Nate E.

doi:10.18666/jorel-2017-v9-i1-7474

Cited by 6 publications

(8 citation statements)

References 9 publications

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“…Five years later, Canberg and Daniels (2004) identified 43 outdoor academic programs. More recently, Seaman et al (2017) identified 96 potential programs from a wide range of different universities via public membership lists, directories, and professional networks. The U.S. Department of Education's Integrated Postsecondary Education Data System (IPEDS) identifies 23 institutions granting bachelor's degrees in outdoor education and 240 institutions granting bachelor's degrees in the broader area of parks, recreation, and leisure.…”

Section: Outdoor Academic Programsmentioning

confidence: 99%

“…Outdoor academic programs have played a vital role in the knowledge and professionalism of the outdoor industry (Taff et al, 2016). Those in charge of hiring in the outdoor industry emphasize the value of professional preparation through higher education (Garvey & Gass, 1999;Maningas & Simpson, 2003;Seaman et al, 2017).…”

Section: Outdoor Academic Programsmentioning

confidence: 99%

“…However, growth in these programs is inhibited by limited knowledge among entering students and their parents. Few people are aware of the academic programs or job opportunities in the outdoor industry (Seaman et al, 2017). All the authors of this paper have experience with parents and students expressing some form of "I did not even know this major existed. "…”

Section: Introductionmentioning

confidence: 99%

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Overview of the Current Landscape of Outdoor Programs in Higher Education

Turner

Jostad

Bell

et al. 2022

JOREL

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Recent recognition of the growth and significance outdoor recreation industry indicates a need for outdoor-focused academic programs in higher education, yet broader trends affecting higher education may especially impact these programs. Our census methodology identified 128 undergraduate outdoor academic programs; more than previously identified in the literature. The most common higher education institutions to have an outdoor academic program are public, doctoral granting, and located in cities and in the southeast. However, those most likely to have an outdoor academic program are public and doctoral-granting, but are located in rural areas and the Rocky Mountain region. This research provides the foundation for future work which seeks to better understand the unique characteristics of these programs as well as to identify trends in program introduction and elimination.

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Section: Outdoor Academic Programsmentioning

confidence: 99%

Section: Outdoor Academic Programsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Overview of the Current Landscape of Outdoor Programs in Higher Education

Turner

Jostad

Bell

et al. 2022

JOREL

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“…First, this study would prove that the more time that passed, the more critical and specific alumni could be in evaluating the value and the motivations behind their undergraduate experience. Second, cost versus return is part of the university decision-making process as reported in studies conducted by Ellis (2018), Lobo and Burke-Smalley (2018), and Seaman et al (2017). Third, it is assumed that alumni will answer truthfully on the survey.…”

Section: Assumptionsmentioning

confidence: 99%

Understanding value and motivation: analysis of alumni from a US undergraduate business degree

Bozeman

Eadens

2020

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PurposeAs young people are seeking degrees that will help them with employment and as universities seek ways to increase enrollment and retention, the emphasis of the value of higher education has emerged as an important aspect in achieving these goals. The focus of this particular study, where a paucity currently exists, was to examine the concepts of value in relation to undergraduate business education. A main aim of this study was to identify values (beyond economic), based on time since graduation, and the motivating factors that help to define those values. One of the key trends this study revealed was a cross-generational assessment of value.Design/methodology/approachThe driving research question was regarding business undergraduate alumni's perceptions of value: Is there a relationship (based on time since graduation) in the value of an undergraduate degree? The Final Revised Survey was sent to 945 business college alumni, randomly selected from a list of 15,012 names. Quantitative data were disaggregated by groups: 0 = 3 years post-graduation (recent graduates), >3 = 6 years post-graduation (advanced graduates), >6 = 9 years post-graduation (experienced graduates) and >9 years (senior graduates) for analyses using Independent Samples T-Test, Simple Linear Regressions and Pearson's r Correlations tests.FindingsResults of the Pearson's r Correlation tests showed significant findings in terms of strength of relationship between variables involved the following: (1) gender and average motivation (0.004) (2) time since graduation and average commitment (0.047), (3) gender and average value (0.045) and (4) age and average value (0.036). This suggests that gender has the strongest relationship between variables. Also, age and time since graduation seem to be correlated to how alumni value their undergraduate education and are willing to commit to continuing to support an organization. The averages of three types of groups of continuous data (value, motivation and commitment) were analyzed as the results related to ethnicity and time since graduation. When comparing ethnic outcomes based on two categories, non-Caucasian and Caucasian, although there were fewer respondents in the non-Caucasian category, those individuals' perception of value, motivation and commitment rated higher (8.87, 7.71 and 5.83 respectively) than their Caucasian counterparts (8.41, 6.58 and 4.96 respectively). Additionally, it is interesting to note that for both groups, the average commitment score was the lowest out of the three for both groups. Finally, for Caucasians, time since graduation seemed to increase their perception of value of their undergraduate business degree. Whereas, for non-Caucasians, the perception of value was less. This specific result could be since in the age group for non-Caucasians seven of the eight respondents were in the = 47 age group.Research limitations/implicationsResults rested limited to opinions of undergraduate business alumni. Because the rate of return for the data results was limited, it is unlikely that a firm argument can be made solely on the results from the Pearson's r Correlation in terms of a conclusion for the research question for this study. However, based on the results of this study the responses can be generalized to the respondents, not the overall population. Therefore, the Null Hypothesis was rejected as preliminary findings, with the understanding that additional data could change this decision.Practical implicationsPractitioners (instructors and professional staff) in higher education can utilize the results of this study to align their decision making and engagement actions. For example, as the work of Starrett (2018) shows, in and out of classroom engagement, approachability and the ability to determine what their clients, (future students) are ways that practitioners can help to increase retention rates. For practitioners and policymakers alike, it is important that they work together to understand what today's potential students are looking for in their educational experience. In the past, extrinsic values such as fancy dorms and athletic facilities may have been key considerations. However, as this study has shown, today's potential students are seeking more intrinsic values from their college experiences such as a deeper connection with faculty and staff, a feeling of inclusion and belonging and commitment, on the part of a university, to their long-term success. Additionally, it is vitally important that both groups work together because everyone who works in higher education has a level of responsibility for enrollment and retention rates. This study provides information that will enable both groups to begin to meet those goals.Social implicationsSocial implications from this study surround better understanding of current and potential college students determine the value of higher educational degrees. Practitioners (instructors and professional staff) in higher education can utilize the results of this study to align their decision making and engagement actions. For example, as the work of Starrett (2018) shows, in and out of classroom engagement, approachability and the ability to determine what their clients, (future students) are ways that practitioners can help to increase retention rates. It is important that all work together to understand what today's potential students are looking for in their educational experience. In the past, extrinsic values such as fancy dorms and athletic facilities may have been key considerations. However, as this study has shown, today's potential students are seeking more intrinsic values from their college experiences such as a deeper connection with faculty and staff, a feeling of inclusion and belonging and commitment, on the part of a university, to their long-term success. Additionally, it is vitally important that both groups work together because everyone who works in higher education has a level of responsibility for enrollment and retention rates. This study provides information that will enable both groups to begin to meet those goals.Originality/valueThis information is important to universities because the results can act as a guide to aid them in revising their current individual recruitment and retention models for accuracy and relevancy. While a review of the current literature showed an abundance of theoretical information about economic value, it also showed a deficit in connecting alternative meanings of value as it relates to the university selection and commitment process. This study called attention to the need to examine this area to clarify higher education's other values to society.

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“…Sticker price is known to impact college selection (Bui, 2015;Piccoli, 2014). Table 1 shows results of institutional categories in the sample and mean (and standard deviation) of the sticker price, overall M(SD) = $26,839 ($10,751; Seaman, Bell, & Trauntvein, 2017).…”

Section: Types Of Institutions Offering Outdoor Academic Programs (Anmentioning

confidence: 99%

A Qualitative Analysis of Participant Learning and Growth Using a New Outward Bound Outcomes Instrument

Bobilya¹,

Lindley²,

Faircloth³

et al. 2017

JOREL

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Assessing the Value of a College Degree in Outdoor Education or Recreation: Institutional Comparisons Using the College Scorecard and Surveys of Faculty and Employers

Cited by 6 publications

References 9 publications

Overview of the Current Landscape of Outdoor Programs in Higher Education

Overview of the Current Landscape of Outdoor Programs in Higher Education

Understanding value and motivation: analysis of alumni from a US undergraduate business degree

A Qualitative Analysis of Participant Learning and Growth Using a New Outward Bound Outcomes Instrument

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