Assessment of Academic, Personal, and Career Development of Alumni from Southeast Missouri State University

Abstract

A survey containing institutional and program-specific items examined psychology and other graduates' evaluations of their undergraduate education (1 983-1 985) at Southeast Missouri State University. Psychology respondents resembled respondents from other majors in their social and personal interests, but differed from other resbondents in their educational and career attitudes. ~s~chology respondents were more likely to be enrolled in graduate coursework than were other respondents and indicated greater agreement that preparation for this coursework was important to them. In contrast, they expressed less agyeement than other respondents that career preparation was important. Also, psychology respondents who did not pursue gradwte education expressed some dissatisfaction with the career advising and preparation offered in their major. These findings reaffirm the need for psychology departments to develop flexible curricula to meet the diverse needs and interests of their majors and to provide better career advising to majors.A growing number of researchers have examined the educational and career goals (Lunneborg) of psychology majors as well as satisfaction with their education and employment (Lunneborg, 1985;Lunneborg & Wilson, 1985; hdalin & Timmreck, 1979). Investigation of these issues was stimulated by efforts to improve undergraduate curricula and by institutional demands to demonstrate both the aualitv of academic programs and the impact that these programs have on graduates' career and personal growth.In 1984, Southeast Missouri State Universitv initiated an annual follow-up survey that examines recent graduates' reactions to their university education and to their initial career position. The university develolped a survey that includes an institutional instrument co~mpleted by all graduates and a program-specific instrument completed by graduates with a particular major. The institut~onal items were developed by a campus-wide faculty committee and permit evaluation of university-wide issues and comparison of student opinions and outcomes across majors. The programspecific items were developed by faculty in the departments that teach the major. The items completed by the graduates of specific programs provide more detailed information that can be used to examine issues unique to a major.Much of the research on graduates from psychology programs has not involved comparisons of their responses to those of graduates from other programs. Such comparisons could provide additional insight into the educational and employment value of a major in psychology. A primary purpose of our study was to provide this perspective on the attitudes and outcomes of psychology majors, using the data provided by Southeast Missouri State University's follow-up of its eraduates from 1983 to 1985. " Principal analvses of survey items compared the responses of psychology graduates to responses of all other graduates. Other supplemental analyses are also reported. Multiple regression was used to identify the aspects of psychology ...

To Get Involved or Not: The Relation among Extracurricular Involvement, Satisfaction, and Academic Achievement

“…Less is known about involvement in psychology extracurricular activities and satisfaction within the major. Early work showed that some major-specific experiences (e.g., fieldwork, faculty-guided research) were associated with psychology major satisfaction (Finney, Snell, & Sebby, 1989;Lunneborg, 1974). Additionally, students perceive psychology student organizations (e.g., Psychology Club, Psi Chi) to be rewarding and beneficial for graduate studies and a career in psychology (E. S. Nelson & Johnson, 1997;J.…”

Vocational Preparation within a Liberal Arts Framework: Suggested Directions for Undergraduate Psychology Programs

“…In a survey of University of Washington baccalaureates, Lunneborg ( 1985) examined the current jobs held by 178 psychology graduates. Finney et al (1989) reported similar results: "48% of psychology respondents who were employed and 68% of the other respondents indicated that their jobs were in the field of their academic major" (p. 174). Thus, nearly 50% of the alumni worked in occupations not directly related to their psychology major, most of which were business related.…”

“…The psychology curriculum described by Finney et al (1989) illustrates this point. A final note on strategies for improving career relevance focuses on program structure, which can have a powerful influence on the choices students make.…”

“…Those alumni frequently reported feeling inadequately prepared for the kind of work they were doing. Furthermore, Finney et al (1989) found that psychology alumni were less satisfied with their major as preparation for a career than were other respondents. but those involved in business careers were less satisfied with their academic preparation.…”

“…Evidence from Titley (1978), Korn and Lewandowski (1981), and Finney et al (1989) strongly suggests that some psychology graduates have difficulty achieving early career success. This outcome may be manifested by unemployment, entry into an occupation other than the student's first choice, or acceptance of low-status entry-level positions.…”