Double your major, double your return?

Rossi, Alison F. Del; Hersch, Joni

doi:10.1016/j.econedurev.2007.03.001

Cited by 44 publications

(32 citation statements)

References 8 publications

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“…College administrators have expressed concerns about possible negative impacts of loading on majors, such as neglecting extracurricular activities and elective classes essential for a balanced education. However, studies have shown that double majors are associated with higher returns in the labor market (Del Rossi and Hersch 2008). The question of whether double majors should be encouraged or not is important, and one that remains unanswered.…”

Section: Discussionmentioning

confidence: 99%

“…There is concern that studying more than one major in college may result in too little depth within one's main field of study and a decrease in the breadth of general knowledge. However, students with double majors have been found to have higher earnings (Del Rossi and Hersch 2008). In the absence of data on student outcomes and addressing the issue of selection into double majors, it is not possible to evaluate the net benefits of pursuing more than one major.…”

Section: Introductionmentioning

confidence: 99%

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Double Majors: One for Me, One for the Parents?

Zafar

2011

Economic Inquiry

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Standard-Nutzungsbedingungen:Die Dokumente auf EconStor dürfen zu eigenen wissenschaftlichen Zwecken und zum Privatgebrauch gespeichert und kopiert werden.Sie dürfen die Dokumente nicht für öffentliche oder kommerzielle Zwecke vervielfältigen, öffentlich ausstellen, öffentlich zugänglich machen, vertreiben oder anderweitig nutzen.Sofern die Verfasser die Dokumente unter Open-Content-Lizenzen (insbesondere CC-Lizenzen) zur Verfügung gestellt haben sollten, gelten abweichend von diesen Nutzungsbedingungen die in der dort genannten Lizenz gewährten Nutzungsrechte. Terms of use: Documents in AbstractAt least a quarter of college students in the United States graduate with more than one undergraduate major. This paper investigates how students decide on the composition of their paired majors-in other words, whether the majors chosen are substitutes or complements. Since students use both their preferences and their expectations about major-specific outcomes when choosing their majors, I collect innovative data on subjective expectations, drawn from a sample of Northwestern University sophomores.Despite showing substantial heterogeneity in beliefs, the students seem aware of differences across majors and have sensible beliefs about the outcomes. Students believe that their parents are more likely to approve majors associated with high social status and high returns in the labor market. I incorporate the subjective data in a choice model of double majors that also captures the notion of specialization. I find that enjoying the coursework and gaining approval of parents are the most important determinants in the choice of majors. The model estimates reject the hypothesis that students major in one field to pursue their own interests and in another for parents' approval. Instead, I find that gaining parents' approval and enjoying a field of study both academically and professionally are outcomes that students feel are important for both majors. However, I do find that students act strategically in their choice of majors by choosing ones that differ in their chances of completion and difficulty and in finding a job upon graduation.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Double Majors: One for Me, One for the Parents?

Zafar

2011

Economic Inquiry

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“…These results show that companies that consider engineers' expertise to be their most important quality, prefer employability counseling that advocates broad education with a business-oriented mindset and knowledge about the humanities and society. Del Rossi and Hersch (2008) explained that majors that combining business and science have more than 50% greater returns than major that do not. The analysis reflects the trend of diversification by students taking classes according to the needs of companies, which are gradually changing.…”

Section: Discussionmentioning

confidence: 99%

“…Especially, thanks to the recent development of the service sciences, the importance of combining creative classes in the humanities and social sciences with engineering is being emphasized. However, it remains unclear whether those who received multidisciplinary education fare better in the labor market than those who studied only their majors (Del Rossi & Hersch, 2008).…”

Section: Introductionmentioning

confidence: 99%

Convergence in school-to-work transition of engineering students: Korean evidence

Baek

Cho

Kim

2019

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The convergence of science, technology, the humanities, and the social sciences is an irreversible general trend. As a result, it will be important to foster employability counseling of engineering students leading to an understanding of why broad knowledge will help their employability. This study measures the effects of the convergence concept on students' employability by calculating the proportion of major classes taken in the humanities and social sciences among all college classes taken. This study analyzed the impact of convergence education as well as academic performance such as grades and study abroad experience on employability using employability-course matched data on graduates from a college of engineering from 2008 to 2015. The results showed that the higher percentage of classes taken in business administration or economics, as well as the total GPA and participation in study abroad programs, the more positive the effect on getting a job. This result reflects the reality that companies that value professional engineers are beginning to prefer that they have not only a business-oriented mindset but knowledge about other fields so that they can deal with the complexities and rapid changes in modern society. Accordingly, fostering corporate human resources philosophies that advocate for broad education will not only increase productivity in the labor market but make a great contribution to the development of colleges.

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“…Across the world, researchers proved that a second degree can bring more opportunities in employment sectors as well as a higher earning (e.g., Del & Hersch, 2008;Hemelt, 2010;Roksa, 2005). Other researchers tried to discover the career destination (Mannix, Harrison, & Sumsion, 2013), program design (Hunger, Werner, & Ekadiyanto, 2013) and identity construction of students (Baldry, Mä rtsin, & Eivers, 2018) in terms of double-degree education.…”

Section: Literature Reviewmentioning

confidence: 99%

Why Quitting Double-degree Programs: Students’ Perceptions in China

Ou¹,

Zhang²,

Pan³

et al. 2018

HES

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Around the world, colleges have been providing opportunities for students to participate in double-degree programs. In the past 30 years, double-degree education at tertiary level has been developing fast in China. While many studies focused on its positive effects, little attention was paid to its shortcomings. Through a focus group interview of five undergraduates from a Chinese university, this study revealed some underlying deficiencies of China’s double-degree education. The interview comprehensively uncovered participants’ motives, expectations, difficulties and reasons for quitting with regard to their double-degree programs. Colleges’ failure to live up to expectations (i.e., quality of courses, teachers, job prospects) and students’ lack of external support were found to be the main causes that led students to cease their studies. School policies and personal reasons also contributed to their decisions. This research provides advice for future curriculum planning and management of double-degree education from the perspectives of students, teachers and universities.

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Double your major, double your return?

Cited by 44 publications

References 8 publications

Double Majors: One for Me, One for the Parents?

Double Majors: One for Me, One for the Parents?

Convergence in school-to-work transition of engineering students: Korean evidence

Why Quitting Double-degree Programs: Students’ Perceptions in China

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