Relatedness between jobs and academic majors: its relationship to academic involvement of college students

Huang, Ya-Rong

doi:10.1007/s10775-007-9119-3

Cited by 7 publications

(8 citation statements)

References 18 publications

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“…It is important to note that our findings replicate previous research and support our predictions, which argue that humanities programs provide generic skills that are more likely to produce unrelated and overqualified employment than other programs. These results are consistent with studies conducted on more limited samples in Canada and the US (i.e., single universities, provinces, cities) (Chinaldo, 2010;Richards, 1984;Robst, 2007), as well as within European and Asian jurisdictions (e.g., Germany, Spain, Taiwan) (Bauer, 2000;Hartog, 2000;Huang, 2007). Interestingly, most researchers and academics acknowledge that humanities graduates experience significantly greater gains in critical thinking, complex reasoning, and communication skills compared to graduates from other programs (Akrum & Roksa, 2011).…”

Section: Discussionsupporting

confidence: 90%

What is Your Degree Worth? The Relationship Between Post–Secondary Programs and Employment Outcomes

Fenesi

Sana

2015

CJHE

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There is a long-standing debate over the value of certain postsecondary programs in facilitating employment after graduation. The National Graduate Survey (2005) was used to examine how graduates of various programs differ in their pursuits of higher education, employment status, job-program relatedness and job qualifications. Results suggest that graduates from humanities are more likely to pursue higher education, are less likely to be employed full time, are more likely to have jobs unrelated to their program, and are more likely to be overqualified for their jobs. These findings highlight that humanities programs may not provide the knowledge and skills that are in current economic demand.

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Section: Discussionsupporting

confidence: 90%

What is Your Degree Worth? The Relationship Between Post–Secondary Programs and Employment Outcomes

Fenesi

Sana

2015

CJHE

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“…These interviews support suggestions by Huang (2007) and Riggert, Boyle, Petrosko, Ash, and Rude-Parkins (2006) that universities and departments must actively account for how student employment impacts students' capacity to engage in successful time management, high achievement, and efficient time to degree.…”

mentioning

confidence: 55%

“…We were surprised how often engineering faculty, administrators, and staff complained that too many students work full-time jobs and part-time jobs that are unrelated to engineering, thus preventing them from meeting these expectations. These interviews support suggestions by Huang (2007) and Riggert, Boyle, Petrosko, Ash, and Rude-Parkins (2006) that universities and departments must actively account for how student employment impacts students' capacity to engage in successful time management, high achievement, and efficient time to degree.…”

mentioning

confidence: 55%

Negative Impact of Employment on Engineering Student Time Management, Time to Degree, and Retention: Faculty, Administrator, and Staff Perspectives

Tyson

2012

Journal of College Student Retention: Research, Theory & Pr

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Interviews with faculty, administrators, staff, and students at four engineering programs reveal the role of undergraduate student employment on retention and timely degree completion among engineering students. Dueling narratives reveal how student approaches to earning an engineering degree differ greatly from faculty, administrator, and staff expectations. Faculty, administrators, and staff advise students on proper time management and are frustrated that student employment reflects a lack of commitment to engineering. Students acknowledge the challenges of balancing school and work yet consider employment important to student life. Some students adjust their course schedules to meet work demands, thus increasing time to degree. Faculty describe a seamless pathway to an engineering career through coursework, scholarships, undergraduate research opportunities, and internships. Students remain employed because scholarships do not sufficiently meet their financial needs and internships are not convenient for all students.Students need to stop working so much. They're working way too much. . . . I try to tell them, "Please, if you're working 31-40 hours, don't take more than three credits" and the common response to me is, "Well I'll never graduate." [To which I say] "Well then quit working so doggone much." 479 Ó 2012, Baywood Publishing Co., Inc.

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“…For example, one study on involvement examined the relationship between jobs, academic majors, and academic involvement. The study used survey items to solicit responses about activities such as (a) class readings, (b) listening attentively during lectures, (c) contributing to class discussion, (d) use of school libraries, (e) reading scholarly books, and (f) discussing coursework with teachers outside of class (Huang, 2007).…”

Section: Involvementmentioning

confidence: 99%

Class, sex, and the role of involvement on Black collegians degree attainment.

Dorimé‐Williams

Choi

2023

Journal of Diversity in Higher Education

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Within postsecondary education, we often equate students' need for support with socioeconomic status (SES). There is also recognition of the challenges faced by Black students while navigating higher education. Programmatic and policy efforts to address these issues often focus on singular aspects of students' identities, particularly for low-SES students and Black male students. The purpose of this study was to explore SES and sex differences in the relationship between Black college students' involvement and their educational outcomes, as measured by graduation. Results show statistically significant differences between Black male and female students in the impact of involvement on degree attainment. Findings also have implications for the impact of high-impact practices, as a specific form of involvement, on students' outcomes. There are significant implications for policy and practice based on findings that can improve efforts to improve collegiate outcomes for all Black students. Results also demonstrate the need to shift thinking in higher education about how to effectively support students and identify their needs.

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Relatedness between jobs and academic majors: its relationship to academic involvement of college students

Cited by 7 publications

References 18 publications

What is Your Degree Worth? The Relationship Between Post–Secondary Programs and Employment Outcomes

What is Your Degree Worth? The Relationship Between Post–Secondary Programs and Employment Outcomes

Negative Impact of Employment on Engineering Student Time Management, Time to Degree, and Retention: Faculty, Administrator, and Staff Perspectives

Class, sex, and the role of involvement on Black collegians degree attainment.

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