Graduate Goals and Satisfaction. An Analysis of Graduate Motivations and Reported Career Outcome Satisfaction

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2 Graduate Goals and Satisfaction An Analysis of Graduate Motivations and Reported Career Outcome Satisfaction

3 Helping Students Find Their Dream Jobs Ryan Pratt Director, Marketing Michael Bell Research & Analysis Associate Michelle Dranschak Web & Marketing Support Designer Catie Ewen Content & Digital Marketing Specialist Esme Smith Customer & Technical Support Manager

4 Agenda- Graduate Goals and Satisfaction The Outcomes Survey, an overview The Class of An overview Introduction to the present sample The Data Professional motivations at start and end of program Program efficacy Relationship between motivational success and occupational satisfaction The Take-Aways Q&A

5 The National Standard A survey research solution with Nationally-standardized question sets and campus-level customized questions Standardized National Outcomes Data and Reports Data collection and reporting protocols based on IR best practices One-click and custom reports that meet national reporting standards Response generation and monitoring tools Turnkey administration

6 New Graduates: First Destinations CAREER OUTCOMES QUESTIONS* Employment/Self-Employment/Entrepreneur Graduate School/Additional Education Military Service, Service Program Unemployment (seeking & non-seeking) When did you begin your search? Where did you look for an occupation? ENGAGEMENT QUESTIONS (optional) Job search resources used... Use of career services... Helpfulness of services.... EXPERIENTIAL EDUCATION (optional) Internships, Co-ops, Assistantships Field Experiences, Practicums Clinical Experiences, Research Service Engagement, Volunteering And more SATISFACTION QUESTIONS (optional) Relation of your occupation to your major Importance of correlation to major Relation of your occupation to your career goals Initial satisfaction MOTIVATION QUESTIONS (optional) Income Employment opportunity Prestige Personal enrichment Job satisfaction Ability to impact the world CUSTOM QUESTIONS (optional & local) Unique and editable School-specific Limited in scope *Meets NACE, NUBS, and MBA CSEA reporting standards.

7 The Class of Over 41,500 direct responses 45.0% 40.0% 35.0% 30.0% 25.0% Response Rates by Degree Level 24.8% 35.7% 38.6% 19.1% 2.5% 4.8% 2.3% 3.9% 17.8% Degree Level Breakdown 20.0% 15.0% 76.1% 10.0% 73.6% 5.0% 0.0% At graduation 6 months post-graduation 12 months post-graduation* Associates Bachelors Masters Doctoral Average

8 Present Sample Roughly ½ of institutions from initial group utilized both Motivation and Satisfaction optional question modules

9 Present Sample Which of the following options represent your postgraduation situation at this time? (Select all that apply)

10 Where geographically did you look when searching for your post-graduation occupation? (Select all that apply) When did you begin to pursue your occupation? 55.4% before graduation

11 Student Motivations Personal and Professional Often overlooked in an evaluation of program effectiveness. Why did they choose their program (if they had a reason)? Was that the same reason towards graduation? Did their degree allow them to affect those motivations?

12 Student Motivations Personal and Professional Some favorites: A great teacher Desire to serve others My wife and son I am first-generation, and I wanted to prove I could do it! I wanted to complete the degree I started 25 years ago To keep a promise to my grandmother Answer my calling Standard categories: Employment opportunities Impact on society Income potential Job satisfaction Personal enrichment Professional prestige

13 Starting and Ending Motivations Primary Motivation at Start of Degree Primary Motivation at End of Degree Personal enrichment 19% n=3,303 Professional prestige 5% n=800 ALL 0% n=52 Employment opportunities 35% n=6,097 n=2,692 Personal enrichment 15% OTHER 1% n=70 Professional prestige 5% n=844 ALL 0% n=52 Employment opportunities 34% n=6,023 n/a 15% n=2,726 Job satisfaction 10% n=1,814 Income potential 7% n=1,233 Impact on society 9% n=1,665 n/a 15% n=2,714 Job satisfaction 10% n=1,787 Income potential 8% n=1,400 Impact on society 12% n=2,108

14 Changes in Motivation Motivation same at start and end of degree Incomplete 16% n=2,771 n=17,690 Changed 38% n=6,792 Stayed the Same 46% n=8,127

15 Changes in Ending Motivations by Starting Motivation Employment Opportunities 35% change Professional prestige 7% ALL 0% Impact on society 20% Personal enrichment 27% Starting Motivations Employment opportunities 35% OTHER 1% Income potential 23% 15 n/a 1% Job satisfaction 21%

16 Changes in Ending Motivations by Starting Motivation Impact on Society 40% change Professional prestige 5% ALL 0% Starting Motivations Personal enrichment 28% Employment opportunities 41% OTHER 1% 16 Impact on society 9% n/a 1% Job satisfaction 16% Income potential 8%

17 Changes in Ending Motivations by Starting Motivation Income Potential 56% change Professional prestige 8% Personal enrichment 16% Starting Motivations OTHER 1% Employment opportunities 46% n/a 1% Job satisfaction 18% 17 Income potential 7% Impact on society 10%

18 Changes in Ending Motivations by Starting Motivation Job Satisfaction 55% change Professional prestige 4% ALL 0% Personal enrichment 20% Starting Motivations OTHER 0% n/a 0% Employment opportunities 47% Income potential 12% Job satisfaction 10% 18 Impact on society 17%

19 Changes in Ending Motivations by Starting Motivation Personal Enrichment 56% change Professional prestige 12% ALL 0% Starting Motivations Personal enrichment 19% n/a 1% Job satisfaction 14% Income potential 7% OTHER 1% Employment opportunities 44% 19 Impact on society 21%

20 Changes in Ending Motivations by Starting Motivation Professional Prestige 58% change ALL 0% Personal enrichment 29% Employment opportunities 32% Starting Motivations Professional prestige 5% OTHER 3% n/a 2% 20 Job satisfaction 9% Income potential 12% Impact on society 13%

21 Changes in Motivation About 1 in 2 students maintained the same motivational priority from start to completion of their degree. Preparedness and intentionality in degree selection Nearly 40% reported a change in their motivation. Time of much growth and development Proportions of motivations were maintained despite high rate of change Those whose motivation changed were distributed proportionally among the other motivations These results can help your offices with current students Can prepare for both cases- when a student s motivation does/ not change Relative importance of standard goal categories is established 21

22 Program Efficacy To Affect Starting and Ending Motivations

23 Program Efficacy Scores Starting Motivation 40.0% 35.0% n=5,531 n=5, % 37.0% n=17, % 25.0% 20.0% 15.0% n=1, % 10.0% 5.0% n= % n= % n=1, % 0.0% Very Unhelpful Unhelpful Neither Helpful nor Unhelpful Helpful Very Helpful Have not yet formed an opinion % Unanswered or uncategorized response

24 Program Efficacy Scores Ending Motivation 40.0% 35.0% n=5,543 n=5, % 36.6% n=17, % 25.0% 20.0% 15.0% n=1, % 10.0% 5.0% n= % n= % n=1, % 0.0% Very Unhelpful Unhelpful Neither Helpful nor Unhelpful Helpful Very Helpful Have not yet formed an opinion 24 16% Unanswered or uncategorized response

25 Relationship with Occupation Satisfaction We not only ask about standard Satisfaction, but also level of Relatedness

26 Relationship with Occupation Satisfaction Very high ratings of occupational satisfaction. Just under 80% bachelors reported satisfied

27 Relationship with Occupation Satisfaction For those who reported their occupation IS related to their academic program, then there should be a relationship between their program efficacy score and their occupation satisfaction. The national data showed high ratings of relatedness

28 Program Efficacy - Starting Motivation and Satisfaction Score distribution Score proportions 28 r =.198 Majority of responses clustered in the +/+ quadrant Ceiling effect. Satisfaction response proportions do not deviate from the Very/Satisfied; even those who reported low scores for program efficacy-starting motivation

29 Program Efficacy - Starting Motivation and Satisfaction Very Satisfied Satisfied Neither Very Unhelpful Unhelpful Neither Helpful Very Helpful Dissatisfied Very Dissatisfied 29 r =.198 Majority of responses clustered in the +/+ quadrant Ceiling effect. Satisfaction response proportions do not deviate from the Very/Satisfied; even those who reported low scores for program efficacy-starting motivation

30 Program Efficacy - Ending Motivation and Satisfaction Score distribution Score proportions 30 r =.212; essentially the same relationship and fit line Majority of responses clustered in the +/+ quadrant Satisfaction response proportions do not deviate from the Very/Satisfiedeven those who reported low scores for program efficacy-starting motivation

31 Program Efficacy - Ending Motivation and Satisfaction Very Satisfied Satisfied Neither Very Unhelpful Unhelpful Neither Helpful Very Helpful Dissatisfied Very Dissatisfied 31 r =.212; essentially the same relationship and fit line Majority of responses clustered in the +/+ quadrant Satisfaction response proportions do not deviate from the Very/Satisfiedeven those who reported low scores for program efficacy-starting motivation

32 Take-Aways To improve understanding of how graduate achievement of professional motivations relates to their occupational satisfaction can allow us to expand the reach and utility of career service and institutional research offices The intersection of motivational achievement and satisfaction provides a more comprehensive evaluation of graduate outcomes beyond standard measures of employment rates and simple job satisfaction, and contributes to evaluation of program effectiveness The qualitative measures are especially important for majors without clear career paths where these traditional measures may not seem favorable National data presented here show graduates rate their educational programs very positively in their efficacy, AND have a high rate of satisfaction even in cases of LOW efficacy ratings 32

33 Questions?

34 Thank You!