* foreign language majors - ericdocument resume ed 096 837 fl 006 478 author allavala, asia* u.; and...
TRANSCRIPT
DOCUMENT RESUME
ED 096 837 FL 006 478
AUTHOR Allavala, Asia* U.; And OthersTITLE Survey of Foreign Language Majors.INSTITUTION Dallas Univ., Irving, Tex. International Inst.PUB DATE Dec 73NOTE 112p.; A study conducted by Market Research
International, Irving, Texas; Appendix C has marginallegibility due to quality of original copy
EDRS PRICE MF-$0.75 MC-85.40 PLUS POSTAGEDESCRIPTORS *Business Administration; *Career Choice; College
Language Programs; College Students; *Graduate S%udy;Masters Degrees; *Student Attitudes; *Surveys
IDENTIFIERS * Foreign Language Majors
ABSTRACTThis marketing research project was undertaken to
provide the International Institute of the University of Dallas withinformation regarding the career perception of foreign languagemajors for its use in recruitment for the International ManagementProgram. Students from Arkansas, Louisiana, Oklahoma, and Texas wereincluded in the study. Primary data were collected by nailing 590questionnaires to Foreign Language Department Chairmen fordistribution to fc:eign language majors. A total of 249 replies werereceived, representing a return rate of 45.4 percent. Secondary datawere collected from various government, language association, andcareer placement association publications. The following were amongthe conclusions drawn from the data: (1) The potential market offoreign language majors for recruitment into an InternationalManagement Program is predominantly female, 78 percent versus 22percent male. (2) More than 80 percent of the respondents indicatedthat career objective was an important consideration in the decisionto pursue a foreign language major, (3) Female respondents appear toassign a higher preference to business (rank 4th) than do the salerespondents (rank 5th). (4) Females perceive their chances for abusiness career to be less than their preference. (5) Males appear toprefer teaching, government, or graduate study. (6) Seventy-fivepercent of the respondents indicated some level of interest in an MBAprogram. (Author/RN)
U T DEPARTMENT OP NEATN,EDUCATION A VIELPARENATIONAL INSTITUTE OP
EDUCATIONTHIS DOCUMENT HAS SEEN REPROOuCEO ERACTL, AS RECEtvED FROMTHE PERSON OR ORGANIZATION ORIGINATNO IT POINTS Of vIEW OPINHONsSTATED DO NOT NECESSAW'Lv REPRESENT Of F ICiAL NATIONAL INSTITUTE OFEDUCATION POSITION OR Roc .cr
SURVEY OF
-PERMISSION To REPRODUCE THIS tle.4.RTSMIGID MATERIAL HAS BEEN GRANTED By
all1 Li rS Littto ERIC AND ORGANiZATIONS OPERATINGUNDER AGRILMENTS WITH THE NATIONAL INSTITUTE Of EDUCAT,ON FURTHER REPRODUCTION OUTSIDE THE ERIC SYSTEM REQUIRES PERMISSION OF THE ETTPIoNeNTOWNER
FOREIGN LANGUAGE MAJORS
Conducted For:
INTERNATIONAL INSTITUTE
UNIVERSITY OF DALLAS
Irving, Texas
Prepared By:
MARKET RESEARCH INTERNATIONAL
Irving, Texas
"D e c
THIS REPORT IS SUBMITTED FOR CONSIDERATION
OF CREDIT IN THE
UNIVERSITY OF DALLAS
GRADUATE SCHOOL OF MANAGEMENT
COURSE: CONSUMER BEHAVIOR
INSTRUCTOR: DR. JAMES C. MAKENS
DATE: DECEMBER 1973
MARKET RESEARCH INTERNATIONAL IS COMPOSED OF:
ASLAM U. ALL` AWALA
RONALD D. ATKISSON
PAUL D. REED
GARY L. SMITH
FOREWORD
This report is submitted to the University of Dallas as the final
report on a research project conducted to determine the foreign
language majors perception of career opportunities.
This report is submitted in partial fulfillment of the requirements
of Management 6367, Consumer Behavior, at the Graduate School
of Management, of the University of Dallas.
In submitting this report, Market Research laternational wishes
to acknowledge the information and guidance provided by:
Dr. H. A. Merit loin, Director of the International Institute,
for assisting in the questionnaire design and for providing
relevant material which has helped in our study design and
analysis; Mr. Robert G. Lynch, Dean of the Graduate School
of Management; and Dr. James C. Makens, Associate Professor
of Marketing at the University.
1
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TABLE OF CONTENTS
Page
Executive Summary 1
Biographical Sketch . 5
Background . . . 0
Proposal ....... *** h... . . . . . .
Experiment Design A. Sample Design 7
B. Questionnaire Design and Mailing 15
Results. 18
Footnotes 59
Bibliography . ***** 60
Appendices
Appendix A - Questionnaire
Appendix B - Chi-Square Analysis
Appendix C - Tabulation of Results
Appendix D - List of Qualified Colleges and 'Universities
1
1
EXECUTIVE SUMMARY
i
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GENERAL
This marl eting research project was undertaken to provide the International
Institute, University of Dallas, Irving, Texas, with information regarding
the career perception of 4"...eign language majors for recruitment con-
sideration into the International Management Program. Students from the
states of Arkansas, Louisiana, Oklahoma, and Texas were included in the
scope of this study. Results of this study will assist in shaping the Inter-
national Management Program.
Primary data for this research was collected by a mailed questionnaire.
Five hundred and ninety questionnaires were mailed to Foreign Language
Department Chairmen for distribution to foreign language majors. The
sample size was selected to give a 95% confidence level of a sampling
error of no more than 5%. The questionnaire and mailing procedure were
carefully designed to maximize the rate of return. A total of 249 replies
were receives'., representing a return 'rate of 45.4%. Secondary data
was collected from various government, language associations, and
career placement association's publications.
CONCLUSIONS
Analyses of the data collected has led to the following conclusions:
1). The potential market of foreign language majors for recruit
ment into an International Management Program is
predominantly female, 70 versus 22% male.
2). In excess of 80% of the respondents indicated that career
objective was an important Consideration in the decision
to pursue a . ,ign language major.
3). Female respondents appear to assign a higher preference
to business (rank 4th) than do the male respondents (rank 5th).
4). Female respondents perceive their chances for a business
career to be less than their "reference. Their interest level
appears to be higher than what they believe their chances to be.
5). Male respondents perceive their chances to be fairly good
for entering business, but appear to prefer teaching, govern-
ment, or graduate study.
6). The low preference for a business career by all respondents
(rank of 4) may be attributed to lack of awareness.
7). The majority of the foreign language students are not aware
of the annual starting salaries of their career field at either
the Bachelor or Master's level.
8). The majority of respondents feel that the foreign language
curriculum is adequate for a professional career outside of
teaching.
9). Seventy-five percent of the respondents indicated some level
of interest in an A1BA program following a Bachelor's degree
in foreign languages.
10). Seventy-five percent of the respondents indicated it would
take throe or four semesters to achieve the MBA and
preferred day classes.
11). Fifty-five percent of the respondents indicated that it would
cost less than $2, 000 in a State School and more than $3, 000
in a Private School to complete the requirements for an
MBA.
12). Sixty-four percent of the respondents felt financial assistance
would be an important factor in their decision to pursue a
Master's degree and twenty-seven percent of those
respondents thought this aid could be obtained.
13). Eighty-nine percent of the respondents indicated they thought
the increase in annual starting salary difference between a
Bachelor's degree holder in foreign language and an MBA
degree holder in International Management to be less than
$4,500.
14). Approximately 90% of the respondents attached some
importance to a one-semester gain in time required to
complete an MBA.
RECOMMENDATION
The following recommendations are based on the analyses of the data collected
during the course of this research.
1). Accept this study as a positive reflection of the need to bring together
the individual interests of the foreign language and business depart-
ments within the University.
3). Develop the attitude both within the language and business department
that the discipline of each are tools which when properly integrated
through the student medium can benefit the student and the University.
It is this attitude development between departments that can promote an
awareness in the foreign language major of the opportunities to use
his skills in business.
3). Concentrate on creating an awareness of international business opportunities
on the foreign language majors, especially the predominent female
segment of this market. An awareness of business opportunities for
the foreign language major should not begin at the college level, but
should be marketed to high school language majors. Don't wait until
the student comes to you go get him.
4). Approach foreign language publications with the results of this survey to
include presentation of five-year plan.
5). Provide foreign language departments, particularly those participating !n
the study with results of this survey and request comments - then follow
up with information on five-year plan.
6). Create interest in University of Dallas by emphasizing present program,
possible financial assistance, and benefits of night classes.
BIOGRAPHICAL SKETCH
E
BIOGRAPHICAL SKETCH
This study is a market survey undertaken by Market Research
International for the International Institute of the University of
Dallas. Market Research International is a management consul-
tant organization, with special international interest, formed by
students of the Graduate School of Management of the University
of Dallas, whose resumes follow:
Allawala, Adam U. B. Coin, University of Karachi,
Pakistan. MBA candidate, University of Dallas.
One year management experience in cosmetics Industry
in Pakistan.
Atkisson, Ronald D. B. S. in Sociology, Lambuth College,
1972. MBA candidate (International Management),
University of Dallas.
Reed P D B.A. in Accounting, University of Texas
at Arlington, 1971. MBA candidate, University of
D allas. His business experience includes five years in
accounting and management.
Smith, Cary B. S. in Accounting, San Fernando Valley
State College, 1964. MBA candidate, University of Dallas.
His business experience includes five years in transportation
management and seven years in information systems work,
BACKGROUND
BACKGROUND
Market Research International, a management consultant firm formed
by graduate students of the Graduate School of Management, were
retained to conduct a study of foreign language majors by the
administration.
The Director of the International Institute wished to determine
the foreign language majors perception of career opportunities
in order to assist in shaping its international management recruit-
ment program. The administration wishes to establish specific
goals for the eVatAgOn of the International Institute.
These goals were brought out in a meeting held with the admini-
stration, and the study developed from there. The study was
intended to provide a starting point for the strengthening and
expansion of the International Management program.
PROPOSAL
}
PROPOSALSURVEY OF FOREIGN LANGUAGE MAJORS
PREPAREDby
MARKET RESEARCH INTERNATIONALOctober 4, 2973
MARKET RESEARCH INTERNATIONAL
ASLAM U. ALLAWALA
RONALD D. ATKISSON
PAUL D. REED
GARY L. SMITH
I. INTRODUCTION
This project is a survey of foreign language majors undertaken
by Market Research International for the University of
Dallas. Market Research International is a management
consultant organization formed by graduate students of
the Graduate School of Management of the University
Dallas, whose resumes follow:
ALLAWALA, ASLAM U. B. Corn, University of Karachi,
Pakistan. MBA candidate, University of Dallas.
One year management experience in cosmetics
industry in Pakistan.
ATKISSON. RONALD D. B. S. in Sociology, Lambuth
College, 1972. MBA candidate (International
Management), University of Dallas.
REED, PAUL D. B.A. in Accounting, University of Texas
at Arlington, 1971. MBA candidate, University of
Dallas. His business experience includes five years
in accounting and management.
SMITH GARY L. B. S. in Accounting, San Fernando Valley.
State College, 1964. MBA candidate, University of
Dallas. His business experience includes five years
in transportation management and seven years in
information systems work.
II. PROBLEM FORMULATION
A. BACKGROUND
The administration of the International Institute of the University
of Dallas perceives as a market, for the MBA program in
International Management, the student with a foreign language
major. It is desired to establish the parameters of this
market for enrollment into the International Management
Program, to develop a detailed plan for the recruitment of
this market.
B. STATEMENT OF SITUATION
Market Research International has been engaged, by the
International Institute, for the purpose of ascertaining what
market potential can be expected from the students with a
foreign language major, particularly from colleges and
universities in the Southwest United States. That is, to
research if those students working toward a foreign language
major are interested in further pursuing an MBA degree in
International Management.
III. OBJECTIVES
The objective of this study is to determine the student market of
foreign language majors from colleges and universities of the
Southwe. ;t available for recruitment for an MBA International
Management Program.
METHODOLOGY
The objective of this study will be gained through the use of
primary and secondary research. The primary research will
consist of a random sample of students with a foreign Itinguage
major via colleges and universities of the Southwest. The mode
of this survey will be a direct mail questionnaire. The secondary
research will help prescribe the primary research and compliment
where applicable with publications and papers.
The study will advance through seven steps:
1). The secondary research will guide the development
of a random sample for the study.
2). The questionnaire will be drafted for distribution
to the students.
3). The questionnaire will be pre-tested.
4). The questionnaire will be distributed in the prescribed
area.
5). Information from the secondary research will be
integrated, where possible, to support study.
6). The information received will be compiled and analyzed
through suitable statistical techniques.
7). The results of the study will be summarized and presented
to administration of the International Institute, University11
of Dallas.
;
Introduction
Prospectus
SecondaryResearch
PrimaryResearch
Evaluationof Data
Correlationof Results
FinalReport
Presentation;
TIME SCHEDULE
=NII*00NpgemgwIeaal
I""'"'""1.--1°3--
Sept. Oct. Nov. Dec.
I
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Administration
DEFINITIONS
Dr. Helmut A. Mork loin, Director of International
Institute; and Robert G. Lynch, Dean of University of Dallas
Graduate School of Management.
Southwest Within state boundaries of Texas, Oklahoma,
Arkansas, and Louisiana.
* Student An undergraduate student working toward a
foreign language major.
Foreign Language Atw language other than English.
Student Market Any *student interested in an MBA - International
Management degree.
COST OF PROJECT
The Administration of International Institute, University of
Dallas, agrees to cover costs In conducting a survey of market
potential of students with foreign language majors. The cost of
the survey will not exceed $250.00. A detailed break-down of
costs will be submitted at the completion of the project.
Approved by:
Helmut A. Merklein, Ph. D.Director, International. InstituteUniversity of Dallas
PROGRAM ALTERATIONS
Any changes to this contract shall be agreed to in writing by
representatives of both International Institute and Market Research
International before they become effective.
EXPERIMENT DESIGN
SAMPLE DESIGN
Universe
The universe determined for the study consisted of foreign
language majors of colleges and universities of the Southwest.
For the purposes of this study, the Southwest was defined as
the states of Arkansas, Louisiana, Oklahoma, and Texas.
Survey Technic:pie
A meeting with Dr. II. A. Merklein, Director of the International
Institute of the University of Dallas, established the type of
information the Institute desired to obtain from the study.
Market Research International then determined the most
appropriate method of obtaining this information. The main
factors which had to be considered were time, cost, type
and amount of information required, universe to be surveyed,
and minimum number of responses required.
Secondary research was done for several reasons. First, it
allowed the researchers to compare data collection techniques
with the present study to determine what type method was most
appropriate. Secondly, it allowed researchers to adapt related
techniques not only to design, but analysis of results.
After comparison was done as indicated above, several possible
techniques were discarded. A telephone survey was eliminated
because of distance and response rates, as well as due to the
limited and non-uniform information that could be obtained. 1
A personal interview technique was also later eliminated
because of the time, Jost, and cooperation needed in conducting
classroom interviews.
The mailed-distributed questionnaire survey technique as
finally ehr)sen as the principle research tool The mailed
questionnaire offered several significant advantages. It allowed
Market Research International to conduct simultaneous interviews
throughout the Southwest. It facilitated receiving more honest
answers and helped eliminate the not-quite-true answer that can
often occur with the personal interview (Classroom situation). 2
The questions were printed identically throughout, eliminating
potential interviewer biases.3 There was no influence or pressure
introduced by interviewers.4 They could put more thought into
their answers in regard to time.
Since the responses were anonymous, respondents were more likely
to answer personal or sensitive questions frankly. 5
Distribution of this questionnaire was somewhat unique. There
was difficulty in view of the fact that the foreign language majors
of selected colleges and universities were determined as the
sample. Chairmen of foreign language departments of the
colleges and universities selected were contacted asking for
their cooperation. The questionnaires were mailed in adequate
amounts to the language department chairmen, who thereby saw
that the questionnaires were distributed to the foreign language
majors. A follow-up contact was made to expedite return before the.cut-off date.
Mailed questionnaires are not the perfect answer. Definite dis-
advantages do exist and had to be considered and dealt with.
The major criticisms are the following. There is normally
a low rate of return; 15% tends to be a better-than-expected return
for the typical mail survey. The apparent lower cost of survey
mailing may prove illusory if large follow-up to low returns is
necessary. The absence of an interviewer can cause losses of
information about the respondent's environment and the
possibility that questions were misunderstood. Replies may
dribble in over a period of several weeks, thus delaying data
tabulation.
Market Research International felt that these disadvantages were
overcome by adequate planning, secondary research, and the fact
that this was not a typical mail survey. The anticipated low return
rate was circumvented by the mailing to a larger smaple of the
population. This in turn ciliminated additional follow-up costs
when the initial return proved statistically adequate. Finally, a two
week cut-off date for returns was used. When it was found the
sample returned within that date was adequate, data tabulation was
begun on those questionnaires.
Selection of Sample Size
One of the first problems concerning the research team was the determi-
nation of the sample size to be taken from the universe. In this research,
the population was taken as the total number of foreign language majors
from colleges and universities with undergraduate foreign language
programs in the states of Arkansas, Oklahoma, Louisiana, and Texas.
In the selection of the total sample size, the following statistical
formula was used:
n = p q / (AE / Z )2
Where n = minimum sample size
p = probability of a correct answer
q = probability of an incorrect answer
AE = allowable error
Z 1= critical probability in terms of standard
deviation = I.. 96
Question No. I was selected as a key question for determining the sample
size desired. In this example, the probability of a correct answer, p,
was chosen 90% as the questionnaires were to be distributed to the
foreign language majors only. However, there was a possibility that
some of the questionnaires may creep into the hands of the non-foreign
language majors. The allowable error, AE, was agreed upon among
the research team to be 5%. This is the maximum deviation allowable
of the moan of the sample from the mean of the universe. Setting the
error thus, it may be said that the experimenter may be 95% confident
that the mean of the sample taken will be within 5% of the mean of the
universe.
Substituting these values into the above equation gave the following
results:
(.9) (1 .9) / (. 05/1.96)2
Solving the above formula one gets:
139 required sample size
For simplifieatioa, it was decided to base this study on a total sample
size of 140.
It was imperative that a minimum of 140 respondents would be generated
from the total number of questionnaires mailed. Assuming that we could
expect a 25% return of completed questionnaires, the total number of
questionnaires to be sent out was computed to be 560.
The second problem confronting the research team was the selection of
the sample size for each of the four states. The total number of colleges
and universities was found to be 107. There were 71 colleges and
universities in Texas. Computing the share of Texas in the universe
resulted in a figure of 67%. Similar computations for Louisiana,
Arkansas, and Oklahoma resulted in the figures of 10%, 11%, and 12%,
respectively.
It was calculated that Texas would require a minimum sample size of
94, Louisiana 14, Arkansas 15, and Oklahoma 17.
Accordingly, the names of the chairmen of the language departments
were obtained. Each foreign language department chairman was contacted
by telephone to determine the approximate number of questionnaires to be
sent to him. Based on the above information, it was determined that
13 colleges and universities would compose the target population and
would satisfy the scope of the study.
The actual return at the end of the cut-off date was 249 questionnaires.
This can be interpreted the following way.
AEafn
0.05
.175-249
2.63
Level of confidence = 99.14%
This means that the researchers may be 99.14% confident, instead of
95% that their results are within the allowable error range of 0.05.
The total returns of 249 questionnaires represented an actual return rate
of 42.2% which was, in feet, much higher than the expected return. The
good results, and increased confidence level are thus attributable to the
additional precautionary mailing and thus more than justify it. Finally,
it may be said that with the results obtained, the researchers may be
99.14% confident that their results are within the five percent allowable
error. It can thus be said that the sample size return of 249
questionnaires is more than adequate.
UESTION9....EA1...__REDESIGN
A mail questionnaire was designed to elicit the information desired
in the foreign language major study. The questions included were
derived from the individual elements of "career perceptions"
listed in the definitions contained in the proposal. It was
endeavored in designing the questionnaire to strike the best
possible compromise between maximum information and
simplicity.
It was desimed necessary not to mention the role of the University
of Dallas as a sponsor of the study to prevent any bias in responses
which might have otherwise resulted. For this reason, no
reference, was made to the University of Dallas.
The questionnaire was pretested through a series of versions
to eliminate problem areas which might cause confusion or
introduce bias into the data. The pretest was conducted by hand --
ing a questionnaire to a foreign language major who was asked to
fill it out immediately. After the questionnaire was completed,
each foreign language major was interviewed to obtain his
impression and interpretation of each question.
i
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The questionnaire was printed on both sides of a single sheet of
high grade paper. A light yellow was selected to enhance the
response rate. The single shoot was folded so that it opened in
book fashion presenting four "pages." A questionnaire specimen
is Included in the appendix to this report.
RESULTS
RESULTS
This section of the report presents the results and analyses of the
survey. The procedure followed in analysis of each question consists of
presenting the results in tabular form, statistical analysis of these data
and a graphical representation of the results.
The survey was highly successful. This conclusion is supported by
the return of 249 questionnaires out of 590 foreign language majors
surveyed for a percentage return of 42.2%.
The numbers of questionnaires sent to each state and the respective
numbers returned are shown in Table V. Texas had the highest rate of
returns with 50.12% while Arkansas had the lowest with 23.75% of the
four states surveyed. These results are presented graphically in
Figure 1.
Of th© total number of questionnaires mailed, 249 were received
by the cut-off date and are, therefore, included in these analyses.
Subsequent to the cut-off date nineteen additional questionnaires have
boon received whicb have not been included in those analyses. This total
number of responses (268) bring the overall returns of the questionnaires
to 45.42%.
STATE SENT RETURN % RETURN
rkansas 80 10 23.75
Louisiana 58 17 29.3x;
Idaho= 67 20 29.85
exas 385 193 50. 12
590 249 42.2
to
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o 35
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10
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Quovfierirtairt Reit...trim:A By 56.6.
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50.12
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Question No. 1
Are you a fereign language major?
This questioh was used as a qualifier to answer succeeding questions.
Those persons answering no were not included in any further calculations.
Tabulation of the results indicates that 95% of the respondents were
foreign language majors. This makes our sample size determination
valid, as we assumed 95% of the respondents would be foreign language
majors.
TABLE 1
Foreign Language Majors By Sex
Male . Female Total %
Yes 51 94. 186 95 237 95
No 3 6 9 5 12 5
54 100 195 100 249 100
Fo:^eior) Lam:4.1'9eJ J
Figur° 2
fors Versus Non Majors
Fo:e4ie sn LanvemseMajors
For &i Lantra93 Majors95
RosuRs 'from QuasfionSee. I
-21-
I.
Question No. 2
This questionnaire is being completed by:
Male Q Female 0
The purpose of this question was to classify the respondents by male
and female. This enabled us to classify separately the respondent's
career perception.
Of the respondents, 51 or 22% were male and 186 or 78% were female.
These results clearly indicate the predominance of female students
pursuing foreign language studies at the undergraduate level. This
factor should warrant considerable attention when developing a market
plan to encourage interest and subsequent enrollment in an MBA.
International Management Program.
ijoilizett LtiTOuld. sitpisay
xes ,KR egvisrELytte7 taGioao.i
Jo estiodciol
earn%
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Question No 3
This questionnaire is being completed by:
Freshman
Sophomore
Junior
Senior
This question provides a basis for ascertaining career perception at
different levels of academic progress.
The results of this question are summarized below:
TABLE II
Respondents By ClassificationMale Female Total
Freshman 1 2 3
Sophomore 7 27 34
Junior 16 75 91
Senior 27 82 109
51 186 237
Figure 4
Acciernic CiassiCicaiion
Sophomore14.3 Z.
SeniorX5.9
Junior38.47;
Resuifs from Quesfion 3sec, I
-25-
Question No. 4
Was career objective an Important factor in your decision to pursue a
foreign language major?
This question was included to determine to what extent the foreign language
major considered career objective in his selection of college major.
TABLE III
Male % Female % Total is,
areer was a very important factor 16 31.4 47 25.0 63 26.5
areer was an important factor 17 33.3 57 30.4 74 31.2
areer was a slightly important factor 9 17.6 47 25.1 56 23.6
areer was not an important factor 8 15.7 30 16.0 38 16.0
ndec ided 1 2.0 5 2.5 6 2.5
51 100.0 187 100.0 237 100.0
Of the respondents, 81.3% (82.3% of the males and 811.5% of the females)
indicated they placed some degree of importance on career objective when they
chose a foreign language major.
Figure 5
Cal-14.Sa;4* Import unco
ecidectV
2.5%
Nofimporfan+
Factor14 . %
514ylly6poriant
Facrfor
234 %
VeryI mporfanfFacior
11-1 p or arer
Factor31.4 %
Reswifs from Quevftrion 4Sec.
-27-
I.
Question No. 5
List in the order of your preference what you would like to do if you were
to receive a Bachelor's degree in foreign languages today.
The objective of this question was to ascertain what the student would like
to do if the present academic goal had just been achieved.
TABLE IVTotal Response By Category
Assigned weights
Preference
Category
Graduate studies-foreignlanguage
Graduate studies-anotherfield .
Government
Teach
Business
Other
TotalTotal WeightFirst Second Third Fourth Fifth Other
64 48 54 37 26 8 237 1,012
32 24 37 38 58 48 237 728,
38 61 55 42 28 13 237 948
59 58 34 37 30 25 237 970
31 48 34 48 51 118 237 832
37 14 19 24 25 237 571
Responses were weighted to correspond to the preference rank given by the
respondent (L. e. , First = 6, Second = 5, etc. ).
de.
The results indicate that the respondents would, in order of preference,
like to pursue the following:
1). Graduate studios - foreign languages
2). Teach
3). Government
4). Business
5). Graduate studies - another field
6). Other - Airline hostess, Travel agency, Social work, etc.
TABLE VResponse by Male and Female
Category
Graduate studies-forellanguage
Graduate studies-otherfield
Government
Teach
Business
Other
First Second Third Fourth Fifth OtherTotalWeight .
FMFM FM#FMFMF MFM
13 51 18 31 10 43 10 27 26 8 238 774
10 2 5 19 8 29 6 32 11 47 7 31 164 564
7 31 11 50 14 41 7 35 7 21 5 7 193 754
11 48 13 45 9 25 8 29 9 21 1 18 210 760
5 26 5 43 8 26 11 37 13 38 9 15 155 677
7 30 1 13 2 17 7 17 5 20 20 61 106 465
Cary
Rank
roma leMa lo
Graduate studies-foreignlanguage 1 1
Graduate studies-otherfield 4 5
Government 3 3
Teach 2 2
Business 5 4
Other 6 6
The results of this comparison appear to indicate that female respondents
assign a higher preference to business than do the male respondents.
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s 0
P(.4
reri
i.:ri
ce.
0 00 0
C" a a
1.
Question No. 6
What do you perceive your chances to be for admission or employment in the
following categories with a Bachelor's degree in foreign languages ?
This question, correlated with the preceding question, provides some
insight into the difference perceived by the respondents between what they
would like to do and what objectively they think their chances actually are for
admission to each of the stated categories.
Category
Graduate studies-foreignlanguage
Graduate studies-otherfield
Government
Teach
Business
Other
TABLE VI111131111EIMIE1116
Weighted WeightedFirst Second Third Fourth Fifth Other Total M F
115 77 34 7 1 3 1,237 275 962
45 84 72 13 6 17 1,046 229 817
29 101 74 21 4 8 1,054 224 810
74 83 46 18 9 7 1,122 205 917
23 71 95 31 10 7 993 236 757
32 22 25 6 1 151 573 98 475
TABLE WIliankinn's Based On The Wei htcc.lbtals
Alt Mate Female
Like Probable Actual* Like Probable Like Probable
Cr_tatAnz
Graduate studies-foreign language 1 1 2 1 1 1 1
Graduate studies-other field 5 4 4 4 3 5 3
Government .3 3 5 3 4 3 4
. Teach 2 2 1 2 5 2 2
Business %'4 5 3 5 2 4 5
Other 6 6 6 6 6 6 6
* Reported in the Bulletin of Association of Departments of Forei
Languages (ADFL), September, 1973, based on a survey of 98 foreign
language departments reporting on job placements of their graduatesfor
the last five years. 6
Si ;nificant Results. wwwResults of the rankings and comparison of 'like to do' versus 'perceived
chance to do' (probable) tend to show that total respondents rank business
one level higher for 'like to do' than 'perceived chance to do'. This difference
is attributed to the female majority, who as a group tend to perceive their
chances of entering the business community with a foreign language
background to be less than some other career field. Yet, their interest
level appears to be higher than what they believe their chances to be.
Actual represents job placement ranking as reported by ADFL.
Male respondents have indicated they perceive their chances to be fairly
good for entering business, but appear to prefer teaching, government or
graduate study.
1.=
Pre
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nce
E33
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ed C
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17_3
r
Question No. 7
What in your opinion is the annual starting salary of a recent graduate
with a Bachelor's degree in foreign languages ?
This question was included to determine if the respondents had an awareness
of what their present career objective was worth in terms of starting
salaries.
TABLE VIII
Recent acting Salary Male % Female % "Metal %
$ 6,001 - $ 7,000 15 29.4 67 36.0 82 34.5
$ 7,001 - $ 8,000 16 31.4 63 33.8 79 33.4
$ 8,001 - $ 9,000 . 7 13.7 35 18.8. 42 17.8
$ 9,001 - $10,000 8 15.7 12 6.5 20 8.4
$10,001 - $11,000 0 0 2 1.1 2 .8
No response 5 9.8 7 3.8 12 3.1
51 186 100.0 237 100.0
Of the respondents, 85.7% indicated they thought the annual starting salary
of a person with a Bachelor's degree in foreign languages to be between
$0, 000 - $9, 000. Tice American Society for Personnel Administration7
reported the beginning annual salary to be $8, 640.
-36-
I.
Question No. 8
What in your opinion would bo the difference in annual starting salary
between a Bachelor's and a Master's degree in foreign language?
This question has as its objective to determine the respondent's aware-.
ness of the difference in starting salaries at the graduate and under-
graduate levels in his career field.
Table IXStarting Salary Differences
Male cr I Female MI Total %
Less than $501 1 2.0 23 12.4 1 24 10.1
$501 -1, 000 13 25.4 42 22.6 65 23.2
$1,001-2,000 20 39.2 63 33.9 83 35.0
$2,001-3,000 11 21.6 41 22.0 52 21.9
$3,001-4,000 3 5.9 8 4.3 11 4.6
Over $4,500 1 2.0 2 1.01
3 1.3
No response 2 3.9 7 3.8 9 3.9
51 100.0 186 100.0 237 100.0
Of the respondents, 90.2% indicated the difference to be between-0- and
$3, 000. The difference as reported by the American Society for Personal
Administration7
is $3, 900. It should be mentioned that 21,587 Bachelor's
I
and 5,175 Master's degree of foreign languages and literature were con-
ferred in 19708
which indicates only about 24% of the students achieve
the Master's degree and the higher salary it commands.
I
I
I
i
Ilguro 8
PetiCthed Saiary 1.017 NBA
No Respoilse-7/ r-Less Than °500
Reswifis Dedyed from Qwes.1400
c,.
Question No. 9
Do you believe that your foreign language curriculum prepares you for a
professional career outside of teaching?
Question 9 asked the respondent to rate their foreign language curriculum,
as to the degree that it prepares them for a professional career outside of
teaching. The results showed that 74.7% of the respondents rated their
foreign language curriculum as being adequate preparation for a
professional career outside of teaching.
The results are:
Very Good Preparation
Good Preparation
Average reparation
Poor Preparation
Very Poor Preparation
1
11.4%
32.5%
30.8%
18.6%
II.
Question No. 1
If a formal academic program wore available that would allow you to
receive an MBA degree in international management following a
Bachelor's degree in foreign languages, would you be interested in
pursuing such a program ?
This question is highly significant as it indicates the amount of interest
attached to the MBA international program. The following table shows
the interest indicated by male and female.
TABLE X
Interest In MBA By Male And Female
Very interested
Interested
Slightly interested
Not interested
Undecided
Male % Female % Total %
11 21.5 57 30.1 68 23.7
15 29.4 43 23.2 58 24.4
15 29.4 19.8 52 2.1.0
7 13.8 37 19.8 44 18.6
3 5.9 12 6.5 15 6.3
51 100% 186 100% 237 100%
A total of 75.1% of respondents showed some interest in pursuing an MBA
international management degree.
I
Uhcio
Iiii;lest 8/1
Figure 10
Female Irrrree+ In MBA
Undecided-1
Rosulis derived from Quesrion 111
.43-
II.
Question No. 2
As a full-time student, how long do you think it would take to complete
an MBA Program in International Management if you had no business
courses it your undergraduate curriculum?
Question 2 asked the respondents to define (in semesters) the amount
of time required to complete an MBA Program. This question was asked
to determine if the respondent bad a realistic view of the time required
to complete an MBA Program. The results are:
Table XIPerceived MBA Program Duration
Male T Female % Total
4
One semester 0 0 2 1.1 2 .8
Two sentesters 7 13.7 24 13.0 31 13.1
Three semesters 17 33.3 47 25.3 64 27,0
Four semesters 21 41.2 80 43,0 101 42.6
Five semesters 3 5.9 0 4.8 12 5.1
Six semesters 3 5.9 20 10.6 23 9.7
No responses 4 2.2 4 1.7
51 100.0 186 100.0 237 100.0
-44-
figure 11
Porceived VOA Program Durafion
ThreeSemesi-ars
2.7.0
One 5e.masl-ar.8%
Four
Sernes+ers42.6%
SixSernes+ers
Sernes+e s5.1%
Rosults berivad from Clucistioti 2.Sec. Tr
-45-
II.
Question No. 3
In terms of tuition fees and books (i.o. , excluding room and board), how
much do you believe it would cost you to obtain an MBA if you had no
previous exposure to business courses?
This question is significant in two ways. It first offers the student's, per-
caption of cost of the State and the Private School in pursuit of an MBA.
Secondly, it offers a comparison of the State and Private School's cost as
the students perceive it.
Table XIICost of
Resident Student in aState School
Total Cost ofMBA 1 ale 7 Female % Total %
$ 0-1,000 13 25.4 47 25.3 60 25.3
$1,001-2,000 19 37.2 51 27,4 70 29.5
$2,001-3,000 8 15.7 31 16.7 39 16.4
$3,001-4,000 4 7.8 31 16.7 35 14.8
$4,001-5,000 2 3.9 5 2.7 7 3.0
More than $5,000 1 2.2 4 2.2 5 2.1
No Response 4i7.8 1 17 9.0 21 8.9
51 100.0 186 100.0 237 100.0
Table XIIICost of
Resident Student in aPrivate School
Total Cost ofMBA Male % Pomale ". Total
$ 0-1,000 1 2.0 11 5.8 12 5.1
$1, 001-2, 000 4 7.8 13 7.4 17 7.2
$2,001-3,000 12 23, 5 25 13.8 37 15.6
$3, 0014, 000 12 23, 5 35 18.8 47 19.8
$4, 001-5, 000 5 9.8 36 19.4 41 17.3
More than $5, 001 10 19.6 42 22.6 52 21.9
No Responses 7 1 13.8 24 12.9 31 13.1
51 100.0 186 100.0 237 100.0
Figuro 12
Tolal Cos+ Of MBA
In A Stai-e. School
f1001 40 ZOO
2%5 'X2001+03000
Less than fi000
25.3%
30041 404000
14,8
No
Response
8.9%
3%
Resulfs from Quas+ionSec. M
-48-
et400146500c
More -than5000 2.1%
Figure 13
Total Cost Of VOAIn A Priveho School
3001.101000
19,8
$2601 40 300015,670
liool+0 2030
Less thanii0001:
RestriFts from
72%
51%
44001 +0 $000
17,3
More than$5001
219 %
No
Response
QUO'S ionSec. IL
-49-
3
II.
Question No. 4
If you had the opportunity to enter an MBA Program, which class
schedule would you prefer?
This question has as its objective the comparison between what the
respondents prefer and what is offered at the University of Dallas.
Table XIVClass Schedules
Male
.
% Female % Total
.
%
Day Classes 38 74.5 131 70.4 169 71.4
Night Classes 5 9.8 20 10.7 25 10.5
No Preference 8 15.7 32 17.2 40 16.8 I
No Response 0 3 1.7 3 1.3
51 100.0 186 100.0 237 100.0
Results from this question clearly show that the vast majority of the respon-
dents prefer day classes. In part, this can probably be attributed to their
present academic class schedule. Based on a 1970 Department of Health,
Education, and Welfare9 report, 53,176 of a total 87,487 or 61% of all
graduate business school students attend night classes.
Figure 14
Preference fa Class Schedule
Kb Respell5e 1.3 %--1.
NoPreference
140.S
Ni9hfClasses
o.5DayClasses
71.4%
Pt esulls 'from Quc...\.slion
Sec. en
41-
II.
Question No. 5
Would the availability of financial assistance be an important factor in your
decision to pursue a Master's degree in International Management?
This question was included in order to determine to what extent there is an
expected need of financial assistance. This information should help the
Institute in determining the extent of financial assistance needed in develop-
ing the program and in determining the actual student market feasible for
recruitment.
Table XVImportance of Financial Assistance
Male ' female o Total
Very important . 27 11.4 70 28.7 97 40.9
Important 6 2.5 48 20.3 54 22.8
Slightly important 11 4.6 38 16.0 49 20. ?
Not important 1 6 2.5 24 10.1 30 12.7
Undecided 1 .4 6 2.1 7 3.0
No response 1.3 ..........
51 100.0 186 100.0 237 100. 0
Figure 13
iimporfarice OF Financial Assisrl-ance
undecicteciifaocz
R esul+s Derived from Quasi-ion 5Sec. 'II
-53-
n.
Question No. 6
Please indicate your parception as to the availability of financial assistance
for the pursuit of an MBA degree?
This question Is also helpful in determining the terms of financial assistance.
Following the determination of how important financial assistance is, this
offers a picture of the student perception of how obtainable this aid is
and generally his chances of receiving this aid.
Table XVIAvailability of Financial Assistance
Male % Female % Total (r.?
Easily Obtainable 1 2.0 2 1.0 3 1.3
Obtainable 14 27.5 47 25.6 61 25.7
Possibly Obtainable 25 49.0 96 51.6 121 51.1
Not Obtainable 6 11.7 17 9.2 23 9.7
Undecided 4 7.8 18 9.7 22 9.3
No response 1 2.0 6 3.2 7 2.9
51 100.0 186 100.0 237 100.0
Figure 16
Availabilify Of Financial Assislance
E si Obfairia"tt?
Na Response2.9 70
R.asLitirs Darived -from Quasi-ionsec. 1
II.
Question No. 7
What in your opinion would be the increase in annual starting salary if you
were to acquire an MBA degree in international management, following
your Bachelor's degree in foreign languages ?
This question was included in regard to the belief that most students do not
realize the difference in starting salaries between a Bachelor's degree and
an MBA degree. The present difference is approximately $4,500.
TABLE XVII
Perceived Salary With MBA
Male % Female % Total %
Less than $ 500 2 4.0 11 5.9 13 5.5
$ 501 - $1,000 5. 9.8 28 15.1 33 13.9
$1,001 - $2,000 14 27.5 52 27.9 60 27.9
$2,001 - $3,000 18 35.3 43 23.1 61 25.7
$3,001 - $4,500 8 15.7 28 15.1 36 15.2
Over $4,500 3 5.8 16 8.6 39 8.0
i' 1 2.0 8 4.3 9 3.8
51 100% 186 100% 237 100%
n.
Question No. 8
If an inter-disciplinary program were designed that would allow you to
take business courses in your undergraduate curriculum, thereby, reduc-
ing your MBA program by one semester, what importance would you attach
to this one-semester gain in time?
The purpose of this question was to gain an insight into interest generated
by an inter-disciplinary program that reduces an MBA program by one
semester. The perceived importance would help in determining the
relevance of a projected five-year program of the Institute.
Table XVIIIImportance of One Semester Gain
Male % Female % Total %
Very important 17 3.1.2 79 53.3 96 40.5
Important 20 ''. ' :8.4 52 21.9 72 30.4
Slightly important 11 1 4.6 33 13.9 44 18.6
Not .mportant 1 .4 12 .5 13 5.4
Undecided 2 .8 7 2.9 9 3.8
No response 3 1.3 3 1.3
51 100.0 186 100.0 237
Figure 17
I mpor+ance Of One Same sefert
Lincleckied r----- No RospoAse 1.3 %
eStJ 11$ from Question 8Sec. IE
rocerNoTES
1 David J. Luck and Hugh G. Wales, Marketing Research (EnglewoodCliffs, Now Jersey: Prentice-Nall, Ines , 2d Edition,1961), p.109.
2 Paul L. Erdos, pralassimal Surveys, New York: McGraw-Hill, /MC* 1970), p.9.
3 Luck, 221. p. 108.
4 ibid.
6 Ibid.
6 Bulletin of the Association of Do ailments of ForAakemsta,Vol. 5, No. I, Sept. 1973, p. 29.
7 Endicott, Frank, 1973 Trends in Employment of Colle e and UniversiGraduate, American Society for Personal Administration, December1972.
8 U. S. Office of Education, "Earned Degrees Conferred,": 1969-70,Part A-Summary Data, Yearbook of Hegle Education, 1970.
9 1970 Department of Health, Education, and Welfare Statistics,Accredited MBA Night Schools, MBA Magazine, Aug. /Sept. 1973,
BIBLIOGRAPHY
Books
Has ley, Howard L., Introduction to Statistical Methods, Tama.New Jersey: Littlefield, Adams & Co. , 1972.
Bauer, Itainard K., and Frank Meissner. "Structures of MailQuestionnaires: Test of Alternatives, "PublicOpinion Quarterly (Summer, 1963).
Boyd, Harper W. and Ralph Westfall. 121.2attLing...119chHomewood, Richard D. Irwin, Inc., 3rdEdition, 1972.
Erdos, Paul L., Professional Mail Surveys, New York:McGraw Hill, 1970.
Kotler, Phillip. Marlent. Englewood Cliffs,New Jersey: Prentice-Hall, Inc. , 1967.
Luck, David J., Hugh G. Wales, and Donald A. Taylor. M...ar21miResearch, Englewood Cliffs, New Jersey: 2nd Edition,Prentice-Hall, Inc., 1961.
Spalding, 3. B., "Statistical Determination of Sample Size," anunpublished paper to aid researchers in sample sizedetermination.
Articles
"Earned Degrees, Conferred by Institutions of Higher Educationby Field of Study, Level, and Sex,"Yearbook of Higher Education, 1970.
Midicott, Frank S. ,Univorsit Graduates in Business and Industry."Professional Information Committee American Societyfor Personnel Administration.
"Enrollment for Advanced Degrees by Field of Study," A FactBook on Higher Education/American Council on Education.Federal Government Publication, 1972.
Kirviak, Lucie, "Foreign Language Career Preparation."Bulletin of the Association oillokailnenaciareim.Lucia es, V, September, 1973, pp. 42 - 47.
Mason, William M., "The Effect of Question Order on Responses,"Journal of Marketing Resca.rch, November, 1964,pp. 57 - 61.
"Men's Salary Survey," TA9Sapamaiacer12214Ssnmoil. 'MeCollege Placement Council, Inc., July, 1973.
Johnson, Harvey L., "Actual Occupational Outlook for Graduatesin Foreign Languages." Bulletin of the Association ofDo 2 artments of Form Lan ae es, V, September,1973, pp. 33 - 36.
"Texas FL Directory Part One - Senior Colleges and Universities."Texas Foreign Language Association, Spring, 1973.
"The Accredited MBA Night Schools." MBA, August - September,1973, p. 24.
Walser, F. Leroy, "A Preliminary Look at Potential JobAlternatives for Bilingual Students and Students of ForeignLanguages: A Career Education Concept." Bulletin of theAssociation_s_s of Ford Lan a es IV,May, 1973, pp. 15 - 20.
APPENDIX A
QUESTIONNAIRE
1
1
jF
SURVEY OF FOREIGN LANGUAGE MAJORS
Dear Stk.: It it:
We are four graduate students, who are conducting a survey of foreignlanguage students. Our purpose is to determine your perception of careeropportunities.
Your reply will he used only for statistical purposes; therefore, pleasedo not identify yourself in any way.
Thank you,
Your fellow students
QUESTIONNAIRE
I. CAREER PERCEPTION (LANGUAGES)1. Aro you a foreign language major?
Yes [3 NoIF YOU ANSWERED NO. PLEASE DO NOT ANSWER ANY OF THEREMAINING QUESTIONS.
2. This questionnaire is being completed by:Male [j Female 0
3. This questionnaire is being completed by a: (Check One.)Freshman 0 Junior 0Sophomore 0 Senior 0
4. Was career objective an important factor in your decision to pursue a foreignlanguage major? (Check One.)Career was a very important factor 0Career wasen important factor 0Career was a slightly important factor 0Career was not an important factorUr 1e-tded
5. List m the order of your preference what you would like to do if you were to receiveBachelr's clegre in foreign languages today. (Place number 1 for most preferredthrough 6 for least preferred.)Pursue graduate studies in foreign languagesPursue graduate etudies in another field
(Spec' fy)._Work far the governmentTeach
BusinessOther (Specify)._
00
6. Preferences apart, what do you perceive your chances to be for admission or em-ployment in the following categories with a Bachelor's degree in foreign languages?(('heck one for each category.)
Very VeryCategory Good Good Average Poor PoorGraduate School
Languages
Graduate Schott'another field(Specify)
Government
Business
TeachingOt her
(Specify)
......
7. What in sour opinion is the annual starting salary of a recent graduate with aBachelor's degree in foreign languages? (Check One.)
$ 6.001 $ 7,000 $ 9,001 --- 510.000 0$ 7,001 $ 8,000 0 $10.901 $11,000$ 8,001 --- $ 9,000 .0
8. What in your opinion would he the difference in annual starting salary between aBachelor's and a Master's degree in foreign languages? (Cheek One.)Less than $ 590 5 2,001 -- 5 3,000$ 50A $ 1,000 $ 3,001 $ 4,500$ 1,001 $ 2,00" Over $ 4,500 0
9. Do you believe that your foreign language curriculum prepares you for a profes-sional career outside of teaching? (Check One.)
Very good preparationGood preparationAverage preparationPoor preparationVery poor preparation 0
If. CAREER PERCEPTIONS (LANGUAGES MANAGEMENT)1. If a formal academic program were available that would allow you to receive anMBA degree in international management following a Bachelor's degree in foreignlanguages, would you he interested in pursuing such a program? (Check One.)
Very interestedInterestedSlightly interestedNot interestedUndecided
00
2. AK a full-time student, how long do you think it would take to complete an MBAprogram in international management if you had no business courses in your under-graduate curricubun? (Check One.)
(A semester is defined to be 15 weeks of course work.)One semesterTwo semester%Three semesters
0Four hiemPAte:v.Five semestersSix semesters
3. In terms of tuition fees and books (i.e., excluding room and board), how much duyou believe it would cost you to obtain an MBA if you had no previous exposure tobusiness courses? (Check one in each column.)
Total Cost of Resident Student Student in aMBA in a State School Private School
$ 0-- -S 1.009$ 1,001 $ 2,000$ 2.001 $ 3.000$ 3,091 $ 4.000$ 4,001 $ 5,000More than $ 5,091
4. If you had the opportunity to enter an MBA program, which class schedule wouldyou prefer? (Cheek One.)
Day classesNight classesNo preference
000
5. Would the availability of financial assistance be an important factor in yourdecision to pursue a Master's degree in international management? (Check One.)Very importantImportantSlightly importantNot importantUndecided
6. Please indicate your perception as to the availability of financial assistance for thepursuit of an MBA degree. (Check One.)Easily obtainableObtainablePossibly obtainableNot obtainableUndecided
El
LJ
7. What in your opinion would be the increase in annual starting salary if you were toacquire an MBA degree in international management following your Bachelor'sdegree in foreign languages? (Check One.)Less than $ 500S 501 S 1,000$ 1,001 5 2,000 0
2,001 -- S 3,000$ 3,001 $ 4,500Over $ 4,500 Li
S. if an inter-disciplinary program were designed that would allow you to take busi-ness courses in your undergraduate curriculum, thereby reducing your MBAprogram by one semester, what importance would you attach to this one-semestergain in time? (Check One.)Very importantImportantSlightly importantNot importantUndecided
0n
APPENDIX B
CM-Square Analysis
M
C III-SQUARE ANALYSIS
The chi-square test of significance is designed to determine if there is
a significant difference between or among observed data. The X2 test of
goodness-of-fit technique tests whether the observed occurrences are
sufficiently close to the expected ones to be likely to have occurred
under the null hypothesis (Ho).
The null hypothesis states that there is no difference between the
observed occurrences and the reasonably expected occurrences. If
the X2 test falls into the rejection region (the area where the computed
X2 value is greater than the critical tabular value), then the alternative
hypotheesis (HI) is true.
The formula for computing the chi-square value is as follows:
r kX2 = 1E (04 - Eq)2
1 = 1 j = 1E4
where 04 = observed number of cases
Eli = expected number of cases
f kdirects one to sum overall (r) rows and
1=1 k=1 all (k) columns.
The computed X2 value is then compared with a tabular vale at the proper
degrees of freedom (df) -- where df = (k-1)(r-1) -- and if the computed
value is greater, the null is rejected and there is a significant difference
among the data.
4. Career Objective
Male Female Total
Career was a very important factor 16 47 63
Career was an important factor 17 57 74
Career was a slightly important factor 9 47 56
Career was not an important factor 8 30 38
Undecided 1 5 6
51 186 237
Chi-square = 2.004
Critical Chi-square ( 05) = 9.49
df 4
Rejection region: Chi-square > critical chi-square
There is not a significant difference among sexes as to career objective.
7. Starting salaries with bachelor's degree in foreign languages.
Male Female . Total
0,001-7,000 15 67 82
7,001-8,000 16 63 79
8,001-9,000 7 35 42
9,001-10,000 8 12 20
10,001-11,000 0 2 2
No response 5 7 12
51 . 186 237
Chi-square = 8.65
Critical Chi-square ( . 05 ) = 11.07
Rejection region: Chi-square critical chi-square
There is no significant difference among sex as to starting salaries when
the indivd-al has a degree in foreign languages.
1.
8. Starting salary differences between individuals having a bachelor's
degree and those having a master's degree in foreign languages.
Male Female Total
Loss than 500 1 23 24
501-1,000 13 42 55
1,001-2,000 20 63 83
2,001-3,000 11 41 52
3,001-4,500 3 8 11
over 4,500 1 2 3
No response 2 7 9
51 186 237
Chi-square 5.41
Critical Chi-square (d. . 05 ) = 12.59
df 6
Rejection region: Chi-square > critical chi-square
There is no significant difference among sex as to the starting salary
differ aces that exist between an Individual having a bachelor's degree in
foreign languages and a master's degree in foreign languages.
V
9. Foreign language curriculum
Allothers Seniors Total
Very good preparation 19 8 27
Good preparation 45 32 '77
Average preparation 41 32 73
Poor preparation 16 28 44
Very poor preparation 7 8 15
128 109 237
Chi-square 9.63
Critical Chi-square (
df = 4
.05) = 9.49
Rejection region: Chi-square > critical chi-square
There is a significant difference between the two groups concerning how
the foreign language curriculum prepares the individual for a profession
outside of teaching.
1. Formal academic program for MBA in International Management.
Male Female Total
Very Interested 11 57 68
Interested 15 43 58
Slightly interested 15 37 52
Not interested 7 37 44
Undecided 3 12 15
51 186 237
Chi-square = 4.36
Critical Chi-square (d .05) = 9.49
df = 4
Rejection region: Chi-square > critical chi-square
There is no significant difference between sexes as to interest in an
MBA degree in International Management.
n.
2. Time required in semesters to complete an MBA Program.
Male Fe, male Total
One semester 0 2 2
Two semesters 7 24 31
Three semesters 17 47 64
Four semesters 21 80 101.
Five semesters 3 9 12
Six semesters 3 24 27
61 186 237
-Chi-square - 4.94
Critical Chi-square ( a. .05) = 11.07
a = _ 5
There is no significant difference between responses by sex as relates
to time required to complete an MBA Program.
II.
5. Importance of Financial Assistance
Male Female Total
Very important 27 70 97
Important 6 48 54
Slightly important 11 38 49
Not important 6 24 30
Undecided 1 6 7
51 186 237
Chi-square = 6.25
Critical Chi-Jquare ( .05) = 9.49
df = 4
Rejection region: Chi-square > critical chi-square
There is no significant difference between responses by sex as relates
to importance of financial assistance.
II.
6. Avaihbility of Financial Assistance
Male Female . Total
Easily obtainable 1 2 3
Obtainable 14 47 61
Possibly obtainable 25 96 121
Not obtainable 6 17 23
Undecided 5 24 29
51 186 237
Chi-square = 1.78
Critical Chi-square (j. .05) = 9.49
df = 4
Rejection region: CM-square > critical chi-square
There Is no significant difference between responses by sex as relates
to the availability of financial assistance.
H.
7. Increase in annual starting salary due to the acquiring of an MBA degree.
Allothers Seniors Total
Loss than 500 7 6 13
501-1,000 15 18 33
1,001-2,000 35 31 66
2,0013,000 37 24 61
3,001-4,500 18 18 36
over 4,500 8 11 19
Undecided 8 1 9
128 109 237
Chi-square = 4..50
Critical Chi-squa7e ( 44- .05) = 12.59
df = 6
Rejection region: Chi-square > critical chi-square
There is no significant difference. between the responsed of seniors and all
others pertaining to increase in salary with acquired MBA degree.
8, Time Savings Due to New MBA Program
Male Female . Total
Very important 17 79 96
Important20 52 72
Slightly important 11 33 44
Not important1 12 13
Undecided2 10 12
51 186 237
Chi-square = 7.27
Critical Chi-square ( er- . 05) = 9.49
df = 4
Rejection region: Chi-square > critical chi-square
There is no significant difference between responses by sex as relates
to time saved by an ire-.10-disciplinary program.
APPENDIX C
Tabulation of Results
stow uy _OF .fORE.I.GN L ANMAGE... MAJORS . -- ALL RESIVHDAITS..
SECTION! I
CUESTION 2now- I11. CPO. om.
TOTAL SAMPLE 237- Illi-*-
NUM6FR OF ANSWERS 51PERCENT. OF TOTAL .21
NUMrIR nF ANSWERS._ Apt,PERCENT OF 'TOTAL .78
QUESTION 3
4.
237
NUMBER OF ANSWERS 3PERCENT OF TOTAL .01'
NUMBER OF 34PFACkNT OF TUTAL .14
NUMr4R OF ANSWERS 91Pt:RUNT OF TOTAL .38
NthlftER OF AN HERS f39PEP.CENTOFTUTAL
OU2STION 4
NT AL SAMPLE 237
NWV3ER OF ANSWERS 63PERCENT OF TOTAL .26
Njtir:-ER VP ANSWERS 74PERCENT OF TT AL .31
NUM5ER-OFPEKCLiNT CF TOTAL .23
NUMRER OF ANSWURSPEi.CENT OF TOTAL .16
_tc,i0mB014 6F ANSWERS-- 6PERCFNT OF TOTAL .02
LLSTILA 5.1
TOAL SA:4PLE
J
SURVEY OF FORP/G4 LANGUACE_MAJORS_____
NUME.FR OF ANt.WEkS 64
y 0.
PL CUNT GF 101 AL .26
NUMREk OF ANSWERS 30NT_OF_ T9TAL . 1.011111. .. V..11.11 111.....
UkiBFR OF ANSWERS 36P'.:KCINT OF TUTAL .14
NUMatR OF 'ANSWI-RS 52al* .111.1.
NOMPER OF ANSA:RS 26PIRCENT OF TOTAL .10
NUMFER OF ANSWERS 33OF TOTAL .13 OIPM
QUESTION 5..2
TOTAL SAMPLE' 237
PERCENT OF TOTAL .17
NUMRFR OF ANSWERS 21FISC(' T OF TUTAL .08
0
NUMbER-OEANSWFRS 60. -
PIT:CENT OF VITAL '24
WIM3ER 10 ANSWERS 59Pv,.:CFNT OF TOTAL .24
t.umbFk 1.!F ANswEk--- 4/,-PERCENT OF TOIAL .19
tiff: ME r. OF AGSWERS 13Pti.CENT OF PrIAL .05
.
QUESTION 5.3
'TOTAL SAMPLE 237
NUMREROFPERCENT UF. 1TIAL .22
tJA'li-: Of ANS4FI.SILRLC)I fiF LAAL
%I. 7t:T tr I c-s
SOAVI V UP F.VRt T rs. LAN.AI.VL mwfus
WIRER 0F AN:AtERS 35P:RUNT VF TOTAL .15
NeMBER eF ANSWF VS 35PERU NT OF TOTAL .15
VU; AR OF ANSWLRS 1/hIRCENT OF TOTAL .08
puW1011 .4
TOTAL SAMPLE 237
NUMBER ANSWERS 37PERCENT (IF TOTAL .16
NUM61-R OF A*4--t4i&PERCENT OF 10T AL .17
NUMBER OF ANSWERS 42PERMIT OF TOTAL 18 40`
_ ..................... . . . . .. . em. vn.... .ft .10 ....Om -w.-.N......= .1. a* . . . M. a*..N. ..-NUMliF P: OF At&4EkSE RCEM OF TOTAL
NUMBER OF ANSWERSPERCFNT OF TOTAL
NUM6LP. OF ANSWERSPF TOT AL,
QUESTION 5.5
TOTAL SAMPLE 237
NUMBPR OF ANSW4RSPERCENT OF TUT AL
NUMBLR ELF ANSWERSPERCENT OF TOTAL
NUMBER OF ANSWERSPERCENT OF TOT AL . .12
..o?
P .16
48.20
25.10
30.13
5E4
.25
2b
_4 NOMBFR OF ;NSW 30PERC6T- flan .13
NUMbER OF ANSI.M4SNit:CENT OF 101 AL .23
NUm5FR OF Al Sw ELS -,r,
PERCFNT OF TUT AL .11
SIIIIVE Y. OF FOREIGN. LANGUAGE' MAJCIRS
otAsTinm 5.6
TCIAL SAMPLE 237
NOMUtR ANWIKS_ 11-UtUENT OF TOTAL
NU4t5ER OF ANSWLRS
IPLRCENT OF 101Al_.
4
. NUMaER OF A4SWERSPO CE -NT 00 TOTAL
NUmbER L'F ANSwERSPEqCFNT OF TO1AL
mumnER OF ANSWIASPLIsCL Nf OF MTAL
NUM71tER OF ANSWERSPC acEnr OF TOTAL
QUESTION 61:\
TOTAL SAMPLE 237
NUM:sER VF ANSW=RS. i!EAC E4J_ VF _16T A k_
NEftiFR OF ANSWFRSPERCENT OF TOTAL
NUmbER OF ANSWERSprKUNT CAF TOTAL
iluNqrK OF Vt!;WERSPLRCENT UF MAL
NUMPER OF ANSWERSPIKUNI OF TOTAL
NUMbLk OF ANSWERS
36
13
.05
.19
.06
20.10
26.13
84.43
45
65.14
29.09
24.07
74.23
31.
PERCENT OF TOTAL ,o9
oursilm 2
TOTAL SAMPLE 237
NOArtt.P, Of µW;141 RS
PF.c:CZNT Vat& .17
rt OF AP:,,,Wk-kS 8!:
t:C14:1 AL .19
SURVEY OF rormw LittruArt- MAJORS
WIPER OF ANSWERS'PERCENT OF WIAL
NUmrER OF-ANSWERSPti.CENTOF...7UIAL
NUMbER OF ANSWFRSPLI,CLNT OF TOTAL
WISER OF ANSWERSPt:14MT PP TOTAL
QUESTION 6.3
'MAL SAMPLE
NUMbiR OF ANSWERSPeRCENT OF TOTAL
144.23
71.16
83.18
23.05
.237
35.10
NUMBER OF ANSWERS 71 . ".
PERCENT OF TOTAL 20
NOMSER OF ANSWERS 76 ;?3-PLRCEMT OF TUTAL. VP'
NuMSER OF ANSWERS 95PERCENT OF TOTAL .27
PF7CFNT OF TOTAL
NUnCR Ur' ANSWERS 26PLI:CENT OF ICTAL
OULSTION 6.4
'TOTAL SAMPLF 237
NUMhEll OF ANSWERS._KRCkNT OF 10IAL '07
3
.07
NVmBER OF ti4SWAS t4MAL
NUm7.ER OF /JNSwiliS. 21FIRCINT (F JUIAL
Nt,4.1 OF VISW!".S 311...1C1A4 IU1AL
NWihtu. c AN!ALkS jai. 01: 1CIAL
40-
11.1111.
SULtyFY_U FOlrACN.LANr.U0E MAJORS_
N.!,Y.0%% CF ANNLKS 6PCKCENT CF TUTAL .06
___pUEST toftLb.5..
TOTAL SAMPLE 217
NUMdgR OF AnswmPERCENT OF 7V1 AL .03
NMBER OF ANSWERS 64.
UPtkCENT OF TOTAL
NUN3SR.OF ANSWERS_PERCENT OF TOTAL .12
19
a
NUMRFR UF ANSWERS 10PERCLNT OF TurAL .32
NOmPFT, OF ANSWERSPERCENT OF TOTAL
NUMBER OF ANSWFRS 1
PME141 OF TOTAL .03
QUESTIoN 6.6
!VIAL SAMPLE 27
VomtER OF ACISW.RS.
.
PEKCFNT OF TOTAL: .00
NUMET.c OF AtiSsoltn_PERCLNT OF TOTAL .00
NUWq.P. OF AuswiRS 0pEPCINT CF TITAL .00
*PiMIA'kr1F ANSWURS.PLPUNT luIAL .33
tAimtlf% OF ANSWr-KSPeRCENf OF TOTAL .33
NGe*ER OF AN':14S_PLi-CENY OF TOTAL .33
LIULSIIP% 7
Tt'(AL SI!MPLf..:
YE* 46
SoRVEY the 1=tREI(44 LANWAGF mAJoRS
4UM:.R OF AN:,wikSPERCENT OF TOTAL
NUMBER CF ANWERSPERCOT iclaNOmbEr: vF ANSwiRSPEKCENI OF TOTAL
NUMBER CF ANSwFRSOF ,TOT AL_
NUMBER OF ANSwZRSPERCENT OF TOTAL
NUMF$E1: OF ANSWERS
QUESTIGN 8
TOTAL SAMPLE
NUMc3LR ©F AtISWLRSPE k CENT OF TOTAL
NUMBER LW ANSWERSPERCFNIT OF TOTAL
V2.34
79.33
42.17
20CM.
2.
.00
12
2374011Is
2411...
.10
55.23
.ktri 4 R OF Afq!..wks 83PERCENT OF T(...TAL .35
NOMBFR OF ANSWERS 52PERLENT OF TE,TAL .21
---------NUMiEROF TOTAL .04
NUMBER OF ANSwERSPIACENT OF TE.TAL .01
NOMisEu CF' ANSWERS. 9PERCE.NT OF inTAL .03
. 14.-ftiorme.. ea...M*11w
QUESTIG4 9
TOTAL SAMPLE 2,37
NleEk CF ANSW:=Ps 27PERCLNT OF 1u1 AL
NUnek ''F ANct4Ek$:.PERCENT OF WIAL
.11
WiVIY UP FORtP,N MWOkS
OF ANSOiRS 73PERCtNT OF TOTAL
%UtnFR or A14SWERS 44Pt NI OF JUT At.
NUMfl:R VF ANSWERS 14PLRUNT t)1 101 AL
NUMBER OF INS,W,.:% 1
E'EPCE fyi OF ID/ AL
SECTION II
6JESTILIN-f
TOTAL SAMPLE 257
NUMAK OF VIISWI..AS bit
pERCFNI OF TOTAL
NUMBER OF ANSWERSPERCENT OF TOTAL
NUMBER OF ANSWERSPERCENT OF TOTAL
NUMbER !)F ANSWERSPERCENT OF VITAL
NUMBER OF AN'ArRSPERCENT OF MEAL
QUESTION 2
TOTAL SAMPLE 237
NIMBER OF AN.AERSPERCPNT OF TOTAL
NUMDEk OF ANSWFRSPERCENT OF TOTAL
WM6E1 OF:".t.hiSki-iS-PERCENT OF TOIAL
NUPSER OF ANSWE-10..1:0:U.:NT CF WI AL
Nui.tatk-o0 AW.WCRS-.PIPCINT OF liaAL
58
.28
.24
52.21
44.18
14.05
.00
31.13
.27
101.42
12.05
We.
OF FUREP,N LANCUAW- MAJWS
Nt14:07R IF ANSWAS 23NAL:GLUT OF MAL
NUMBER np ANSWERS 26PFRCENT 0E TUT .11 .10
QMSTIuN
TOTAL SMIPLE
NUMBER OF ANSWEI".S 60PERCENT OF 107AL .25
NOMbFR-Oft ANSWERS 70PERCENT OF TOIAL .29
. . . ..
f)F ANSWEAC.PURCCNT OF 107AL
. -
$9.
hUMRik OF ANSW.AS 35PERCh41 OF TOTAL .14
NUMBEkPERCENT OF TOIAL .02
NtU OF ANSWEkS 36PLRCENT OF Tula .15
QUESTION 3.2
TOTAL SAMPLE:. 2:7.
AUWIER OF ANSelEAS 1_2
PLRCENT CIF TOTAL
NUMbLR OF ANSWERS 17PEmCINT (F TOTAL .07
NUMBER CF AV!..,0:RSPEaCENT OF TOTAL .15
NUMBER OF ANSWERS 47HAUNT OF TOTAL .19
OF.ANSWfk5 41_NUMBEMPERCENT OF TOTAL .17
NuMnFP. OF ANSWFRS 52Prt:CF%7 OF TUIAL .21
QUES11ON 4
4
SuRvFY FcRF1GN LAMum.4 mAJ1kS
TOTAL ;AMPLE
MmUR GF ANSwEks
237
169PLkCiNT CAF TolAL .71
-inmER OF ANsWi.s Op
piRCiNT OF TrIAL .10
NUYIHR OF ANSwERSPO;CENT OF MAL .16
QUESTION 5
ToTAL SAMPLE 237
NUmikFP OF ANSWERS 97PiRCENT OF lulAL .40
-Re .41.m. 11.
NWABER OF AP SwERS 54PIRCL1JT OF TOTAL .22
pOmDFP nFANSwERS 49PEACINT OF TOTAL .20
NomEq.R OF A4SwFRS 30pr:RCFNT OF TOTAL .12
NunER OF ANswEkS 7PuRCIuT OF 101 .02
Nunrk:DF ANSwt.RsPEKCENT OF ToTAL .01
WM..=
QUESTIuN 6
TOTAL SAmPLF. 237.
NutIBER OF ANSwEkS 3prkuNT (F TnIAL....
.01
NUm3ER OF AOSwERS alPERCENT OF TuTAL .25
NUmBER OF ANLWFRS 121PERcFNT OF TOTAL .51
Now,R OF ANSWEkS 23PLRCENT OF TOTAL .09
Num3ER OF ANSWAS 2?PERCENT OF ToTAL .09
11
.
SURVEY OF FOREIGN LAN.AW.J MAJORS
NUM:4ER Oh ANswtRSpf-RCEA OF 10IAL
TOTAL SAMPLE 7
NUMBER (F ANSwFRS 13PERCINT nF TOTAL 0G5
eq.-. . .
NUMBER OF A4S4kSPERCENT OF luIAL «13
NU4SER-OF ANSWERS 66PERCENT OF "MAL .27
OF TOTAL .25.
NUMBER OF ANSWERS 36PERCENT OF TOTAL .15
_
NUMUR ANSWERS 19PERCENT OF TUT AL .08
NUMBER OF ANSwilkS 9PERCENT OF TflTAL .03
OUISTIuN 8
TOTAL SCOLE 237
NUMBER OF ANSWERS 96-
PERCENT OF TtJAL .40
NuM5Ek OF ANSWERS 72PERCENT OF TEST AL .30
_NUMBER_ OF ANSWFRS 44PERCEN1 OF TUTU. .18
NUMBER CF ANSWERS 13PLRCEUT OF TOTAL .05
NUMBER OF ANSwEKS 9II. .. woe.
PERCENT OP TOTAL .0-3
NUMBER OF ANSWERSPLXCENT OF TOTAL .01
UND 1?4.....11.07.45 AM ir DICh JR. 12.1.......4 4? I IX k0:1107 3
E.ASP.-114*HrSP-1I CUD JOt re/. 11*(17.45 AM 14 tiFCFU iND JO: 1;74.....11.07.4! AM 16 W7Ch 1Z4 11.C7.45 4M lh 11:L.
END X.in 124.....11.7.45 LiC11.07.45 AM /1. IALC
7Nip J3 12A.....11.0Y45 AM 18 DEC 73....t:00MP :0"1/4,*tiA.AP-1I., rND JU 1:14 11.67.4r, AM /k DEC 13....kOOM
rND Jn! 1:14 11.07.45 AM lk Ut(JOrt 1?4 11.C1.45 AM 14 rAF(..
S"..114-N"hAS1)-i). .1.41) JE i 124.. I1.07.4'3 AM 18 DIC 73....vtuMAS;".11***"Pke.-11.......END JOE: I24. 11.G7.45 AM 1P DEC 73.....WTi
JET.i 124 11.07.45 AM )C DEC 73....WIUMr SP.11,4A411A:j"..17 f-ND JC6 124...11.07.45 AM IR DEC 73...hongE..SP-II*mlwASP-11 JO 12/,.....11.07,45 AM 18 11C73.....:W94HASP.-11**vrtA.t.P-E1 1%D J0,1 124...m11.07.45 AM 18 PLC 73....VA0
JUi. 124 11.07.45.4M 18 DEC 77......ROOMSP.1 r4.**!.!ASP-II ..... 124 11.07.45 AM IS DEC 73....kOOM
-psitSP.jj**404!A".11.........EVD JrAa 124 11.07.45 AM 18 EfECJOa 124...6 11.07.45 AM 18 D.r:C. 73....kenm
tiASP-11**Al...0-1J.......AND J06 124 11.07.45 AM 18 DE.0 73....REAMHAS1'..-11**04,SP-.11.......ENn J06 124 000'0 11.07.4C AM U' DEC 73....POGM
SP.-I14,4.01ASP-11.......EliD JUZ. 124 11.07.45 AM IS DEC. 73....RODAhi..,SPI/v*.W4tPTI.......END JOE; 124 11.07.45 AM IS DEC 73...RDPM
..... f r ii JtItl 120 11.07.45 AM lb W-Ch SE"..7/***tiASP,..I) J(1, 124.... 11.67.45AM I8 pEC73....ROCAt ..... ENO JO:!, 124 11.07.45-AM l DEC 73....RCUM
..... e.END JO-, 124 11.07.45 AM 1E, DEC 73....POCMJA 124...11.07.45 AM 16 DEC 73....100M
h SPI14.4*HASP-II :NE) A 124 11.07.45 AM IS DEC 73....KMNhASP...II*ne*HASPE1 ..... JG0 124...4 11.07.45 AM lb Lin 73....k0EMAAS?...11*4HASP-II Eqb JCF 1Z4....11.07.45 AM le D:C_73!...,Ronm1 SP-II*70g*HAsP-II ..... ..LNU 124 11.07.45 AM 18 DEC 73,....KULMH ,sp..47***HA,S0.-11 CND JO:a 124.....11.07.4C AM 1S DEC1ASP.-11"hA,2.1)-1/ fT1 J03 124...11.07.45 AM 18 DEC 73...k6v4 441 SP.474.;A4dASP.-11 EN1) %IL:2 124....11.07.4 AM 14 DEC 73....Ftifl
..... ENO JCF) 124.....11.07.45 AM IC DEC 73.....ROOMAASP".-114**HASP-11 ..... JEfh124.....11.07.45 AM IA DEC 73....ROL4.
..... *EAU J1 6 124.....11.(.7.45 AM 16 DEC 72....ROOM ODH SP-11**v!IASP11 END Jm 124.....1 1.07.45 AM le DEC 73....R904HASP.-1/***HASP...11 .... JO 124.....11.0745 AM 18 DEC
..... iNU J01) 1Z4.....11.07.45 AM 18 E;EC 73....RO0M'iND JO!: 124.....11.07.45. AM 18 DhE.
_i.SP-A!***14ASP-II. ..... EN!_*. JO!, 374 11.07.45 AM 16 Nit71ASP414**HAS"./I. ..... 1Z4 11.07.45 AM lt DEC 73...ROO!t SP-.41**;"IMAP-II Err) JP:s 124......11.ca.45 AM 16 DEC 73....k0rJMh St' .11**vtitSP-II. Et..D JEJ:.$ 124.....11.07.4!! AM IS DEC 73...0{004
124.....13.07.45 AM 1S DEC 73....R )PM..... «IND Jfl 124.....11.0.7.45 AM la Df:C. 73....kOCA
SP711***411 END JE.t 1.24..01.07.45 AM lenr.0-1Asp-/I**4NASP-I1 P.ED JUL> 124.....11.07.45 AM it DEC
. ... LND 124.....11.07.45 AM 16 DEC 73..R001S °-/!**4q4A$P-II I't() JCS 124.....11.07.45 AM IS GEC 73..SOPM
JG' 12.....11.07.4!. AM IS DEC 7:3....t: :,: ?t1.4) JU, 124 11.(7.4f AM 16 DEC 73....k.4-3F.Nr) Jai.1-24.....11.07.4!: AM 111 Dr,C
4 SP-II*X4*HtSP.--3 1 ..... J03 124 11.07.45 AM IFIND 124.....11.07.45 AM 14 DLC 73....ROIR
JU:3 124.....11.C7.44 AM 13 (;I:c 73,,,,o;1tomSf1-41 mt4PSil-11 HO 124.....11.07.45 AM 16 DEC 73....k.2CM
jASP-11*-,11ASP.-11 0000000 IND J06 124...11.47.45 AM 18 DEC 73...4.30M
,sm11
' I T
....SMITP
...SMITt
"..Smlit....S%lit
....SMITE
....SMITE
....SMITE
....SMITE
....SMITE
....SMITE
....SMIT!
....S4ITt
...SMIT:
....SMIT_
....SMIT
..SMIT
....SMITSAIT
...SMIT
..SMIT
....SMIT
.SMIT
....SLIT
....SNIT
....SMIT
....SMIT
....SMIT
....SMIT
....SMIT
....SMIT
....SMIT
....SMII
....S1IT
....SMIT
....SM1T
.BAIT
...SMITeSMIT
....SMIT
....SIT
..SMIT
t !AV r 1.. 11-1 t. 0 !M.' I t. :'/. Ji FEMALE RESPONDANTSt
rur!l
O1 AL
Non:rf: folvt !
PINLEtrr CF
WM! i ',X'SVIE.r:S
1-.1-nk1
OUrSITCN 3
StMP11
mtwf ( r
PFRCLNT ('F 14.1-
NnWhk t.t...MNS
OlkawlC4 Ioltl.
NunF cP V.S'etFt.S
PI r-A".! IT CF
reinirw.
PLR.CE C.F Tr:1AL
CUE ! TI( ql 4
IL:17 AL SAPPLI
NUN: EP. t..!.WF.:'S
r-ERO. NT 1.t.-
Mtv,..!! t r1 At
PEP:LENT CF: it 1,.t_
NUMFr OF foEVELSFl SUAT C'F if lei
t.uM,,iR tt:WiRcPFROAT PF 'MAL
P CF tO.SWEC.F N7 PF 101AL
107/1. t PYPI c
.t
, ft,
10
2 ef
7
.0!
27.1,4
75
6?
1
47.25
.3r.
47
.1f
1Ft
V V :I I t i t.;. t E.;
N ri , :0! I: c
Pt LC' t - : t.
t S4t .,!" r.ftNI
or. t
r:t1t4, t-i r F 1.1%I.ttt c..c.. .1t--it'Uta r t. ii-!TPL *1
INt.1.1r 65.".ir ! S 4:**
ILI:C.! r41 r f- tr." P.t. ....,
t.1 Niit..,:F1Pcilif :;71 f I. *VIAL
el. 1)
1
Nu-.; EA. ti- It SW.:1-..SIl P.C! A.I ftf. "trft.
it-.1 '.
1
*IC l S.1.MPL!
II, NI I i'! t SPERC.i t;# CI- VAL
Num' P. t 1- Atk(F. VITAL.
fF1.. E. fk:T
nSw:k!..Plf:CILT
-07
l.f
. 16
11P1.4's
r A:* SW vi S 41Pti:Cf t F
At-'!-t,!! 1.Spp /(TAI .t)(
CUE ST ION 5 3
1VTAL f It(-f
Pt. .C1 ttT Pt- Tr IP
tqN fF 14,15f.
rbt kCE N.T OF IOTAL
.S6t1.1
. 1-
t f t 14t.t.u;,
talt
C. (%*:. 1' ir.t. 14
rt:
f I /41
;.t
Lo t N.T4a 17( r ft1I 41.
CUE f.77tirz 5.'
1:17:1 !:".117.1: lEtd
NW:g t!F gS 27prkt*t,7 11- 71,1
(,0.3;1! A NWr F. S 34'F 'LENT st:T TCi1 /A.
NVra. t 1: (IF ANSWrkS B5PrAccill (F VA AL
. .
NUMY:T.: UP P.t.'f.WRSPt F(..00 CF TOM.
le/Mt EN 37rinCr-NT VP ql A L
MOnb!:,i INt..14 RS 16kciAT r T:Iit
ourmck
TOTAL SMPLE I :I es
NO :'' !4- A tv WLkS 26N %"1 (F V JAL
W-11;!;.:S 41.
El.;,(i%!:T 1:1- ItTAL. .26
NMP!Pt-F.Cv.t.1 CF Tt WA. .11
(1: F A : S 1
1-.CF. 111 r-F . 1 1
trr!: Twin.
f ANSW1
40
2 u1 .Ekrttri PF
A08.4akidetl
.
05
I
r u1 !'1
111
WV: Y L.e t I I.V4:Wi %,...K.F.S
NV: f ; t i f 4 11
v."1.0 ( P
A "Ift r : 31prPti tteT (IF I .20
F. AU0*.kPi-tef.f.:1\11 ,04
h A%Swt 19Pt KCI MT CP it.1 AL le
ti;!:! S 17C;41T f TI T AL .11
kON!EP VT= ANSwil..!:,
PUN M. TO, AL .42
Vtj$1j1.0 61
Witt. SAMPLr 1St
NU FD ANSW!",?STFKCI.N1T PF 1C1 AL
NU014 (T.
P T OF. TrAT:L
%LIM!. _
PE'CtF!T rF c "rtt.
Ntft4 !.7P I F ANMaRLPEPIANT nr. IC lhi
11/4:1.1!1,if
t.F
WW4i F trnt4E
14
7
PILKCE-f:T Oh 7VTA1 .10
CUE:110:g 6 `,.:!
ITTAL :atins 1E,t,
k:!.t.r S
`Zr:t fF TI TP-.1. 1
1,:t.MIII" IF AtiSt:1."S (-4PIP(1%) Itr Miff_ 11
.WNWY it.41.2t(t- 1.10.JCS
tfq
N;w,I1N rt-(F 1C1A1 .17
f1JVc. F c
Pt Cr .1 C;
NIV."A if et.!leoE'A 17PI-LCrNT ROA!. .04
Utf F.T1rst e.,
TriAi nAmPir
NoMlfR CF kUPFRLF:"T CF .10
NUME f C
PLP.0011 CF: 1C1 a .21
NUMI.Fi: AvswFit 4aPt kG1 fT f:g t I .22
ttP SMUNS 71Pt:PC.17NT c!F TOTAL .25
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APP.ENDIX D
List of Qualified Colleges and Universities
.
1
I
1
LIST OF QUALIFIED COLLEGES AND UNIVERSITIES
Abilene. Christian CollegeDepartment of Foreign LanguagesACC Station, Box 8082Abilene, Texas 79601Chairman: Dr. J. W. Treat
Central State CollegeDepartment of Foreign LanguagesEdmond, Oklahoma 73034Chairman: Dr. Lyon
Lamar UniversityDepartment of Modern LanguagesL. V. Station, Box 10049Beaumont, Texas 77710Chairman: Dr. M. Leroy Ellis
Louisiana State UniversityDepartment of Foreign LanguagesLakefront, Now Orleans, Louisiana 70122Chairman: Dr. Donald W. Tappet
Midwestern UniversityDepartment of Foreign LanguagesBox 59Wichita Falls, Texas 76038Chairman: Dr. Cuillermo Garcia
North Texas State UniversityDepartment of Foreign Languages and LiteraturesBox 13645, N. T. S. U. StationDenton, Texas 76203Chairman: Dr. Philip Smyth
Pan American UniversityDepartment of Foreign LanguagesEdinburg, Texas 78539Chairman: Dr. Charles Beaudry
Texas Christian UniversityDepartment of Foreign LanguagesFort Worth, Texas 76129Chairman; Dr. Loud
Texas Tech UniversityDepartment of Classical and Romance Languagesflax .169Inbliock, Texas 79409Chairmaa: De. Carl Hammer
University of ArkansasDepartment or Foreign LanguagesFayetteville, Arkansas 72701Chairman: Dr. Fernandez
University of DallasDepartment of Foreign LanguagesIrving, Texas 75001Chairman: Mrs. Hazel Cazorla
University of HoustonDepartment of Spanish and Other LanguagesHouston, Texas 77004Chairman: Dr. Bermudas
University of Texas at ArlingtonDepartment of Foreign Languages and LinguisticsArlington, Texas 76010Chairman: Dr. Virgil L. Poultor