mcgraw-hill educaon 2016 workforce readiness survey · this report presents ﬁndings from the...

McGraw-HillEduca/on2016WorkforceReadinessSurveyPreparedbyHanoverResearch June 2016

©2016 McGraw-Hill Education.

2

INTRODUCTION,SUMMARY,&KEYFINDINGS


TableofContents

3

Sec/onI IntroducAon P4

Sec/onII Summary P5

Sec/onIII KeyFindings P6

Sec/onIV CareerPreparedness P9

Sec/onV SkillsLearned&TechnologyUsed P14

Sec/onVI CareerPlanning P23

Sec/onVII CareerPercepAon&Preferences P27

Sec/onVIII CollegeReflecAons P35

Sec/onXI Demographics P43

Sec/onX Appendix P46


Introduc/on

4

This report presents findings from the McGraw-Hill EducaAon 2016 Workforce Readiness Survey. The primary goal of the survey is to provide a picture of how students are faring as they near graduaAon and prepare to enter the workforce.

In some cases, this survey compares and contrasts results from March 2016 and similar surveys conducted in March 2015 and March 2014 (when possible). The report also includes insighPul results of the 2016 survey segmented by collegiate status, gender, and field of study.

**When applicable, this document will indicate if there are staAsAcally significant differences between survey years 2014-2016. For the 2016 segmentaAon analysis, the staAsAcal significant tesAng evaluates if result are significantly different across segmentaAon categories. StaAsAcal significance means that two results obtained from either sample are real and profoundly different from each other (i.e. it is likely that these two results do not just differ by random chance). Please refer to the appendix for a more detailed explanaAon on staAsAcal significance tesAng.


Summary

5

Overall, only 21 percent of college students feel very prepared for a professional career, mirroring results from 2015. While the difference in preparedness across years is minimal, differences among student groups are more apparent: §  Unsurprisingly, respondents who have been in college longer tend to feel more prepared for a

professional career. More mature students (grad students) value a marketable degree, while underclassmen (freshmen and sophomores) emphasize grades/GPA and internship experience.

§  There is a sizeable difference between genders, as 24 percent of male, but only 19 percent of female, respondents feel very prepared for the workforce. This may be due to males being less concerned about having a job that is beneficial to society, giving them more opAons post-graduaAon.

§  Arts and humaniAes majors also tend to feel less prepared for a career than students from other majors. This may be Aed to their pessimism with ge^ng a job upon graduaAon (along with social science majors, they are the least opAmisAc among all respondents).

Respondents believe that interpersonal skills are most likely to improve their job prospects. Students also believe that using workforce related technology improves their employment odds. However, respondents indicate that the use of study technology has decreased significantly over the past year.


KeyFindingsI

6

§  Only21%ofrespondentsfeel“veryprepared”foraprofessionalcareer.Whenaskedhowtheyfeltaboutbeingpreparedforacareer,only21percentofrespondentsstatedtheyfelt“very”preparedtojointheworkforce.

§  Workforcereadinessdiffersbycollegiatestatus,gender,andfieldofmajor.Similarto2015results,respondentswhohave

beenincollegelongertendtofeelmorepreparedforaprofessionalcareer.Forexample,47percentofgraduatestudentsfeelverypreparedforacareer,whileonly15percentoffreshmanfeelthesameway.Thereisalsoasizeabledifferencebetweengendersas24percentofmale,butonly19percentoffemale,respondentsfeelverypreparedfortheworkforce.Artsandhumani/esmajorsalsotendtofeellesspreparedforacareerthanstudentsfromothermajors.

§  Respondentsfeelthattheirworkforcereadinesscouldbeimprovedthroughmoreinternships,moreAmeforcareer

preparaAon,andbe_eraccesstopreparaAontools.Slightlymorethantwo-thirdsofrespondents(67%)feelthatmoreprofessionalexperiencewouldhaveimprovedtheircareerreadiness.Fi]y-nineand47percentofrespondentsstatedthattheyshouldhavehadmore/meforcareerplanningandbe^eraccesstoprepara/ontools,respec/vely.Aroundathirdofrespondentslistedmorenetworkingandbe^erstudytechnologyasimportantcomponentstoprepareforaprofessionalcareer.Nevertheless,thevastmajorityofrespondents(89%)feelthatcollegehasbeenatleastsomewhathelpfulinpreparingthemforaprofessionalcareer.Overall,theseresultscloselymirror2015findings.

§  AmajorityofrespondentslearnedhowtomulAtask,holdpresentaAons,anduseworkplacerelatedtechnologywhilea_endingcollege.Againmirroringresultsfrom2015,aroundtwo-thirdsofstudents(66%and63%respec/vely)learnedmul/taskingandpresenta/ontechniqueswhileincollege.Usingworkplacerelatedtechnologyisthethirdmostmen/onedskills,acquiredby55percentofrespondents.


KeyFindingsII

7

§  Respondentsbelievethatinterpersonalskills,degreemarketability,grades,andinternshipsmakeagoodjobcandidate.

Thevastofmajorityofrespondents(78%)believeinterpersonalskillsareessen/alforagoodjobcandidate.Slightlymorethantwo-thirdsofrespondentsalsobelievethatamarketabledegree(67%)andgoodgrades(67%)helpimprovejobchances.

§  RespondentstendtousecareerresourcesandgenerallyperceivethemtobeeffecAve.Eighty-sixpercentofrespondents

thinkthatavailablecareerresourcesareatleastsomewhateffec/ve,andmorethanthree-quartersofrespondents(78%)usedavailablecareerresourceswhena^endingcollege.Respondentsrepor/nguseofcareerresources“alot”hasincreasedsignificantlyfrom2015(14%)to2016(21%).

§  Students feel largely opAmisAc about their career prospects.More than two-thirds of respondents (70%) feel eithersomewhatorveryop/mis/cabout their jobprospects,withonly39percentagreeingtheyareuncertain theirmajorwillsecure a job a]er gradua/ng. In general, STEMmajor respondents are themost op/mis/c about future job prospects,especiallycomparedtorespondentsstudyingarts,humani/es,orsocialsciences.


KeyFindingsIII

8

§  Overthree-quartersofstudentspreferdoingwhattheyloveoverbeingpaidwell.Similarly,57percentofstudentsprefer

to have a job that pays less but has a beneficial impact on society over awell paying jobwith no beneficial impact onsociety.Outlierswhoindicatepreferencesforwellpaying,ratherthansocietallybeneficial,jobsincludegraduatestudentsrespondents(55%),males(52%),andbusiness/economicsmajorrespondents(52%).

§  Ingeneral,respondentsaresaAsfiedwiththeircollegeexperience. Morethanthree-quartersofrespondents(79%)are

eithersomewhatorverysa/sfiedwiththeircollegeexperience,asignificantincreasefrom2015(75%).Femalerespondentsindicatehighersa/sfac/on(82%)comparedtomalerespondents(74%).

§  Academics,cost,andvaluearethemostimportantfactorsrespondentsconsiderwhenchoosingacollege.Overhalflist

eithercost(32%)oracademics(20%)astheirmostimportantconsidera/on.Fi]eenpercentofrespondentsperceivevalue–thequalityofacademicsatthebestprice–asthemostimportantfactorwhenmakingadecision.Studentlife,reputa/on,jobplacement,andflexiblecourseop/onsarelessimportantinstudentdecisionmaking.


9

CAREERPREPAREDNESS


CareerPreparedness

10

Justoverone-fi]h(21%)ofrespondentsfeelverypreparedforaprofessionalcareera]ercomple/ngcollege,aonepercentincreasefrom2015.

Howprepareddoyoufeelforyourprofessionalcareer?Percentagesreflectrespondents’topchoice(“veryprepared”).

21% 20%

0%

15%

30%

45%

60%

75%

2016(n=1,360) 2015(n=983)


CareerPreparedness,bySegment2016

11

Respondentswhohavebeenincollegelongertendtofeelmorepreparedforaprofessionalcareer.Forexample,47percentofgraduatestudentsfeelverypreparedforacareer,whileonly15percentoffreshmanfeelthesameway.Thereisalsoasizeabledifferencebetweengenderas24percentofmalebutonly19percentoffemalerespondentsfeelverypreparedfortheworkforce.Arts,humani/es,andsocialsciencesmajorsalsotendtofeellesspreparedforacareerthanstudentsfromothermajors.

CollegiateStatus Notatallprepared Onlyali_leprepared Somewhatprepared Veryprepared

Freshman(N=362) 12% 31% 42% 15%

Sophomore(N=409) 5% 26% 49% 20%

Junior(N=291) 4% 21% 56% 19%

Senior(N=243) 5% 16% 53% 27%

Inamastersordoctorateprogram(N=55)

0% 9% 44% 47%

Gender Notatallprepared Onlyali_leprepared Somewhatprepared Veryprepared

Female(N=932) 7% 24% 50% 19%

Male(N=427) 6% 24% 47% 24%

FieldofMajor Notatallprepared Onlyali_leprepared Somewhatprepared Veryprepared

Artsandhumani/es(N=100) 18% 24% 47% 11%

Businessandeconomics(N=500) 5% 22% 51% 23%

SocialSciences(N=112) 4% 26% 56% 13%

STEMfield(N=304) 5% 31% 44% 20%

Other(N=344) 8% 20% 49% 24%

Howprepareddoyoufeelforyourprofessionalcareer?Figuresinredfontindicatesta/s/callysignificantdifferentresultswithinsegmentsatp<.05


CareerPreparedness

12

38percentofrespondentsfeltthatcollegehasbeen“veryhelpful”inpreparingthemforaprofessionalcareer..

Howhelpfulhasyourcollegeeduca5on/experiencebeeninpreparingyouforaprofessionalcareer?Note:Responsereflectsrespondents’topchoice(“veryprepared”).

38%35%

0%

15%

30%

45%

60%

75%

2016(n=1,360) 2015(n=983)


CareerPreparedness

13

From2015-2016,moreprofessionalexperienceandaddi/onalcareerprepara/oneffortsremainmostimportantforhelpingstudentsfeelworkready.Slightlyovertwo-thirdsofrespondents(67%)feelthatinternshipswouldhaveimprovedtheirworkreadiness.Morecareerprepara/on,be^eraccesstocareertoolsandnetworkinghaveincreasedslightlyinimportanttostudentsfrom2015to2016.

Whatwouldhavemadeyoufeelmorepreparedforyourprofessionalcareer?Selectallthatapply.

22%

33%

35%

45%

58%

67%

22%

34%

38%

47%

59%

67%

0% 15% 30% 45% 60% 75%

Choosingamorerelevantmajor/concentra/on

Networkingwithalumni

Studytechnologythathelpedmelearnmoreefficientlyandeffec/vely#

Be^eraccesstocareerprepara/ontools

More/metofocusoncareerprepara/on

Moreinternshipsandprofessionalexperience

2016(n=1,360)

2015(n=983)


14

SKILLSLEARNED&TECHNOLOGYUSED


SkillsLearned–2015&2016

15

Mul/taskingandmanagemul/plepriori/esatoncecon/nuestobethemostreportedskilllearnedatcollege,followedbygivingapresenta/oninfrontofanaudience.

Whichofthefollowingskillshaveyoulearnedatcollege?Selectallthatapply.

0%

35%

42%

44%

49%

57%

62%

67%

7%

31%

41%

42%

51%

55%

63%

66%

0% 15% 30% 45% 60% 75%

Noneoftheabove

Howtoplanpersonalfinancesand/ormanageabudget

Howtonetworkand/orsearchforajob

Howtoconductmyselfinajobinterview

Howtowritearesume

Howtousetechnologythatiscommoninmostworkplaces

Howtogiveapresenta/ontoanaudience

Howtomul/task/managemul/plepriori/esatonce

2016(n=1,360) 2015(n=983)


SkillsLearned–JobCandidate

16

Respondentsin2016con/nuetoemphasizetheimportanceofinterpersonalskills,degreemarketability,grades,andinternshipstobecomingagoodjobcandidate.Seventy-eightpercentofrespondentsbelievethatinterpersonalskillsareimportantforjobcandidacy.Mostdifferencesaresta/s/callysignificantbetween2014and2015/2016(therearenosignificantdifferencesbetween2015&2016).However,the2014and2015&2016itera/onsdifferinanswerop/ons,whichsomewhatlimitsthecomparabilityofresults.

Whichofthefollowingpartsofyourcollegecareer,ifany,doyoubelievewillmakeyouagoodjobcandidate?Selectallthatapply.*Notananswerop/onin2014&2015Note:Figuresinredfontaresta/s/callysignificantdifferentatp<.05

36%

37%

56%

62%

55%

70%

39%

44%

60%

67%

68%

77%

52%

36%

41%

60%

67%

67%

78%

0% 20% 40% 60% 80% 100%

Useoftechnologyinclassesorstudy*

Yourschool'snameorreputa/on

Extracurricularac/vi/es

Internshipexperience

Grades/GPA

Adegreeinamarketablefield

Interpersonalskills

2016(n=1,360)

2015(n=983)

2014(n=607)


SkillsLearned–JobCandidate,byCollegiateStatus

17

Graduatestudentsdiffersignificantlyintheirpercep/onsofwhatmakessomeoneagoodjobcandidate.Undergraduatesputmoreemphasisongradesandinternshipexperiencethangraduatestudents,whoperceiveadegreeinamarketablefieldasmoreimportant.Notably,witheachsuccessiveyearofcollegeexperience,respondentsperceivegrades/GPAandinternshipexperienceaslessimportantforjobcandidacy.

Whichofthefollowingpartsofyourcollegecareer,ifany,doyoubelievewillmakeyouagoodjobcandidate?Selectallthatapply.Note:Figuresinredfontindicatesta/s/callysignificantdifferentresultsacrosscollegiatestatusatp<.05

2016 Freshman(N=362) Sophomore(N=409) Junior(N=291) Senior(N=243)Inamastersor

doctorateprogram(N=55)

Interpersonalskills 77% 81% 77% 79% 71%


64% 66% 69% 67% 82%

Grades/GPA 75% 68% 65% 60% 49%

Internshipexperience 62% 62% 61% 56% 45%

Extracurricularac/vi/es 45% 40% 40% 43% 27%


34% 33% 37% 42% 38%

Useoftechnologyinclassesorstudy

51% 56% 52% 49% 55%


SkillsLearned–JobCandidate,byFieldofMajor

18

Businessandeconomicsmajorsplaceastrongemphasisonadegreeinamarketablefield,whileSTEMmajorsfocusongrades/GPA.Artsandhumani/esmajorsplaceahigherpriorityoninterpersonalskillsasimportantfactorsforimprovingjobcandidacycomparedtoothermajors.

Whichofthefollowingpartsofyourcollegecareer,ifany,doyoubelievewillmakeyouagoodjobcandidate?Selectallthatapply.Note:Figuresinredfontindicatesta/s/callysignificantdifferentresultsacrossfieldofmajoratp<.05

2016ArtsandhumaniAes

(N=100)Businessand

economics(N=500)SocialSciences

(N=112) STEMfield(N=304) Other(N=344)

Interpersonalskills 84% 79% 79% 74% 79%


57% 75% 51% 67% 64%

Grades/GPA 65% 62% 71% 72% 69%

Internshipexperience 61% 59% 52% 65% 59%

Extracurricularac/vi/es 45% 39% 46% 46% 38%


38% 38% 33% 38% 33%

Useoftechnologyinclassesorstudy

45% 54% 41% 54% 54%


TechnologyUsed

19

Responsessuggestthattheuseofstudytechnologyhasdecreasedfrom2015to2016.Thenumberofrespondentsusingstudytechnologyallthe/medecreasedfrom39percentin2015to29percentin2016.Alargerpropor/onofrespondentsin2016reportusingstudytechnologyonoccasion(28%)comparedto2015(23%).Thenumberofstudentswhohaveneverusedstudytechnologyincreasedfromsixto11percentduringthesame/meperiod.Thesereportedchangesaresta/s/callysignificant.

Howmuchdo/didyouusestudytechnologyincollege?Studytechnologyisdefinedasanydigital/onlineprogramorapplica5onthatallowsyoutolearnclassroomconcepts.Note:Figuresinredfontaresta/s/callysignificantdifferentatp<.05

6%

23%

32%

39%

11%

28%

32%

29%

0% 10% 20% 30% 40% 50%

Ihaveneverusedstudytechnology

Iusestudytechnologyonoccasion

Iusestudytechnologyfrequently

Iusestudytechnologyallthe/me

2016(n=1,360) 2015(n=983)


TechnologyUsed,byFieldofMajor

20

Studytechnologyisusedmostfrequentlybybusinessandeconomicsmajors(65%)andSTEMmajors(61%).Onlyhalfofartsandhumani/esmajorsreportfrequentuseofstudytechnologyincollege.

Howmuchdo/didyouusestudytechnologyincollege?Studytechnologyisdefinedasanydigital/onlineprogramorapplica5onthatallowsyoutolearnclassroomconcepts.Note:Percentagesreflectrespondents’“top2”choices(“Iusestudytechnologyallthe/me”and“Iusestudytechnologyfrequently”).Figuresinredfontaresta/s/callysignificantdifferentatp<.05

50%

65%

57%61% 60%

0%

15%

30%

45%

60%

75%

Artsandhumani/es(N=100) Businessandeconomics(N=500)

SocialSciences(N=112) STEMfield(N=304) Other(N=344)


TechnologyUsed

21

Agreementwiththestatement,“Thefrequentuseoftechnologyinmycourseworkandasastudyaidwillmakemeastrongercandidateforemployment”hasincreasedsignificantlyfrom2015(80%)to2016(85%),sugges/ngthatrespondentscon/nuetoseethevalueoftechnologyincourseworkandjobcandidacy.

Pleaserespondtothefollowingstatement:Thefrequentuseoftechnologyinmycourseworkandasastudyaidwillmakemeastrongercandidateforemployment.Note:Percentagesreflectrespondents’“top2”choices(“Stronglyagree”and“Somewhatagree”).Respondentsrepor/ngtheyneverusedstudytechnologydidnotseethisques/on.Figuresinredfontaresta/s/callysignificantdifferentatp<.05.

85%80%

0%

20%

40%

60%

80%

100%

2016(n=1,213) 2015(n=927)


TechnologyUsed,byCollegiateStatus&FieldofMajor

22

Graduatestudentsdiffersignificantlyintheiragreementwithfrequentuseoftechnologyfromundergraduatestudents.Nearlyallgraduatestudents(96%)agreethatfrequenttechnologyusewillposi/velyimpactcandidacyforemployment.Businessandeconomicmajorsalsoreporthighagreement(88%),whilesocialsciencemajorsreportsignificantlyloweragreement(78%).

Pleaserespondtothefollowingstatement:Thefrequentuseoftechnologyinmycourseworkandasastudyaidwillmakemeastrongercandidateforemployment.Note:Percentagesreflectrespondents’“top2”choices(“Stronglyagree”and“Somewhatagree”).Respondentsrepor/ngtheyneverusedstudytechnologydidnotseethisques/on.Figuresinredfontindicatesta/s/callysignificantdifferentresultswithinsegmentsatp<.05

87% 85%81% 82%

96%

84%88%

78%84% 83%

0%

20%

40%

60%

80%

100%

Freshman(N=315)

Sophomore(N=362)

Junior(N=272) Senior(N=215) Inamastersordoctorate

program(N=49)

Artsandhumani/es(N=86)

Businessandeconomics(N=458)

SocialSciences(N=95)

STEMfield(N=271)

Other(N=303)

CollegiateStatus FieldofMajor


23

CAREERPLANNING


CareerPlanning

24

Livingawell-rounded,happylifecon/nuestobethemostimportantplanningprioritytorespondentsin2016.Inaddi/on,socialresponsibility/givingbackisbecominglessofaprioritytorespondents.

Howimportanttoyouisplanningforeachofthefollowingwhileyouareincollege?Note:Percentagesreflectrespondents’“top2”choices(“Extremelyimportant”and“Veryimportant”).“Beingagoodci/zen”in2014&2015waschangedto“Socialresponsibility;givingback”in2016.Figuresinredfontaresta/s/callysignificantdifferentatp<.05

72%

87%

91%

93%

0% 20%40%60%80%100%

Socialresponsibility;givingback

Findingawell-payingjob

Findingarewardingjob

Livingawell-rounded,happy

life

83%

86%

91%

92%

0% 50% 100%

Beingagoodci/zen



Livingawell-rounded,happylife

2016 2015 2014

79%

85%

90%

89%

0%20%40%60%80%100%

Beingagoodci/zen



Livingawell-rounded,happylife

N=1,360 N=983 N=600


CareerPlanning–byGender

25

Overall,femalesplacesignificantlyhigherimportanceonallplanninga^ributescomparedtomales.

Howimportanttoyouisplanningforeachofthefollowingwhileyouareincollege?Note:Percentagesreflectrespondents’“top2”choices(“Extremelyimportant”and“Veryimportant”).Figuresinredfontaresta/s/callysignificantdifferentatp<.05

94% 93%88%

76%

89% 89%84%

64%

0%

20%

40%

60%

80%

100%

Livingawell-rounded,happylife Findingarewardingjob Findingawell-payingjob Socialresponsibility;givingback

Female(N=932) Male(N=427)


CareerPlanning

26

Howeffec5vearethecareerresourcesavailableatyourcollege? Towhatdegreehaveyoutakenadvantageofthecareerresourcesavailableatyourcollege?

EffecAveness of Career Resources Usage Frequency of Career Resources

3%

11%

57%

29%

3%

11%

59%

27%

0% 15% 30% 45% 60% 75%

Veryineffec/ve

Somewhatineffec/ve

Somewhateffec/ve

Veryeffec/ve

2016(n=1,360) 2015(n=983)

2%

22%

61%

14%

3%

20%

57%

21%

0% 15% 30% 45% 60% 75%

N/A-Therearen'tanycareerresourcesavailableatmy

college

Ihaven'tusedthematall

I'veusedthemali^le

I'veusedthemalot

2016(n=1,360) 2015(n=980)

Similarto2015,86percentofrespondentsbelieveavailablecareerresourcesattheircollegesareatleastsomewhateffec/ve.Morethanthree-quartersof2016respondents(78%)alsouseavailablecareerresources,with21percentindica/ngtheyhaveusedthem“alot,”asignificantincreasefrom2015.Onlyafi]hofrespondentsin2016havenotusedtheircollegecareerresourcesatall.


27

CAREERPERCEPTIONS&PREFERENCES


CareerPercep/on

28

Thenumberofrespondentswhoagreewiththestatement“I’mhappywithmymajor,butI’mnotsureitwillgetmeajobwhenIgraduate”con/nuestodecreasewitha13percentdifferencebetween2014&2016anda3percentdifferencebetween2015&2016.Thissuggeststhatrespondentsarenowmorelikelytobelievetheirmajorwillhelpthemwithjobprospectscomparedtopreviousyears.

Pleaserespondtothefollowingstatement:I’mhappywithmymajor,butI’mnotsureitwillgetmeajobwhenIgraduate.Note:Figuresinredfontaresta/s/callysignificantdifferentatp<.05

25%

23%

38%

14%

30%

28%

30%

11%

31%

30%

28%

11%

0% 10% 20% 30% 40% 50%

Stronglydisagree

Somewhatdisagree

Somewhatagree

Stronglyagree

2016(n=1,360) 2015(n=983) 2014(n=607)


CareerPercep/on

29

Slightlylessthantwo-thirdsofrespondents(65%)believetheircurrentmajorwillhelpthemsecureajoba]ergradua/onbecausethereareopportuni/esinmanydifferentcareerfieldsforgraduatesoftheirmajor.

MycurrentmajorwillhelpmegetajobaKergradua5onbecause…Note:Ques/onnotin2014&2015itera/on.Respondentsthatselected“Somewhatagree”orStronglyagree”tothestatement,“I’mhappywithmymajor,butI’mnotsureitwillgetmeajobwhenIgraduate”wereaskedtoanswerthisques/on.N=532

7%

20%

25%

41%

65%

0% 15% 30% 45% 60% 75%

Other

Companieso]enrecruitgraduatesofmymajordirectlyoutofcollege

Mymajorhasanestablishedcareerpathatmycollegeoruniversity

Skillsinmymajorareinhighdemand

Thereareopportuni/esinmanydifferentcareerfieldsforgraduatesofmymajor


CareerPercep/on,ByCollegiateStatus&FieldofMajor

30

Juniorsreportcareeropportuni/esintheirmajorwillbethebiggestfactorina^ainingajob.Businessandeconomicmajors,alongwithsocialsciencemajors,sharethesamethought,whileSTEMmajorsplacesignificantlymoreemphasisonthehighdemandforskillsintheirmajor.

MycurrentmajorwillhelpmegetajobaKergradua5onbecause…Note:Respondentsthatselected“Somewhatagree”orStronglyagree”tothestatement,“I’mhappywithmymajor,butI’mnotsureitwillgetmeajobwhenIgraduate”wereaskedtoanswerthisques/on.Figuresinredfontindicatesta/s/callysignificantdifferentresultswithinsegmentsatp<.05

CollegiateStatus Freshman(N=134) Sophomore(N=158) Junior(N=110) Senior(N=106)Inamastersor

doctorateprogram(N=24)


60% 62% 74% 70% 50%

Skillsinmymajorareinhighdemand 48% 43% 36% 35% 33%


30% 25% 20% 22% 29%


24% 21% 15% 22% 17%

Other 7% 9% 4% 8% 8%

FieldofMajorArtsandhumaniAes

(N=51)Businessand

economics(N=196)SocialSciences

(N=58) STEMfield(N=105) Other(N=122)


65% 72% 69% 64% 52%

Skillsinmymajorareinhighdemand 35% 40% 21% 49% 47%


27% 23% 19% 31% 24%


10% 24% 7% 30% 17%

Other 6% 5% 10% 4% 13%


31HowwouldyourateyourfeelingsregardingyourownprospectsofgeMngagoodjobonceyougraduate?

Themajorityofrespondentscon/nuetofeeleithersomewhatorveryop/mis/cabouttheirjobprospectsin2016(70%).

3%

12%

17%

38%

30%

3%

11%

16%

36%

34%

0% 10% 20% 30% 40% 50%

I'mverypessimis/c

I'msomewhatpessimis/c

I'mneitherop/mis/cnorpessimis/c

I'msomewhatop/mis/c

I'mveryop/mis/c

2016(n=1,360) 2015(n=983)

CareerPercep/on


32HowwouldyourateyourfeelingsregardingyourownprospectsofgeMngagoodjobonceyougraduate?Note:Percentagesreflectrespondents’“top2”choices(“Veryop/mis/c”and“Somewhatop/mis/c”).Figuresinredfontaresta/s/callysignificantdifferentatp<.05.N=1,360

Op/mismissignificantlyhigheramongSTEMmajors(72%)thanartsandhumani/esmajors(61%)aswellassocialsciencemajors(61%).

CareerPercep/on

61%

69%

61%

73%72%

0%

15%

30%

45%

60%

75%

Artsandhumani/es(N=100) Businessandeconomics(N=500)

SocialSciences(N=112) STEMfield(N=304) Other(N=344)


CareerPreferences

33

Whichofthefollowingwouldyouprefer? Whichismoreimportanttoyoupersonally?

In2016,anarrowmajorityofrespondents(57%)preferajobthatpayslessbuthasabeneficialimpactforsocietyoverajobthatpayswellwithnobeneficialimpactforsociety.Similarly,aroundeightypercentofrespondentspreferajobtheyloveoverbeingpaidwell.

43% 45%

57% 55%

0%

20%

40%

60%

80%

100%

2016(n=1,360) 2015(n=983)

Jobthatpayswellwithnobeneficialimpactonsociety

Jobthatdoesnotpaywell,buthasabeneficialimpactonsociety

21%24%

79%76%

0%

20%

40%

60%

80%

100%

2016(n=1,360) 2015(n=983)

Beingpaidwell DoingwhatIlove


CareerPreferences,bySegment2016

34

Femalerespondentsaresta/s/callydifferentfrommalerespondentsintermsofjobpreferences.Sixty-onepercentofwomenwouldpreferajobthatdoesnotpayswellbutisbeneficialtosocietyascomparedto48percentofmen.Femalesalsoplaceahigheremphasisondoingwhattheyloveversusgeyngpaidwell.Businessandeconomicsmajors,aswellasgraduatestudents,arethemostlikelytopreferajobthatpayswellwithnobeneficialimpactonsociety.Respondentsstudyingbusinessputalsolessemphasisondoingwhattheylovecomparedtoothermajorssuchasartsandhumani/es.Similarly,graduatestudentsplaceahigherimportanceonincomethanundergraduates.

Q.1Whichofthefollowingwouldyouprefer?Q.2Whichismoreimportanttoyoupersonally?Figuresinredfontindicatesta/s/callysignificantdifferentresultswithinsegmentsatp<.05

2016 Whichofthefollowingwouldyouprefer? Whichismoreimportanttoyoupersonally?

CollegiateStatus Jobthatdoesnotpaywell,buthasabeneficialimpactonsociety

Jobthatpayswellwithnobeneficialimpactonsociety Beingpaidwell DoingwhatIlove

Freshman(N=362) 58% 42% 19% 81%Sophomore(N=409) 56% 44% 21% 79%

Junior(N=291) 60% 40% 22% 78%Senior(N=243) 58% 42% 21% 79%

Inamastersordoctorateprogram(N=55)

45% 55% 35% 65%

Gender Jobthatdoesnotpaywell,buthasabeneficialimpactonsociety

Jobthatpayswellwithnobeneficialimpactonsociety Beingpaidwell DoingwhatIlove

Female(N=932) 61% 39% 18% 82%Male(N=427) 48% 52% 26% 74%

FieldofMajorJobthatdoesnotpaywell,but

hasabeneficialimpactonsocietyJobthatpayswellwithnobeneficialimpactonsociety Beingpaidwell DoingwhatIlove

Artsandhumani/es(N=100) 66% 34% 9% 91%

Businessandeconomics(N=500) 48% 52% 28% 72%

SocialSciences(N=112) 71% 29% 20% 80%

STEMfield(N=304) 59% 41% 21% 79%

Other(N=344) 62% 38% 15% 85%


35

COLLEGEREFLECTIONS


CollegeReflec/ons–HighSchool

36Howwelldidhighschoolprepareyouforyourcollegeoruniversityprogram?Figuresinredfontaresta/s/callysignificantdifferentatp<.05

Asignificantlysmallermarginofrespondentsin2016reportbeingadequatelypreparedtomeetchallengesposedbytheircollege/universitycoursesbasedontheirhighschoolexperiencecomparedto2015responses.

5%

6%

24%

65%

7%

6%

25%

61%

0% 15% 30% 45% 60% 75%

Notapplicable

Notatall-Iwascompletelyunpreparedtomeetthechallengesposedbymycollege/universitycourses

Notwell-Iwasnotadequatelypreparedtomeetthechallengesposedbymycollege/universitycourses

Well-Iwasadequatelypreparedtomeetthechallengesposedbymycollege/universitycourses

2016(n=1,360) 2015(n=983)


CollegeReflec/ons-Sa/sfac/on

37Overall,howsa5sfiedareyouwithyourcollegeexperience?Note:Percentagesreflectrespondents’“top2”choices(“Verysa/sfied”and“Somewhatsa/sfied”).

Reportedsa/sfac/onwithcollegeexperiencecon/nuestosignificantlyincreasein2016(79%)comparedto2015(75%).

79%75%

0%

20%

40%

60%

80%

100%

2016(n=1,360) 2015(n=983)


CollegeReflec/ons–Sa/sfac/onbyGender

38Overall,howsa5sfiedareyouwithyourcollegeexperience?Note:Percentagesreflectrespondents’“top2”choices(“Verysa/sfied”and“Somewhatsa/sfied”).Figuresinredfontaresta/s/callysignificantdifferentatp<.05.N=1,360

Femalesreportsignificantlyhighersa/sfac/onwiththeircollegeexperiencecomparedtomales.

82%

74%

0%

20%

40%

60%

80%

100%



CollegeReflec/ons-Cost

39

Morethanhalfofrespondents(52%)statetheywouldhaveaêndedcommunitycollegefirstiftwoyearsoffreecommunitycollegewereoffereda]erhighschool.Seventy-twopercentofrespondentsin2016considercosttobeoneofthebiggestfactorsindeterminingwheretoaêndcollege,withasignificantlylargermarginof2016respondents(36%)sta/ngcostis“veryimportant”comparedto2015.

Iftwoyearsoffreecommunitycollegewereofferedtoyouwhenyougraduatedfromhighschool,youwouldhave:Note:Respondentswhodidnotaêndacommunitycollegewereaskedtoanswerthisques/on.N=947

HowimportantwascosttoyouwhendecidingwhichcollegeyouwouldaOend?Figuresinredfontaresta/s/callysignificantdifferentatp<.05

38%

10%

52%

0% 15% 30% 45% 60% 75%

Donenothingdifferently

Aêndedcommunitycollegeinsteadofyourcurrentcollegeor

university

Aêndedcommunitycollegebeforeenrollinginyourcurrent

collegeoruniversity

9%

21%

40%

30%

9%

19%

36%

36%

0% 15% 30% 45% 60% 75%

Notatallimportant:Costwasnotafactorinmakingmycollegechoice

Notveryimportant:Iconsideredcost,butitdidn’theavilyimpactmydecision

Somewhatimportant:ItwasoneofthebiggestfactorsindeterminingwhereI

aêndedcollege

Veryimportant:ItwasthebiggestfactorindeterminingwhereIaênded

college

2016(n=1,360) 2015(n=983)


CollegeReflec/ons–byGender

40Iftwoyearsoffreecommunitycollegewereofferedtoyouwhenyougraduatedfromhighschool,youwouldhave:Note:Respondentswhodidnotaêndacommunitycollegewereaskedtoanswerthisques/on.Figuresinredfontaresta/s/callysignificantdifferentatp<.05

Morethanhalfoffemales(56%)wouldhaveaêndedcommunitycollegebeforeenrollingintheircurrentcollege/universitya]ergradua/nghighschool.Malesaresignificantlymorelikelytoreportnotchanginganything.

45%

11%

44%

35%

10%

56%

0% 15% 30% 45% 60% 75%

Donenothingdifferently

Aêndedcommunitycollegeinsteadofyourcurrentcollegeoruniversity

Aêndedcommunitycollegebeforeenrollinginyourcurrentcollegeoruniversity



CollegeReflec/ons–CostbyCollegiateStatus&Gender

41HowimportantwascosttoyouwhendecidingwhichcollegeyouwouldaOend?Note:Percentagesreflectrespondents’“top2”choices(“Veryimportant”and“Somewhatimportant”).Figuresinredfontindicatesta/s/callysignificantdifferentresultswithinsegmentsatp<.05.N=1,360

Graduatestudentsseemtoa^achlessimportancetocostswhendecidingwheretogotocollege.Costwasanimportantfactorfor60percentofgraduatestudents,significantlylessthansophomores(73%)andjuniors(76%).Costisalsosignificantlylessimportanttomales(64%)thanfemales(75%).

72% 73% 76%

68%

60%

75%

64%

0%

20%

40%

60%

80%

100%

Freshman(N=362) Sophomore(N=409) Junior(N=291) Senior(N=243) Inamastersordoctorateprogram

(N=55)


CollegdiateStatus Gender


CollegeReflec/ons

42WhichofthefollowingfactorswasimportanttoyouwhenchoosingacollegetoaOend?Pleaserankindescendingorderfrommostimportanttoleastimportant.Note:Scalesandanswerop/onsdifferfrom2015to2016.Tablessortedbymeanresponse.

Respondentscon/nuetoa^achthehighestimportancetoacademics,costandvaluewhendecidingwhichcollegetoa^end.Studentlife,reputa/on,andjobplacementratesarelessimportanttostudentdecisionmaking.

2016(N=1,359) 1-MostImportant 2 3 4 5 6 7-Least

ImportantAcademics 20% 23% 22% 18% 10% 6% 2%

Cost 32% 18% 12% 9% 9% 10% 10%Value:Thequalityofacademics

atthebestprice 15% 20% 23% 16% 14% 9% 4%

FlexiblecourseopAons(e.g.remote,part-Ame,weekends) 13% 13% 13% 11% 14% 15% 20%

PresAgeandreputaAonofthecollegeand/ordegreeprogram 9% 12% 10% 16% 17% 19% 17%

Jobplacementrates/Internshipavailability 6% 8% 13% 19% 21% 24% 9%

Studentlife 6% 6% 8% 10% 15% 17% 38%

2015(N=983) 1–MostImportant 2 3 4 5 6–Least

ImportantAcademics 24% 28% 23% 14% 8% 3%

Cost 27% 18% 13% 13% 13% 15%Value:Thequalityofacademics

atthebestprice 23% 22% 22% 16% 11% 5%

PresAgeandreputaAonofthecollegeand/ordegreeprogram 12% 12% 16% 17% 23% 19%

Jobplacementrates/Internshipavailability 8% 10% 16% 25% 28% 13%

Studentlife 6% 9% 10% 15% 16% 44%


43

DEMOGRAPHICS


Demographics–2016&2015Itera/ons

44

Whatisyourcollegiatestatus? 2016(N=1,360)

Freshman 27%

Sophomore 30%

Junior 21%

Senior 18%

Inamastersordoctorateprogram 4%

Inwhatfieldisyourmajor? 2016(N=1,360)

Artsandhumani/es 7%

Businessandeconomics 37%

Socialsciences 8%

STEMfield(science,technology,engineering,ormath) 22%

Other(pleasespecify) 25%

Whattypeofcollegeoruniversitydoyoua_end? 2016(N=1,305)

2-yearassociate'sprogramortechnicalschool(notpartofacommunitycollege) 4%

2-yearcommunitycollege 27%

4-yearpublicuniversity 48%

4-yearprivatefor-profituniversity 9%

4-yearprivatenon-profituniversity 11%


Demographics–2016&2015Itera/ons

Whatisyourgender? 2016(N=1,359)

Female 69%

Male 31%

Roughlyhowmanyundergradsareenrolledatyouruniversity? 2016(N=1,359)

Under5,000 23%

5,000to9,999 27%

10,000to19,999 21%

20,000to39,999 20%

40,000ormore 9%

Whatbestdescribesyourethnicity? 2016(N=1,359)

AmericanIndianorAlaskaNa/ve 1%

Asian 12%

Black 16%

HispanicorLa/no 15%

Mul/racial 4%

Na/veHawaiianorOtherPacificIslander 1%

White 51%

45©2016 McGraw-Hill Education.

46

APPENDIX


MarginofErrorWhen interpreAng the results it is important to keep in mind the underlying margin of errors, which depend on the sample size, the confidence interval, and the populaAon the sample is drawn from. Hanover uses the standard confidence interval of 95 percent and assumes an underlying populaAon of 150,000 , which leads to the following margin of errors.

Margin of error with a significance level of 95 percent means that there is a 95 percent chance that the correct answer (i.e. the true but unobserved populaAon parameter) is within the margin of error of the result obtained from the sample. Therefore, the true populaAon proporAon is 95% likely to fall within +-3 percent of the observed proporAon from the 2016 and 2015 surveys. For the 2014 survey, the correct result will likely be within +-4 percent of the sample result. The 2016 and 2015 surveys are more precise in esAmaAng the true parameters due to their larger sample sizes.

47

IteraAon SampleSize Marginoferror(rounded)

2014 607 4%

2015 983 3%

2016 1,360 3%


Sta/s/calSignificanceTes/ngHanover uses the two-proporAon z-test to do staAsAcal significance tesAng. The z-test is appropriate to test for staAsAcal significant differences across the 2014-2016 students populaAons because the three surveys consist of large, randomly drawn samples. In addiAon, it is feasible to assume that both samples are independent of each other and are normally distributed.

The starAng point of the test is the null hypothesis, which states that the difference between the 2014-2016 unobserved populaAon proporAons equals zero.

Null hypothesis: P1 – P2 = 0 à P1=P2

AlternaAve hypothesis: P1 – P2 ≠ 0 à P1 ≠P2 To test if the null hypothesis holds true, one subtracts the proporAon obtained from the first sample by the proporAon taken from second sample and divide the difference by the combined standard error of the sampling distribuAons.

Z-score=(p1 – p2) / standard error

The higher the z-score the lower the p-value. If the p-value is below the standard significance level of 5 percent, than one can reject the null hypothesis. The proporAons are therefore staAsAcal significant different at the 5 percent significance level. This means the probability is 95 percent that there is a real and profound difference between two sample proporAons from the samples. Put differently, it is unlikely that the two observed sample proporAons just differ by random chance. Consequently, there should also be a significant difference between the actual, but unobserved, populaAon proporAons, i.e. students from 2016 should have real different preferences than students from 2015 based on the fact that the esAmated (observed) sample proporAons are staAcally significant different from each other.

Vice versa, if the p-value is larger than 5 percent, one cannot reject the null hypothesis and it is likely that the observed difference between two sample proporAons just occurred by random chance.

48©2016 McGraw-Hill Education.

Contact:TylerReedDirector,Communica/onsTyler.Reed@mheduca/on.com(646)766-2951www.mheduca/on.com


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