Thesis (Specialist in Arts)--Eastern Michigan University. / Vita. Includes bibliography.

Thesis (Ed.D.)--Georgia Southern University, 2005. / "A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." ETD. Includes bibliographical references (p. 204-220) and appendices.

Thesis (Ph. D.)--Oregon State University, 2010. / Printout. Includes bibliographical references (leaves 170-174). Also available on the World Wide Web.

Background and Purpose In 2010, 20.5 million were students enrolled in bachelor's degree programs in four-year public universities in the United States 1. Approximately, 60% of these were first-generation students (students whose parents did not earn a four year college degree)2. However, what has been largely overlooked in research on first-generation students in the United States is the issue of post-degree employability or the transferability of education into graduate level employment opportunities. The primary purpose of this research, therefore, was to explore if and how the educational biography of first-generation students impacted their transition into graduate level positions in the corporate sector. Research Methodology The study was guided by three research questions: how first-generation graduates described the process of navigation into the corporate world; how they perceived their transition into graduate level employment; and what role they envisaged for educational institutions in supporting this transition. The researcher conducted a qualitative inquiry of the transition experiences of 14 first-generation graduates employed in the financial industry in a metropolitan city in the United States and collected data through semi-structured interviews. Using a phenomenological approach, the researcher described and interpreted the thoughts, feelings, and experiences of these 14 individuals with regard to their transition from education to employment. Findings This study indicated that the education level of parents seemed to be a more serious determinant and driver of the immediate occupational outcomes of first-generation students, more so than their racial, social or economic background. The study found that restricted access to cultural and social capital within the families resulted in first-generation graduates being disadvantaged on four grounds: ineffective career decision making skills; lack of familiarity with corporate culture and expectations; inadequate preparation for the world of work; and lack of access to professional networks. Conclusions The four disadvantages resulted in first-generation graduates starting at entry level positions in the corporate sector, having to invest time and effort to learn corporate culture and expectations, experiencing delayed growth within the organization, along with facing a possibility of being discriminated against during recruitment process. This study clearly indicated the need for policy and programs that could support transition of first-generation graduates into graduate level employment. The study also found the need for faculty to play a proactive role in enhancing the career orientation of first-generation students, the importance of lobbying for more inclusive recruitment practices in the corporate sector, and the significance of creating graduate level positions to match the increasing supply of graduates. 1U. S. Census Bureau (2012). The 2012 statistical abstract: The national data book. 2. U.S. Department of Education, NCES (2010, September). Web tables: Profile of undergraduate Students 2007-2008.

Community College Baccalaureate (CCB) programs have proliferated during the past two decades but research on post graduate educational pathways CCB graduates follow is limited. The purpose of this multiple case embedded design comparative study (Yin, 2012) was to describe and further understand the experiences of CCB graduates as they explored educational pathways after they graduated from the community/state college, specifically post degree education. The study also examined if faculty in master’s programs at universities are aware of the CCB graduates’ intentions to enroll in their master’s programs. A multi-case study was conducted in South Florida utilizing qualitative research methods. Building on literature from scholars about 2+2 Transfer, articulation of programs between community/state colleges and universities, and the CCB (Cohen et al., 2014; Floyd et al., 2012; Floyd & Walker, 2009; Ignash, 2012; Skolnik, 2016), as a conceptual framework, this study explored educational pathways for CCB graduates and the students’ perceptions about their experiences. / Includes bibliography. / Dissertation (PhD)--Florida Atlantic University, 2021. / FAU Electronic Theses and Dissertations Collection

The topic of the master thesis is an analysis of the attitude of future graduates towards self-employment. The aim of the thesis is to find out, within the push-pull theory, which factors currently influence graduates in decision-making whether to be employed or to start their own business and whether their attitude has changed due to the situation in society associated with the COVID-19 pandemic. The research will be conducted by a questionnaire survey. The result of the thesis will be a comparison of motives for decision-making between employment and entrepreneurship before and during the pandemic crisis. Based on the research results, solutions for increasing motivation of future graduates to become entrepreneurs and suggestions for improving strategy of business support organizations to support entrepreneurship among graduates according to their needs will be proposed

"The purpose of this study is to collect data concerning the graduates of Climax High School which will determine to some extent the usefulness of training they received, and which will be helpful in the planning of a curriculum for future graduates. This study will cover the graduates of the Climax High School from the year 1940 to 1950 inclusive"--Introduction. / "August, 1951." / Typescript. / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Science." / Advisor: J. Frank Dame, Professor Directing Paper. / Includes bibliographical references (leaves 51-52).

This study investigated international medical graduates (IMGs), registered between January 1, 2007 and April 14, 2011, at the Access Centre for Internationally Educated Health Professionals in Ontario. By way of logistic regression in a cross-sectional design, it was found that permanent residents who were recent immigrants had lesser chances of being employed full-time at registration (baseline). By way of survival analysis in a cohort design, it was found that younger IMGs who have been in Canada less than 5 years and who have taken the Medical Council of Canada Evaluating Exam (MCCEE) have the greatest chances of securing residency positions in Canada or the US, whereas IMGs from Eastern Europe, South Asia and Africa have lesser chances. It was revealed that registered IMGs are a vulnerable population, and certain groups may be disadvantaged due to underlying characteristics. These groups can be targeted for specific interventions.

The purpose of this phenomenological study is to explore the experiences of Black graduates of historically Black colleges and universities who attend graduate school at predominately White institutions as they adjust academically and socially at these institutions. In-depth interviews provide knowledge as to what this special population of students' experience. Recommendations for faculty and administrators to assist with the recruitment and retention of these graduate students is also provided.

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