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Thesis (Ph.D.)--Bowling Green State University, 2008. / Document formatted into pages; contains xiv, 181 p. Includes bibliographical references.

According to the literature, the typical college or university has ongoing programs which are usually focused on the concept of work as the total of a person's career with little attention being given to the equally salient dimension of leisure. The educational or developmental consequences of participating in leisure activities on the campus had not been examined nor had seemingly the logical relationship between work and leisure been analyzed for its developmental potentiality (Bloland, 1984). Therefore, the purpose of this study was to examine the relationship between leisure and career development in a select group of college seniors. The methodology used in this study was a descriptive survey approach. A pilot study was conducted in the fall semester of 1989. During the summer and fall semesters of 1990, the full study was undertaken by gathering information through three instruments completed by 100 selected college seniors (50 each from the Schools of Business and Education) from a public, predominantly black, four-year degree-granting institution of higher education in Virginia. The Leisure Activities Blank (McKechnie, 1975), the Career Development Inventory (Thompson, Lindeman, Super, Jordaan, and Myers, 1981), and a structured interview format developed by the researcher were the instruments used in this study. / Ed. D.

The purpose of this study was to examine the effect of occupational prototypes on the evaluation and retrieval of information provided in hypothetical personal data sheets of college seniors. Prototypes for mechanical engineers and elementary school teachers were generated by college students majoring in engineering and education. These prototypes were used to construct a simulated personal data sheet evaluation exercise. A total of 36 personal data sheets [2(replications) X 3(GPA: high, medium, low) X 2(extracurricular activities: prototypic, nonprototypic) X 3(work experience: high, medium, low)] were developed for each occupation. Each of the 36 personal data sheets were rated by corporate or school district recruiters. Based on the results of the study, several conclusions were proposed. First, it was apparent that prototypes differed structurally between occupations, and that these prototypes may differ slightly between students and recruiters. Second, it was noted that not all aspects of a prototype were weighted equally during information processing. One dimension, GPA, was heavily emphasized by the majority of recruiters, with little consideration given to work experience and extracurricular activities. Third, it was suggested that schematic organization affected the recruiters rating process because 85% of the engineering recruiters and 87% of the education recruiters used the same rating policy. Furthermore, while prototypes differed structurally between occupations, the weighting, or importance, of a particular dimension in the rating process may be equivalent for all occupations, Thus, although the underlying structure of the prototypes differed between occupations, the emphasis on GPA by both groups of recruiters resulted in the identical rating policies of both engineering and school district recruiters. Finally, recruiters tended to remember prototypic rather than nonprototypic information from the Personal Data Sheets. These results suggest that schematic organization and prototypes are affecting the judgement and retrieval of Personal Data Sheet information of college seniors. / Ph. D.

Thèse (M.Ed.) -- Université du Québec à Chicoutimi, 2006. / Bibliogr.: f. [94]-100. Document électronique également accessible en format PDF. CaQCU

"The major purpose of this study as (1) to revel by means of comparison the extent to which the college freshman and college senior woman is adjusting to the problems and conditions which confront her and the extent to which she is developing a normal, happy, and socially effective personality; (2) to interpret rightly the data collected from the group studies in order that plans for personality improvements may be made, and to offer a working basis for guidance in personality development; and (3) to study the social and economic factors concerning their home background the year preceding their entrance into the college, and to discover the effect, if any, upon the personal and social adjustment of each group."--2.

The purpose of this study was to explore and gain a greater understanding of senior university students' perceptions of their readiness to enter the work force following program completion, as well as their perceptions of the availability and helpfulness of career-related resources and services. Due to the exploratory nature of this research, no a priori hypothese were generated. A sample of 324 undergraduate students attending the University of Lethbridge in Lethbridge, Alberta, Canada was surveyed using the Comprehensive Career Needs Survey Post-Secondary Form, a revision of the Comprehensive Career Needs Survey developed by Magnusson and Bernes (2001). The resulting data analysis provided an overview of student perceptions of readiness to enter the work force, their thoughts about the availability and usefulness of career-related services and resources, as well as their actual use of those services and resources. This research supports previous findings regarding the benefit of experiential learning as part of the university experience and contributes information regarding the resources that students feel would be most helpful as they make the transition from school to work. / xi, 135 leaves ; 29 cm.

The problem of this investigation was to clarify the responsibilities of the employer participating in the VOE program. Three major purposes were stated: (1) to determine the role expectations of employers of VOE students as perceived by employers participating in the program; (2) to determine the role expectations of employers as perceived by the VOE teacher-coordinators; and, (3) to determine if any significant differences existed between the employer perceptions and those of the teacher-coordinators. To obtain information, questionnaires were sent to a random sample of fifty employers participating in the VOE program during the 1983-84 school year. An identical survey instrument was administered to thirty VOE teacher-coordinators in Fort Worth. A Chi-square test of independence was applied to the data to test the hypotheses, with the .05 level used as the point of rejection. Of the seventeen surveyed possible role functions addressed, a majority of the employers responded positively to sixteen, were undecided about one, and responded negatively to none. A majority of the teacher-coordinators responded positively to eleven, were undecided about six, and responded negatively to none. One significant difference existed between the employer perceptions and those of the teacher-coordinators concerning one training responsibility which resulted in the rejection of one of the stated null hypotheses. As a result of the study, it was concluded that employers' views are more positive toward their training responsibilities than those of the teacher-coordinators; teachers are more indecisive about the employer responsibilities; employers are more willing to accept responsibility for training—in all areas except basic skills—than teachers are willing to delegate; and, if VOE teacher-coordinators continue to resist allowing employers to take added responsibilities in training students, the VOE program will continue to fail in meeting the demands of the market place.

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