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For many years economists have shown interest in studying education as a form of investment in human capital. It is widely believed that if one attains higher levels of schooling, higher financial rewards will result. This dissertation focuses on ex-ante rates of return to higher education, with particular reference to the University of Natal, Durban. Individual data on 672 undergraduate students (from six different faculties) in the academic year 2000 has been used to estimate the expected rewards they will get upon graduation. / Thesis (M.Com.)-University of Natal, Durban, 2001.

This study examined the relationship between former collegiate athletes and former college students who did not participate in intercollegiate athletics to determine if there is any correlation between athletic participation and future health. Two groups of Ball State University faculty (42 former athletes and 32 non-athletes) were selected for this research, and the variables of quality of life and well-being were investigated through the Quality of Life Index and TestWell wellness inventory. Former athletes were found to have a higher level of wellness. Similarly, as a group, athletes were found to have a higher quality of life than former non-athletes. These findings do not support the quality of life findings by Morgan and Montoye (1984). / Fisher Institute for Wellness

The purpose of this study was to provide educators with empirical information on the qualifications personnel managers expect from entry-level employees. The study also compared school officials' rankings of employment qualifications of high school graduates with qualifications found by business personnel managers when selecting entry-level workers.The data collection process involved a card sort technique utilizing two decks of cards. Surveys were mailed to Indiana public school superintendents, high school principals, public school board presidents, and business personnel managers. A total of 1924 surveys were mailed with 528 ranked surveys returned.Six null hypotheses were two-way comparisons of desired entry-level qualifications and current entry-level qualifications. Ten null hypotheses compared desired qualifications with current entry-level qualifications.There was little agreement among the respondents or respondent groups regarding the most desired or currently found entry-level qualifications. All respondent groups ranked science and technology, social and economic studies, and writing as the least found qualifications. Personnel managers ranked science and technology as the most desired entry-level qualification. School officials ranked this qualification as one of the least desired entry-level qualification.If educators are to prepare students to meet the challenges of entry-level employment, general expectations must be developed that are acceptable to a variety of employers. Only through collaborative efforts between business and school officials will entry-level qualifications be developed that have meaning to both groups. Until that collaboration occurs, educators willcontinue to rely on their own beliefs as they prepare students for entrance into the world of work. / Department of Educational Leadership

Foreign graduates have been part of the success stories of many developed countries. This is as a result of their immeasurable deposit of ideas, knowledge, and innovation in the host country. Though the process of these foreign graduates penetrating and integrating into the labour market of the host country could be slow and rough as they encounter some obstacles on the way; they still strive to break through and be part of the country’s workforce because they foresee some opportunities therein. This research study is about the obstacles and opportunities foreign graduates meet in Dalarna labour market. The study investigated and identified the obstacles and opportunities foreign graduates meet in Dalarna labour market. For a thorough execution of this research, we collected primary data by handing questionnaires to 65 foreign graduates searching for jobs in Dalarna region and interviewed eight people, among which seven were foreign graduates and one of them was a staff at Arbestförmedlingen (Employment Agency) to give us a general view of the Dalarna labour market. We read previous research works and related articles to understand the topic in order to get an overview of the terminologies and concept to apply. This study concluded that language is a major obstacle foreign graduates meet in the Dalarna labour market. Other possible obstacles include culture, poor integration policies, lack of a placement bureau, lack of trust, limited opportunities, favoritism, lack of jobs, lack of references and experience. On the other hand factors like job availability, outgoing labour force and unskilled labour are possible opportunities foreign graduates meet in the Dalarna labour market. Furthermore flexible work time, good working atmosphere, experience, social security/welfare, good standard of living, family friendly region, higher wages, job security and cheap cost of living are also possible benefits that foreign graduates get in Dalarna.

This descriptive study was conducted to determine the impact of a high school alternative post high school adjustment to life learners. The alternative learning environment on the of a group of resistant environment, Pontoon III, was a school-within-a-school located at Marion High School, Marion, Indiana. The study was conducted five years after the resistant learners entered the alternative learning environment.The data were secured by interviewing fifty-seven student participants using structured interview items to determine student judgments in response to three research questions.All fifty-seven students were enrolled in the Pontoon III Alternative Program in September, 1972. The student participants in the study were categorized into two groups: long-termers, those students spending two or more years in the alternative learning environment and short-termers, or those students spending one year or loss in the alternative school environment. The interview responses of the two student groups were compared reporting frequency and per cent of responses to structured interview items, Chi Square Analysis, and narrative comments of student participants.Both student groups (long-termer and short-termer) reported favorably on the impact of the Pontoon III Program on their lives since high school. However, the short-termer group was most influenced in the affective areas of efficacy, interpersonal relationships, and self-concept; while the long-termer group reported cognitive impact as priorities, specifically, reading, writing, and math abilities, but also describing affective impact in efficacy, self-concept, and relationships. Significant difference in favor of the long-termer group was found between the two groups (P = .001) in the nine impact areas: Reading-Writing Skills, Math Skills, Self-Concept, Efficacy, Relationships, Coping Skills, Success versus Failure, Job Satisfaction, and Impact on Pontoon III Program.There was also a difference in high school graduation for the two groups (long-termers, 90% and short-termers, 0%). Seventy-seven per cent of the long-termer group was presently employed while only 37% of the short-termer group was employed.No statistically significant difference was found in the value preferences of the two groups on fourteen value indicators as measured by a Chi Square Analysis.While numerical differences appeared between the two groups on fourteen quality of life items, only one area was statistically significant. Efficacy was significant by a Chi Square Analysis (P = .0116) in favor of the long-termer group. The description for efficacy was "to make my own way, to be independent or free to do the things in life I want to do--to be in control of my life."Conclusions based on the findings of the study answered the research questions. Participation in a high school alternative learning environment for two or more years does have favorable impact on the post high school lives of resistant learners. A brief exposure (one year or less) also impacts the post high school lives of resistant learners but the degree of impact of the learning environment is less and influences different areas of their lives than for participants with a longer tenure in the alternative program.

Graduates from 1950 to 2010 with a B.S. degree in animal science from the Department of Animal Science of Texas A&M University were sent questionnaires by e-mail to collect information on how graduates of the department were being influenced in their career decisions by their educational experiences in the department and how they perceived selected components of the program. The questionnaire contained questions about their backgrounds and their careers. It also contained 23 statements to which respondents answered using a 5-point scale from strongly disagree to being strongly agree. Approximately 3,000 questionnaires were e-mailed, and 633 with full data were returned. Male respondents were found to have more agricultural experience than females. Almost half of the males reported that they were in careers related to their animal science degree while slightly more than one-fourth of the females indicated animal science-related careers. Participants who were very experienced in agriculture prior to college were more likely to be in a career related to their animal science degree than were those with other levels of experience. Participants responded with their levels of agreement to statements about their experiences in animal science courses. The statements with the highest level of agreement involved practical, hands-on and generic skills and attributes, industry involvement, and current issues in animal science. Graduates agreed that hands-on involvement with animals in courses and involvement with industry leaders were important. Similarly, they agreed that character, integrity, and work ethic were important attributes to develop in students. Communication skills?both oral and written?were highly important, too. On the other hand, graduates believed that the animal science curriculum did not emphasize creativity and did not provide enough flexibility to emphasize specialized areas of animal science such as companion animals. Continual research about animal science graduates, their academic programs, and their careers is important to track the ever-changing demands and needs of the agricultural industry and of students.

Transition between secondary school and university can be a time of stress and anxiety. It is a time when decisions about courses and careers can have extraordinarily significant implications. It is, therefore, a time when information about courses, universities and university life must be effectively presented and thoughtfully comprehended. This study explores secondary student insights into university before and during the crucial decision making process as well as the consequences of those insights and decisions. (For complete abstract open document)

Thesis (Ed.D.)--Duquesne University, 2007. / Title from document title page. Abstract included in electronic submission form. Includes bibliographical references (p 170-178) and index.

Thesis (M.S.)--Purdue University, 2007. / Includes bibliographical references (leaves 65-68). Also available online (PDF file) by a subscription to the set or by purchasing the individual file.