ERIC Number: ED024364
Record Type: RIE
Publication Date: 1966
Reference Count: N/A
The Relationship of Junior College Programs to the Employment Experiences of Graduates.
Matteson, Richard Vance
This study examined the kind of employment taken by male junior college graduates and related it to their college training, whether regular lower division (transfer) or vocational (terminal). A questionnaire was sent to 369 alumni of three California junior colleges three years after graduation; 276 of them responded. A year later, 28 of those who had worked for more than two years were interviewed. To see how a college could best serve both its students and its community, information useful in curriculum and counseling practices was derived from (1) the kind of job taken, (2) the effect of college training on original employment and progress in the job, and (3) the relation of age, ability, or grades to employment and job satisfaction. The conclusions were (1) the junior college generally serves the student well in skills, knowledge, and human relationships, (2) it provides terminal programs for work at various entry levels, (3) it should increase its counseling services, especially to encourage early career choice, (4) terminal and transfer students each have certain advantages over the other, (5) the college must keep alert to the local job market, (6) it should develop and keep up to date a basic group of vocational programs, (7) it should stress the importance of job preparation, and (8) by follow-up studies, it should constantly evaluate its programs, teaching, and counseling. The implications for college programs and counseling practices are outlined and areas for further study are suggested. (HH)
Descriptors: College Graduates, Counseling Services, Followup Studies, Questionnaires, Terminal Students, Transfer Students, Two Year Colleges, Vocational Education
University Microfilms, Inc., P.O. Box 1346, Ann Arbor, Michigan 48106 (Order No. 66-15,313, MF $3.00, Xerography $9.70).
Publication Type: N/A
Education Level: N/A
Authoring Institution: California Univ., Berkeley. School of Education.