2000 ALUMNI SURVEY
OF 1997-98 GRADUATES
SUMMARY REPORT
Ball State University
Office of Academic Assessment and Institutional Research
March, 2002
AAIR No. ALU-S1-2002
2000 Alumni Survey
of 1997-98 Graduates
Summary Report
Brian K. Pickerill
Office of Academic Assessment and Institutional Research
Ball State University
March, 2002
AAIR No. ALU-S1-2002
EXECUTIVE SUMMARY
•
This survey addresses alumni
perceptions of learning at Ball State.
Additionally, it provides information
about employment, further education,
and other departmental experiences.
•
The 2000 Ball State Alumni Survey was
mailed to 2,424 academic year 1997-98
baccalaureate degree graduates during
the Summer of 2000. After three
mailings, forty-five percent (1,093
alumni) responded to the survey.
•
Demographics of respondents, such as
age, race, and gender were compared to
those of the population of all eligible
1997-98 graduates. A higher proportion
of female and non-minority alumni
responded to the survey than did male or
minority alumni. Graduates who had
enrolled with distinctive entry status
were slightly more likely to respond than
were other graduates. Also, respondents
had somewhat higher high school
percentile ranks, Ball State GPAs, and
standardized test scores than did all
eligible 1997-98 graduates.
•
About 88 percent of respondents were
employed full-time. Nearly 79 percent
of those employed full-time were
employed in their major or in a field
related to their major. More than nine
out of ten were satisfied or very satisfied
with their employment.
•
Among those employed full-time, about
73 percent reported that a college degree
was required for their employment.
•
About 70 percent of full-time employed
alumni were working in Indiana. About
12 percent were working in contiguous
states.
•
About 19 percent were continuing
college course work at the time of the
survey, including 14.9 percent who were
pursuing graduate degrees. About 13
percent had completed additional
degrees or certification programs since
graduating from Ball State in 1997-98.
•
Sixty-two percent reported plans to
eventually obtain a graduate or
professional degree. About ten percent
indicated they had no plans for further
education.
•
About 97 percent held positive or very
positive attitudes toward Ball State.
•
More than 96 percent of all respondents
indicated that their experiences at Ball
State prepared them very well or
satisfactorily in the areas of intellectual
and personal growth as well as
preparation for further education. More
than 92 percent reported that they were
very well or satisfactorily prepared for a
career.
•
About 95 percent or more respondents
indicated that they were prepared very
well or satisfactorily in the areas of
understanding wellness, social sciences,
humanities, writing, listening, problem
solving, analyzing and evaluating ideas,
critical thinking, making informed
decisions, self-reliance, working
cooperatively, and lifelong learning.
•
At least 85 percent of respondents
indicated that their experiences at Ball
State prepared them very well or
satisfactorily to understand other
cultures, computer technology, sciences,
and the Arts. (Table 3.2)
•
At least 93 percent of all employed
respondents were using writing skills,
quantitative skills, and computer skills
on the job.
•
When compared by year, respondents
held progressively more positive
attitudes toward their majors. Ratings of
skills and knowledge items were very
similar in 1997 and 1998, more
favorable in 1999, and slightly closer to
1997 and 1998 levels in 2000. Alumni
in 1999 rated their preparation in several
skill and knowledge areas higher than in
other years.
•
A group of 452 alumni survey
respondents also took the 1998 Ball
State Senior Survey. Responses on each
survey were compared. Respondents
held more favorable attitudes toward the
university as alumni than as seniors and
also showed a more positive attitude
toward some aspects of their major.
However, alumni rated several skills and
knowledge items slightly lower than did
seniors. Where differences were
observed on skill and knowledge items,
seniors were generally more favorable in
their self ratings than were alumni.
CONTENTS
Page
INTRODUCTION AND PURPOSE
1
SECTION 1
Demographic and Academic Characteristics
3
SECTION 2
Employment and Further Education
7
Employment
7
Further Education
13
Ball State Experiences
15
General Evaluation of Learning Experiences
16
Knowledge and Understanding
16
Skills and Abilities
16
Importance of Knowledge and Skills
23
Internships and Employment at Ball State
23
Interaction with Faculty at Ball State
23
Number of Weekly Study and Work Hours
24
SECTION 4
Satisfaction with Departmental Experiences
25
SECTION 5
Writing, Quantitative Skills, and Computer Skills Performed
on the Job
27
Writing Tasks on the Job
27
Quantitative Tasks on the Job
27
Computer Tasks on the Job
27
Comparison of Findings: 1997 through 2000
29
Income and Further Education
29
Ratings of Knowledge and Skills
31
Satisfaction with Department of Major
37
Panel Comparison of 2000 Alumni and 1998 Senior Survey
Responses
39
Skills
40
SECTION 8
Summary and Discussion
47
APPENDIX
2000 Ball State Senior Survey
49-56
SECTION 3
SECTION 6
SECTION 7
LIST OF TABLES
Page
Table 1.1 Demographic and Academic Characteristics of Respondents and
Academic Year 1997-98 Graduates
4
Table 1.2 High School Academic Characteristics of Respondents and
Academic Year 1997-98 Graduates
5
Table 1.3 Ball State Alumni Survey Response Rates by College of Major
5
Table 2.1 Location of Employment—Full-Time Employed Alumni Only
8
Table 2.2 Reasons for Working Outside the Major—Full-Time Employed
Alumni Only
10
Table 2.3 Current Occupations of Alumni Employed Full-Time
11
Table 2.4 Plans for Further Education
13
Table 3.1 Evaluation of Overall Experiences at Ball State
16
Table 3.2 Evaluation of Experiences at Ball State
18
Table 3.3 Importance of Knowledge and Skill Areas
19
Table 3.4 Internships and Student Employment
23
Table 3.5 Frequency of Interaction with Faculty
23
Table 3.6 Number of Weekly Study and Work Hours at Ball State
24
Table 4.1 Satisfaction with Department of Major
26
Table 5.1 Writing Tasks Performed on the Job
27
Table 5.2 Quantitative Tasks Performed on the Job
28
Table 5.3 Computer Tasks Performed on the Job
29
Table 6.1 Annual Income from Full-Time Employment
Comparison of 1997, 1998, 1999, and 2000 Responses
29
Table 6.2 Alumni Evaluation of Knowledge Items
Comparison of 1997, 1998, 1999, and 2000 Responses
30-31
Table 6.3 Alumni Evaluation of Skill Items:
Comparison of 1997, 1998, 1999, and 2000 Responses
32-35
Table 6.4 Satisfaction with Department of Major
Comparison of 1997, 1998, 1999, and 2000 Responses
36-37
Table 7.1 Panel Comparison of Knowledge Items: Percentage Distributions
Table 7.2 Panel Comparison of Skills Items: Percentage Distributions
Table 7.3 Panel Comparison of Satisfaction with Major: Percentage
Distributions
40
42-43
45
LIST OF FIGURES
Page
7
Figure 1
Employment Status
Figure 2
Length of Time to Find Full-Time Employment
8
Figure 3
Relationship of Employment to the Major
Full-Time Employed Alumni Only
9
Figure 4
Satisfaction with Full-Time Employment
9
Figure 5
Type of Organization in Which Alumni Found Employment
10
Figure 6
Annual Income from Full-Time Employment
12
Figure 7
Current Educational Activities of Alumni
12
Figure 8
Attitude Toward Ball State
15
Figure 9
Mean Ratings of Preparation in Knowledge Areas
20
Figure 10 Mean Ratings of Preparation in Skill Areas
21-22
Figure 11 Attitude Toward Ball State Among Panel Members as Seniors and
as Alumni
39
Figure 12 Panel Comparison of Selected Knowledge Items: Means
41
Figure 13 Panel Comparison of Selected Departmental Items: Means
43
Figure 14 Panel Comparison of Selected Skills Items: Means
44
INTRODUCTION AND PURPOSE
In the Summer of 2000, the Office of
Academic Assessment surveyed all Ball
State University academic year 1997-98
baccalaureate degree recipients for whom
addresses were obtainable. The 2000 Ball
State Alumni Survey (Appendix A) was
mailed to alumni who graduated at the end
of the Fall 1997, Spring 1998, or Summer
1998 semesters. Two follow-up mailings
were sent to those who did not respond to
earlier mailings. The final response rate was
45.1 percent—1093 of the 2,424 graduates
responded.
The survey was designed by the
Office of Academic Assessment and the
Alumni Survey Steering Committee. The
committee is composed of faculty and
professional staff from the colleges, and
from the offices of Career Services,
University College, and Academic
Assessment and Institutional Research.
asked. These items addressed alumni
employment patterns, the relationship of
employment to the major, graduate work,
professional development and career
progress, income, and the geographical
location of graduates.
Alumni were also asked for
background information about their
experiences at Ball State, such as their
degree of interaction with faculty and their
patterns of enrollment, study, and work.
The survey was first administered in
Fall, 1991. In developing the survey, the
committee reviewed the university mission
statement as a means of identifying
important topics. As a result, the instrument
focused on areas that have remained
important and most of the survey has
remained the same.
With at least two years of postcollegiate experience, alumni were asked to
indicate whether their Ball State experiences
prepared them or met their needs very well,
satisfactorily, or poorly in these areas.
Alumni were instructed to consider all
activities that may have contributed to their
learning, including those outside the
classroom.
For the second administration in
Summer 1994, some items were changed
slightly and a section was added that asked
about the specific types of writing, computer
use, and mathematics that graduates perform
at work. For the administration in Summer
1996, the survey was modified to ask
graduates about the importance of each
knowledge and skill item. The 1997
administration remained virtually unchanged
from 1996, with only some minor technical
changes. The 1998 version included revised
wording of three items about satisfaction
with major departments. For the 1999
survey, the questions about the importance
of knowledge and skill items were removed
in order to shorten the survey. In 2000, the
importance items were added back to the
survey.
Traditional questions about
employment and further education were also
This report is organized in eight
sections. Section!1 compares academic and
The primary goal of the project was
to determine the extent to which Ball State
met the needs of its graduates in important
areas such as general education, wellness,
computer education, racial and ethnic
understanding, appreciation for diversity,
and understanding and using new
technologies.
1
demographic characteristics of respondents
to the characteristics of all eligible 1997-98
baccalaureate graduates. Section 2 describes
findings related to further education and
employment. Section 3 contains ratings of
preparation and importance in several
learning areas. Information about student
work experiences and attitudes toward the
university are also presented in Section 3.
Section 4 covers findings about the major,
while Section 5 describes data about
graduates’ on-the-job writing, computer, and
mathematics use. Section 6 compares 2000
findings with three years of earlier data.
Section 7 compares longitudinal responses
among a group of 452 graduates who took
both the 1998 Ball State Senior Survey and
the 2000 Ball State Alumni Survey.
Section!8 is a short summary and discussion.
2
SECTION 1
Demographic and Academic Characteristics
Summary This section compares the
demographic and academic characteristics of
survey respondents and academic year 1997-98
baccalaureate degree graduates.1 Statistical
tests were used to estimate the representativeness of the sample. Statistically significant
differences were found between respondents
and the population of all academic year
1997-98 graduates on several demographic and
academic variables.
A higher proportion of women
responded to the survey than did men. Also,
African Americans were less likely to respond
to the survey than were other students.
Respondents were found to have slightly higher
high school percentile ranks, ACT scores, and
Ball State GPAs than the 1997-98 graduating
class. Respondents were somewhat more
likely than all graduates to have enrolled with
an entry status of distinction. These
differences were generally slight, but
statistically significant. (Tables 1.1-1.3)
Respondents were not significantly different
from the population of all 1997-98 graduates
when compared by age, high school class size,
or SAT verbal or quantitative scores.2
•
•
Among 1997-98 graduates, about 56 percent were female and about 44 percent
were male. Among respondents, these
percentages were about 64 and 36 percent,
respectively. Females were more likely to
respond to the survey than were males.
The differences between the sample and
population were statistically significant.
The response rate for African American
and other minority alumni was lower than
the response rate of Caucasian alumni. The
response rate among African American
alumni was only 25.9 percent. Other
minority alumni responded at a rate of
33.3%, while the response rate for
Caucasians was 46.2 percent.
•
Respondents were not found to be
significantly different from the population
when compared by age or high school
class size.
•
The average GPA was 3.05 for all eligible
graduates, and 3.14 for respondents.
Although small, this difference in GPA
was statistically significant. Sixty-one
percent of respondents earned an average
of 3.0 or higher, compared to about 54
percent of all eligible graduates.
•
Average high school percentile rank was
higher among respondents (70.6) than
among all eligible graduates (67.8). The
difference was statistically significant.
•
The average SAT verbal score was not
significantly higher for respondents
(511.4) than for all eligible graduates
(507.5), nor was the average SAT
quantitative score. (Table!1.2)
1
Information about the population was extracted from
the student database. According to university records, a
total of 2,655 students graduated with baccalaureate
degrees during academic year 1997-98. However, 231
alumni (8.7 percent) had no valid address information,
and consequently did not receive the survey. The
population of all eligible graduates described in this
section refers to those for whom valid addresses were
available (N=2,424).
2
While a total of 1,093 alumni responded to the survey,
eight responded anonymously. Anonymous replies are
included in the study where possible, but are not
available for sample/population comparisons.
3
Table 1.1
Demographic and Academic Characteristics of Respondents
and Academic Year 1997-98 Graduates
Respondents
Percentages
1997-98 Graduates
Percentages
GENDER*
Female
Male
64.1
35.9
56.1
43.9
RACE*
African American
Caucasian
Other
2.7
96.0
1.3
4.8
93.5
1.7
AGE
22 to 24
25
26
27
28 and older
Mean
42.3
33.0
9.2
2.9
12.5
25.95
36.1
32.1
11.5
4.8
15.4
26.20
GPA*
Less than 2.5
2.50 to 2.99
3.00 to 3.49
3.50 to 4.00
Mean
9.5
29.3
37.1
24.1
3.14
13.8
32.5
34.4
19.3
3.05
ACADEMIC ENTRY TYPE*
Distinction
Regular
Other
19.8
64.9
15.3
15.6
67.1
17.3
1,085
2,424
N†
*
†
4
Statistically significant differences exist between respondents and the population of all graduates on this
variable. (p≤.05).
Eight respondents removed the address labels from their surveys and replied anonymously. A total of 1,093
respondents completed the survey.
Table 1.2
High School Academic Characteristics of Respondents
and Academic Year 1997-98 Graduates
Mean
High School Percentile Rank* 70.6
High School Class Size
235.4
SAT Verbal
511.4
SAT Quantitative
507.7
ACT Composite*
22.3
Respondents
Std.dev. N
21.1
142.5
79.4
85.6
4.2
1997-98 Graduates
Mean Std.dev. N
1,012
1,012
945
945
385
67.8
244.2
507.5
507.2
21.4
21.5
237.5
81.1
85.2
4.2
2243
2244
2077
2077
802
* Statistically significant differences exist between respondents and the population of all graduates on this variable.
(p≤.05)
Table 1.3
Ball State Alumni Survey Response Rates
by College of Major
N Mailed
COLLEGE
Applied Sciences and Technology
Architecture and Planning
Business
Communication Information and Media
Fine Arts
Sciences and Humanities
Teachers College
General Studies
N
223
82
308
221
128
869
397
196
2,424
N Returned
Percent Returned
112
41
139
91
47
404
195
64
50.2
50.0
45.2
41.2
36.7
46.5
49.1
32.3
1,093*
45.1
* Table 1.3 is based on program data from the student database, except for eight alumni who responded
anonymously—self reported data were used for those respondents.
•
As shown in Table 1.3, response rates
were not significantly different by
college of major, though they varied
from a low of about 32 percent among
General Studies majors to a high of
about 50 percent in the College of
Applied Sciences and Technology, and
the College of Architecture and
Planning. The overall response rate was
45.1 percent.
5
SECTION 2
Employment and Further Education
Summary Nearly 88 percent of 19971998 alumni were employed full time. Of
those employed full-time, 76 percent found
employment prior to or within three months of
graduation. Nearly 79 percent of those with
full-time jobs held employment within their
major or in an area related to their major.
Nearly three-fourths (73.4%) of those working
full-time indicated that their employment
required a college degree. Ninety-one percent
of full-time employed respondents were
satisfied or very satisfied with their
employment. The most often cited
occupations represented among those
employed full-time were teachers (21.6%) (all
types), managers and directors (6.3%), social
and welfare workers (3.9%), sales
representatives (3.9%), accountants (3.9%),
nurses, EMTs and paramedics (3.7%), and
architects and landscape architects (3.3%).
About 93 percent of those working full-time
reported earnings of at least $20,000 per
year. (Figure 6)
Alumni were asked about their current and
anticipated educational activities and plans.
At the time of the survey, nearly 20 percent
were enrolled at a college or university, and
about 62 percent reported they plan to
eventually complete a graduate or
professional degree. About 90 percent plan
to continue their education with some
combination of professional development
and/or additional college course work.
Employment
•
Nearly 88 percent of 1997-98 alumni
were employed full-time. (Figure 1)
•
About five percent of alumni were
employed part-time, and three percent
were employed primarily with graduate
assistantships, fellowships, or student
employment. (Figure 1)
Figure 1
Employment Status
6
Figure 2
Length of Time to Find Full-Time Employment
•
Fewer than five percent were not
employed at the time of the survey.
(Figure 1)
• Forty percent of those employed fulltime either continued a job that they had
before graduation (15.4%) or secured
employment before graduation (24.9%).
As shown in Figure 2, an additional 36
percent found employment within three
months of graduation, while about 24
percent found employment three or more
months after graduation. (Figure 2)
• About 70 percent of those with full-time
jobs were working in Indiana, while
about 12 percent worked in contiguous
states. About 18 percent worked in
other, noncontiguous states. Seven
graduates worked outside the U.S.
(Table 2.1)
• About 60 percent of all full-time
percent were employed in an area related
to their major. (Figure 3)
Table 2.1
Location of Employment
Full-Time Employed Alumni Only
Indiana
Contiguous State
Other States
Foreign Country
Total
Percent
70.4
11.6
17.6
.5
100.0
N
737
121
184
7
1049
• Of the 21.3 percent of full-time
employed alumni who were working in
areas not related to their major, the most
frequently cited reason was that they
could not find employment within their
major. Other reasons included
developing new interests and finding
better pay outside their major. (Figure 3
and Table 2.2)
employed alumni were working within
their major field of study. About 19
7
Figure 3
Relationship of Employment to the Major
Full-Time Employed Alumni Only
Figure 4
Satisfaction with Full-Time Employment
8
Table 2.2
Reasons for Working Outside the Major
Full-Time Employed Alumni Only
Could not find job in major
Developed new interest
Better pay
Did not plan to work in major
Could not relocate
Better advancement
Not licensed/certified
Other
Total
Percent
26.3
20.1
15.6
8.9
6.7
5.6
2.2
14.5
100.0
N
47
36
28
16
12
10
4
26
179
•
Among those employed full-time, 73
percent indicated that a college degree
was required for their employment.
•
More than nine out of ten full-time
employed alumni were satisfied or very
satisfied with their employment. Fewer
than nine percent indicated that they
were dissatisfied or very dissatisfied
with their current employment.
• Figure 5 contains information about the
types of organizations and businesses in
which alumni found full-time
employment. The largest specific
categories were education (26.7%),
professional services (13.0%), health
care (11.2%), and finance, insurance,
and real estate (8.0%).
• Other types of organizations in which
alumni found full-time employment
include manufacturing (6.4%), social
services (6.1%), government (5.5%),
media (4.9%), wholesale and retail trade
(4.8%), and transportation and utilities
(1.3%). (Figure 5)
Figure 5
Type of Organization in Which Alumni Found Employment
.
9
Table 2.3
Current Occupations of Alumni Employed Full-Time
Occupation
N
Occupation
Teachers (Elementary Education)
Managers, Directors, Asst./Assoc. Directors, &
Proprietors (not Sales, Retail, Personnel or
Assistant Managers)
Teachers (Special Education)
Accountants, Auditors, & Assistant Auditors
Sales Representatives, Sales People, and Sales
Clerks
Social and Welfare Workers
Nurses, EMT’s, Paramedics, Health Care Associates
Architects, Landscape Architects, Interns, GIS,
& Draftspersons
Teachers, Substitutes, Aides, Principals
(Other or Mixed Level)
Computer Programmers, System Analysts, Support
Personnel-Help Desk
Teachers (High School)
Teachers (Middle School)
Account Executives
Counselors, Therapists, and Speech Pathologists
Sales and Retail Managers, Assistant Managers,
Buyers, and Merchandisers
Administrators and Administrative Assistants
Graphic Artists
Consultants
Bank Managers, Officials, Brokers, Analysts, and
Planners
Marketing
Personnel managers and workers, human resources
Probation Officers
Insurance Adjusters, Agents, Examiners,
Investigators, and Underwriters
Police, Detectives, Security Agents, Dispatchers,
and Firefighters (not probation officers)
Technicians, Medical and Dental
Sports, Exercise, and Fitness Instructors and
Officials, and Athletic Trainers
Consultants
Paralegals, Legal Assistants, and Law Clerks
Customer Service Representatives
Editors, Reporters, And Photojournalists
Engineers
Technicians (Other)
Self-Employed Managers, Officials, Contractors,
and Proprietors
81
Advertising Agents, Sales People, Media Buyers,
Copywriters
Urban and Regional Planners
Artists (not Graphic), Entertainers, Musicians,
and Writers
Environmental Scientists, Conservationists, and
Foresters
Teachers (Preschool, Early Childhood Ed.)
TV Producers, Assistant/Associate Producers,
News Reporters, Set Production Assistants
Bank Tellers, Client Assistants, Document
Assistants
Military (Members of the Armed Forces)
Job Recruiters
Clergy (Priests, Pastors, Ministers), Missionaries
Assistant Managers And Manager Trainees
Librarians/Archivists
Manufacturing Workers, Utilities Workers
Researchers and Data Analysts
Secretaries and Word Processing Specialists
Service Workers
Carpenters, Painters, and Construction Workers
Communications, Professional and Technical
Dieticians and Nutritionists
Interior Designers
Recreation and Group Workers
Attendants, Professional and Personal Service
Clerical workers
Communications Managers
Food Store Managers and Food Service Managers
Production Supervisors (manufacturing or printing)
Data Processing and Data Entry
Event Planners
Public Relations Workers
Real Estate Agents and Appraisers
Peace Corp Volunteers
Business Services Managers
Chemists
Insurance Actuaries
Professional and Technical Workers
All Other Occupations
10
59
42
37
37
37
35
32
32
28
28
24
21
21
21
19
19
18
17
17
17
15
14
14
13
12
11
11
10
10
10
10
9
Total
N
8
8
7
7
7
7
6
6
6
6
5
5
5
5
5
5
4
4
4
4
4
3
3
3
3
3
2
2
2
2
2
1
1
1
1
26
954
Figure 6
Annual Income from Full-Time Employment
Figure 7
Current Educational Activities of Alumni
11
Table 2.4
Plans for Further Education
Percent
DO YOU PLAN EVENTUALLY TO…
Obtain a graduate or professional degree
Obtain another Bachelor’s degree
Obtain certification with college course work
Obtain certification with non-college course work
Take additional college courses
Take professional development courses
No plans to continue education
Total Responses
62.4
8.8
10.5
22.3
6.3
34.7
10.2
155.1*
N
661
93
111
236
67
368
108
1,644
* Percentages total to greater than 100% because respondents could choose more than one response.
One thousand and fifty eight (1,058) respondents chose one or more responses.
•
Fewer than seven percent of full-time
employed respondents were earning less
than $20,000 at the time of the survey.
About 14 percent were earning between
$20,000 and $24,999. About 27 percent
were earning between $25,000 and
$29,999. Finally, about 53 percent were
earning $30,000 or more in their second
year after graduation. Figure 6 contains
percentages for each salary range among
those who were employed full-time.
executives, counselors, therapists, speech
pathologists, and sales and retail
managers.
Further Education
•
About 19 percent were enrolled in college
course work at the time of the survey.
About 15 percent were pursuing graduate
degrees, while about 4 percent were taking
additional undergraduate course work.
Seventeen percent were enrolled in noncollegiate professional development
courses. (Figure 7)
•
About 13 percent reported that they had
completed an additional degree or
certification program.
• Teachers (including all full-time primary
and secondary school teachers) formed by
far the largest occupational category,
accounting for more than 21 percent of all
full-time employed respondents.
(Table 2.3)
• It can also be seen from Table 2.3 that
alumni frequently reported full-time
employment as managers and directors,
accountants, sales representatives, social
and welfare workers, nurses, architects,
computer programmers, account
12
• About 62 percent reported that they plan to
eventually obtain a graduate or
professional degree. Only about ten
percent of respondents indicated they had
no plans to continue their education.
(Table 2.4)
13
SECTION 3
Ball State Experiences
Summary Alumni were asked to
reflect on their preparation with respect to
several important areas of knowledge and
skills. They were asked whether their
experiences met their needs very well,
satisfactorily, or poorly in areas such as
writing, mathematics, critical thinking, and
using computers.
Alumni were asked whether they
would recommend Ball State to others, about
their general attitude toward the university,
and about interaction with faculty. Finally,
alumni were asked about their internship
experiences, and about the number of hours
they studied and worked in a typical week at
Ball State.
More than 99 percent of all
respondents indicated that their experiences
at Ball State prepared them very well or
satisfactorily in the area of intellectual growth.
More than 96 percent of all respondents
indicated that their experiences at Ball State
prepared them very well or satisfactorily in the
areas of personal growth and preparation for
further education. More than ninety-two
percent felt that BSU experiences prepared
them very well or satisfactorily for their
career.
In each knowledge and skill area, at
least 76 percent of all respondents indicated
that Ball State experiences prepared them very
well or satisfactorily. (Table 3.2)
More than 53 percent of students
indicated that they participated in internships,
campus employment, or off-campus
employment. About 55 percent indicated that
they studied at least 11 hours per week while
at Ball State. About 28 percent indicated they
worked more than 20 hours per week while
enrolled at Ball State.
Figure 8
Attitude Toward Ball State
14
General Evaluation of Learning
Experiences
Knowledge and Understanding
•
Wellness was the knowledge item for
which the largest number of alumni felt
very well prepared. About 95 percent
indicated they were very well (31.0%) or
satisfactorily (63.9%) prepared in this
area. (Table 3.2)
•
About 95 percent reported that they were
very well or satisfactorily prepared in the
social sciences (94.9%), or humanities
(95.2%).
•
About nine out of ten respondents felt very
well or satisfactorily prepared in their
understanding of the sciences (91.5%), or
current events and contemporary issues
(87.2%).
• Greater than 97 percent indicated that
intellectual and personal growth needs
were met very well or satisfactorily. The
majority of respondents felt very well
prepared in these two areas.
• When asked about preparation for further
education, 96 percent reported they felt
very well (43.4%) or satisfactorily
(53.0%) prepared. (Table 3.1)
• More than nine out of ten felt they were
very well (42.9%) or satisfactorily
(49.9%) prepared for their careers.
(Table 3.1) Even among those who were
not employed full time (about 12 percent
of all respondents), 85 percent indicated
they were very well or satisfactorily
prepared in their career area.
Table 3.1
Evaluation of Overall Experiences at Ball State
Rating of Growth or Preparation in Each Area
Very Well
Satisfactorily Poorly
Percentages
OVERALL EVALUATION OF EXPERIENCES
Intellectual Growth
54.9
44.1
.9
Personal Growth
64.8
32.6
2.7
Preparation for Further Education
43.4
53.0
3.6
Preparation for Career
42.9
49.9
7.3
•
•
N
1085
1084
1077
1073
At least 85 percent of respondents
indicated that their experiences at Ball
State prepared them very well or
satisfactorily to understand other
cultures, computer technology, and the
arts. (Table 3.2)
•
Eight out of ten respondents reported
that they were very well or satisfactorily
prepared in understanding racial issues.
•
Nearly eight out of ten rated their
preparation in understanding global
issues “very well” or “satisfactorily.”
About 84 percent felt they were at least
satisfactorily prepared in their
understanding of gender issues and
morals and ethics.
Skills and Abilities
• The skill items with the highest
percentage of responses in the “very
well” prepared category included
15
analyzing and evaluating ideas (45.0%),
using library resources (46.7%),
planning and organizing (45.5%), selfreliance (47.7%), and working
cooperatively (50.6%). (Table 3.2)
•
16
Greater than 95 percent rated their
preparation very well or satisfactory in
the skill areas of writing, problem
solving, critical thinking, making
informed decisions, and lifelong
learning. (Table!3.2)
Table 3.2
Evaluation of Experiences at Ball State
Rating of Preparation in Each Area
Very Well
Satisfactorily
Poorly
Percentages
N
KNOWLEDGE AND UNDERSTANDING
Other Cultures
Computer Technology
Wellness
Sciences
Social Sciences
Humanities
Arts
Gender Issues
Racial Issues
Morals and Ethics
Current Events and Contemporary Issues
Global Events
SKILLS AND ABILITIES
Writing
Speaking
Listening
Problem Solving
Analyzing and Evaluating Ideas
Conducting Research
Using Library Resources
Using Mathematics
Creative Thinking
Critical Thinking
Using Computer Technology at Work
Providing Leadership
Persuading Others
Coping with Stress
Dealing with the Public
Managing Time
Planning and Organizing
Conflict Resolution
Interacting with Diverse Groups of People
Making Informed Decisions
Self-Evaluation
Self-Reliance
Working Cooperatively
Using New Technologies
Clarifying Personal Values
Experiencing and Responding to the Arts
Lifelong Learning
Maintaining Physical Health and Well-Being
23.2
26.0
31.0
19.0
27.1
29.5
25.2
18.4
16.6
22.4
23.8
13.1
64.9
60.3
63.9
72.5
67.8
65.6
60.0
65.4
63.8
61.8
63.4
66.1
11.9
13.8
5.1
8.5
5.1
4.8
14.9
16.2
19.6
15.8
12.8
20.9
1077
1082
1078
1079
1080
1080
1077
1076
1076
1077
1082
1079
44.6
39.0
40.4
40.8
45.0
37.4
46.7
22.0
42.8
42.2
32.0
39.6
23.8
23.3
30.2
40.6
45.5
26.0
36.5
36.3
35.7
47.7
50.6
31.4
29.5
24.8
41.5
33.4
52.0
55.5
54.5
55.3
51.3
52.2
46.7
62.1
50.8
53.3
52.4
50.5
61.0
52.9
53.3
48.1
47.3
57.9
50.8
60.4
55.8
48.3
47.0
52.4
59.5
57.8
53.7
59.7
3.3
5.5
5.1
3.9
3.7
10.4
6.7
15.9
6.4
4.5
15.6
9.9
15.1
23.8
16.5
11.3
7.2
16.1
12.7
3.2
8.5
4.0
2.4
16.2
11.0
17.5
4.8
6.9
1080
1077
1078
1077
1076
1076
1078
1076
1077
1076
1076
1075
1070
1075
1076
1079
1076
1075
1077
1077
1079
1076
1076
1079
1072
1070
1073
1075
17
Table 3.3
Importance of Knowledge and Skill Areas
Rating of Importance in Each Area
Very Important
Important Not Important
Percentages
N
KNOWLEDGE AND UNDERSTANDING
Other Cultures
Computer Technology
Wellness
Sciences
Social Sciences
Humanities
Arts
Gender Issues
Racial Issues
Morals and Ethics
Current Events and Contemporary Issues
Global Events
SKILLS AND ABILITIES
Writing
Speaking
Listening
Problem Solving
Analyzing and Evaluating Ideas
Conducting Research
Using Library Resources
Using Mathematics
Creative Thinking
Critical Thinking
Using Computer Technology at Work
Providing Leadership
Persuading Others
Coping with Stress
Dealing with the Public
Managing Time
Planning and Organizing
Conflict Resolution
Interacting with Diverse Groups of People
Making Informed Decisions
Self-Evaluation
Self-reliance
Working Cooperatively
Using New Technologies
Clarifying Personal Values
Experiencing and Responding to the Arts
Lifelong Learning
Maintaining Physical Health and Well-Being
18
52.2
83.6
56.0
31.2
36.7
35.4
29.3
34.4
45.9
68.8
53.4
43.7
42.1
15.6
40.7
60.7
58.0
59.9
56.7
52.4
45.9
28.7
44.9
52.3
5.7
0.8
3.4
8.2
5.3
4.7
14.0
13.2
8.2
2.6
1.7
4.0
1045
1044
1038
1042
1039
1039
1035
1036
1039
1040
1040
1040
84.0
84.3
86.3
84.7
77.2
47.5
43.7
42.2
71.9
74.4
78.5
69.7
42.9
73.6
66.2
83.0
81.4
66.7
66.3
73.7
63.7
73.9
73.8
70.2
59.2
33.6
70.9
65.5
15.7
15.1
13.7
15.3
22.5
47.3
49.5
50.5
27.1
24.9
21.0
29.3
52.6
25.1
31.3
16.6
18.3
32.4
31.4
25.8
35.1
25.1
25.7
28.6
38.1
50.9
27.6
33.5
0.3
0.6
0.0
0.0
0.3
5.2
6.8
7.3
1.0
0.8
0.5
1.0
4.4
1.3
2.5
0.4
0.3
1.0
2.2
0.6
1.3
1.0
0.5
1.2
2.7
15.5
1.5
1.1
1047
1045
1044
1041
1040
1042
1044
1044
1043
1041
1044
1044
1041
1039
1044
1043
1043
1041
1043
1040
1040
1043
1042
1042
1041
1043
1044
1042
Figure 9
Preparation and Importance of Knowledge Areas: Mean Ratings
Importance Scale: 1=Not Important, 2=Somewhat Important, and 3=Very Important
Preparation Scale: 1=Poorly, 2=Satisfactorily, and 3=Very Well
•
Nearly 95 percent rated their preparation
very well or satisfactory in the skill areas
of speaking, listening, and creative
thinking. (Table 3.2)
•
At least nine out of ten respondents felt
very well or satisfactorily prepared in
providing leadership, self-evaluation, and
maintaining physical health and wellbeing.
19
Figure 10
Preparation and Importance of Skills: Mean Ratings
Importance Scale: 1=Not Important, 2=Somewhat Important, and 3=Very Important
Preparation Scale: 1=Poorly, 2=Satisfactorily, and 3=Very Well
20
Figure 10 (Continued)
Preparation and Importance of Skills: Mean Ratings
Importance Scale: 1=Not Important, 2=Somewhat Important, and 3=Very Important
Preparation Scale: 1=Poorly, 2=Satisfactorily, and 3=Very Well
•
Nearly nine out of ten respondents felt
very well or satisfactorily prepared in
conducting research, managing time, and
clarifying personal values.
•
More than 82 percent of all respondents
indicated they were very well or
satisfactorily prepared in the areas of using
mathematics, using computer technology
at work, persuading others, dealing with
the public, conflict resolution, interacting
with diverse groups of people, using new
technologies, and experiencing and
responding to the arts. (Table 3.2)
21
•
Seventy-six percent of all respondents
indicated they were “satisfactorily” or
“very well” prepared regarding coping
with stress—the lowest rated skill item.
Importance of Knowledge and Skills
• A majority of respondents rated most skill
items and several knowledge items as
“very important.” Understanding computer
technology, writing, speaking, listening,
problem solving, managing time, and
planning and organizing were rated “very
important” by more than 80 percent of all
respondents.
stress and using computer technology.
(Figure 10)
•
Some skill areas where average ratings of
preparation were very similar to average
ratings of importance include experiencing
and responding to the arts, using library
resources, and conducting research.
(Figure!10)
Internships and Employment at Ball State
• A majority of respondents indicated that
they participated in an internship program
(57.0%), held campus employment
(53.8%), or off-campus employment
(58.2%), while attending Ball State.
(Table!3.3)
•
As shown in Figure 9, each knowledge
area averaged higher on importance than
on preparation.
•
In Figure 9, it can be seen that differences
in alumni ratings of the preparation and
importance of knowledge items were
greatest in response to morals and ethics,
and computer technology. Difference
between mean importance and mean
preparation were smallest in the arts, the
humanities, and the social sciences.
Percent*
N
Internship
57.0
621
Campus Employment
53.8
586
Off-Campus Employment
58.2
634
*Percent is based on 1,089 valid cases. N shows the
number who indicated internship or employment
experience.
•
About 22 percent indicated they felt very
well prepared in the area of morals and
ethics, but nearly 69 percent felt it was
very important. About 84 percent rated
computer technology very important,
while 26 percent felt very well prepared by
their experiences at Ball State.
•
As shown in Figure 10, respondents rated
skill items higher in importance than in
preparation with the exception of using
library resources, where the average
importance rating was slightly lower than
the average preparation rating.
Interaction with Faculty at Ball State
• When alumni were asked how often they
met with faculty members outside of class,
about 18 percent indicated that they met
often, about 52 percent indicated they met
occasionally, and about 31 percent
indicated they met rarely or never with
faculty members outside of class.
(Table!3.4)
•
22
Differences in alumni ratings of
preparation and importance in skill areas
were greatest in response to coping with
Table 3.4
Internships and Student Employment
Table 3.5
Frequency of Interaction with Faculty
Often
Occasionally
Rarely
Never
Total
Percent
17.6
51.5
27.5
3.3
100.0
N
189
554
296
36
1075
Number of Weekly Study and Work Hours
• About 55 percent of alumni reported that
they studied 11 or more hours per week
while attending classes at Ball State.
About 38 percent indicated that they
studied five to ten hours per week. About
seven percent reported studying an
average of less than five hours per week.
(Table 3.5)
• Seven out of ten respondents indicated that
they typically worked 11 or more hours a
week while attending classes. Only about
13 percent indicated that they typically did
not work while attending classes.
(Table!3.5)
Table 3.6
Number of Weekly Study and Work
Hours at Ball State
Percent
N
HOURS OF STUDY PER WEEK
Not at All
Less than 5 Hours
5-10 Hours
11-20 Hours
Over 20 Hours
Total
2.8
4.3
37.5
41.3
14.1
100.0
30
47
407
448
153
1085
HOURS WORKED PER WEEK
Not Employed
10 Hours or Less
11-20 Hours
Over 20 Hours
Total
13.3
15.8
43.1
27.7
100.0
144
171
465
299
1079
23
SECTION 4
Satisfaction with Departmental Experiences
Summary Alumni were asked to
indicate the degree to which they agreed or
disagreed with statements about their
department such as “I am satisfied with my
department.” At least eighty-five percent of
alumni agreed or strongly agreed they were
satisfied with their department in general, as
well as with teaching ability of faculty,
faculty professional expertise, and fairness
of grading in departmental courses. At least
four out of five alumni agreed or strongly
agreed they were satisfied with opportunities
for interaction with departmental faculty,
availability of required courses in the major,
feedback from instructors, and opportunities
for evaluation of classroom instruction.
Seventy-five percent of those surveyed
agreed or strongly agreed that their
departmental courses had prepared them for
employment. More than two-thirds agreed
or strongly agreed that they were satisfied
with faculty advising in their department.
More than six out of ten respondents agreed
or strongly agreed they were satisfied with
information provided about internships,
practicums, or co-op experiences,
opportunities to participate in internships,
practicums, or co-op experiences,
preparation for graduate or professional
school, and opportunities to learn computer
applications related to major. About 59
percent of those surveyed expressed
satisfaction with opportunities to receive
advice about planning a career, and
opportunities to receive advice about
obtaining a job. (Table 4.1)
• Satisfaction with the department, faculty
teaching ability, and faculty professional
expertise had the highest positive ratings
of all departmental items. More than 86
percent agreed or strongly agreed they
24
were satisfied with their department, the
teaching ability of faculty in their
department, and with faculty
professional expertise. (Table!4.1)
• At least eight out of ten respondents
agreed or strongly agreed that they were
satisfied with opportunities for
interaction with departmental faculty
(83.2%), the availability of required
courses in their major (84.2%), fairness
of grading (85.1%), feedback from
instructors about academic progress
(80.3%), and opportunities for
evaluation of classroom instruction in
the department (80.0%). (Table 4.1)
• Three-quarters (74.8%) agreed or
strongly agreed their departmental
courses prepared them for employment.
• About 68 percent agreed or strongly
agreed that they were satisfied with
faculty advising in their department.
• More than six out of ten respondents
agreed or strongly agreed that they were
satisfied with information provided
about internships, practicums, or co-op
experiences (64.0%), opportunities to
participate in internships, practicums, or
co-op experiences (64.4%), preparation
for graduate or professional school
(64.6%), and opportunities to learn
computer applications related to their
major (61.6%).
• Nearly six out of ten alumni agreed or
strongly agreed that they were satisfied
with opportunities to receive advice
about planning a career (59.3%) and
opportunities to receive advice about
obtaining a job (59.3%). (Table 4.1)
Table 4.1
Satisfaction with Department of Major
Strongly
Agree
Agree
Undecided
Disagree
Percentages
Strongly
Disagree
N
I am satisfied…
with my department.
with teaching ability of faculty in
my department.
with professional expertise of
departmental faculty.
with opportunities for interaction
with departmental faculty.
with the availability of required
courses in my major.
with information provided about
internships, practicums, or co-op
experiences.
with opportunities to participate in
internships, practicums, or co-op
experiences.
that the courses in my department
prepared me for employment.
that the courses in my department
prepared me for graduate or
professional school.
with the fairness of grading in
departmental courses.
36.4
36.4
49.8
51.4
6.5
6.2
6.2
5.1
1.0
0.8
1073
1073
41.1
48.1
6.3
4.0
0.5
1076
40.3
42.9
9.9
6.3
0.6
1071
36.4
47.8
6.3
7.7
1.8
1074
25.4
38.6
14.1
17.1
4.8
1039
29.3
35.1
15.4
15.7
4.4
1030
29.9
44.9
13.4
8.6
3.2
1047
25.7
38.9
26.8
6.1
2.5
825
55.5
8.4
5.0
1.5
1071
with feedback from instructors
about my academic progress.
with opportunities to learn
computer applications related to
my major.
with opportunities for evaluation of
classroom instruction in my
department.
with faculty advising in my
department.
with opportunities to receive advice
about planning my career.
with opportunities to receive advice
about obtaining a job.
31.7
48.6
10.2
8.2
1.3
1074
22.7
38.9
13.2
19.0
6.2
1057
28.9
51.1
13.3
5.7
0.9
1072
26.6
41.8
13.8
13.3
4.4
1064
23.4
35.9
16.6
18.1
6.0
1061
24.0
35.3
16.0
17.4
7.3
1056
29.6
25
SECTION 5
Writing, Quantitative Skills, and
Computer Skills Performed on the Job
Summary At least 93 percent of all
employed respondents were using writing,
quantitative, or computer skills on the job.
Alumni reported using a wide variety of
skills in each of these areas, as summarized
below.
Writing Tasks on the Job
•
•
Notes, letters, and memos were the most
often cited types of writing used by
alumni in the course of their employment.
About two-thirds of employed alumni
indicated that they write memos as a part
of their job responsibilities, and slightly
more wrote notes and memos. About 61
percent indicated that they wrote
documentation, and about 49 percent
wrote reports. (Table!5.1)
Nearly 30 percent reported that they
routinely perform proposal writing at
work. About 26 percent reported writing
newsletters. About 23 percent indicated
writing guides or manuals. Fewer than
two percent indicated that they did not
perform writing tasks on the job.
(Table!5.1)
Quantitative Tasks on the Job
•
26
Eighty-eight percent of all employed
respondents reported using basic
arithmetic skills on the job, while less
than one-half (47.0%) reported using
decimal, fraction, and conversions skills
at work. Financial calculations was the
third most often used quantitative skill
reported. About one-third (33.5%),
reported using financial calculations at
work. (Table 5.2)
Table 5.1
Writing Tasks Performed on the Job
Percent
N
69.2
68.0
66.4
60.8
48.9
37.2
29.5
26.1
22.9
15.9
15.0
11.0
1.5
714
702
685
627
505
384
304
269
236
164
155
114
15
WRITING TASKS
Notes
Letters
Memos
Documentation
Reports
Teaching materials
Proposals
Newsletters
Guides/Manuals
Brochures
Specifications
Other
None
Total*
472.3
4874
* Percentages total to greater than 100% because
alumni could chose more than one response.
Table 5.2
Quantitative Tasks Performed on the Job
QUANTITATIVE TASKS
Basic math skills
Decimals, fractions, conversions
Financial calculations
Statistics
Algebra
Geometry
Higher mathematics applications
None
Other
Percent
N
87.6
47.0
33.5
31.3
23.0
16.6
8.3
6.2
2.3
896
481
343
320
235
170
85
63
24
Total*
255.8
2617
* Percentages total to greater than 100% because
alumni could chose more than one response.
•
Less than one-fourth indicated the use of
algebra (23.0%) or geometry (16.6%) on
the job. About eight percent of
respondents used higher mathematics
applications on the job. (Table 5.2)
Computer Tasks on the Job
•
Ninety-seven percent of employed
respondents reported that they used
computers on the job. Word processing
was the type of application most used–87
percent reported using word processing
software on the job. (Table 5.3)
•
E-mail and/or communications software
were used by over 85 percent of all
employed respondents (Table 5.3)
•
Seventy-one percent of all employed
respondents reported using web browsers
on the job. Fifty-seven percent of all
employed respondents used spreadsheet
software at work. Databases were used
by about 44 percent of all employed
respondents, while information retrieval
was used on the job by about 35 percent
of employed respondents. (Table 5.3)
•
Desktop publishing (27.2%) and graphics
software (29.2%) were used by less than
30 percent of all employed respondents.
•
Lesser-used computer software included
computer based tutorial and educational
programs (21.9%), financial analysis
software (19.0%), statistics software
(12.5%), programming (8.5%), C.A.D.
software (7.0%), and other types of
software (5.6%). (Table 5.3)
Table 5.3
Computer Tasks Performed on the Job
Percent
N
COMPUTER TASKS
Word Processing
87.3
899
E-mail/communications
85.6
882
Web browsing
71.1
732
Spreadsheets
56.6
583
Databases
43.6
449
Information retrieval
35.0
360
Graphics
29.2
301
Desktop publishing
27.2
280
Tutorials/educational
21.9
226
Financial analysis
19.0
196
Statistics
12.5
129
Programming
8.5
88
C.A.D.
7.0
72
Other
5.6
58
None
3.0
31
Total*
513.2
5286
* Percentages total to greater than 100% because
alumni could chose more than one response.
27
SECTION 6
Comparison of Findings: 1997 through 2000
Summary In this section of the report,
1997, 1998, 1999, and 2000 alumni survey
responses are compared by year to highlight
similarities and differences in response. Tables
in this section show survey items that were
statistically significant when compared by year
over this period. Findings are for the
graduating class that concluded two years prior
to the survey dates shown in the table.
(Alumni received the surveys about two years
after graduation.)
When compared by year, respondents
held progressively more positive attitudes
toward their departments in general, and about
many aspects of their majors. Alumni
evaluations of preparation in skill and
knowledge areas were generally comparable in
1997 and 1998, became more favorable in
1999, and dropped back closer to 1997 and
1998 levels in 2000. Alumni in 1999 rated
their preparation in most skill and knowledge
areas higher than in other years.
For each survey report, statistical
comparisons were made between academic and
demographic characteristics of respondents and
all alumni. For all four survey administrations
shown, cumulative GPA and high school
percentile rank were slightly higher among
respondents than among all graduates. The
1997 through 2000 respondents were also
found to score higher than the population of all
eligible alumni on some achievement test
scores, and had significantly higher proportions
of females.
Income and Further Education
•
28
In each successive survey, respondents
reported significantly higher incomes. The
percentage of respondents reporting fulltime incomes of at least $30,000 has risen
steadily from about 30 percent in 1997 to
about 53 percent in 2000. Conversely, in
1997, about 40 percent of all respondents
reported incomes of less than $25,000. By
2000, less than 21 percent of all
respondents reported an income of less
than $25,000. (Table 6.1)
The percentage of alumni attending
graduate school and involved in
professional development programs varied
only slightly from 1997 through
2000—the differences by year were not
statistically significant. Also, there were
no observed differences, by year, in the
percentage of alumni who planned to
eventually attend graduate school.
•
Table 6.1
Annual Income from Full-Time
Employment: Comparison of 1997 through
2000 Respondents
1997
1998
1999
2000
Percent
ANNUAL INCOME
Less than $15,000
5.4
3.9
4.4
2.4
$15,000-$19,999
10.2
9.3
7.4
4.5
$20,000-$24,999
24.5
23.5
17.8
13.6
$25,000-$29,999
29.5
27.2
29.4
26.7
$30,000-$34,999
15.0
17.2
19.9
22.3
$35,000-$39,999
6.9
8.0
9.0
10.8
$40,000 or more
8.4
10.9
12.1
19.7
1105
940
849
918
N
Table 6.2
Alumni Evaluation of Knowledge Items
Comparison of 1997, 1998, 1999, and 2000 Responses*
Percentage Rating Preparation in Each Area
Very Well Satisfactorily Poorly
N
Other Cultures
2000
1999
1998
1997
Computer Technology
2000
1999
1998
1997
Wellness
2000
1999
1998
1997
Social Sciences
2000
1999
1998
1997
Humanities
2000
1999
1998
1997
The Arts
2000
1999
1998
1997
Gender Issues
2000
1999
1998
1997
23.2
28.0
22.3
24.1
64.9
60.6
64.4
61.6
11.9
11.4
13.3
14.3
1077
974
1115
1334
26.0
30.1
25.5
27.0
60.3
52.4
53.0
53.8
13.8
17.6
21.5
19.1
1082
974
1110
1339
31.0
37.9
34.7
35.6
63.9
58.5
59.8
60.5
5.1
3.6
5.5
3.9
1078
976
1112
1338
27.1
29.6
24.8
22.8
67.8
65.4
69.0
70.5
5.1
5.0
6.1
6.7
1080
973
1108
1326
29.5
32.5
27.0
25.1
65.6
61.3
67.0
68.3
4.8
6.2
6.0
6.6
1080
974
1101
1329
25.2
26.6
22.2
21.3
60.0
58.7
63.4
62.0
14.9
14.7
14.4
16.7
1077
971
1108
1328
18.4
25.3
17.8
18.2
65.4
61.6
65.5
64.2
16.2
13.1
16.7
17.6
1076
970
1110
1329
29
Table 6.2 (Continued)
Alumni Evaluation of Knowledge Items
Comparison of 1997, 1998, 1999, and 2000 Responses*
Racial Issues
2000
16.6
1999
21.4
1998
18.4
1997
16.2
Morals and Ethics
2000
22.4
1999
27.2
1998
22.1
1997
20.9
* Differences are statistically significant. (p≤.05)
Ratings of Knowledge and Skills
•
Tables 6.2 and 6.3 show 33 self-ratings
of knowledge and skill items,
respectively, that changed significantly
from 1997 through 2000. Nine of these
items were knowledge areas, while 24
were skill areas.
•
On every knowledge item, 1999
respondents were more likely than other
cohorts to indicate they were very well
prepared. In fact, if the 1999 cohort is
left out of the analysis, most of these
items would not differ significantly by
year.
30
63.8
60.9
62.4
62.9
19.6
17.7
19.3
20.9
1076
966
1111
1330
61.8
60.9
61.3
62.6
15.8
11.9
16.7
16.5
1077
967
1105
1328
Table 6.3
Alumni Evaluation of Skill Items
Comparison of 1997, 1998, 1999, and 2000 Responses*
Percentage Rating Preparation in Each Area
Very Well Satisfactorily Poorly
N
Speaking
2000
1999
1998
1997
Listening
2000
1999
1998
1997
Problem Solving
2000
1999
1998
1997
Analyzing and Evaluating Ideas
2000
1999
1998
1997
Conducting Research
2000
1999
1998
1997
Using Library Resources
2000
1999
1998
1997
Creative Thinking
2000
1999
1998
1997
39.0
43.5
37.9
41.3
55.5
52.4
55.8
52.1
5.5
4.1
6.3
6.6
1077
974
1114
1326
40.4
49.2
37.3
40.0
54.5
48.3
56.6
53.8
5.1
2.5
6.2
6.3
1078
973
1114
1326
40.8
49.5
39.5
40.4
55.3
48.2
54.0
54.1
3.9
2.4
6.5
5.5
1077
974
1111
1322
45.0
51.9
41.9
40.8
51.3
45.9
53.2
54.9
3.7
2.3
4.9
4.2
1076
970
1109
1325
37.4
41.0
34.9
31.6
52.2
49.4
49.7
54.2
10.4
9.7
15.4
14.2
1076
974
1111
1319
46.7
50.4
45.2
43.8
46.7
44.4
46.6
47.8
6.7
5.2
8.2
8.3
1078
974
1115
1323
42.8
47.3
40.3
40.0
50.8
48.8
52.1
53.3
6.4
3.9
7.5
6.7
1077
974
1113
1326
31
Table 6.3 (Continued)
Alumni Evaluation of Skill Items
Comparison of 1997, 1998, 1999, and 2000 Responses*
Percentage Rating Preparation in Each Area
Very Well Satisfactorily Poorly
N
Critical Thinking
2000
1999
1998
1997
Using Computers at Work
2000
1999
1998
1997
Providing Leadership
2000
1999
1998
1997
Persuading Others
2000
1999
1998
1997
Coping with Stress
2000
1999
1998
1997
Dealing with the Public
2000
1999
1998
1997
Managing Time
2000
1999
1998
1997
32
42.2
48.8
38.8
40.4
53.3
49.0
55.6
53.5
4.5
2.2
5.6
6.1
1076
971
1112
1321
32.0
36.9
27.8
30.4
52.4
44.1
47.3
46.6
15.6
19.0
24.9
23.0
1076
973
1111
1324
39.6
45.8
35.6
34.9
50.5
45.4
50.9
52.1
9.9
8.8
13.4
13.0
1075
972
1109
1324
23.8
33.7
19.3
22.5
61.0
56.2
62.1
58.9
15.1
10.1
18.6
18.6
1070
971
1104
1320
23.3
27.5
19.9
19.5
52.9
55.2
53.7
52.2
23.8
17.3
26.4
28.3
1075
973
1108
1316
30.2
36.1
27.1
25.3
53.3
54.3
55.1
55.6
16.5
9.7
17.9
19.1
1076
973
1109
1316
40.6
46.3
38.0
37.2
48.1
45.9
49.3
48.5
11.3
7.8
12.7
14.3
1079
974
1110
1323
Table 6.3 (Continued)
Alumni Evaluation of Skill Items
Comparison of 1997, 1998, 1999, and 2000 Responses*
Percentage Rating Preparation in Each Area
Very Well Satisfactorily Poorly
N
Planning and Organizing
2000
1999
1998
1997
Conflict Resolution
2000
1999
1998
1997
Making Informed Decisions
2000
1999
1998
1997
Self Evaluation
2000
1999
1998
1997
Self-Reliance
2000
1999
1998
1997
Working Cooperatively
2000
1999
1998
1997
Using New Technologies
2000
1999
1998
1997
45.5
52.0
41.7
42.7
47.3
43.9
49.0
47.7
7.2
4.1
9.4
9.6
1076
973
1109
1325
26.0
32.9
23.8
23.1
57.9
58.7
58.7
60.2
16.1
8.4
17.5
16.6
1075
969
1102
1322
36.3
45.0
32.1
33.9
60.4
53.6
62.4
60.5
3.2
1.4
5.5
5.6
1077
972
1108
1320
35.7
43.8
34.8
32.4
55.8
52.0
56.5
58.7
8.5
4.2
8.7
8.9
1079
972
1112
1321
47.7
54.2
44.4
44.5
48.3
43.8
50.8
50.1
4.0
2.1
4.9
5.4
1076
971
1109
1321
50.6
54.9
48.1
47.7
47.0
42.6
48.7
48.7
2.4
2.6
3.2
3.6
1076
975
1112
1322
31.4
34.0
27.5
27.0
52.4
49.6
50.1
51.3
16.2
16.4
22.4
21.7
1079
968
1104
1318
33
Table 6.3 (Continued)
Alumni Evaluation of Skill Items
Comparison of 1997, 1998, 1999, and 2000 Responses*
Percentage Rating Preparation in Each Area
Very Well Satisfactorily Poorly
N
Clarifying Personal Values
2000
29.5
59.5
11.0
1072
1999
37.8
56.6
5.7
969
1998
27.3
60.9
11.8
1106
1997
25.6
59.7
14.7
1314
Experiencing and Responding to the Arts
2000
24.8
57.8
17.5
1070
1999
27.4
56.4
16.2
970
1998
23.9
58.3
17.8
1110
1997
21.8
55.3
22.9
1317
Lifelong Learning
2000
41.5
53.7
4.8
1073
1999
41.9
53.8
4.3
972
1998
38.8
54.6
6.6
1113
1997
37.6
54.7
7.7
1319
* Differences are statistically significant. (p≤.05)
•
•
•
34
The percentage of alumni who indicated
they were very well prepared in
understanding other cultures, social
sciences and morals and ethics,
increased from the low to mid 20s in
1997 or 1998 to a high in the upper 20s
in 1999. Ratings of other cultures and
morals and ethics fell back to the low
20s in 2000, while social sciences stayed
in the upper 20s. (Table!6.2)
The percentage of respondents rating
their preparation in the knowledge areas
of understanding computer technology,
and understanding humanities ranged
from the mid 20s to 30 percent or higher
in 1999, and dropped back to the mid to
upper 20s in 2000.
While more than one in five of the 1997
and 1998 respondents indicated they
were well prepared to understand the
arts, this response increased to more than
one in four respondents in 1999 and
2000. (Table!6.2)
•
Understanding wellness was the only
item in Table 6.2 where the lowest
percentage of “very well” ratings
occurred in 2000.
•
The percentage of respondents who rated
their preparation in understanding racial
issues rose from 16 percent in 1997 to 21
percent in 1999, and then fell to about 17
percent in 2000. Gender issues
followed a similar pattern. (Table 6.2)
•
Respondents in 1999 rated all skills
items more favorably than did
respondents in earlier or later years.
Generally, ratings of skill areas remained
fairly steady from 1997 through 1998,
increased in 1999, then fell back to
1997-1998 levels in 2000
•
One exception to the general skills item
pattern is lifelong learning. The 2000
cohort rated lifelong learning at nearly
the same level as the 1999 cohort.
•
The percentage of alumni who felt very
well prepared in several skill areas such
as listening, problem solving, analyzing
and evaluating ideas, critical thinking,
providing leadership, persuading others,
planning and organizing, making
informed decisions, and clarifying
personal values increased at least ten
percentage points from 1998 to 1999.
The percentage of the 2000 cohort who
felt very well prepared in these areas is
lower than the 1999 cohort, but usually
higher than 1997 or 1998 cohort levels.
•
The percentage of alumni who felt very
well prepared using a computer at work
increased about nine percentage points
from 1998 to 1999, then dropped five
percentage points in 2000.
Table 6.4
Satisfaction with Department of Major
Comparison of 1997, 1998, 1999, and 2000 Responses*
Strongly
Strongly
Agree Agree Undecided Disagree Disagree
Year
Percentages
N
I am satisfied…
with my department.
2000
1999
1998
1997
36.4
32.8
33.9
31.2
49.8
53.4
48.8
54.2
6.5
5.6
7.7
6.2
6.2
6.4
7.5
6.1
1.0
1.7
2.2
2.3
1073
975
1110
1326
with information provided about
internships, practicums, or
co-op experiences.
2000
1999
1998
1997
25.4
24.5
21.8
21.6
38.6
36.2
35.2
33.8
14.1
16.6
17.0
18.1
17.1
15.8
17.8
19.2
4.8
6.9
8.2
7.2
1039
947
1063
1252
with opportunities to participate
in internships, practicums, or
co-op experiences.
2000
1999
1998
1997
29.3
27.9
26.2
26.0
35.1
33.1
32.7
31.4
15.4
17.6
17.8
19.2
15.7
15.0
15.3
16.6
4.4
6.5
7.9
6.8
1030
943
1048
1246
that courses prepared me for
employment.
2000
1999
1998
1997
29.9
28.1
25.7
24.2
44.9
41.9
41.9
43.8
13.4
15.9
15.7
16.1
8.6
8.8
10.5
10.9
3.2
5.3
6.2
5.1
1047
960
1086
1312
with opportunities to learn
computer applications related
to my major. †
2000
1999
1998
1997
22.7
23.5
22.3
18.5
38.9
37.3
33.5
32.5
13.2
13.6
14.6
15.5
19.0
18.8
19.5
23.7
6.2
6.8
10.1
9.7
1057
955
1085
1294
35
Table 6.4 (Continued)
Satisfaction with Department of Major
Comparison of 1997, 1998, 1999, and 2000 Responses*
Strongly
Strongly
Agree Agree Undecided Disagree Disagree
Year
Percentages
N
I am satisfied …
with opportunities for
Evaluation of classroom
instruction.
2000
1999
1998
1997
28.9
28.7
28.1
26.5
51.1
53.9
49.0
51.3
13.3
11.5
13.1
13.8
5.7
4.6
7.4
6.4
0.9
1.3
2.3
2.1
1072
969
1105
1315
with faculty advising in
department
2000
1999
1998
1997
26.6
27.7
23.5
23.3
41.8
39.5
40.6
40.0
13.8
13.6
15.7
15.0
13.3
12.8
13.2
13.7
4.4
6.4
7.1
8.1
1064
971
1102
1311
with opportunities to receive
advice about planning my
career.††
2000
1999
1998
1997
23.4
23.2
19.9
13.9
35.9
34.6
34.8
27.6
16.6
16.9
19.3
22.1
18.1
17.3
17.9
24.6
6.0
7.9
8.2
11.7
1061
970
1098
1278
with opportunities to receive
advice about obtaining a
job.†††
2000
1999
1998
1997
24.0
22.3
18.5
9.3
35.3
34.2
31.8
20.1
16.0
18.2
19.3
21.1
17.4
17.0
20.8
27.7
7.3
8.3
9.6
21.8
1056
960
1084
1179
*
†
††
†††
Differences are statistically significant. (p≤.05)
Wording in 1997 was “with computer training for my career.”
Wording in 1997 was “with departmental assistance in planning my career.”
Wording in 1997 was “with departmental assistance in obtaining a job.”
Satisfaction with Department of Major
•
Six items about satisfaction with
departmental experiences changed
significantly over the most recent four
years of the survey. With very few
exceptions, respondents evaluated these
items more favorably from year to year.
•
All items were rated most favorably in
2000, however, the wording of three of
these items was revised in 1998. (As
indicated in the footnote for Table"6.4.)
•
Satisfaction with information about
internships as well as the opportunities
36
to participate in internships, (and
practicums and co-op experiences)
increased steadily from about 55 or 57
percent satisfied or very satisfied in 1997
to about 64 percent satisfied or very
satisfied in 2000. (Table"6.4)
•
The percentage of alumni respondents
who were satisfied or very satisfied with
opportunities to learn computer
applications related to their major
increased about eleven percentage points
from a bare majority in 1997 to about 62
percent by 2000. (The wording was
changed slightly in 1998, as indicated in
Table"6.4.)
•
About 42 percent agreed or strongly
agreed that they were satisfied with
“departmental assistance in planning my
career” in 1997. With new wording in
1998, well over one-half agreed or
strongly agreed in 1998 that they were
satisfied with “opportunities to receive
advice about planning my career.” The
percentage of respondents who agree or
strongly agree has increased each year
through the year 2000.
•
While less than 30 percent agreed or
strongly agreed that they were satisfied
with “departmental assistance in
obtaining a job” in 1997, more than onehalf agreed or strongly agreed in 1998
that they were satisfied with
“opportunities to receive advice about
obtaining a job.” By 2000, nearly 60
percent agree or strongly agree that they
were satisfied with this aspect of their
department.
37
SECTION 7
Panel Comparison of 2000 Alumni and
1998 Senior Survey Responses
Summary The Ball State Senior
Survey, administered to graduating seniors
each spring, has several questionnaire items
in common with the Ball State Alumni
Survey. In addition, both surveys are
conducted in the same manner—via direct
mail. Data from the year 2000 Ball State
Alumni Survey were matched with data
from the 1998 Ball State Senior Survey.
Four hundred and fifty-two (452) graduates
(about 41 percent of the year 2000 alumni
respondents) were found to have taken both
surveys, forming a panel of respondents.
Using the panel, responses from the same
graduates were compared at two different
points in time. Responses to items in the
knowledge and skills section, departmental
items, and some general questions about
Ball State were available from both surveys,
and are compared in this section of the
report.
Where differences were observed,
alumni were generally more likely to
indicate they were “satisfactorily” prepared
in skills and knowledge areas while seniors
were more likely to indicate they were “very
well” or “poorly” prepared. However, panel
members held more favorable attitudes
toward the university, and some aspects of
their majors, as alumni than they did as
seniors.
Figure 11
Attitude Toward Ball State Among Panel Members as Seniors and as Alumni*
80.0
68.9
70.0
60.0
50.0
53.2
44.6
2000 Alumni
40.0
30.0
1998 Seniors
29.1
20.0
10.0
2.3 1.8
0.0 0.2
Negative
Very Negative
0.0
Very Positive
38
Positive
Table 7.1
Panel Comparison of Knowledge Items: Percentage Distributions*
Percentage Rating Preparation in Each Area
Very Well Satisfactorily Poorly N
Understanding Other Cultures
Alumni
20.9
67.5
11.7 446
Seniors
23.8
57.2
19.1 446
Understanding Computer Technology
Alumni
29.5
58.3
12.2 451
Seniors
41.5
46.0
12.5 448
Understanding Wellness
Alumni
30.9
65.8
3.4 447
Seniors
39.6
56.2
4.3 445
Understanding Gender Issues
Alumni
18.9
65.9
15.1 449
Seniors
28.8
54.2
17.0 441
Understanding Racial Issues
Alumni
16.6
64.1
19.3 446
Seniors
25.3
52.1
22.6 443
Understanding Morals and Ethics
Alumni
22.7
61.8
15.6 450
Seniors
31.4
55.7
12.9 442
Understanding Global Events
Alumni
11.3
68.2
20.4 450
Seniors
17.0
60.8
22.2 446
* Differences are statistically significant. (p≤.05)
•
•
Respondents held more favorable
attitudes toward the university as alumni
than they did as seniors. Several
panelists changed their ratings from
“positive” as seniors to “very positive”
as alumni. More than 97 percent of
panel members held a positive or very
positive attitude toward the university
both as seniors and as alumni.
(Figure"11)
As alumni, panel members were more
moderate in their evaluation of most
knowledge items than they were as
seniors. Alumni were more likely to rate
preparation in knowledge areas
“satisfactorily,” while as seniors, they
were somewhat more likely, on most
items, to indicate that they were “very
well” or “poorly” prepared.
•
Understanding of morals and ethics were
clearly rated lower by alumni than by
seniors. (Table"7.1)
•
Panel members were considerably more
likely to rate their preparation in
understanding computer technology
“very well” as seniors than as alumni.
Nearly 42 percent indicated they were
prepared very well in understanding
computer technology as seniors,
compared to about 30 percent the panel
as alumni. (Table"7.1)
Skills
•
Seniors rated some skills and abilities
higher than did alumni. Primarily,
respondents were more likely as seniors
to indicate they were “very well”
prepared. By the time of the alumni
39
survey, some of those who had
previously rated their preparation “very
well” had lowered their rating to
“satisfactory.” (Table 7.2)
faculty, faculty advising, availability of
required courses, and opportunities to
evaluate classroom instruction.
•
•
All skill items listed in Table 7.2 and
Figure!13 were statistically significant
when compared using the chi square test
of statistical significance.
•
When compared with seniors, alumni
held higher levels of satisfaction toward
four aspects of their majors, as indicated
in Table!7.3. As alumni, panel members
were more satisfied than they were as
seniors with the teaching ability of
The responses of panelists, both as
seniors and as alumni, were very similar
to those of all respondents to the 1997
senior survey and the 1999 alumni
survey.
Figure 12
Panel Comparison of Selected Knowledge Items: Means*
Preparation Scale: 1=Poorly, 2=Satisfactorily, and 3=Very Well
40
Table 7.2
Panel Comparison of Skills Items: Percentage Distributions*
Percentage Rating Preparation in Each Area
Very Well
Satisfactorily
Poorly
N
42.8
51.7
5.5
451
51.6
46.7
1.8
448
Listening
Alumni
Seniors
Analyzing and Evaluating
Ideas
Alumni
Seniors
48.6
57.1
47.4
40.6
4.0
2.2
449
448
Creative Thinking
Alumni
Seniors
41.0
51.0
52.3
44.5
6.7
4.5
449
447
Critical Thinking
Alumni
46.4
55.7
49.1
43.4
4.4
0.9
450
447
Using Computer Technology
at Work
Alumni
Seniors
34.1
49.7
52.5
37.3
13.3
13.0
451
445
Dealing with the Public
Alumni
Seniors
29.3
37.1
56.2
53.5
14.4
9.4
450
447
Planning and Organizing
Alumni
Seniors
49.4
58.9
45.2
36.4
5.3
4.7
451
448
Conflict Resolution
Alumni
Seniors
25.7
32.3
60.4
59.2
13.9
8.5
447
446
Interacting with Diverse
Groups of People
Alumni
Seniors
36.4
48.3
49.8
39.8
13.8
11.9
450
447
Making Informed Decisions
Alumni
Seniors
37.8
52.9
60.0
45.1
2.2
2.0
450
446
Self Evaluation
Alumni
Seniors
36.0
52.9
56.0
43.1
8.0
4.0
450
448
Self Reliance
Alumni
Seniors
47.0
62.6
50.1
35.3
2.9
2.0
449
447
Working Cooperatively
Alumni
Seniors
51.8
61.8
46.7
37.1
1.6
1.1
448
445
41
Table 7.2 (Continued)
Panel Comparison of Skills Items: Percentage Distributions*
Percentage Rating Preparation in Each Area
Very Well
Satisfactorily
Poorly
N
Using New Technologies
Alumni
Seniors
36.1
47.7
53.6
42.1
14.9
10.3
450
447
Clarifying Personal Values
Alumni
Seniors
29.3
45.5
60.2
47.3
10.5
7.2
447
446
Lifelong Learning
Alumni
Seniors
43.9
54.6
50.6
44.3
5.6
1.1
449
447
Maintaining Physical Health
and Well-Being
Alumni
Seniors
31.4
39.8
62.4
53.5
6.2
6.7
449
445
* Differences are statistically significant. (p≤.05)
Figure 13
Panel Comparison of Selected Departmental Items: Means*
5=Strongly Agree, 4=Agree, 3=Undecided, 2=Disagree, 1=Strongly Disagree
42
Figure 14
Panel Comparison of Selected Skills Items: Means*
Preparation Scale: 1=Poorly, 2=Satisfactorily, and 3=Very Well
43
Table 7.3
Panel Comparison of Satisfaction with Major: Percentage Distributions*
Strongly
Agree Agree
Survey
Undecided
Disagree
Strongly
Disagree
Percentages
N
I am satisfied…
with the teaching ability of
faculty in my department.
Alumni
Senior
36.6
33.0
52.1
49.3
5.2
9.8
5.4
6.3
0.7
1.6
445
448
with the availability of required Alumni
courses in my major.
Senior
36.3
28.9
50.4
49.1
3.6
8.4
7.6
11.1
2.0
2.4
446
450
with opportunities for
Alumni
evaluation of classroom
Senior
instruction in my department.
27.4
25.2
54.0
56.0
13.2
8.9
5.2
7.1
0.2
2.7
446
448
with faculty advising in my
department
27.4
25.1
45.8
34.1
12.2
14.6
10.7
17.7
3.9
8.5
441
446
Alumni
Senior
* Differences are statistically significant. (p≤.05)
44
45
SECTION 8
Summary and Discussion
The Office of Academic Assessment and
the Alumni Survey Steering Committee
conducted this project to provide
information about alumni attitudes toward
Ball State and its programs. The project is
part of an overall assessment plan and is
coordinated with other assessment projects.
The subject group for this study was
chosen so that respondents would not be too
far removed from their experiences at Ball
State, but would also have ample time to
have begun careers. To meet these
objectives, alumni who graduated
approximately two years prior to the survey
date were chosen. The 2000 survey was the
seventh administration of the Ball State
Alumni Survey.
The surveys show that about 91 percent
of graduates with full-time jobs are satisfied
or very satisfied with their employment.
Also, about 79 percent are finding positions
they consider to be related to their
educational pursuits. Eighty-two percent are
finding employment in Indiana or
neighboring states, and 72 percent of all new
full-time employment reported on the survey
is found prior to graduation or within three
months after graduation.1
About 15 percent of all respondents were
enrolled in graduate or professional degree
programs, and about 13 percent had
completed an additional degree or
certification program.
A three point scale was used to elicit
alumni attitudes toward the acquisition of
skills and knowledge. Alumni were asked
1
This figure is not in a table. It includes only those
employed full time, who secured new employment
prior to or after graduation, and does not include
employment held prior to graduation. Eight hundred
(800) new, full-time jobs were reported.
46
whether their needs were met very well,
satisfactorily, or poorly in areas such as
general education, computer skills,
speaking, and writing. Respondents were
instructed to consider all activities they
participated in at Ball State, including those
outside the classroom.
The 2000 cohort was similar to earlier
cohorts. Where differences occurred,
alumni in 1999 and 2000 were somewhat
more satisfied with their majors, and more
confident of their preparation in knowledge
and skill areas than were respondents in
other years.
About 41 percent of the respondents also
took the 1998 Ball State Senior Survey.
Alumni in this group were more critical of
the knowledge and skills they learned as
alumni than they were as seniors.
(Respondents rated their preparation in
knowledge and skill areas considerably
higher as seniors than they did as alumni.)
However, panel members held
considerably more favorable attitudes
toward the university and some aspects of
their major departments than they did as
seniors.
Generally, findings about skills and
knowledge areas were very positive.
Departmental findings were also very
supportive of the University's mission as a
premiere teaching institution.
Additional information from this survey
is available upon request.
47