Post on 18-Jul-2020
2007
Undergraduate Alumni
Survey Classes of 2002/03 and 2003/04
CALIFORNIA STATE
UNIVERSITY,
STANISLAUS
Undergraduate Alumni Survey | 2 California State University, Stanislaus
Table of Contents
Three-Year Undergraduate Alumni Survey .............................................................................................................. 3
Table 1: Ethnicity ............................................................................................................................................ 3
Quality of Instruction .............................................................................................................................................. 3
Table 2. Evaluation of Instruction ................................................................................................................... 4
Alumni Viewpoints on the University ...................................................................................................................... 4
Employment ........................................................................................................................................................ 5
Table 3. Employment Status ............................................................................................................................ 5
Table 4. Length of Job Search .......................................................................................................................... 5
Table 5. Occupation Categories ....................................................................................................................... 6
Preparation for Employment .................................................................................................................................. 6
Table 6. Improving Job Preparation ................................................................................................................. 6
Additional Education .............................................................................................................................................. 7
Table 7. Educational Goals .............................................................................................................................. 7
Table 8. Reasons for Pursuing Additional Education......................................................................................... 8
Table 9. Occupational Goals ............................................................................................................................ 8
Table 10. Anticipated Graduation Date ........................................................................................................... 9
Table 11. Financial Support ............................................................................................................................. 9
Preparation for Graduate/Professional School ...................................................................................................... 10
Table 12. Suggestions for Improvement ........................................................................................................ 10
Appendix .............................................................................................................................................................. 11
Table A1. Majors Represented in the Sample................................................................................................ 12
Table A2. Campus Events Attended by Alumni .............................................................................................. 13
Table A3. General Comments ....................................................................................................................... 14
Table A4. Annual Income by Gender ............................................................................................................. 15
Table A5. Employers..................................................................................................................................... 15
Table A6. Businesses .................................................................................................................................... 16
Table A7. Reasons for Not Being Employed in the Major ............................................................................... 16
Table A8. Graduate majors ........................................................................................................................... 17
Table A9. Graduate Schools Attended ........................................................................................................... 17
Undergraduate Alumni Survey | 3 California State University, Stanislaus
Undergraduate Alumni Survey
This report summarizes the results of the Alumni Survey for undergraduate classes graduating in
2002/2003 and 2003/2004 from California State University, Stanislaus. Respondents were told that the
survey was part of the University’s effort to provide quality degree programs and an environment
conducive to intellectual exploration and growth. The survey is administered to alumni three years after
their graduation date. The on-line survey presented 31 questions, many of which had multiple parts. The
topics included Quality of Instruction, Employment, and Additional Education.
A sample of 304 former students completed the questionnaire, 125 from 2002/2003 and 179 from the
following year. Respondents represented an array of academic departments, with Liberal Studies (23%)
and Business Administration (18.1%) contributing the greatest number of surveys. A full breakdown of
majors can be seen in Appendix A.
Table 1 shows the ethnic breakdown of the sample. Fewer
Hispanic students participated than might be expected based on
enrollment figures (31.5%). Caucasian students, on the other
hand, were overrepresented by 16.3%.
Women also were overrepresented in the sample. They
constituted 66% of the undergraduate population, yet 72.9% of
the sample was female. In addition, the Hispanic subsample had
a higher proportion of women (76.1%) than the other ethnic
groups.
Quality of Instruction
Respondents evaluated instruction at California State University, Stanislaus using 11 questions pertaining
to the major and 7 to University-wide instruction. Means scores and standard deviations for these
questions are shown in Table 2.
The response options for the first four questions in Table 2 range from 1 (strongly disagree) to 5 (strongly
agree). Alumni gave the highest rating to faculty availability in the major department, and all means were
above 4, indicating a rating between agree and strongly agree. Men and women did not differ in their
responses. However, on one question, “Faculty members in my department were interested in my
progress towards a degree” Hispanic students gave lower ratings (M = 3.80, SD =1 .15) than Caucasian
(M= 4.17, SD = .80). The high standard deviation for the Hispanic responses reveals mixed opinions
within the group, with some respondents giving high rating and others low.
On questions 5-7, pertaining to quality of instruction and faculty availability, the response options were
(1) Poor, (2) Fair, (3) Good, and (4) Excellent. Student ratings for these questions averaged between 3 and
4. Ratings of faculty availability were reliably higher for courses in the major compared to University
experiences. Gender and ethnic group membership did not correlate with responses to these questions.
The remaining questions employed a 4-point response scale. Questions 8 and 10 pertained to library and
computing services; these earned ratings around 3, reflecting a rating of “almost good”. Questions 9 and
Table 1: Ethnicity
Caucasian 59.7%
Hispanic 15.2%
Other/ Undeclared 14.2%
Asian/ Pacific Islander 7.9%
Native American 1.0%
African American 1.0%
Non-Citizen 1.0%
Total 100.0%
Undergraduate Alumni Survey | 4 California State University, Stanislaus
11, focused on preparation for graduate school and jobs, yielded mean scores that were slightly lower. As
might be expected, alumni said courses in the department prepared them better for their first position
after graduation than those in other disciplines. Hispanic respondents (M = 2.98, SD = 0.86) gave higher
ratings on this question than Caucasian (M = 2.72, SD = 0.76); responses of men and women were similar
to one another.
Alumni Viewpoints on the University
Alumni were asked to rate their agreement with the statement, “I would recommend CSU Stanislaus to
another student”, using a 4-point scale ranging from strongly disagree to strongly agree. The mean
response was 3.41 (SD = 0.65), indicating a strong probability that they would do so. Ethnic groups did
not differ statistically in their responses to this question, but women (M = 3.46, SD = 0.61) gave more
positive responses than men (M = 3.29, SD = 0.75). Though this difference was statistically reliable, it was
small in size and the responses of both groups reflect answers between agree and strongly agree.
1 Reponses for the first four questions ranged from 1 to 5, and those for the remaining questions ranged
from 1 to 4.
Table 2. Evaluation of Instruction 1 Major University-wide
Mean Std
Deviation Mean
Std
Deviation
Reliability of
Difference
1. Faculty members were available for
assistance outside of the classroom
during office hours and after class.
4.26 0.79 - - NA
2. My major courses were intellectually
challenging. 4.15 0.80 - - NA
3. Faculty members in my department
were interested in my progress
towards a degree.
4.10 0.90 - - NA
4. The courses required for my major
were appropriate. 4.09 0.88 - - NA
5. Willingness of faculty to meet with
students 3.32 0.72 3.26 0.74 .001
6. Overall quality of instruction 3.32 0.63 3.24 0.60 .06
7. Individual attention from faculty 3.25 0.75 3.09 0.76 .005
8. Quality of the library services 3.03 0.76 3.03 0.78 .41
9. Preparation for graduate or
professional school 2.99 0.82 2.92 0.79 .12
10. Quality of computing resources 2.97 0.75 2.99 0.77 .13
11. Preparation for my first position after
graduation 2.79 0.90 2.73 0.83 .03
Undergraduate Alumni Survey | 5 California State University, Stanislaus
Another question asked alumni whether they had attended any University sponsored events since
graduating. Overall, 43.9% of respondents indicated that they had done so, and there were no differences
between ethnic and gender groups. Appendix Table A2 lists the events mentioned by respondents as
examples of those they had attended.
The last question on the survey asked alumni to contribute comments or suggestions. These were
categorized into groups with similar content; the breakdown in shown in Appendix Table A3.
Employment
As displayed in Table 3, the
majority of alumni said they were
employed full time at the time of
the survey. Comparison across
ethnic groups, however, revealed
a higher rate of full time
employment among Hispanic
respondents (88.6%) than
Caucasian (67.6%). Men and
women also differed in
employment status, with more
men (78.5%) engaged in full time
work than women (67.4%).
Alumni respondents said they were very satisfied with their current jobs (M = 3.29 on a 4-point scale,
SD= 0.71), and no differences
were evident between gender
and ethnic groups. Most
alumni (56.8%) earned
incomes of $40,000 or more,
but more women reported
low salaries (less than
$30,000) and more men were
classified as high income
(more than $70,000). Ethnic
groups did not differ reliably
on reported income. A
breakdown of income by
gender is shown in Appendix
A4.
Table 3. Employment Status
Employed full-time 35 or more hours per week 70.5%
Employed part-time less than 35 hours per week 11.9%
Attending a graduate or professional school 7.1%
Homemaker 4.1%
Unemployed and seeking employment 3.7%
Disabled 2.0%
Member of the U.S. Armed Forces 0.3%
Retired 0.3%
Table 4. Length of Job Search
Valid Percent Cumulative Percent
Held job while attending 34.2% 34.2%
Secured job prior to graduation 11.0% 45.2%
Within 30 days of graduation 9.9% 55.1%
Within six months of graduation 20.9% 76.0%
Undergraduate Alumni Survey | 6 California State University, Stanislaus
Respondents who began their
job search after graduation
were asked how long it took
to find a job. The results are
displayed in Table 4. More
than half said they either had the job at graduation or within 30 days of graduation. That figure was
higher for Hispanic alumni (63.6%) than for Caucasian (55.4%). However, more Caucasian than Hispanic
graduates held the job while attending the University (34.6% vs. 27.3%, respectively.)
Respondents who had been employed at their current jobs prior to graduating were asked whether they
received a pay raise after graduation. Less than half (34.1%) had received a raise, and percentages were
similar across ethnic and gender groups.
Information about occupation was gathered through several questions, one about the person’s occupation
category was based on the U.S. Department of Labor, Bureau of Labor Statistics, Standard Occupational
classifications, and the others about the type of employer and business. Data on occupation categories are
presented in Table 5. Nearly one-third of respondents became teachers, and the remainder was
distributed across a wide range of occupations.
The proportion of alumni employed by a public school or college (29.6%) reflects the high proportion of
teachers in the sample. The second largest group (14.5%) in the sample said they were employed by a
government agency, and other categories accounted for less than 10% of responses. A full list of
employers is displayed in the appendix, Table A5.
Information on business type is shown in the appendix, Table A6. As expected from other occupation
information, the highest proportion of answers fell in the education area (25%). However, almost as many
(21%) were in businesses related to construction and architecture. All other categories accounted for less
than 10% of responses.
Preparation for Employment
Within one year of graduation 12.2% 88.2%
Within two years of graduation 7.6% 95.8%
Within three years of graduation 4.2% 100.0%
Table 5. Occupation Categories
Teacher 0.31% Social Worker 0.02%
Business and Financial Operations 0.09% Computer and Math 0.02%
Education 0.07% Arts, Design, Ent., Sports, and Media 0.02%
Accountant 0.06% Architecture and Engineering 0.02%
Office and Administrative Support 0.05% Healthcare Support 0.02%
Life, Physical, and Social Science 0.04% Personal Care and Service 0.02%
Community and Social Services 0.04% Other 0.03%
Sales 0.04% Farming, Fishing, and Forestry 0.01%
Law Enforcement Officer 0.03% Transportation and Material Moving 0.01%
Nurse 0.03% Computer Programmer 0.005%
Healthcare Practitioners and Tech 0.03% Production 0.005%
Counselor 0.02% Food Preparation and Service 0.005%
Table 6. Improving Job Preparation
Undergraduate Alumni Survey | 7 California State University, Stanislaus
Most alumni respondents said that the University did a good
(52.1%) or excellent (18.1%) job preparing them for careers.
Many offered suggestions for improving job preparation. The
responses are summarized in Table 6.
At the time of the survey, most alumni were working at jobs
either fairly (19.9%) or highly (51.5%) related to their majors.
Men and women were equally likely to be in a career related
to the major, as were Hispanic and Caucasian respondents.
Students who are not in a career related to the major were
asked why. Only 25.4% said they could not find a job in the
major, and only 9% said they were not adequately prepared. A
complete list of explanations is shown in Appendix Table A7.
Additional Education
Alumni of California State University, Stanislaus are eager to attain additional education and are actively
engaged in doing so. More than one-quarter intend to complete a Masters degree, and another quarter
plan to pursue a doctorate. (See Table 7.) At the time of the survey, three years following graduation,
49.3% had already begun their graduate work, and of those, more than half (54.1%) began immediately
following graduation. A comparison of gender and ethnic groups indicated similarity in educational
goals.
Respondents were asked to describe their reasons for pursuing further education by ranking 5 factors in
terms of their importance. The highest rating was given to earning a graduate or professional degree, and
the second to meeting certification or continuing education requirements. A complete list of rankings is
displayed in Table 8. Comparisons across gender and ethnic groups, revealed no differences.
Offer additional courses, academic programs 14.3% More training 4.3%
Nothing 13.0% Improve faculty interaction 3.7%
Generalized affirmation 11.8% Expressions of disappointment 3.7%
Career advising / assistance 10.6% Offer more career fairs 3.1%
More opportunities for internships, field
work, real-life scenarios 9.9%
Change general education or other
academic requirements 1.2%
Improve the quality of instruction 9.9% Improve the quality of academic advising 1.2%
More hands-on coursework 7.5% Diversity 0.6%
Improved computer training 5.0%
Table 7. Educational Goals
MA / MS 28.7%
Ed.D 19.2%
Ph.D 15.8%
MBA 9.1%
Undergraduate Alumni Survey | 8 California State University, Stanislaus
Respondents who pursued or were pursuing additional
education since graduation were asked about their majors,
degree program and university, enrollment status, and
graduation date3. As shown in Table A8 of the appendix,
Teaching/Education was the most popular field (42%),
followed by Psychology (13%) and Business (9.9%). Most
students were pursuing an MA/MS (30.3%), an Ed.D. (28.2%), or a Credential (13.4%), and almost half
(44.8%) attended CSU Stanislaus. More students (54.1%) attended full time than part-time (45.9%). A
complete list of schools attended for graduate work is shown in the appendix, Table A9.
2 M.F.A., M.P.A., Pharm.D., or MSW 3 This question was asked only in the survey of 2003/04 graduates.
Other degree 2 7.9%
JD 7.2%
BA / BS 5.7%
No specific degree 4.5%
Credential 1.9%
Table 8. Reasons for Pursuing Additional Education
Most
important
Next most
important Important
Less
important
Least
important
To earn a graduate or
professional degree. 60.7% 17.0% 8.9% 3.0% 10.4%
To improve skills related to my
current job. 20.0% 35.2% 34.3% 2.9% 7.6%
To meet certification or
continuing education
requirements.
48.4% 10.5% 20.0% 11.6% 9.5%
To prepare for a career change. 20.0% 28.9% 12.2% 12.2% 26.7%
For general education and self-
improvement. 17.3% 27.9% 34.6% 10.6% 9.6%
Table 9. Occupational Goals
Elementary/ Middle School Teacher 32.1%
Social worker 7.9%
Professor / Instructor 7.1%
Manager/ Supervisor 8.6%
Mental Health Professional 7.9%
Researcher / Analyst 2.9%
Health professional (M.D., R.N., Phar., FNP) 5.0%
Scientist 2.1%
School Administrator 2.1%
Police Chief 2.1%
Accountant 8.6%
Artist/ Graphic Designer 1.4%
Corrections officer 2.1%
Undergraduate Alumni Survey | 9 California State University, Stanislaus
When asked the positions they hoped to attain
after graduation, alumni reported a variety of
occupations; the largest group by far named
elementary/middle school teacher (32.1%). A
complete list is displayed in Table 9.
Table 10 displays anticipated graduation dates for 2003-2004 graduates attending or planning to attend
graduate school. More than half of the respondents (58.7%) plan to graduate within three years after
finishing the undergraduate degree. There was a tendency for Hispanic alumni to anticipate a later
graduate degree than Caucasian, but the difference did not meet the criteria for statistical reliability
(p=.11).
Respondents were also asked about the types of financial
support they received when pursuing their graduate
education. The results are shown in Table 11. Personal
earnings/savings and loans were used by the largest number
of
respo
ndent
s (30.6% and 27.8%, respectively), and responses to
the question did not correlate with either gender or
ethnic group.
Other 2.1%
Unknown / N/A 7.9%
Table 10. Anticipated Graduation Date
2005 15.9% 2009 11.1%
2006 15.9% 2010 7.9%
2007 27.0% 2011 1.6%
2008 19.0% 2012 1.6%
Table 11. Financial Support
Personal earnings or savings 30.6%
Loans 27.8%
Spouse/ other family member's funds 16.1%
Grants 12.8%
Scholarship/ fellowship 9.4%
Other 8.9%
Teaching or research assistantship 2.2%
Undergraduate Alumni Survey | 10 California State University, Stanislaus
Preparation for Graduate/Professional School
Students pursuing additional education were asked how well their undergraduate education at CSU,
Stanislaus had prepared them. A 4-point scale ranging from Poor to Excellent was used. Most said their
preparation was either good (51.8%) or excellent (36.5%). The responses of Hispanic and Caucasian
alumni did not differ, but women (M = 3.09, SD = 0.75) gave more positive responses to this question than
men (M = 2.70, SD = 0 .77).
Respondents were given
the opportunity to make
suggestions for how the
University could better
prepare them for
graduate/professional
school. The largest group
(17.4%) instead made
positive comments about
their preparation. Popular
suggestions included
improving academic
advising (9.2%), raising
academic standards
(8.3%), and expanding the
curriculum (7.3%). A
complete list of
suggestions is shown in
Table 12.
Table 12. Suggestions for Improvement
General affirmation. Expressions of satisfaction and praise 17.4%
Improve the quality of academic advising 9.2%
None 9.2%
Toughen academic standards, more writing assignments 8.3%
Offer additional courses, academic programs 7.3%
More hands-on coursework 6.4%
Provide better information on entrance requirements / procedures 6.4%
More opportunities for internships, field work 5.5%
Change general education or other academic requirements 5.5%
Offer test preparation (i.e., GMAT, GRE, etc.) 4.6%
Improve the quality of instruction 4.6%
Improve faculty interaction 3.7%
Generalized Critique. Expressions of disappointment and blame 2.8%
More research opportunities 1.8%
Improve administrative services, service performance 1.8%
More training 1.8%
Improve services for older students, disabled students 0.9%
Job assistance 0.9%
Library issues 0.9%
Financial issues 0.9%
Undergraduate Alumni Survey | 11 California State University, Stanislaus
Appendix
Undergraduate Alumni Survey | 12 California State University, Stanislaus
Table A1. Majors Represented in the Sample
Liberal Studies 23.0%
Business 18.1%
Psychology 8.2%
Criminal Justice 5.9%
Biology 5.3%
Sociology 4.9%
Social Sciences 3.9%
Physical Education 3.6%
Organizational Communication 2.6%
Computer and information Sciences 2.3%
Communication Studies 2.3%
Economics 2.0%
Political Science 2.0%
English 1.6%
Nursing 1.6%
History 1.3%
Mathematics 1.3%
Music 1.3%
Child Development 1.0%
Computer Science 1.0%
Geology 1.0%
Spanish 1.0%
Geography 0.7%
Philosophy 0.7%
Special Major 0.7%
Theatre 0.7%
Other 0.3%
Applied Studies 0.3%
Art 0.3%
Chemistry 0.3%
French 0.3%
Vocation Education 0.3%
Undergraduate Alumni Survey | 13 California State University, Stanislaus
Table A2. Campus Events Attended by Alumni
1. Accounting night
2. Accounting Night, Meet-the-Firms, Beta Alpha Psi charter meeting
3. Agricultural Studies Wine and Cheese Fundraiser
4. Biola University
5. Business Forums, Sporting events, Relay for Life
6. Cross-Country Alumni Run Volleyball Alumni game
7. Dinner with a scientist.
8. Faculty Mentor Program Anniversary Celebration, Graduation Ceremonies, various plays.
9. graduation
10. Graduate Record Examination Practice Session
11. Harvest Festival Crusade
12. MPA alumni mixer, basketball games, track and field alumni meet
13. National Pan-Hellenic Sorority recruitment
14. Sacramento and San Diego State
15. Some seminars and philosophy readings.
16. Undergraduate Research Competition
17. Vagina Monologues, Rainbow Alliance events, Phi Kappa Phi Board Meetings
18. Warrior Crab feed
19. Warrior Day, sporting events
20. Wine and cheese
Undergraduate Alumni Survey | 14 California State University, Stanislaus
Table A3. General Comments
General critique. Expressions of disappointment and blame 23.5%
General affirmation. Expressions of satisfaction and praise 21.4%
Opinion-Editorial pieces, personal reflections, advice to others 12.2%
Improve the quality of academic advising 8.2%
None, N/A 8.2%
Improve the quality of instruction 4.1%
Lower fees, other financial issues 3.1%
Improve administrative services, service performance 3.1%
Increase the availability of classes 3.1%
Stockton Center satisfaction 3.1%
Positive experience with faculty and teaching 2.0%
Stockton Center critique 2.0%
Improve faculty interaction, involvement, support 1.0%
Have better parking options, fix parking problems 1.0%
Positive academic experience with departments 1.0%
Offer career advising, placement 1.0%
Campus climate 1.0%
Greater effort to support diversity 1.0%
Undergraduate Alumni Survey | 15 California State University, Stanislaus
Table A4. Annual Income by Gender
Female Male Female Male
Less than $30000 86.6% 13.4% $50000 to $59999 59.4% 40.6%
$30000 to $39999 77.1% 22.9% $60000 to $69999 78.6% 21.4%
$40000 to $49999 75.0% 25.0% $70000 or more 36.0% 64.0%
TOTAL 72.9% 27.1% TOTAL 72.9% 27.1%
Table A5. Employers
A public school college or university 29.6%
Other 20.6%
A government agency local state or federal 14.5%
A national corporation 7.6%
A regional business 6.3%
A multi-national corporation 6.3%
A local business 5.6%
A non-profit organization 4.6%
Self-employed 3.0%
A private school college or university 2.0%
Undergraduate Alumni Survey | 16 California State University, Stanislaus
Table A6. Businesses
Table A7. Reasons for Not Being Employed in the Major
I was unable to find a job related to my major. 25.4%
Other 22.4%
I have not seriously sought employment related to my major. 14.9%
My bachelor's degree program failed to adequately prepare me for a related career. 9.0%
Pursuing or seeking admission to a graduate or professional program. 9.0%
I am working in another field while I look for a job related to my major. 9.0%
I preferred a job unrelated to my major. 6.0%
A job related to my major was not available in my desired geographical area. 4.5%
Education 25.0%
Construction and Architecture 21.0%
Government 7.5%
Agriculture business and farming 6.3%
Medical 5.2%
Sales 4.8%
Healthcare Support 4.4%
Protective Services 4.0%
Production/ Manufacturing 3.6%
Community and Social Services 3.6%
Finance/Accounting 3.6%
Life, Physical, and Social Science 3.2%
Engineering 2.4%
Arts and Entertainment 1.6%
Business 1.2%
Computer and Math 0.8%
Non-profit 0.8%
Food Preparation and Service 0.8%
Transportation 0.4%
Undergraduate Alumni Survey | 17 California State University, Stanislaus
Table A8. Graduate majors
Teaching / Education 42.0%
Psychology 13.0%
Business 9.9%
Social Work 5.6%
Health 4.9%
Economics 3.7%
Art and Fine Art 3.7%
Mathematics and Statistics 3.1%
Humanities 3.1%
Liberal Studies 2.5%
N/A 1.9%
Biological Sciences 1.2%
Earth Science 1.2%
Social and Behavioral Sciences 1.2%
Public Administration 1.2%
Law 0.6%
International Studies 0.6%
Allied Health 0.6%
Table A9. Graduate Schools Attended
CSU Stanislaus 44.8%
Other California 20.0%
Undecided/ No response 17.2%
Other CSU 11.7%
Out of State 3.4%
University of California 2.8%
Revised 5/5/08 DD
Revised edit 5/20/08 AS