Measuring Adult Student Gains and Satisfaction After Earning an Undergraduate Continuing Education Degree [Presentation Slides]
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UPCEA’s Center for Research and Consulting (CRC), in partnership with Hobsons, has conducted multi-year studies on adult student gains and satisfaction after earning a bachelor’s from a U.S. college or university. The objective of the research has been to measure how the undergraduate degree has impacted adult learners’ careers and personal lives. The data represents only degree completers. Learn more at www.hobsons.com.
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Measuring Adult Student Gains and Satisfaction After Earning an Undergraduate Continuing Education Degree [Presentation Slides]
- 1. Measuring Adult Student Gains and Satisfaction After Earning an Undergraduate Continuing Education Degree Jim Fong, UPCEA Amanda Mason-Singh, Hobsons
- 2. Objective and Methodology • UPCEA’s Center for Research and Consulting (CRC), in partnership with Hobsons, has conducted multi-year studies on adult student gains and satisfaction after earning a bachelor’s from a U.S. college or university. The objective of the research has been to measure how the undergraduate degree has impacted adult learners’ careers and personal lives. The data represents only degree completers. • Between the two studies, a total of 1,706 individuals were surveyed. • In 2013, a benchmark study of 988 adults was conducted with adults interested in completing or starting a bachelor’s degree but have not or cannot due to a variety of factors.
- 3. Summary: Fall 2013 Study • Key Findings: – Salaries increase, especially after four years of earning the degree. Smaller but more frequent raises are often hurdles to those considering a degree. – Financial aid and student support/advising were reported as being the most used campus services. – Greater job security, especially after four years of receiving the degree. – Increase in likelihood to receive a promotion or have a career change. – Improved confidence and job security (without necessarily having to change jobs). – More analysis needed on impact of degree type and other demographics.
- 5. 2014 11% 2013 18% 2012 17%2011 15% 2010 16% 2009 10% 2008 7% Before 2008 6% What year did you graduate? 25 to 34 47% 35 to 44 23% 45 to 54 20% 55 to 64 9% 65 or over 1% Which age category do you fall into? Study Demographics: Age and Year of Graduation Around three-quarter of respondents (77%) had graduated in the last five years, while 70% were under 45.
- 6. Study Demographics: Major Business 24% Liberal arts 20% Communication and technology… Social sciences 10% Nursing 9% Health 6% Science 6% Education 5% Arts and architecture 3% Engineering 3% Other 2% Major Percent of Respondents Business 24% Liberal arts 20% Communication and technology 12% Social sciences 10% Nursing 9% Health 6% Science 6% Education 5% Arts and architecture 3% Engineering 3% Other 2%
- 7. Age Groups by Degree Type 36% 40% 43% 43% 50% 50% 62% 66% 66% 81% 26% 28% 25% 23% 21% 22% 19% 15% 19% 13% 29% 22% 23% 17% 23% 18% 12% 9% 11% 4% 10% 9% 9% 15% 5% 8% 7% 9% 4% Business Communication… Nursing Social sciences Health Liberal arts Education Arts and… Science Engineering 25 to 34 35 to 44 45 to 54 55 to 64 65 or over Engineering was dominated by the 25 to 34 year old age bracket and was the youngest degree. Science was the second youngest degree. There is a trend towards younger students in STEM fields while older students tended more towards business and communication. Older Students Younger Students
- 8. Degree Satisfaction Extremely satisfied 39% Very satisfied 36% Somewhat satisfied 20% Not very satisfied 4% Not at all satisfied 1% Seventy-five percent of respondents were extremely or very satisfied with their degrees. Overall, people view their degree as satisfying and only 5% of respondents were not very or not at all satisfied with their degrees.
- 9. Satisfaction by Degree Type 21% 29% 37% 37% 40% 37% 43% 39% 37% 58% 37% 34% 35% 36% 35% 38% 33% 38% 47% 33% 30% 34% 22% 21% 21% 17% 17% 19% 16% 7% 7% 4% 4% 5% 4% 7% 5% 5%Science Arts and… Liberal arts Education Business Health Social sciences Communication… Engineering Nursing Extremely satisfied Very satisfied Somewhat satisfied Not very satisfied Not at all satisfied Nurses were by far the most positive about their degree with 58% saying they were extremely satisfied with their degree. Satisfaction levels of at least somewhat satisfied was similar across all degrees and dissatisfaction was commonly under 10%. More Satisfied Less Satisfied
- 10. Life After the Degree Summary: People go to college most commonly to advance in their careers. The type of degree they choose is important and results in more promotions and raises. Engineering and nursing are the degrees that are most powerful in the workplace, gaining earners the most career advancements.
- 11. Reasons for College and Outcomes More money Career advancement Personal accomplishment Developing marketable skills Been promoted within the same organization 28% 46% 41% 29% Received a raise for the same position 39% 38% 27% 23% Obtained a better job at a different organization 33% 42% 42% 43% Changed fields or career 28% 20% 31% 43% People meet their goals for going to college, as their careers changed after earning their degree. When they wanted to earn more money, the most common outcome in their career was receiving a raise for the same position. When they wanted to advance their career they were promoted within the same organization or obtained a better job at a different organization. Reason for attending Career Outcome
- 12. Why Adults Go Back to College 0% 10% 20% 30% 40% 50% 60% 70% 80% Education Engineer Business Nursing Comm. and tech. Health Social sciences Arts and arch. Science Career advancement Personal accomplishment Developing marketable skills More money Career advancement is the most influential reason to go back to college across all degrees. Students that entered engineering saw it as a way to earn more money. Students in the arts and architecture, science and liberal arts saw their degrees as a way to increase their marketable skills as well as a personal accomplishments. Career advance- ment Personal accomplish- ment Developing marketable skills More money Science 34% 23% 33% 11% Liberal arts 34% 29% 31% 7% Arts and arch. 41% 25% 30% 5% Social sciences 41% 31% 19% 9% Health 51% 15% 16% 18% Comm. and tech. 56% 20% 17% 7% Nursing 60% 16% 16% 8% Business 60% 15% 11% 15% Engineer 65% 7% 7% 21% Education 67% 12% 11% 11% Personal/ Marketable Career/ Money
- 13. Career Advancements by Degree Types Engineer Comm. and tech. Business Nursing Social sciences Science Liberal arts Health Arts and arch. Education Been promoted within the same organization 55% 47% 45% 42% 36% 35% 34% 30% 25% 19% Received a raise for the same position 84% 44% 54% 62% 34% 43% 28% 41% 35% 40% Obtained a better job at a different organization 34% 50% 40% 40% 41% 38% 41% 48% 63% 49% Changed fields or career 18% 27% 35% 9% 59% 38% 42% 33% 38% 48% Engineering, communication and technology, business and nursing were the top degrees to earn a promotion within the same organization. Receiving a raise for the same position was most common for engineering, nursing, business and science. Obtaining a better job at a different organization and changing fields or career was most commonly seen in education, arts and architecture, liberal arts and social sciences.
- 14. Work Experience Affects on Careers 29% 39% 42% 48% 1-2 years experience 3-4 years experience 5-6 years experience 7+ years experience Been promoted within the same organization Promotions or changing organizations to receive a better job increased, as is expected, as experience increased. Receiving a raise for the same position leveled off after 5-6 years of experience most likely due to seeing a promotion after that time. Changing fields decreases after 3-4 years this is probably due to people settling into their field. 37% 39% 47% 51% 1-2 years experience 3-4 years experience 5-6 years experience 7+ years experience Obtained a better job at a different organization 29% 39% 57% 57% 1-2 years experience 3-4 years experience 5-6 years experience 7+ years experience Received a raise for the same position 30% 39% 36% 36% 1-2 years experience 3-4 years experience 5-6 years experience 7+ years experience Changed fields or career
- 15. Degree Choice Impacts Career Engineers and nurses have more stable and better returns for promotions within the same organization and receiving a raise for the same position than arts and architecture and social sciences. They tend to stay with the same organization as well for at least four years more. They also change fields or careers at a much lower rate for at least six years 0% 100% 1-2 years experience 3-4 years experience 5-6 years experience 7+ years experience Been promoted within the same organization Engineering Nursing Arts and architecture Social sciences 0% 100% 1-2 years experience 3-4 years experience 5-6 years experience 7+ years experience Received a raise for the same position Engineering Nursing Arts and architecture Social sciences 0% 100% 1-2 years experience 3-4 years experience 5-6 years experience 7+ years experience Obtained a better job at a different organization Engineering Nursing Arts and architecture Social sciences 0% 100% 1-2 years experience 3-4 years experience 5-6 years experience 7+ years experience Changed fields or career Engineering Nursing Arts and architecture Social sciences
- 16. Career Progress Within Degree Types Did not progress Below average progression Average progression Above average progression Science 18% 9% 17% 57% Social sciences 13% 11% 17% 59% Business 8% 12% 18% 63% Comm. and tech. 6% 5% 16% 73% Engineering 2% 4% 15% 78% 0% 20% 40% 60% 80% 100% On a scale from 1 to 10, where “1” is nowhere near your goals and “10” is on track with your career goals, how would you rate where you are (a) before you enrolled in your degree-granting institution, (b) immediately after earning your undergraduate degre Less Progress More Progress
- 17. 0% 100% Did not progress Below average progression Average progression Above average progression Business Under $50,000 $50,001 to $100,000 $100,001 to $150,000 Over $150,000 Money Defines Success 0% 100% Did not progress Below average progression Average progression Above average progression Nursing 0% 100% Did not progress Below average progression Average progression Above average progression Communication and technology 0% 100% Did not progress Below average progression Average progression Above average progression Social science
- 18. Impact of Degree on Personal Income Increased 55% Decreased 10% Stayed about the same 35% How has your personal income changed? 88% 71% 65% 60% 60% 56% 53% 48% 43% 39% 48% 8% 13% 9% 8% 8% 9% 9% 16% 14% 10% 10% 21% 22% 31% 32% 35% 38% 43% 41% 47% 43% Engineering Education Arts and architecture Business Communication… Nursing Health Liberal arts Social sciences Science Other Income changes by degree type Increased Decreased Stayed about the same
- 19. Personal Income Increases by Degree Type Degree Types Average increase in personal income Average career progression Engineering $ 40,718 7.5 Nursing $ 27,038 8.0 Communication and technology $ 23,736 7.2 Health $ 20,296 7.2 Education $ 18,706 6.9 Business $ 17,907 6.6 Science $ 17,000 6.2 Liberal arts $ 16,277 6.9 Social sciences $ 15,922 6.5 Arts and architecture $ 11,453 6.5 Total $ 18,071 7.3 Running a linear regression there was a $1,067 increase in personal income for every point gained for average progression.
- 20. Recap of 2014/2015 Study • Many adults earning their degrees start receiving significant raises quickly. Many are often promoted or obtain better jobs. • Older adults returning to college often do not necessarily see STEM fields as a possibility for them. A younger adult may be more likely to consider an engineering, science or arts and architecture degree if offered. – Engineers are also more likely to earn a raise, as are those in business or nursing. Nurses and engineers are also more likely to believe that they are in their career jobs. – Those earning a health degree other than nursing, social sciences or education are more likely to change fields, careers or employers. • Most are very or extremely satisfied, but those that seek out degrees in nursing and engineering are more satisfied. They appear to be more directed in terms of the career they want and the advancement possibilities it offers.
- 21. Actions for all degrees • For all degrees: – Market that raises and promotions are common within 5-6 years after completing degree. – Opportunity for colleges to review degree audits of adult learners who may have stopped out – communicate value of degree to those students who are close to completing a degree
- 22. Actions for Specific Degrees • For nursing: – Market advancement opportunities. • For engineering: – Market career opportunities and salary. • For education, social science, and health (other than nursing): – Market opportunity to change fields, careers, or employers. – Emphasize the value of these professions – Identify additional career opportunities – specifically higher paying positions
- 23. Other Actions • Recruiting older students to STEM fields: – Clarify requirements of degree – Explore ways to offer courses that support a working adult schedule – Bust myths about STEM skills being “fixed” – promote growth mindset instead – Clarify benefits of STEM degree and the types of careers that can result from such a degree • Recruiting students interested in career change: – Collect feedback from employers on relevant job skills – Explore partnerships with employers to improve the skills of their current workforce (emphasize tuition reimbursement programs)
- 24. Questions and Insights What are your suggestions? What methods have you used in the past that were successful?
Editor's Notes
- Age not significant and we do not know how old they were when they graduated
- Age not significant and we do not know how old they were when they graduated
- Age is not significant
- Satisfaction among different majors is significant and can predict the variance
- Not possible to check statistically significant here because not enough N
- To few N
- To few N
- Same slide different chart set up because of cross sectional data
- Not significantly more satisfied the longer after earning their degree Difference among degrees are significant for science and nursing
- Is statistically significant
- Not significant
- Income and career progress are significant
- Raises are received quickly (promotion or better job) Older students are not choosing STEM careers, but Engineering, business, and nursing = raise (more likely) Engineering and Nursing = career jobs (believe they are) Health (besides nursing), social science & engineering = change fields, careers, or employers Very or extremely satisfied with their degree/career after graduating Engineering & Nursing are more directed in: Career they want Advancement possibilities
- Thank -Dr. Jennifer Beyer-LeFever (Program Director – Consulting, Hobsons) and -Randy Friend (consultant – HE Technology, Hobsons) for their insights into how this research can inform institutional practice. -raises/promotions common within 5-6 years -review degree audits of adult learners – communicate value: -Opportunity for colleges to review degree audits of adult learners who may have stopped out. If those audits determine groups of adult learners who are at 70-90+ hours this could be a pool of student close to completing a degree and easier to communicate that value. -E.g., UMUC (<15 credits left, email encouraged some to come back)
- Education and Social Sciences - Although there was an increase in income, adults returning to education are often attracted by making an impact on students, giving back and often balancing working and family. Emphasizing the value of this profession is key to attracting students - Identifying additional career opportunities is critical for this group who may be challenged to find specific higher paying positions.
- Course scheduling - STEM fields are often overwhelming due to prerequisites and scheduling. Explore ways to offer courses that support a working adult schedule to make programs more attractive Recruitment Ideas - TO impact students interested in career change include feedback from employers on relevant job skills - Explore partnerships with employers to improve the skills of their current workforce (emphasize tuition reimbursement programs) (Can also engage the audience and ask them for their suggestions – methods that they have used in the past that worked well, etc.)