A survey comparison of career motivations of social work and business students.
Lowery low·er·y also lour·y
Overcast; threatening. , Mattaini, & Wandrei, 1997). However, there is a dearth of available literature that would compare the motivations and goals of social workers to other career tracks (Abell & McDonell, 1990). This is surprising, as educators who influence the future of the profession need to understand the motives, aspirations aspirations npl → aspiraciones fpl (= ambition); ambición f
aspirations npl (= hopes, ambition) → aspirations fpl , and expectations of individuals in training for careers in social work. Ideally, students who pursue social work education should be well suited to advancing the profession's foundational goal of bettering the human condition. Alternatively, students from non-socially focused educational programs, particularly business college disciplines that are not considered among the helping professions, might be thought to have differing career and educational motivations.
Very different personal ambitions and career outcomes might be expected between professionals pursuing a master of social work (MSW (MicroSoft Word) See Microsoft Word. ) or master of science in social work (MSSW MSSW Master of Science in Social Work
MSSW Management and Storage of Surface Waters
MSSW Multi Site Steel War
MSSW Magneto-Static Surface Wave
MSSW Mission Specific Software
MSSW Mission Support Software ; hereafter In the future.
The term hereafter is always used to indicate a future time—to the exclusion of both the past and present—in legal documents, statutes, and other similar papers. also referred to as MSW), when compared to careers such as a master's degree in business administration (MBA). In terms of relative career suitability and sustainability, it is important to understand the values, attitudes, and goals of aspiring as·pire
intr.v. as·pired, as·pir·ing, as·pires
1. To have a great ambition or ultimate goal; desire strongly: aspired to stardom.
2. professional students in training. Students pursuing advanced social work degrees have often had substantial prior experience in assisting others, particularly in the voluntary and public service sectors (Papadaki, 2001). Many are already employed in case services occupations with some initial practice experience, prior to entry into a graduate program. Often graduates continue on as more highly ranked case workers or as supervisors within the same or related service institutions following graduation. Before looking at unique differences, we should establish some similarities between social work graduate students and degree seekers in other disciplines such as business.
For example, students completing their undergraduate degrees in either social work or business programs have usually received at least 16 years of formal education. Having spent such a substantial portion of their lives in school, both MSW and MBA seekers then make the decision to continue with more years of education. Motivation levels must be assumed to be high as this extended pursuit often requires considerable personal sacrifice. The reentry reentry n. taking back possession and going into real property which one owns, particularly when a tenant has failed to pay rent or has abandoned the property, or possession has been restored to the owner by judgment in an unlawful detainer lawsuit. into graduate school occurs typically at a time when the student has been working full-time and frequently has acquired a spouse and children (Simpson, 2000). The average age of graduate students is approximately 26 to 28 years (Joiner join·er
1. A carpenter, especially a cabinetmaker.
2. Informal A person given to joining groups, organizations, or causes. , 2004).
One notable similarity between the MSW and the MBA is that they are both essentially perceived to be terminal degree programs, requiring no additional or doctoral-level education to move on toward independent practice or supervisory roles within agencies, or other specified autonomous career outcomes (Bowman, 2005). However, this is where the commonality between social work and business degree paths is thought to end. Graduate social workers often continue on in careers that are agency, or social service delivery based, in many instances without becoming independent providers of service. Alternatively, business school graduates tend to provide goods or services through prevailing business models to the consuming public, often with the goal of being financially successful and substantially more autonomous (Kopelman, Prottas, & Tatum, 2004).
The MSW degree and social work education in general have been described as having subordinated academic status when compared to many other academic fields of study (Green, 2006). However, a possible career motivation that may be considered a relative strength of social work education is that social work has become something of a success story in recruiting students from disenfranchised populations into higher education, with relatively high degrees of diverse and multicultural participation (Jones, 2006). When recruiting efforts are maintained, the MSW degree is useful in allowing career entry for interested and motivated minorities, and those from less economically competitive beginnings (Bowie & Hanrock, 2000). The MBA serves a different purpose. It has been described as the ultimate academic achievement in preparation for business-oriented or profit-sector careers (Mintzberg, 2004). Great numbers of adult workers continue to find it attractive. The perceived value of the MBA can be observed by the growth in annual U.S. graduates from a mere 3,200 in 1956 (Zimmerman, 2001) to rates that have exceeded 100,000 per year since the late 1990s (Leonhardt, 2000; Mintzberg, 2004).
Compared to other postgraduate careers, most sectors of social work careers offer lower salaries (Kaladjian, 2003), whereas advanced business degrees are associated with relatively high pay (Connolly, 2003). The perceived potential for career salary is just one contributing factor in determining the graduate degree satisfaction of various students. Additionally, a qualitative study has inferred that students' satisfaction with their respective degrees is influenced in part by an array of perceptions of quality (Rapert, Smith, Velliquette, & Garretson, 2004), particularly the quality of instructional faculty (Kyle & Festervand, 2005).
In comparing the value of differing graduate degrees, information is mostly anecdotal anecdotal /an·ec·do·tal/ (an?ek-do´t'l) based on case histories rather than on controlled clinical trials.
anecdotal adjective Unsubstantiated; occurring as single or isolated event. , other than income considerations. The purpose of this field study is to identify some specific characteristics of social work degree seekers, in order to inform policymakers how these adult students are motivated. There is a vital need in professional graduate education to understand how personal values and career aspirations relate to educational objectives of the postgraduate professional (Neumann, 2005). Emerging technology in online surveys can provide one practical method of determining or evaluating the career motivations and objectives of professionals in training (Larson, 2005), and can also provide useful decision support for professional program and curriculum developers.
Adults have many possible reasons, goals, or career motivations to pursue advanced degrees in social work or business administration. These include career independence and advancement (careerism ca·reer·ism
Pursuit of professional advancement as one's chief or sole aim: "Rampant careerism, which makes many a work place a joyless site, was in check" Mary McGrory. ), perceived organizational mobility, job advancement, or simply a desire for further professional knowledge. Overall, there is general consensus, substantiated by several studies, that graduate degrees tend to enhance skills and increase wages for recipients (Grubb, 1993; Heywood, 1994; Hungerford & Solon Solon, Athenian statesman
Solon (sō`lən), c.639–c.559 B.C., Athenian statesman, lawgiver, and reformer. He was also a poet, and some of his patriotic verse in the Ionic dialect is extant. At some time (perhaps c.600 B.C. , 1987). In another study, Arkes (1999) found that holders of advanced degrees performed better on standardized tests and received higher pay than those with bachelor's degrees. In addition to the specialized knowledge acquired by workers or the applicability of that knowledge to a given job, a graduate degree increases the individual's value by furnishing a signaling of abilities (Spence n. 1. A place where provisions are kept; a buttery; a larder; a pantry.
In . . . his spence, or "pantry" were hung the carcasses of a sheep or ewe, and two cows lately slaughtered.
- Sir W. Scott. , 1974) in which employers assume workers to be more competent when they have more education (Chiswick, 1973). This signaling of abilities, known as the "sheepskin effect," places a special value on the motivation and personal character that is required for completion of a degree, even when the worker's ability represented by the degree is either already known by the employer or not particularly needed (Belman & Heywood, 1991; Frazis, 1993).
As the responsibility for career development of social workers and other professionals has shifted from employer to employee, workers must take the initiative to acquire knowledge, skills, and abilities that will maximize their careers (Sparrow & Cooper, 2003). Employability (Fugate & Ashworth, 2003) refers to self-management of boundaryless careers that are likely to span multiple organizations (Arthur, Inkson, & Pringle, 1999; Eby, Butts, & Lockwood, 2003). In social work as in other professions workers are required to make continual efforts to meet demands of the external environment in order to sustain a career (MacKenzie, 2003). One of the elements of employability is the worker's human capital in terms of perceived potential for productivity (Becker, 1975) that is increased through education and training (Wanberg, Watt, & Rumsey, 1996).
Though the MSW degree has been viewed as a method of advancing within the service professions (Council on Social Work Education The Council on Social Work Education (CSWE) is the national association for social work education in the United States of America.
The CSWE sets and maintains standards of courses and accreditation of bachelor's degree's and Master's degree programs in social work. , 2006), the MBA has been widely considered an excellent way for workers to develop themselves in the acquisition of management skills that will enhance their career opportunities (Sturges, Simpson, & Altman, 2003). Those seeking career degrees in the service professions may have different career motives, expectations, goals, and outcomes, as compared to those seeking career degrees that are not in the service professions.
One possible motive for seeking any type of graduate degree is a careerist ca·reer·ism
Pursuit of professional advancement as one's chief or sole aim: "Rampant careerism, which makes many a work place a joyless site, was in check" Mary McGrory. strategy, which focuses to some extent on individual gain. An individual with a careerist orientation is at some level an opportunist op·por·tun·ist
One who takes advantage of any opportunity to achieve an end, often with no regard for principles or consequences.
op who tends to put his or her self-interest ahead of the interests of the organization (Aryee & Chen, 2004). He or she would therefore tend to pursue advancement by networking, building friendships, and working the political grapevine Grapevine - A distributed system project. . According to according to
1. As stated or indicated by; on the authority of: according to historians.
2. In keeping with: according to instructions.
3. this definition, the noncareerist would tend to seek security in the organization by working extra hours and pursuing goals that are congruent con·gru·ent
1. Corresponding; congruous.
a. Coinciding exactly when superimposed: congruent triangles.
b. with the long-term interests of the organization (Thompson, Kirkham, & Dixon, 1985). Feldman and Weitz (1991) found the careerist orientation to be negatively related to job involvement, job satisfaction, and organizational commitment, but positively related to a disposition to change jobs (Chay & Aryee, 1999).
Careerists seek professional relationships that will open doors for them rather than furnish fur·nish
tr.v. fur·nished, fur·nish·ing, fur·nish·es
1. To equip with what is needed, especially to provide furniture for.
2. affiliation and relatedness needs (Kram, 1985). Implicit with careerism is the belief that self-interest is dominant and that the "organization-man" commitment does not exist (Aryee &Chen, 2004). Careerist attitudes have been shown to affect turnover of physicians, but not paramedical par·a·med·i·cal
1. Of, relating to, or being a person trained to give emergency medical treatment or assist medical professionals.
2. employees or nurses, suggesting that turnover behavior is occupation specific (Mano-Negrin & Kirschenbaum, 1999). Careerism has not been previously studied with advanced degree seekers in either social work or business.
Students elect to take part in graduate studies for different reasons than the pursuit of their undergraduate degrees (MacKenzie, 2003). Although the undergraduate degree “First degree” redirects here. For the BBC television series, see First Degree.
An undergraduate degree (sometimes called a first degree or simply a degree is career focused, it furnishes a broad exposure that has included substantial general education requirements for the purpose of providing a well-rounded educational experience. When entering a master's program, the interests of the students have become focused on a more narrow path of studies that lead them to a higher professional level (MacKenzie, 2003) with skills in many instances that facilitate resource allocation resource allocation Managed care The constellation of activities and decisions which form the basis for prioritizing health care needs and maintaining the functioning of individuals or groups (Naito-Chan, Damron-Rodriguez, & Simmons, 2004).
Motivation to participate in educational activities is influenced by worker beliefs that these activities will result in favorable fa·vor·a·ble
1. Advantageous; helpful: favorable winds.
2. Encouraging; propitious: a favorable diagnosis.
3. outcomes (Noe & Wilk, 1993). In addition to the knowledge and skills gained through the educational process are improvements in functional outcomes that make up the transfer of learning (Naquin & Holton, 2003). Professionally, these outcomes include increased income, recognition by managers or peers, and increased chances for promotion (Dubin, 1990; Farr & Middlebrooks, 1990). The present study examines workers who are currently involved in a learning process and attempts to connect their motives for pursuing education to their perceptions of potential outcomes.
Per an early educational model, Houle (1961) proposed that adult education participants have three primary orientations: to pursue goals, activities, or learning. The goal-oriented learner seeks advancement and competency by comparing his or her performance to others. This is distinct from a learning orientation that seeks knowledge to satisfy an inquiring mind and a desire of learning for its own sake. An activities orientation for learning seeks the satisfaction of needs for social contact, community service, and a relief of mundane routines. Recognition of the complexity of learning motivation has increased dramatically since 1961, but most classifications can be collapsed back into Houle's original typology typology /ty·pol·o·gy/ (ti-pol´ah-je) the study of types; the science of classifying, as bacteria according to type.
the study of types; the science of classifying, as bacteria according to type. (Fujita-Starck, 1996).
Drawing on Houle's typology is the education participation scale (EPS (Encapsulated PostScript) A PostScript file format used to transfer a graphic image between applications and platforms. EPS files contain PostScript code as well as an optional preview image in TIFF, WMF, PICT or EPSI, the latter being an ASCII-only format. ) (Boshier, 1991), a multidimensional measure that captures motivational orientations of adults participating in educational activities. The six factors identified in developing the EPS are Social Contact, Social Stimulation, Professional Advancement, Community Service, External Expectations, and Cognitive Interest. The six subscales are usually examined individually by researchers (Boshier, 1971, 1977; Boshier & Collins, 1983; Fujita-Starck, 1996; O'Connor, 1979, 1982), indicating that there is not an overall construct of learning motivational orientation (Dia, Smith, Cohen-Callow, & Bliss, 2005).
Two of the EPS factors were selected for this study. These were Professional Advancement and Perceived Organizational Mobility. The first EPS factor selected, Professional Advancement, describes learning to keep up with competition and to provide higher job status. In cluster analysis Cluster analysis
A statistical technique that identifies clusters of stocks whose returns are highly correlated within each cluster and relatively uncorrelated across clusters. Cluster analysis has identified groupings such as growth, cyclical, stable, and energy stocks. , it matches the Houle dimension of goal orientation (Boshier & Collins, 1985). The other dimension is desire for knowledge, which is associated with the Houle dimension of learning orientation. It emphasizes the desire for learning that satisfies the worker's curiosity for knowledge and the desire to be more competent. The desire for knowledge scale and professional advancement scale have been shown to be highly correlated (O'Connor, 1982).
Perceived Organizational Mobility
Perceived Organizational Mobility is the second EPS factor selected for this study. Workers who invest in their own skills assume that the results will include higher pay and continued employment (McKenzie & Lee, 1998). However, in an era of the boundaryless career (Eby et al., 2003; Sullivan, 1999), mobility to other organizations can often be expected. Relationships with a current employer can be interrupted by restructuring, downsizing (1) Converting mainframe and mini-based systems to client/server LANs.
(2) To reduce equipment and associated costs by switching to a less-expensive system.
(jargon) downsizing , and other threats to job security (Miles & Snow, 1996), causing movement to different jobs, organizations, and careers (Arthur & Rousseau, 1996). Motivations to pursue master's-level education in relationship to perceived employment mobility have not been previously studied. This is a distinct contribution to extensive existing research evaluating the economic cost/benefits of graduate education.
It is common to find withdrawal behavior developing when workers become disappointed about some aspect of their job experience, to the extent that they do not feel at ease (Taris & Feij, 2001). As withdrawal behavior progresses, it is termed intention to turnover, intention to leave, or intention to quit. In examining the progression of the turnover process, research has generally shown that causal relationships of various elements of the job lead to job dissatisfaction, creating low organizational commitment, followed by intention to turnover (Bluedorn, 1979; Price & Bluedorn, 1979; Price & Mueller, 1979) and ultimately leading to actual turnover. This is known as the dissatisfaction-quit sequence (Mobley, 1977; Lee, Mitchell, Holtom, McDaniel, & Hill, 1999).
An employment opportunity index was developed by Griffeth, Steel, Allen, and Bryan (2005) as a measure of the portion of the turnover process that involves workers' consideration of perceived ability to maintain employment by moving to a different organization. It is a measurement scale intended to capture job mobility perceptions through a group of microprocesses. The index is composed of five factors that bear a relationship to constructs used in previous research to measure alternative job search behaviors. Three of the factors relate to mobility in terms of the degree of difficulty in changing organizational affiliation. They are Ease of Movement, Desirability of Movement, and Mobility. Another factor is a refinement of job alternatives called Crystallization Crystallization
The formation of a solid from a solution, melt, vapor, or a different solid phase. Crystallization from solution is an important industrial operation because of the large number of materials marketed as crystalline particles. of Alternatives. The last factor is a measure of networking. Ease of movement and desirability of movement were described by March and Simon (1958) as being instrumental to the motivation to either stay with an organization or leave. Workers are unlikely to quit without taking into consideration the alternatives that might be available.
Ease of Movement. Ease of Movement (Jackofsky & Peters, 1983; Michaels & Spector, 1982) is a construct that identifies the general impression of accessibility to alternative jobs (Steel, Lounsberry, & Horst, 1981). It asks the ease with which the respondent feels he or she could find alternate employment, based on his or her awareness of the number and availabilities of jobs. Obviously, students pursuing graduate degrees may recognize their own human capital (Becker, 1975) as it relates to ease of movement.
Desirability of Movement. Whereas Ease of Movement refers to the quantity of jobs available, Desirability of Movement pertains to the job quality of those alternatives (Billings & Wemmerus, 1983; Farrell & Rusbult, 1981; Peters, Jackofsky, & Salter salt·er
1. One that manufactures or sells salt.
2. One that treats meat, fish, or other foods with salt.
Noun 1. , 1981). It is possible to generate a number of alternative jobs with out having any real improvement in the work situation. Thus, the key element to Desirability of Movement is the expectation that a job change would be for the purpose of obtaining a better job (Griffeth et al., 2005).
A conceptual model based on these career goals or motives that would differentiate the possible motivations and educational goals of those entering MSW programs as compared to those preferring to enter MBA or related graduate work can be devised. The depicted model includes a number of observations derived from the literature and discussed here that account for the differentiation of career intentions, or goals, and provide direction for those developing graduate educational programs that are intended to meet the career needs of the adult learner Adult learner is a term used to describe any person socially accepted as an adult who is in a learning process, whether it is formal education, informal learning, or corporate-sponsored learning. . See the conceptual model proposed in Figure 1.
[FIGURE 1 OMITTED]
This exploratory online study of MSW and MBA student career intentions examines potential differences in educational goals and desired outcomes for two divergent di·ver·gent
1. Drawing apart from a common point; diverging.
2. Departing from convention.
3. Differing from another: a divergent opinion.
4. educational career programs. The study examines career intention via the variable of careerism or careerist orientation and perceived job mobility. Careerism, or careerist orientation, may be defined as the pursuit of professional advancement as one's chief or sole aim (American Heritage Dictionary of the English Language English language, member of the West Germanic group of the Germanic subfamily of the Indo-European family of languages (see Germanic languages). Spoken by about 470 million people throughout the world, English is the official language of about 45 nations. , 2000). Comparisons are based on the following hypotheses:
1. MSW students are less careerist oriented and less perceptive of alternative jobs available to them than MBA graduate students.
2. Careerism is related to perceptions of organizational mobility.
3. Perceived organizational mobility of social work students is more related to a desire to gain knowledge than a desire for professional advancement.
In examining the research questions, a field study was performed using current master's-level students from two different colleges at a large southwestern university For other places with the same name, see Southwestern University (disambiguation).
Prior to its founding in Georgetown, charters had been granted by the Legislature (Texas Congress 1836-1845) to establish four earlier educational institutions: . The school of social work had 1,054 students registered at the master's level, whereas the business college had 923 students registered at the master's level. The MSW students all major in social work, though they are organized into three concentrations or subspecialty subspecialty,
n a limited portion of a narrowly defined professional discipline. E.g., surgery is a specialty of medicine and pediatric vascular surgery is a subspecialty. tracts, identified as (1) the children and family concentration, (2) the mental health concentration, or (3) the community and administration practice concentration. These three concentrations were not differentiated within the sample. In the business school 48% were identified as MBA generalists, and the others were specialized master's students in finance, health care administration, marketing, accounting, information systems, and human resources The fancy word for "people." The human resources department within an organization, years ago known as the "personnel department," manages the administrative aspects of the employees. . These specialized program students earn an MS degree. There was no significant or reportable difference in initial t-test comparisons between MBAs and specialized MS students.
MSW students were compared to business students for the constructs of this study. Ease of movement and desirability of movement were dependent or assessed variables, representing perceived organizational mobility. Desire for advancement, professional knowledge, and careerism were independent variables. Control variables were age, gender, marital status marital status,
n the legal standing of a person in regard to his or her marriage state. , current earnings, and anticipated time until graduation. Both social work and business students responded to a Web-based survey. A total of 165 social work students responded out of 1,054 e-mail requests for a response rate of 16%. The business master's respondents were 223 out of 902 requested, for a 25% response rate. As an incentive to participate in the survey, there were five randomly selected cash rewards of $100 each offered.
These response rates are consistent with Web-based rates that are often 20% or less (Sheehan, 2001). High response rates of 60-70% from early e-mail surveys (Kiesler & Sproull, 1986) have steadily declined each year, possibly because of "survey fatigue" as the novelty has worn off e-questionnaires (Saxon, Garralt, Gilroy, & Cairns Cairns, city (1991 pop. 64,463), Queensland, NE Australia, on Trinity Bay. It is a principal sugar port of Australia; lumber and other agricultural products are also exported. The city's proximity to the Great Barrier Reef has made it a tourist center. , 2003). Sills Sills , Beverly Originally Belle Silverman. Born 1929.
American operatic soprano and manager who joined the New York City Opera in 1953 and was its general director from 1980 to 1989.
Noun 1. and Song (2002) received an overall response rate of 22% after three waves of solicitations, but response rates can be as low as 3% (Im & Chee, 2004). Entering respondents for a prize drawing does not necessarily increase response rates, although providing a small gift to all subjects has been seen to facilitate a response rate of 31% (Cobanoglu & Cobanoglu, 2003).
Survey respondents were master's-level graduate students. They were contacted via email in a letter from a department official using e-mail addresses on file with the graduate school. The letter asked that students voluntarily take part in a study to assist in development and evaluation of programs, and offered respondents an inducement Inducement
incited brother, Orestes, to kill their mother and her lover. [Gk. Myth.: Zimmerman, 92; Gk. Lit.: Electra, Orestes]
exhorts Judah to stand fast against Assyrians. [O.T. of one of five $100 awards to be randomly drawn. Included in the e-mail was a hyperlink that took them into the Web-based survey. Respondents were first presented an informed consent that met the university's research compliance specifications. Subjects were asked to click on an approval icon, which confirmed their consent to take part in the study. This initiated the survey process. At the conclusion of the questionnaire, respondents were asked to enter their last name and the last four digits of their student identification number, which was used to match their responses to archival data and prevent multiple submissions.
All scaled items came from existing instruments used previously in training and development and turnover literature. Cronbach's alpha Cronbach's (alpha) has an important use as a measure of the reliability of a psychometric instrument. It was first named as alpha by Cronbach (1951), as he had intended to continue with further instruments. was .70 or greater for all measures. They were found to load cleanly clean·ly
adj. clean·li·er, clean·li·est
Habitually and carefully neat and clean. See Synonyms at clean.
In a clean manner.
clean in varimax rotation in confirmatory factor analysis In statistics, confirmatory factor analysis (CFA) is a special form of factor analysis. It is used to assess the the number of factors and the loadings of variables. with no cross-loadings.
Careerism was measured using a 19-item careerism scale developed by Feldman and Weitz (1991). Respondents were asked the extent to which they agreed or disagreed on each item on a 5-point scale ranging from strongly disagree to strongly agree. A sample statement for the scale was "I cannot count on organizations to look out for my own best interests." The reliability of the scale was a Cronbach's alpha of .85.
Professional knowledge and advancement were measured with the Education Participation Scale (Boshier, 1991) on a 5-point Likert-type scale (1=strongly disagree to 5=strongly agree). A sample item for professional advancement is, "To give me higher status on my job." The desire for knowledge was represented by, "To seek knowledge for its own sake." Cronbach's alpha for these scales was 0.73 and 0.85, respectively.
Responses to the dimensions of the Employment Opportunity Index (Griffeth et al., 2005) were also made on a 5-point scale. Ease of Movement ([alpha]=0.70) is structured to reveal the quantity of available jobs with items such as "I can think of a number of organizations that would probably offer me a job if I were looking." Desirability of Movement ([alpha]=0.85) differs in its concern with the acquisition of a better job with items such as "By and large, the jobs I could get if I left here are superior to the job I have now."
Means, standard deviations, and correlations are shown in Table 1. Hypothesis 1, which predicted that social work students are less careerist oriented and less perceptive of alternative jobs available than business students, was partially refuted in an interesting way. Although analysis of variance (ANOVA anova
see analysis of variance.
ANOVA Analysis of variance, see there ; see Table 2) showed a significant difference between social work and business students in careerist orientation, (F=7.254(1, 384), p<.01), the social work students were more careerist than business students. This would indicate that social work students were more inclined to believe that they needed to look out for their own best interests than were the business students. However, the careerist social work students perceived a potential for organizational mobility in the form of ease of movement ([beta]=.251, p<.01, [R.sup.2]=0.15, p<0.05), whereas careerist business students were associated with desirability of movement ([beta]=.168, p<.01, [R.sup.2]=0.24, p<0.001) (see Tables 3 and 4).
Hypothesis 2 was supported in its finding that careerism was significantly related to organizational mobility. Ease of movement was the only mobility construct significantly related ([beta]=.251, p<.01, [R.sup.2]=0.15, p<0.05) to careerism of social work students in regression analysis In statistics, a mathematical method of modeling the relationships among three or more variables. It is used to predict the value of one variable given the values of the others. For example, a model might estimate sales based on age and gender. . The interpretation of Hypotheses 1 and 2 is that social work careerists believe replacement jobs are plentiful but that they are not necessarily better jobs. This indicates that careerism is an important motivation for students who return to graduate school, although it influences social work students in a different way than business students. Although careerist social work students recognize the ease of finding a replacement job, careerist business master's students recognize the existence of better jobs instead of just any job ([beta]=.168, p<.01, [R.sup.2]=0.24, p<0.001).
The third hypothesis examined perceived organizational mobility in light of motivations for pursuing additional education. Table 3 indicates that for social work students a desire to gain knowledge is related to recognition of better jobs available ([beta]=.161, p<.05, [R.sup.2]=0.25, p<0.05), whereas business students were motivated by a desire for professional advancement ([beta]=123, p<.05, [R.sup.2]=0.24, p<0.05) and not by a desire to gain knowledge (see Tables 3 and 4). Although this finding is intuitive, no other studies have been found that empirically examine this motivational difference.
These survey results indicate that social work students in this sample tended to return to college to gain more knowledge, whereas the motives of students returning to college for a graduate degree in business were more associated with career advancement. It is also clear that a career advancement outlook, characterized by a careerist orientation, is an influential motivation. Although the career-oriented business students within the sample recognized that better jobs were available to them, perceptions of better jobs available for the social work students were not related to careerism but instead to a desire for seeking knowledge. The business students recognized an abundance of better jobs when motivated by professional advancement, although a desire for additional knowledge was not seen as a significant motivator.
Some caution should be exercised in inferring, however, that those with a careerist orientation succeed in some way by placing self-interest consistently ahead of their employing organization. These limited survey findings suggest some initial differential career orientation that may be related to career selection or professional training interest. This study is less concerned with actual longer term success factors in predicting career advancement, than in exploring career orientations in terms of early professional education selection. Literature is available elsewhere on the relationship of career development to multiple performance predictors such as job competency, job satisfaction, career investment effort, and career altruism altruism (ăl`trĭz`əm), concept in philosophy and psychology that holds that the interests of others, rather than of the self, can motivate an individual. in the helping professions. These aspects of career motivation and development are beyond the scope of this study.
Another summary comment about the career goals of social work master's students is that the significant relationship between careerism (not being convinced that the organization has their best interest at heart) and high ease of movement may be associated with being receptive to making a lateral or reduced-position job change. Thus, the social work graduate students are less likely than business students within the respective samples to be using the master's degree exclusively for career advancement purposes.
This study has a number of limitations that affect the inference or generalizability of the survey findings. This is not unusual for a first exploration or pilot approach to exploring a series of research questions. For example, the study employed a nonrandomized sampling strategy and used a single method for gathering data on two convenience samples of unequal size. Therefore, the two groups cannot be assumed to be equivalent though a number of statistical procedures have been applied to gain some comparable information on the two student groups surveyed. Conclusions therefore should be considered tentative and dependent on confirmation in future similar, but more extensive, scientific inquiries. This study adds to the current understanding of individual goals of graduate students in social work and business despite some anticipated methodological limitations.
For example, the use of self-reports through a survey creates the well-known problem of common-method bias. That is, there is a possibility that a spurious spu·ri·ous
Similar in appearance or symptoms but unrelated in morphology or pathology; false.
simulated; not genuine; false. internal consistency In statistics and research, internal consistency is a measure based on the correlations between different items on the same test (or the same subscale on a larger test). It measures whether several items that propose to measure the same general construct produce similar scores. could occur, because of the common source of the surveyed information. Although researchers are skeptical of results derived from personal opinions (Spector, 1994), it has been pointed out that it is often necessary to obtain data from the only people with accurate knowledge, which would be the respondents themselves (Maurer & Tarulli, 1994; Noe & Wilk, 1993). Triangulation triangulation: see geodesy.
The use of two known coordinates to determine the location of a third. Used by ship captains for centuries to navigate on the high seas, triangulation is employed in GPS receivers to pinpoint their current location on earth. of survey methods or nonpurposive sampling methods is recommended to address this issue in future similar study.
Furthermore, as is evident in the data and common to many Web-based surveys, is the problem of low response rates, or nonresponse. There could be important differences between the views expressed by respondents and those that did not reply. This limitation has in past been diminished by multiple methods or triangulation of survey data collection. The response generalizations are further limited by the selection of a sample from a single U.S. university setting. However, this is a common limitation of smaller-scale initial or pilot survey studies. Additional samples from multiple settings could provide increased confidence of findings or of subsequent recommendations made.
Finally, there may be dimensions of survey comparison such as differential levels of organizational mobility that may apply differently to the sample subjects, as the social work cohort may contain a greater number of those who seek promotion within an organization as a career goal. The discussion and recommendations to follow should be understood with these methodological limitations.
Tentative Implications for Social Work Educators
Although quality of curriculum is the primary concern of master's-level education in social work or business, it is also important to consider the motivations and goals of students. For example, business students within this survey sample were observed to be motivated by career advancement, whereas social work students within this survey sample had a desire to increase their knowledge. From the data derived from these respondents, a differing approach would then be indicated for administrators in the two disciplines toward recruiting, advertising of programs, and job placement assistance. Although marketing efforts to grow a business master's program should seriously consider the career advancement motives of potential candidates, according to this sample MSW students will be attracted to schools that convey their ability to meet the desires of knowledge and skills acquisition.
This study also indicates that job placement is another potential area of emphasis among the sample respondents, both as an outcome for graduates and in marketing the master's program to new students. Because MSW students within the sample are more motivated toward knowledge acquisition than professional advancement, a wide range of opportunities available through the school's placement resources group might be a consideration. The diverse individual differences of graduates of the sample would influence the career direction for making the best use of knowledge and skills that have been acquired within the graduate program. Placement opportunities that the school could present to its graduates could emphasize the use of knowledge that the students have gained, irrespective of irrespective of
Without consideration of; regardless of.
preposition despite increases in rank or pay. A greater understanding of social work graduate students, derived from this and similar studies, could also assist social work schools to meet the service delivery needs for the local human services community by preparing and marketing these students to organizations prior to graduation.
The implications of this study for researchers show that much further work needs to be done to investigate the value of advanced degrees in both social work and business. For example, further research would be useful to professional training schools in determining what other ways advanced degrees in either social work or business tend to enhance respective careers. Social work graduates may have the ability to add value to organizations based on applying their knowledge and training, whereas business graduates appear to be more interested in status and competitiveness elements of their career advancement. Whereas social work graduates may make better service-oriented decisions in knowledge-based jobs, business graduates may be more interested in maximizing their outcomes in organizations that are profit driven. Therefore, additional questions relative to career goals remain concerning the content of master's-level social work versus business education, in creating a true value-added benefit to the respective service organizations with which graduate students seek to become associated. This extends also to other stakeholders Stakeholders
All parties that have an interest, financial or otherwise, in a firm-stockholders, creditors, bondholders, employees, customers, management, the community, and the government. such as the community and clients that are influenced by the education of these workers. Given these findings and remaining concerns, what then are areas of potential program strengths or weaknesses of current social work curricula, which may need to be addressed to create a better career fit for graduate degree-seeking students, and which serve to improve academic- and programmatic-level training outcomes?
Classroom and field practicum practicum (prak´tikm),
n See internship. social work educators will want to be cognizant cog·ni·zant
Fully informed; conscious. See Synonyms at aware.
Adj. 1. of the specific goals and career outcomes of graduate social work students as these interact with curriculum design and delivery. Career advancement and independence or entrepreneurial interests may be a lesser considerations for social work graduate students, though interorganizational promotion, knowledge, and applied skills acquisition may be of greater educational relevance. Therefore, social work instructors may want to address the many lateral options for career change within the social work profession and be sensitive to motivators associated with student age and maturity level and practical opportunities for earnings increases within established service delivery organizations.
Recommendations for Future Research
A first recommendation for future similar research would be to address the readily identifiable limitation of survey nonresponse or small relative numbers of respondents, which restricts generalization gen·er·al·i·za·tion
1. The act or an instance of generalizing.
2. A principle, a statement, or an idea having general application. of the findings to the student populations studied in this investigation. However, there is a small but growing body of research that suggests that nonresponse to survey research has become a general trend over the past several decades (Groves, Presser, & Dipko, 2004). In one comparative survey study the differences between a rigorously controlled survey effort with large sample response and another with substantial nonresponse rates did not substantially alter generalization of findings (Keeter, Miller, Kohut, Groves, & Presser, 2000). Furthermore, Web-based surveys are considered too new to determine what constitutes reasonable or reliable response rates.
Second, another recommendation for further research would be to also address the methodological limitation resultant from inclusion of graduate social work and business students from only one major U.S. university, which inhibits the potential generalizability of the survey findings. Future studies could provide validation of these results through surveys of multiple schools, perhaps in multiple countries. However, students represented here are located in a very large and diverse metropolitan area and work for a broad array of organizations. Ideally, future studies would also include objective dependent variables and a longitudinal design. This would overcome the limits imposed by traditional survey research using cross-sectional design.
Third, an essential recommendation would be to additionally address in the survey content both inter- and intraorganizational mobility as an outcome variable. This would capture career goals of workers who are on an internal career track with their current organization, as a somewhat hidden subsample sub·sam·ple
A sample drawn from a larger sample.
tr.v. sub·sam·pled, sub·sam·pling, sub·sam·ples
To take a subsample from (a larger sample). of those seeking professional education, and is frequently the case with social workers seeking career advancement with an employer. Access to larger organizations, or collections of professional schools, for future research would add an important dimension of mobility and career growth both inter- and intraorganizationally. It needs to be reiterated that perceptions of mobility among either social work or business students identified in this study do not necessarily mean that respondents are looking for a job. These perceptions are merely the first steps in the all too frequent job-turnover process that is common to both social services social services
welfare services provided by local authorities or a state agency for people with particular social needs
social services npl → servicios mpl sociales and business employment. This study provides a first effort to compare differential career motivations of advanced-degree seekers in social work to those MBAs on a business career path in business administration. These survey findings can serve as both a primary source for further comparisons and as much-needed decision-support information for those developing educational programs suited to differing career and professional orientations. The desire of social work students to pursue their master's studies more for the purpose of knowledge acquisition than for professional advancement is an important contribution to our understanding of social work professional development.
Abell, N., & McDonell, J. R. (1990). Preparing for practice: Motivations, expectations and aspirations of the MSW class of 1990. Journal of Social Work Education 26, 57-64.
American Heritage Dictionary of the English Language (4th ed.). (2000). Boston: Houghton Mifflin Houghton Mifflin Company is a leading educational publisher in the United States. The company's headquarters is located in Boston's Back Bay. It publishes textbooks, instructional technology materials, assessments, reference works, and fiction and non-fiction for both young readers .
Arkes, J. (1999). What do educational credentials signal and why do employers value credentials? Economics of Education Review, 18, 133-141.
Arthur, M., Inkson, D., & Pringle, J. (1999). The new careers: Individual action and economic change. London: Sage.
Arthur, M., & Rousseau, D. (1996). A career lexicon for the 21st century. Academy of Management Executives, 10(4), 28-39.
Aryee, S., & Chen, Z. (2004). Countering the trend towards careerist orientation in the age of downsizing. Test of a social exchange model. Journal of Business Research, 57, 321-328.
Becker, G. (1975). Human capital. Chicago: University of Chicago Press The University of Chicago Press is the largest university press in the United States. It is operated by the University of Chicago and publishes a wide variety of academic titles, including The Chicago Manual of Style, dozens of academic journals, including .
Belman, D., & Heywood, J. (1991). Sheepskin effects in the returns to education: An examination of women and minorities. Review of Economics and Statistics, 73, 720-724.
Billings, R., & Wemmerus, V. (1983). The role of alternatives in process models of employee withdrawal. In Proceedings of the 26th annual conference of the Midwest Academy The Midwest Academy is an educational institution founded in 1973 and based in Chicago, Illinois, USA. Heather Booth, an activist participant in the Mississippi Freedom Summer civil rights projects (1964) founded the Midwest Academy in 1973 to provide training for organizers in of Management (pp. 18-29).
Bluedorn, A. (1979). Structure, environment, and satisfaction: Toward a causal model A causal model is an abstract model that uses cause and effect logic to describe the behaviour of a system. See also
Journal of Political and Military Sociology, 7, 181-207.
Boshier, R. (1971). Motivational orientations of adult education participants: A factor analytic Adj. 1. factor analytic - of or relating to or the product of factor analysis
factor analytical exploration of Houle's typology. Adult Education Journal, 2, 3-26.
Boshier, R. (1977). Motivational orientations re-visited: Life-space motives and the Education Participation Scale. Adult Education, 27, 89-115.
Boshier, R. (1991). Psychometric psy·cho·met·rics
n. (used with a sing. verb)
The branch of psychology that deals with the design, administration, and interpretation of quantitative tests for the measurement of psychological variables such as intelligence, aptitude, and properties of the alternative form of the Educational Participation Scale. Adult Education Quarterly, 41, 150-167.
Boshier, R., & Collins, J. (1983). Education participation scale factor structure and sociodemographic correlates for 12,000 learners. International Journal of Lifelong Education, 2, 163-177.
Boshier, R., & Collins, J. (1985). The Houle typology after twenty-two years: A large-scale empirical test. Adult Education Quarterly, 35(3), 113-130.
Bowie, S., & Hanrock, H. (2000). African Americans and graduate social work education:
A study of career choice influences and strategies to reverse enrollment decline. Journal of Social Work Education, 36, 429-448.
Bowman, H. (2005). "It's a year and then that's me": Masters students' decision-making. Journal of Further & Higher Education, 29, 233-249.
Chay, Y., & Aryee, S. (1999). Potential moderating influence of career growth opportunities on careerist orientation and work attitudes: Evidence of the protean pro·te·an
Readily taking on varied shapes, forms, or meanings.
changing form or assuming different shapes. career era in Singapore. Journal of Organizational Behavior, 20, 613-623.
Chiswick, B. (1973). Schooling, screening, and income. In L. Solomon & P. Taubman (Eds.), Does College Matter? (pp. 151-158). New York New York, state, United States
New York, Middle Atlantic state of the United States. It is bordered by Vermont, Massachusetts, Connecticut, and the Atlantic Ocean (E), New Jersey and Pennsylvania (S), Lakes Erie and Ontario and the Canadian province of : Academic Press.
Cobanoglu, C. & Cobanoglu, N. (2003). The effect of incentives in Web surveys: Application and ethical considerations. International Journal of Market Research, 45, 475-488.
Connolly, M. (2003). The end of the MBA as we know it. Academy of Management Learning & Education, 2, 365-367.
Council on Social Work Education (CSWE CSWE Council on Social Work Education
CSWE Certificate in Spoken and Written English
CSWE Center for Student Work Experience ). (2006). Choices: Careers in social work. Retrieved September 10, 2006, from http://www.socialworkers.org/pubs/choices/default.asp
Dia, D., Smith, C., Cohen-Callow, A., & Bliss, D. (2005). The education participation scale-modified: Evaluating a measure of continuing education continuing education: see adult education.
or adult education
Any form of learning provided for adults. In the U.S. the University of Wisconsin was the first academic institution to offer such programs (1904). . Research on Social Work Practice, 15, 213-222.
Dubin, S. (1990). Maintaining competence through updating. In S. Willis & S. Dubin (Eds.), Maintaining professional competence (pp. 9-43). San Francisco San Francisco (săn frănsĭs`kō), city (1990 pop. 723,959), coextensive with San Francisco co., W Calif., on the tip of a peninsula between the Pacific Ocean and San Francisco Bay, which are connected by the strait known as the Golden : Jossey-Bass.
Eby, L., Butts, M., & Lockwood, A. (2003). Predictors of success in the era of the boundaryless career. Journal of Organizational Behavior, 24, 689-708.
Farr, J., & Middlebrooks, C. (1990). Enhancing motivation to participate in professional development. In S. Willis & S. S. Dublin (Eds.), Maintaining professional competence (pp. 199-213). San Francisco: Jossey-Bass.
Farrell, D., & Rusbult, C. (1981). Exchange variables as predictors of job satisfaction, job commitment, and turnover: The impact of rewards, costs, alternatives, and investments. Organizational Behavior and Human Performance, 27, 78-95.
Feldman, D., & Weitz, B. (1991). From the invisible hand Invisible Hand
A term coined by economist Adam Smith in his 1776 book "An Inquiry into the Nature and Causes of the Wealth of Nations". In his book he states:
"Every individual necessarily labours to render the annual revenue of the society as great as he can. to the gladhand: Understanding a careerist orientation to work. Human Resource Management, 30, 237-257.
Frazis, H. (1993). Selection bias and the degree effect. Journal of Human Resources, 28, 538-554.
Fugate, M., & Ashforth, B. (2003, August). Employability: The construct, its dimensions, and applications. Paper presented at the Academy of Management Conference, Seattle, WA.
Fujita-Starck, P. (1996). Motivations and characteristics of adult students: Factor stability and construct validity construct validity,
n the degree to which an experimentally-determined definition matches the theoretical definition. of the Educational Participation Scale. Adult Education Quarterly, 47, 29-41.
Green, L. C. (2006). Pariah pariah: see Harijans. profession, debased de·base
tr.v. de·based, de·bas·ing, de·bas·es
To lower in character, quality, or value; degrade. See Synonyms at adulterate, corrupt, degrade.
[de- + base2. discipline? An analysis of Social Work's low academic status and the possibilities for change. Social Work Education, 25, 245-264.
Griffeth, R., Steel, R., Allen, D., & Bryan, N. (2005). The development of a multidimensional measure of job market cognitions:
The employment opportunity index (EOI EOI Expression Of Interest
EOI End of Image
EOI Evidence of Insurability
EOI End of Interrupt
EOI Escuela de Organización Industrial (Spain)
EOI Economic Opportunity Institute
EOI End of Input
EOI End Or Identify ). Journal of Applied Psychology Journal of Applied Psychology is a publication of the APA. It has a high impact factor for its field. It typically publishes high quality empirical papers.
www.apa. , 90, 335-349.
Groves, R. M., Presser, S., & Dipko, S. (2004). The role of topic interest in survey participation decisions. Public Opinion Quarterly, 68, 2-31.
Grubb, W. (1993). The varied economic returns to postsecondary education: New evidence from the class of 1972. Journal of Human Resources, 37, 365-382.
Heywood, J. (1994). How widespread are sheepskin returns to education in the U.S.? Economics of Education Review, 13, 227-234.
Houle, C. (1961). The inquiring mind: A study of the adult who continues to learn. Madison: University of Wisconsin Press The University of Wisconsin Press (or UW Press), founded in 1936, is a university press that is part of the Graduate School of the University of Wisconsin-Madison, United States. It published under its own name and the imprint The Popular Press. .
Hungerford, T., & Solon, G. (1987). Sheepskin effects in the returns to education. Review of Economics and Statistics, 69, 175-177.
Im, E. O. & Chee, W. (2004). Issues in an internet survey among midlife mid·life
See middle age.
Of, relating to, or characteristic of middle age. Asian women. Health Care for Women International, 25, 150-164.
Jackofsky, E., & Peters, L. (1983). Job turnover versus company turnover: Reassessment Reassessment
The process of re-determining the value of property or land for tax purposes.
Property is usually reassessed on an annual basis. You may request a "reassessment" if you disagree with your assessment. of the March and Simon participation hypothesis. Journal of Applied Psychology, 68, 490-495.
Joiner, T. (2004, December 22). Return of the MBA: After lengthy lull, corporate recruiters are prowling prowl
v. prowled, prowl·ing, prowls
To roam through stealthily, as in search of prey or plunder: prowled the alleys of the city after dark.
v.intr. campuses. Atlanta Journal-Constitution, p. F1.
Jones, K. (2006). Valuing diversity and widening participation The goal of widening participation in higher education is a major component of government education policy in the United Kingdom; see role of the new Department for Innovation, Universities and Skills. : The experiences of access to social work students in further and higher education. Social Work Education, 25, 485-500.
Kaladjian, A. G. (2003). Professionalism and burnout Burnout
Depletion of a tax shelter's benefits. In the context of mortgage backed securities it refers to the percentage of the pool that has prepaid their mortgage. among social workers: Implications for the field (Doctoral dissertation dis·ser·ta·tion
A lengthy, formal treatise, especially one written by a candidate for the doctoral degree at a university; a thesis.
1. , Fordham University Fordham University (fôr`dəm), in New York City; Jesuit; coeducational; founded as St. John's College 1841, chartered as a university 1846; renamed 1907. Fordham College for men and Thomas More College for women merged in 1974. , 2003). Dissertation Abstracts International, Section A: Humanities and Social Sciences, 64, 2-A.
Karls, J. M., Lowery, C. T., Mattaini, M. A., & Wandrei, K. E. (1997). The use of the PIE (Person-In-Environment) System in social work education. Journal of Social Work Education, 33, 49-58.
Keeter, S., Miller, C., Kohut, A., Groves, R., M., & Presser, S. (2000). Consequences of reducing nonresponse in a national telephone survey. Public Opinion Quarterly, 64, 125-148.
Kiesler, S. & Sproull, L. (1986). Response effects in the electronic survey. Public Opinion Quarterly, 50, 402-413.
Kopelman, R. E., Prottas, D. J., & Tatum, L. G. (2004). Comparison of four measures of values: Their relative usefulness in graduate education advisement Deliberation; consultation.
A court takes a case under advisement after it has heard the arguments made by the counsel of opposing sides in the lawsuit but before it renders its decision.
ADVISEMENT. . North American North American
named after North America.
North American blastomycosis
see North American blastomycosis.
North American cattle tick
see boophilusannulatus. Journal of Psychology, 6, 205-218.
Kram, K. (1985). Mentoring at work. Glenview, IL: Scott Foresman.
Kyle, R., & Festervand, T. (2005). An update on the high-tech MBA. Journal of Education for Business, 80(4), 240-244.
Larson, M. B. (2005). Instructional design Instructional design is the practice of arranging media (communication technology) and content to help learners and teachers transfer knowledge most effectively. The process consists broadly of determining the current state of learner understanding, defining the end goal of career environments: Survey of the alignment of preparation and practice. TechTrends: Linking Research & Practice to Improve Learning, 49(6), 22-35.
Lee, T., Mitchell, T., Holtom, B., McDaniel, L., & Hill, J. (1999). The unfolding model of voluntary employee turnover. Academy of Management Review, 42, 450-462.
Leonhardt, D. (2000, October 1). A matter of degree? Not for consultants. New York Times, Section 31, 1-18.
MacKenzie, M. (2003, September). Exploring the desired outcome of an MBA education. Long Island Educational Review, pp. 1-5.
Mano-Negrin, R., & Kirschenbaum, A. (1999). Push and pull factors Push factors or pull factors are factors in which would make one individual want to move out of certain areas (called push factors) and factors that would make one person attracted to another area (called pull factors). in medical employees' turnover decisions: The effect of a careerist approach and organizational benefits on the decision to leave the job. International Journal of Human Resource Management, 10, 689-702.
March, J., & Simon, H. (1958). Organizations. New York: Wiley.
Maurer, T., & Tarulli, B. (1994). Investigation of perceived environment, perceived outcome, and person variables in relationship to voluntary development activity by employees. Journal of Applied Psychology, 79, 3-14.
McKenzie, R., & Lee, D. (1998). Managing through incentives: How to develop a more collaborative, productive, and profitable organization. New York: Oxford University Press.
Michaels, C., & Spector, P. (1982). Causes of employee turnover: A test of the Mobley, Griffeth, Hand, and Meglino model. Journal of Applied Psychology, 67, 53-59.
Miles, R., & Snow, C. (1996). Twenty-first century careers. In M. Arthur & D. Rousseau (Eds.), The boundaryless career: A new employment principle for a new organizational era (pp. 97-115). New York: Oxford University Press.
Mintzberg, H. (2004). Managers not MBAs. San Francisco: Berrett-Koehler.
Mobley, W. (1977). Intermediate linkages in the relationship between job satisfaction and employee turnover. Journal of Applied Psychology, 62, 237-240.
Naito-Chan, E., Damron-Rodriguez, J., & Simmons, W. J. (2004). Identifying competencies for geriatric geriatric /ger·i·at·ric/ (jer?e-at´rik)
1. pertaining to elderly persons or to the aging process.
2. pertaining to geriatrics.
1. social work practice. Journal of Gerontological ger·on·tol·o·gy
The scientific study of the biological, psychological, and sociological phenomena associated with old age and aging.
ge·ron Social Work, 43(4), 59-78.
Naquin, S., & Holton, E. (2003). Motivation to improve work through learning in human resource development. Human Resource Development International, 6, 355-370.
Neumann, R. (2005). Doctoral differences: Professional doctorates and PhDs compared. Journal of Higher Education Policy & Management, 27(2), 173-188.
Noe, R., & Wilk, S. (1993). Investigation of the factors that influence employees' participation in development activities. Journal of Applied Psychology, 78(2), 291-302.
O'Connor, A. (1979). Reasons nurses participate in continuing education. Nursing Research, 28, 354-359.
O'Connor, A. (1982). Reasons nurses participate in self-study continuing education. Nursing Research, 31, 371-374.
Papadaki, V. (2001). Studying social work: choice or compromise? Students' views in a social work school in Greece. Social Work Education, 20, 137-147.
Peters, L., Jackofsky, E., & Salter, J. (1981). Predicting turnover: A comparison of part-time and full-time employees. Journal of Occupational Behavior, 2, 89-98.
Price, J., & Bluedorn, A. (1979). Test of a causal model of turnover from organizations. In D. Dunkerley & G. Salaman (Eds.), International yearbook of organization studies (pp. 217-236). London: Routledge & Kegan Paul.
Price, J., & Mueller, C. (1979, August). A causal model of turnover estimated for nurses. Paper presented at the 39th National Academy of Management meeting, Atlanta.
Rapert, M., Smith, S., Velliquette, A., & Garretson, J. (2004). The meaning of quality: Expectations of students in pursuit of an MBA. Journal of Education for Business, 80(1), 17-24.
Saxon, D., Garratt, D., Gilroy, P., & Cairns, C.
(2003). Collecting data in the information age: Exploring Web-based survey methods in educational research. Research in Education, 69, 51-66.
Sheehan, K. (2001). E-mail survey response rates: A review. Journal of Computer-mediated Communication, 6(2). Retrieved November 24, 2008, from http://jcmc.indiana.edu/vol6/issue2/sheehan.html
Sills, S., & Song, C. (2002). Innovations in survey research: An application of Web-based surveys. Social Science Computer Review, 20, 22-30.
Simpson, B. (2000). Winners and losers: Who benefits most from the MBA? Management Learning, 31, 331-351.
Sparrow, P., & Cooper, C. (2003). The employment relationship: Key challenges for HR. Oxford, UK: Butterworth-Heinemann.
Spector, P. (1994). Using self-report questionnaires in OB research: A comment on the use of a controversial method. Journal of Organizational Behavior, 15, 385-392.
Spence, M. (1974). Market signaling: Informational transfer in hiring and related screening processes. Cambridge, MA: Harvard University Press The Harvard University Press is a publishing house, a division of Harvard University, that is highly respected in academic publishing. It was established on January 13, 1913. In 2005, it published 220 new titles. .
Steel, R., Lounsberry, J., & Horst, W. (1981). A test of the internal and external validity External validity is a form of experimental validity. An experiment is said to possess external validity if the experiment’s results hold across different experimental settings, procedures and participants. of Mobley's model of employee turnover. In T. Martin & R. Osborn (Eds.), Proceedings of the 24th annual conference of the Midwest Academy of Management (pp. 333-345). Carbondale, IL: Southern Illinois University at Carbondale, College of Business Administration.
Sturges, J., Simpson, R., & Altman, Y. (2003). Capitalising on learning: An exploration of the MBA as a vehicle for developing career competencies. International Journal of Training and Development, 7(1), 53-65.
Sullivan, S. (1999). The changing nature of careers: A review and research agenda. Journal of Management, 25, 457-484.
Taris, R., & Feij, J. (2001). Longitudinal examination of the relationship between supplies-values fit and work outcomes. Applied Psychology, 50, 52-81.
Thompson, P., Kirkham, K., & Dixon, J. (1985).
Warning: The fast track may be hazardous to organizational health. Organizational Dynamics, 13, 21-33.
Wanberg, C., Watt, J., & Rumsey, D. (1996).
Individuals without jobs: An empirical study of job-seeking behavior and reemployment. Journal of Applied Psychology, 81, 76-87.
Zimmerman, J. (2001). Can American business schools survive? Unpublished manuscript, Simon Graduate School of Business Administration at Rochester, NY.
Randall E. Basham
University of Texas at Arlington For other system schools, see University of Texas System.
Established in 1895 as Arlington College, it was renamed Carlisle Military Academy (1902), Arlington Training School (1913), and Arlington Military Academy (1916).
F. Robert Buchanan Robert Buchanan (1813 – March 4, 1866) was an Owenite poet, playwright, lecturer and journalist, and the father of Robert Williams Buchanan.
University of Central Oklahoma History
On November 9, 1891, students met for classes in the Edmond First Methodist Church and the oldest state higher education institution in Oklahoma began its evolution toward what is today the University of Central Oklahoma.
Randall E. Basham is associate professor at the University of Texas at Arlington. F. Robert Buchanan is assistant professor, College of Business Administration, at the University of Central Oklahoma.
Address correspondence to Randall E. Basham, University of Texas at Arlington, School of Social Work, 211 S. Cooper St., Box 19129, Arlington TX 76019-0129; e-mail: email@example.com.
Table 1. Means, Standard Deviations, and Intercorrelations for Dependent and Independent Variables Predicting Aspects of Careerism Among Social Work and Business Graduate Students Measure M SD 1 2 Social Work Students Ease of movement 2.84 .69 - Desirability of movement 2.14 .59 -.01 - Months to graduation 11.07 8.26 .10 -.01 Age 29.49 7.82 -.10 .10 Marital status .37 .48 -.30 ** -.10 Current earnings 22,708 13,573 .04 -.30 ** Gender 1.92 .26 .15 .04 Careerism 3.18 .45 .15 .15 Knowledge 3.20 .85 .20 * .20 * Prof. advancement 2.78 .89 -.04 -.22 ** Social work to business .42 .49 -.47 ** -.55 ** Business Students Ease of movement 3.71 .81 - Desirability of movement 3.29 .94 -.02 - Months to graduation 14.59 10.30 -.25 ** -.13 Age 33.32 8.83 -.04 -.10 Marital status .57 .50 -.05 -.14 * Current earnings 56,734 29,754 .19 ** -.38 ** Gender 1.54 .50 .00 -.08 Careerism 2.79 .50 -.15 * .251 ** Knowledge 3.24 .98 .03 -.04 Prof. advancement 3.02 .85 -.02 .16 * Measure 3 4 5 6 Social Work Students Ease of movement Desirability of movement Months to graduation -- Age .05 -- Marital status .11 .31 ** -- Current earnings .13 .30 ** .21 ** Gender -.02 -.21 ** -.03 -.02 Careerism -.12 .22 * .19 * -.01 Knowledge .07 .13 -.04 -.10 Prof. advancement -.21 ** -.04 -.10 .01 Social work to business -.18 ** -.22 ** -.20 ** -.57 ** Business Students Ease of movement Desirability of movement Months to graduation -- Age .02 -- Marital status .01 .32 ** -- Current earnings .01 .43 ** .29 ** -- Gender .03 .00 .18 ** -.70 Careerism -.03 .00 -.12 -.15 * Knowledge -.03 .07 -.01 .00 Prof. advancement -.05 -.02 .08 -.06 Measure 7 8 9 10 Social Work Students Ease of movement Desirability of movement Months to graduation Age Marital status Current earnings Gender -- Careerism -.11 -- Knowledge .01 .20 * -.08 -- Prof. advancement .20 * -.08 -- Social work to business -.42 ** -.13 * -.03 -.14 ** Business Students Ease of movement Desirability of movement Months to graduation Age Marital status Current earnings Gender -- Careerism -.08 -- Knowledge .10 .21 ** -- Prof. advancement -.01 .05 .02 -- * p <.05. ** p <.01. Table 2. Analysis of Variance of Social Work and Business Students: Key Career Motivations Compared by Demographic, Current, and Anticipated Career Status Ease of Desirability Movement of Movement Measure F df F df Social work/business 95.948 *** 1,337 144.024 *** 1,337 Marital status 2.428 1,337 .027 1,337 Age 1.304 36,302 1.032 36,302 Ethnicity 1.107 4,321 4.736 ** 4,321 Current earnings 1.535 ** 147,191 1.133 147,191 Anticipated future earnings 2.568 *** 72,261 1.219 72,261 Organizational tenure .988 89,133 .964 89,133 Hours per week 1.070 18,204 2.641 *** 18,204 Months until graduation 1.561 * 29,306 1.199 29,306 Careerist Orientation Measure F df Social work/business 7.254 ** 1,384 Marital status 1.284 1,384 Age 1.189 37,348 Ethnicity .982 4,366 Current earnings 1.067 150,235 Anticipated future earnings .894 75,304 Organizational tenure .969 89,133 Hours per week 1.500 18,204 Months until graduation .744 29,353 Desire for Professional Knowledge Advancement F df F df Social work/business .244 1,384 5.606 * 1,337 Marital status .120 37,348 .021 1,337 Age 1.394 1,384 1.188 1,337 Gender .609 1,384 6.715 ** 1,337 Ethnicity 1.162 1,384 .311 4,321 Current earnings .904 150,235 1.006 147,191 Anticipated future earnings .714 75,304 1.028 72,261 Organizational tenure 1.284 89,133 1.110 89,133 Hours per week working 1.039 18,204 .851 18,204 Months until graduation .670 29,353 .69 29,306 * p<.05. ** p<.01. *** p <.001. Table 3. Hierarchical Regression Analyses Relating the Dependent Variable Desirability of Movement to Significant Control and Independent Variables Model 1 Social Work Students Business Students (N=165) (N=223) [beta] SE [beta] SE Control variable Months to graduation .036 .006 -.121 * .006 Age .298 ** .008 .101 .008 Marital status -.090 .109 .000 .128 Current earnings -.403 *** .000 -.426 *** .000 Gender .111 .189 -.108 .118 [R.sup.2] .17 .192 Adjusted [R.sup.2] .13 .174 F for change in [R.sup.2] 4.39 * 10.199 *** Model 2 Control variable Months to graduation .036 .006 -.111 .005 Age .230 * .009 .086 .008 Marital status -.096 .111 -.064 .126 Current earnings -.376 *** .000 -.388 *** .000 Gender .121 .187 -.088 .117 Independent variable Careerist orientation .153 .123 .168 ** .102 Knowledge .161 * .062 -.012 .059 Prof. advancement -.052 .066 .123 * .067 [R.sup.2] .21 .238 Adjusted [R.sup.2] .25 .209 F for change in [R.sup.2] 3.535 * 8.218 *** * p<.05. ** p<.01. *** p<.001. Table 4. Hierarchical Regression Analyses Relating the Dependent Variable Ease of Movement to Significant Control and Independent Variables Model 1 Social Work Students Business Students (N=165) (N=223) [beta] SE [beta] SE Control variable Months to graduation -.158 .006 -.248 *** .005 Age .105 .008 -.112 * .007 Marital status .114 .128 -.112 * .007 Current earnings -.032 .000 280.000 *** .000 Gender -.077 .118 -.002 .105 [R.sup.2] .06 .126 Adjusted [R.sup.2] .01 .106 F for change in [R.sup.2] 1.334 6.176 *** Model 2 Control variable Months to graduation -.160 .005 -.249 *** .005 Age .021 .008 -.160 .007 Marital status -.110 .126 -.089 .115 Current earnings -.036 .000 .231 * .000 Gender -.075 .117 -.001 .106 Independent variable Careerist orientation .251 ** .102 -.121 .093 Knowledge -.081 .059 .003 .053 Prof. advancement -.226 * .067 .021 .061 [R.sup.2] .15 .142 Adjusted [R.sup.2] .05 .110 F for change in [R.sup.2] 2.294 * 4.379 *** * p <.05. ** p <.01. *** p <.001.