Liberal Arts Skills, Psychology Baccalaureates, and First-Year Employment: Notes on a Meritocracy Hypothesis

Autor/inn/en	Rajecki, D. W.; Borden, Victor M. H.
Titel	Liberal Arts Skills, Psychology Baccalaureates, and First-Year Employment: Notes on a Meritocracy Hypothesis
Quelle	In: Teaching of Psychology, 37 (2010) 3, S.157-164 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0098-6283
Schlagwörter	Employment; Alumni; Psychology; Career Counseling; Accountability; Liberal Arts; Bachelors Degrees; Critical Thinking; Undergraduate Study; Surveys; Higher Education; Outcomes of Education; Questionnaires; Sample Size; Evaluation; Educational Psychology; Indiana + Suchen Sie Ihr Suchwort? Dienstverhältnis; Psychologie; Verantwortung; 'Bachelor''s degrees'; Bachelor-Studiengang; Kritisches Denken; Grundstudium; Survey; Umfrage; Befragung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lernleistung; Schulerfolg; Fragebogen; Evaluierung; Erziehungspsychologie; Pädagogische Psychologie
Abstract	Selections from the career counseling literature indicated that the undergraduate psychology curriculum is a potential source of generic liberal arts skills--for example, numeracy, literacy, critical thinking--said to be useful to baccalaureates entering the workforce. A "meritocracy hypothesis" stated that psychology and other liberal arts graduates having comparatively high levels of such skills should obtain relatively more desirable first-year-out employment. Alumni survey responses from a university sample (c. 2003-2006, N = 305) served to test the hypothesis, but revealed only weak and inconsistent support. Discussion touched on issues of adequate research design regarding the impact of acquired skills on employment outcomes, and the implications of accountability measures for improved career advising. (Contains 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10