|Abstract or Summary
- The purpose of this study was to determine the strengths and
weaknesses of the business program at Southern Oregon College,
Ashland, Oregon. It was assumed that former students of the Business
Division could make a rational evaluation of their college education
and so state the effectiveness of the preparation in actual life
situations. This study is based on the responses of 237 graduates.
The majority (79.1 per cent) of the respondents felt that the
education that they had received in the business program was from
"good" to "excellent".
Those graduates who had majored in accounting were generally
quite pleased with the education that they had received in accounting.
Other graduates who had majored in business, but not in accounting,
selected accounting as the one course in the business program that
they wish they had taken.
The graduates selected the discussion, lecture, and assignments
methods as those methods of instruction that were most beneficial,
Films and field trips were regarded as being least beneficial as a
method of instruction.
Several suggestions were made for improving the business program
at Southern Oregon College. The general view was that
the courses should be less theoretical in nature; and that effort should
be made to hire professors with a business background.
The strongest aspects of the business program were determined
to be good professors, small classes, the accounting courses, and
good student/professor relationships.
Interest and opportunity were selected as the major factors for
majoring in business. Eighty-three per cent of the respondents indicated
that they would again choose the major in business. Those
graduates who would select a different major indicated that they were
dissatisfied with the business world and matters that affect people.
Thirty-six per cent indicated that they would prefer teaching to
a business degree. A vast majority of those graduates who are leaving
business for teaching commented that they felt that even though
they would have to take a cut in pay that they would be doing something
meaningful with their lives if they taught school.
Very few of the graduates were of the opinion that their education
did not prepare them for the business world. Of the 227 responses to this question, only 12.3 per cent were of the opinion
that their education did not prepare them for the business world. And
only 9.7 per cent felt that they were not competitive with graduates of
other colleges and universities.
Apparently there is a correlation between income and happiness
with the job. Those graduates who thought their job was "great" were
averaging $9, 160 a year; whereas, those graduates who "hate" their
job were averaging but $7,000 a year. The more positive the attitude
about the job the higher the average earnings.
The average beginning salary for men in 1969 was $7,389. The
beginning salary for women in 1969 was $5,050. This is a difference
of $2,339 or 46 per cent greater for men than for women. The
average beginning salary for the six years shows that women made
24 per cent less than men.
Those students who were employed during the school year while
attending college were able to attain a higher grade point average than
were their peers who were not employed during the school sessions.
Also, it was found that the higher the grade point average the higher
was the average earned income.
One glaring weakness that was mentioned by several of the employers
was the problem that the new graduate/employee has with