investing in human capital overseas: an analysis of...
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Investing in Human Capital Overseas: An Analysis of Short-Term
Returns to Study Abroad Specific Skills Case Study of Northwestern University College of Arts and Sciences Class of 2011
Rose Plomin
MMSS Senior Thesis
Advisor: Professor Hilarie Lieb
2012
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Table of Contents
Acknowledgements
Abstract
I. Introduction
II. Literature Review
III. Data
A. Study Abroad Program Evaluation
(1) Specification of Variables
(2) Descriptive Statistics / Stylized Facts
B. Northwestern UCS Graduation Survey, 2011
(1) Specification of Variables
(2) Descriptive Statistics / Stylized Facts
IV. Model
V. Results
VI. Conclusion
Bibliography
Appendix
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Acknowledgements
Thank you to everyone who has helped and encouraged me through my thesis journey,
particularly Brett and Lonnie in the Career Services Office and Robin in the Study Abroad
Office. Without you three, the foundation for this paper would be non-existent. The biggest
acknowledgment, however, goes to my advisor, Hilarie Lieb. Thank you so much for all you
have taught me this past year and for your patience, insight, and kindness all of which have
inspired me through each step of this paper.
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Abstract
This paper analyzes the human capital returns associated with the study abroad
experience of Northwestern students in the Weinberg College of Arts and Science. The author
differentiates between general skills, defined to be equivalent to what student acquire while on
campus, applicable across many future work environments, and ‘study abroad specific’ skills,
that are unique to being abroad, and assumed to have added value to work with an international
component. Both pecuniary and non-pecuniary aspects of study abroad specific skills are
considered in this study. Non-pecuniary returns are presented through descriptive statistics
based on Study Abroad Program Evaluations collected between December 1, 2011 and February
27, 2012. The author revised the survey to help capture direct (i.e. language acquisition) and
indirect (i.e. cultural understanding) skills acquired while aboard. Monetary returns are
estimated using the Senior Northwestern University Graduation Survey of 2011. Hedonic wage
equations, based on self-reported initial earnings for the undergraduate class of 2011, are used to
test the hypothesis of a positive return to study abroad specific human capital. The empirical
results presented indicate that students studying abroad do not receive a greater return associated
with ‘specific study abroad skills’ in the short term. Nonetheless, these students are not
penalized, relative to students who do not go abroad to study. There is however, potentially, a
longer term return indicated in the literature, captured through the greater probability that
students who study abroad will have an international component during their career (Orahood,
Woolf, and Kruze, 2007). Whether this is a proxy for preferences and/or actually measures
added value for study abroad specific skills is not clear and is beyond the scope of this study.
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I. Introduction
With the growth of globalization, study abroad has become increasingly more prominent
in higher education through the last half century. The opportunity to have this experience is
valued not only because it fosters independence and creates life-long memories, but also for the
potential to influence career paths and facilitate broader personal growth. All of these can be
viewed through the lens of an investment in human capital. As additional education and training
enhance an individual’s worth in the job market, the cultural knowledge and communication
skills acquired through study abroad similarly develop beneficial workplace attributes for
participating students, thus, raising their value as an employee. In theory, this experience’s
potential to increase one’s human capital is straightforward. However, specifically measuring
this proves more challenging as every student has his or her own motivations and goals in
choosing to study abroad and returns appear in both the short- and long-term. For this reason it
is necessary to understand if these individual expectations coincide with behavior while abroad
and, if yes, if this increases one’s returns, in terms of monetary and/or non-pecuniary benefits.
This study attempts to evaluate these relationships through two data sets. First, analyzing
a survey1 completed by Northwestern students upon returning from their studies abroad detailing
their personal motivations and program specifics. Followed by, the University Career Services
senior survey for an empirical analysis based on self-reported salaries and related characteristics
from the class of 2011 Northwestern. The UCS survey will be used to help determine the
immediate return associated with studying abroad, specifically, estimating hedonic wage
equations and Mincer-type regressions to evaluate the study abroad experience’s marginal
contribution to starting salaries. Collectively, this study will define what Northwestern students
1 Collected between the dates of December 1, 2011 and February 27, 2012
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who study abroad anticipate to gain from the experience in relationship to their post graduate
plans and, then, test the validity of the monetary component of this expected return.
Literature on the topic demonstrates that while students self-report substantial gains in
personal, academic, and cultural categories the extent to which students capture the associated
benefits in either the short-term or long-term is unmeasured. As a result, this study contributes to
the literature by analyzing a small, but similarly educated population in order to further measure
the monetary returns, while carefully describing the non-pecuniary aspects of study abroad’s
investment in human capital.
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II. Literature Review
“Human capital analysis starts with the assumption that individuals decide
on their education…and other additions to knowledge and health by weighing the benefits and
costs. Benefits include cultural and other non-monetary gains along with improvement in
earnings and occupations, while costs usually depend mainly on the foregone value of the time
spent on these investments” (Becker 1992, 43-5). Through his research on estimating the rate of
return to education, Becker demonstrated that intrinsic assets, for example knowledge or skill,
increase a person’s worth to employers. Education, for example, can then create a signal for an
individual’s ability and potential productivity. Each additional year of education beyond high
school, as a result, acts as an investment in such intangibles increasing an individual’s human
capital and ultimately, one’s expected income (Becker 1992, 43-5).
Additional work by Jacob Mincer correlating schooling with earnings on an individual
level, further verified the positive relationship between an investment in human capital and
profitability by developing the following wage equations as a function of schooling:
lnYi = !!"!"!#!"!!"##!"!µ#
Here “Yi is a measure of income, earnings, or wage rates, S is a measure of schooling… X is a set
of other variables assumed to affect earnings, µ is a disturbance… and i is an index identifying a
particular individual in the sample” (Griliches 1977, 1). X, therefore, includes additional
knowledge and traits that supplement schooling and highlights the importance of such
intangibles in defining human capital and the resulting implications on wage. Becker categorizes
these features into specific2 and general trainings
3 depending on the extent to which the training
2 “Specific training ‘has no effect on the productivity of trainees that would be useful in other
firms” (Laing 179) 3 “General training raises a given worker’s productivity equally at all firms” (Laing 179)
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is technically focused within a single firm or equally productive across a range of firms,
respectively. Such classification allows for the accumulation of human capital through a range
of direct and experiential learning environments, including university study abroad programs.
The latter for example would be correlated with higher productivity to employers looking for
study abroad-related skill sets. Matching employees with such employers would be predicted,
everything else assumed the same, to result in positive financial returns. For example, language
skills, enhanced by study abroad, may be more highly valued in specific employment situations
where such expertise proves necessary for client interactions. Study abroad human capital, as a
result, holds a unique classification between specific and general, as it proves productive for a
unique set of employers who place importance on the associated skill set.
Students who study abroad include in their reasons for participation an inventory of
skills, experiences, and enhanced career opportunities indicating their belief in the added value
of overseas educational programs (Peters 2004). This implies that students who choose to have
this experience are rational and evaluate the tradeoffs necessary to take the time to study abroad.
By actively choosing to partake in the experience, rather than remain on their home campus or
obtain an internship, students acknowledge study abroad’s capacity to build general human
capital. Other factors clearly influence this outcome, but the investment in ‘study abroad’
specific related skills, is assumed to result in a positive return. Key to this assumption is that
students acquiring these specific skills acquire positions, through their job search, where this
human capital has added value. The results from the Study Abroad Survey imply that students
investing in this experience assume these skills will have added value post-graduation, which is
only true if the skills are productively used in their employment (Peters 2004). Continuing the
example on language proficiency above, the theory only holds true, if students with those skills
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find jobs where they are both valued and utilized by the employer. If this assumption stands,
employing Becker’s and Mincer’s theory of Human Capital implies a positive correlation
between skills acquired through study abroad and initial earnings for student participants relative
to non-participants. The predominate literature surrounding study abroad valuation, however,
concentrates on identifying and quantifying the different types of human capital gained rather
than evaluating and deciphering monetary returns (Carson Burns, Useem, and Yachimowicz
1982; Carlson and Widaman 1988; Orahood, Woolf, and Kruze 2007; Berg, Connor-Linton, and
Paige 2009; IES Alumni Survey 2002; Dwyer and Peters 2004). In doing so, researchers
continue to promote the beliefs of collegiate students by linking study abroad with substantial
human capital gains on both an individual and collective level.
These assets can be categorized into the following four broad classifications adapted from
the work of Mary M. Dwyer and Courtney K. Peters: (1) Personal Development; (2) Academic
Commitment; (3) Intercultural Development; and (4) Career Development. For clarification in
sorting findings for the table below, personal development centers on increased self-confidence
and maturity in self-identifying attitudes; academic commitment concerns foreign language study
and interest in academic study; intercultural development entails international and political
awareness, knowledge, and concern, as well as, greater acceptance of diverse values and cultures
and a better understanding of one’s own ethnicity; finally, career development entails the impact
and influence of study abroad on future career goals, either job location and type, and post-
graduate aspirations. Within these categories, researchers have developed a series of conclusions
on the experiential learning value of study abroad as it impacts human capital gains. Table 1
below summarizes the prominent studies of the field.
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Table 14
The impact of Study Abroad in Four General Categories:
Authors and
Date
Data Personal Development Academic
Commitment
Intercultural
Development
Career Development Gender Other
Carson, Burn,
Useem, and
Yachimowicz,
1982
Pre- and post-junior
year surveys given to
control and
comparison groups5
- Increase in self-
appraised scores:
19.5% in speaking;
26.5% listening
comprehension;
38.5% for reading
Both groups increased
with a larger, although
not significant, degree
of change for
participants
Non-participants had
more determined
career goals, but both
groups saw an
increase
- Between-subject F
values indicated
existing differences
between groups
Carlson and
Widaman,
1988
Post-junior year
survey of control and
comparison groups
requiring retrospective
views
- - Participants had a
significantly greater
increase in political
concern, cultural
interest, and
cosmopolitan attitudes
than non-participants
- Identified bias in
decision to study
abroad and variance in
effects across gender
and major
Students with a
background of foreign
experience had a
significantly smaller
change, but higher
initial scores in
intercultural
development
Orahood,
Woolf, and
Kruze, 2007
Surveyed Kelly
School of Business
alumni five to ten
years graduated
- - - 83% of participants
were interested in
working for a
company with an
international
component compared
to 68% of comparison
group
- Only 26% of control
group found work
with international
clients/customers
versus, 33% of
comparison group
Berg, Connor-
Linton, and
Paige, 2009
Pre- and post-testing
of students enrolled
abroad in 2003-2005
at Georgetown
University
- Participants had
significantly greater
gains in oral
proficiency than non-
participants
“Students enrolled in
study abroad
programs averaged
more progress in
intercultural
learning… than
control students”
- Female participants
had significantly
greater oral
proficiency and
cultural gains than
males. Men
underwent no cultural
increase.
Significant, but
indirect relationship
between gains in oral
proficiency and
intercultural
development
IES Alumni
Survey, 2003
Longitudinal survey
of alumni from 1950-
1999
Average influence of
4.13 out of 5 on 4
categories
Reinforced
commitment to
foreign language
study: 86% agreed or
strongly agreed
Average influence of
3.92 out of 5 on 9
categories
Influence on career:
42% from the 1970’s;
60% from the 1980’s’
69% from the 1990’s
- -
Dwyer and
Peters, 2004
IES Alumni Survey,
2002
Impacted 96% of
respondents across 3
categories
Impacted 84% of
respondents
Impacted 94% of
respondents
Impacted 69% of
respondents
- -
4The findings in the table are calculated averages of each study’s various findings applying to each individual category. See an
example from Mary M. Dwyer’s and Courtney K. Peters’ findings in “The Benefits of Study Abroad” in the appendix for a better
understand of the method used. 5 Samples varied for the three individual categories although all contained control and comparison groups
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The first column of the table identifies the authors and the publication date of their
research while the second indicates the data used to carry out their study. Columns three through
eight detail the primary conclusions of the work within each of the major categories with any
additional notes on gender or other relative aspects in the final two columns. The term
‘participant’ indicates that a student partook in a study abroad program while ‘non-participants’
did not. As seen, the studies vary in their research focus, highlighting various combinations of
the different categories. It is also important to mention that studies use different survey
techniques to uncover their findings on the impact of study abroad. Most notably, all of the
studies rely on self-reporting from their samples creating anecdotal evidence for the qualitative
effects of studying overseas excluding Berg, Connor-Linton, and Paige. These authors assessed
student’s language proficiency according to the Simulated Oral Proficiency Interview score
(SOPI) under the guidelines of the American Council on the Teaching of Foreign Languages
(ACTFL), both accepted standards of evaluation in the field6. Tests were executed before and
after study abroad, whereas Carlson and Widaman, Orahood, Wolfe, and Kruze, and the Institute
fore the International Education of Students (IES) relied on retrospective answering by survey
subjects on pre-abroad attitudes.
Overall, however, the literature illustrates considerable positive accumulation of human
capital for students choosing to study abroad. Dwyer and Peters write that as the first long-term
survey of the study abroad impact the IES alumni survey “shows that study abroad positively and
unequivocally influences the career path, world-view, and self-confidence of students,” a
sentiment that is echoed within each study highlighted in the table (Dwyer and Peters 2002).
6 During the SOPI “An audio tape or MP3 file directs the test taker to carry out a series of oral tasks, referring to a booklet whose sections virtually correspond to each of the recorded tasks… a trained rater scores the performance of each subject, using the proficiency guidelines of the ACTFL” (Berg, Connor-Linton, and Paige 2009, 7).
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The benefits, themselves, incorporate both formal education through academic language
immersion and experiential learning attained through professional and cultural growth with the
most notable findings within the four categories summarized in the sections below. Personal and
intercultural developments are combined because they exert similar capital gains and overlap
research studies.
Academic Development
Academically, study abroad impacted students in two ways, through an enhancement to
either their academic area of study and/or a new foreign language and as an immersion program
through which to improve language proficiency. IES data illustrates the first with 86% of survey
takers agreeing or strongly agreeing that study abroad “reinforced my commitment to foreign
language study in my post-IES academic choices” with 35% still using a second language, on top
of English, on a regular basis (IES 2002). Of students who took classes in the native language of
the country were they studied, 55% continued to use a foreign language in the workplace
demonstrating the impact of such human capital investment (IES 2002). Dwyer and Peters
detailed academically focused results from the IES questionnaire concluding that 84% of
students education was altered or enhanced by their educational experiences by either igniting a
change in academic majors or pursuit of a particular career path as related to their time abroad.
In particular, three-quarters of respondents connected their career direction with skills sets
acquired abroad (Dwyer and Peters 2004).
The additional two studies stressing academic progress measured the degree to which
language skills improved overseas. Both measured significant gains across categories of reading
speaking, and listening comprehension. The work of Berg, Connor- Linton, and Paige relates a
series of factors to the advances including gender, program duration, exposure, and popularity of
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language; however, results varied across student ability and dedication to learning the language.
Most prominently, they conclude “oral proficiency gains were, on average, significantly greater
than gains of control students who were studying the same languages at their home campus” with
study abroad students averaging an increase of one ACTFL sublevel and control students only
half a sublevel (Berg, Connor-Linton, Paige 2009, 9). Without employing a control group,
Carlson, Burn, Useem and Yachimowicz found individual gains between pre- and post- abroad
self-evaluations averaging the improvements to 19.5%, 26.5%, and 38.5% in the categories of
speaking, listening comprehension, and reading, respectively (Carlson, Burn, Useem and
Yachimowicz 1982 45-50). Nevertheless, they suggest that respondent’s inflated their pre-score
evaluations, throwing doubt upon the accuracy of the numerical averages above and indicating
bias in the study abroad sample. They provide two reasons for the inflation; the first resulting
from students inability “to place their own language proficiency in the context of living and
studying in a foreign country” and the second occurring due to students “insecurities stemming
from their concern about communicating with people in the host country” (Carlson, Burn, Useem
and Yachimowicz 1982 45-50).
Personal and Intercultural Development
As interconnected assets of human capital, personal and intercultural development
expands from self-awareness/identification and choices on community engagement to increased
political awareness and tolerance. In summation, the broad category of traits defines how one
views oneself and others interactively in a global and diverse workplace. Carlson and Widaman
analyzed how study abroad improved international political concern and cross-cultural interest.
The former indexed “greater concern for international political issues, such as peace and
solutions to problems confronting other countries” while the latter took interest in “respect for
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other cultural traditions and interest in both interacting with persons from other countries and
traveling to other countries” (Carlson and Widaman 1988, 6-7). Students indicated their interest,
on a 1-5 scale (1 being non-existent and 5 being great), across nine questions for each of the two
categories. Results indicated statistical significance in the positive change for the study abroad
group compared to the control group in each of the characteristics above with a p value of less
than 0.0001 (Carlson and Widaman 1988, 8-10). However, previous experience abroad, gender,
and major explained a partial increment of the variance, potentially explaining why the Carson,
Burn, Useem, and Yachimowicz study, in 1982, unearthed a statistically insignificant degree of
change in intercultural categories for both the control and comparison groups (Carlson and
Widaman 1988, 6).
More recent studies, nonetheless, continue to confirm that study abroad allows for
significant opportunities to improve intercultural competence and develop intrapersonal
capability. In 2009, Berg, Connor-Linton, and Paige relied on the Intercultural Development
Inventory7 (IDI) to measure how students “understand and respond to cultural difference”
asserting “Study abroad participants made significantly greater progress in their intercultural
learning…than control students” (Berg, Connor-Linton, and Paige 2009, 7-18). Despite the
correlation, these authors found that a portion of students abroad did not take advantage of the
intercultural learning opportunities arguing that presence of a “well-trained cultural mentor” may
further enhance student’s ability to capture cultural gains (Berg, Connor-Linton, and Paige 2009,
25). The IES data, in combination with Dwyer and Peter’s analysis, most notably integrates the
interpersonal traits measured in the studies above with personal development targeting the
7 The IDI is defined as “A 50-item instrument that measures how individuals understand and respond to cultural difference.” Then respondents were scored into three categories of worldviews based on their numerical IDI score: 84.99 and under qualified as defensive, 85-114.99 as minimal, and 115-145 as accepting (Berg, Connor-Linton, and Paige 2009, 7).
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impact on self-confidence, diversity of friendships, and individual cultural values. In order, the
responses average to 4.34, 3.96, and 4.44 out of five; furthermore, 48% of respondents said they
had volunteered or worked in an international capacity and 82% had a “more sophisticated way
of looking at the world” (IES, 2003).
Career Development
Research methods surrounding the implications of study abroad on career development
proved more varied than in the previous three categories, particularly in the most recent work
authored by Trooboff, Berg, and Rayman in 2008. Rather than questioning students, they
surveyed employers who regularly attended career fairs or hosted campus interviews at
Pennsylvania State University, the University of Kentucky, the University of Notre Dame, and
Pacific Lutheran University in order to gauge the office representative’s value of study abroad
and the skill sets acquired through participation. Key results indicated that the employers valued
longer programs involving experiential learning, such as internships, more highly that abroad.
With this, an inverse relationship existed between the most attractively viewed skills/qualities
and “the extent to which they [employers] believe that study abroad enhances these qualities”
(Trooboff, Berg, and Rayman 2008, 27). Honesty and integrity, work ethic, self- motivation, and
initiative sit atop the list of employer valued qualities with the first two scoring in the bottom
percentile of qualities cited to increase with study abroad participation according to employers.
The same held true for skills where the three most important skills proved the least associated
with study abroad. Despite their findings, the authors conclude “It is clear that employers in
general place significant value on studying abroad,” citing their strong evidence for the contrary
to the mix of human resource professionals and seniors managers in their samples and students’
unpreparedness in advantageously portraying their experiences abroad in an interview setting
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(Trooboff, Berg, and Rayman 2008, 29). They also note that as study abroad enrollments
steadily rise, a halo effect will increase the value of the experience as interviewers become
positively disposed to the experience (Trooboff, Berg, and Rayman 2008, 29-30).
More traditional self-evaluated surveys focus on the impact of study abroad on career
goals and the associated skill sets. Carson, Burn, Useem, and Yachimowicz found that the
comparison, non-study abroad, students had more determined future career goals than their
fellow study abroad students despite both groups being more set about their aspirations post
junior year. As earlier, this result sheds light on the bias within study abroad self-selection while
remaining consistent with their pre-study study abroad questionnaire illustrating study abroad
participants as less committed to a specific career direction than their counterparts (Carson,
Burn, Useem, and Yachimowicz 1990, 69). Such conclusions mirror the logic of some students
who actively chose internships over study abroad believing the former to hold more weight in the
job search (Gore 2005, 23-24). As we will see, however, only a portion of Northwestern study
abroad students indicate such an opportunity cost in their program evaluations, and if they do,
across more categories than solely internships. Returning to the Carson, Burn, Useem, and
Yachimowicz study, they conducted an additional open-ended questionnaire targeting student’s
current career plans as specifically as possible finding, “Examination of these responses indicates
that while a minority of the study abroad students were interested in using their study abroad
experience directly, a majority planned on careers that could be substantially, although,
indirectly, enhanced by the knowledge and perspectives that the sojourn abroad offered,”
highlighting general human capital returns from their time abroad (Carson, Burn, Useem, and
Yachimowicz, 1990 69-72). Within this category skills ranged from “utilizing publications in a
foreign language” and “obtaining comparative International/ European/ Intercultural
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perspectives,” both specific to study abroad, to more general skills such as “understanding
theories” and “independent work” (Carson, Burn, Useem, and Yachimowicz, 1990 70-1).
Consequently, not all skills acquired abroad, particularly those categorized as general human
capital, may be picked up in a study abroad variable as they may be captured elsewhere or may
be uniform across the sample. IES data suggests that the amount of capital acquired while
abroad by student participants has increased with time as a higher proportion of alumni in each
subsequent generation indicated that the study abroad experience influenced their career
direction. Specifically of those participating in an internship abroad when asked “Did your
internship experience assist you or influence you in your career,” 42% from the classes
graduating in the 1970s, 60% in the 1980s, and 69% from the 1990s answered, “Yes” (IES
2003).
Unpredictably, Orahood, Woolf, and Kruze found that while a higher proportion of study
abroad students wished to work in an international capacity compared to the control group, the
latter had more exposure to international business five to ten years out of business school
(Orahood, Wolf, and Kruze 2007, 137). To summarize their findings they wrote, “We did not
find a casual link showing that study abroad significantly impacted alumni’s career paths.
However we did find that the transferable skills (communication, flexibility, adaptation, etc) that
alumni gained while abroad were considered valuable as life skills” (Orahood, Wolf, and Kruze
2007, 140).
These studies indicate that the general human capital aspect of study abroad might not
dominate any specific component in the short term, but that in the longer term, study abroad is at
a minimum a reasonable indicator raising one’s probability of eventually having an international
component to one’s career. Whether this captures preferences and/or international specific
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human capital accumulated abroad is difficult, if not impossible to ascertain. For this study,
however, it helps explain why study abroad, as a dichotomous variable, is statistically
insignificant in the earnings equation.
Gender Differences
Gender disparities appear across a number of the studies. Carlson and Widaman assert
that, “The reason for gathering gender and foreign experience information was based on studies
suggesting that females may respond to study abroad experiences differently from males and that
even limited amounts of foreign experience can affect changes in outlook towards foreign
countries, aspects of their culture, and attitudes toward native people” (Carlson and Widaman
1988, 4). Even so, as previously mentioned, in each of their intercultural development
subcategories they found that gender accounted for only a portion of the variance between the
study abroad and comparison groups in the pre-abroad scores, but not necessarily within change
variables. Females, in general, scored higher for cross-cultural interest with non-significant
differences between the groups prior to junior year and no indication that gender accounted for
the increase for the control group post-abroad. Nonetheless, women underwent a larger increase
in cosmopolitan attitudes than their male counterparts, as did students in the humanities. While
these effects were significant, they proved small in magnitude and the strongest effect resulted
from the study abroad experience (Carlson and Widaman 1988, 9-10).
Berg, Connor-Linton, and Paige more strongly emphasized the disparities in study abroad
gains between females and males by demonstrating that female students enrolled in study abroad
programs do in fact undergo more proficiency and cultural gains than male students abroad.
Both females and males abroad saw a significant increase in their SOPI score compared to the
control group of the study, but females on average made significantly greater advances
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improving one sublevel according to the proficiency guidelines used where male study abroad
participants improved only half a sublevel. Similar findings stood for gains in intercultural
development with women making statistically significant improvements in their intercultural
growth while abroad while men’s scores, according to the IDI, slightly worsened (Berg, Connor-
Linton, and Paige 2009). However beyond the conclusions of these two studies, limited
evidence supports the supposition that females’ value added proved greater than their male
counterparts. The main gender difference within the accumulation of human capital, rather,
exists in where woman and men start not what the sexes gain while abroad, as shown in the
cultural growth of the Carlson and Widaman research and later in this report’s Study Abroad
data.
Participation disparities may account for the inconsistencies with gender returns8.
Despite, a steady rise in the number of U.S. students studying abroad for academic credit over
the last two decades, the percentage of women versus men partaking in abroad programs has
remained constant with women representing between 65%-70% of all participants (Chow and
Rajika 2009, 21). 262,416 students received credit abroad in the 2007-2008 academic year, over
triple the number in 1997-1998, and an 8.5% increase over the previous year. Chow and Rajika
write, “These increased number reflect the growing recognition by students and educators that an
international experience is not only personally enriching but also valuable in the increasingly
competitive job market, where language and culture skills can help an applicant stand out to
prospective employers” (Chow and Rajika 2009, 18). Within the context of this study abroad
growth, remaining research surrounding study abroad looks to identify the extent and cause of
8 Carson’s and Widaman’s sample consisted of 489 females and 334 males. Berg’s, Connor-Linton’s, and Paige’s oral proficiency and intercultural results were based off a sample of 553 females and 260 males and 772 females and 384 males, respectively.
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the participation difference. Fischer finds that the participation gap exists not just across study
abroad as a whole, but also within individual majors and programs, questioning why study
abroad resonates more with woman. The 2009-2010 school year saw an increase in engineering
students traveling abroad compared to a decrease in those studying foreign language, therefore,
the article points out that major “hasn’t made a dent in the gender gap because, it turns out,
women in those fields study overseas at rates disproportionate to their numbers” (Fischer 2012).
For example, at the Georgia Institute of Technology women make up only 14% of computer-
science students, but comprise 29% of students going abroad in that major, indicating that men
have the opportunity to study abroad, but are not taking advantage of it at the same rate as
women (Fischer 2012).
Gore claims widespread, dominant beliefs depicting study abroad as “a nonprofessional
course of study inferior to American education,” and “an insignificant pursuit by wealthy
women,” are the source of these disparities. Men respond to these clichés by marginalizing the
benefit of study abroad, in turn, choosing educational opportunities with more established career
opportunities like internships or certificate programs rather than study abroad (Gore 2005, 23-
24). Likewise, Lucas found that men did not relate the cultural enhancement and fun adventure
aspects, emphasized by their peers and study abroad advisors, with the potential personal and
career development opportunities that accompany the experience, and therefore, chose to focus
their time elsewhere (Lucas, 2009, 141) Overall, these studies indicate that differences in values
and motivations across gender may account for the inconsistencies and self-selection bias within
study abroad human capital research.
As briefly mentioned within the academic section, pre-existing study abroad dispositions,
along with those concerning gender, were found in the results of Carson, Burn, Useem, and
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Yachimowicz and Carlson and Widaman. In the former, students’ level of knowledge about
their host country and interest in international affairs increased for both groups, but the scores of
study abroad students displayed a greater, although not significant, degree of change.
Statistically significant differences were found between the two groups, with the study abroad
group scoring higher in “Peace and Cooperation” and Cultural Interest and Respect” fields on
both the pre- and post- junior year surveys, demonstrating characteristic differences between the
study abroad and comparison groups (Carson, Burn, Useem, and Yachimowicz 1982, 56-9).
Similarly, Carlson and Widaman write “that study abroad students were self-selected and
potentially ready to shift in the observed directions regardless of the study abroad experience”
demonstrating that students who opt to enroll in study abroad programs may be more
predisposed towards the cultural and academic aspects of study abroad and therefore, either more
equipped or more receptive to the human capital gains offered by the study abroad experience
(Carlson and Widaman 1988, 14-5).
Summary
This study intends to explore how human capital development impacts study abroad
through monetary and non-pecuniary returns. As the literature illustrates, students choosing the
experience rightly assess the traits they accumulate personally, academically, culturally, and
professionally, gaining substantially in each category, by citing such benefits in their
motivations. While the Study Abroad data in this study should illustrate the former, the UCS
survey correlates these skills gained with employment and earnings. The accumulated human
capital, in theory, should raise a student’s value to an employer and result in a higher wage.
However, the skills acquired while abroad must be specific in nature to this experience, and not
similar to human capital acquired while studying on Northwestern’s campus. This assumption,
22
as well as the previously stated assumption surrounding student and employer matching, must
hold, if the prediction that the study abroad experience marginally increases monetary returns in
the short-term analysis of this study. Further hindering this research, the skills acquired act as a
proxy for future career goals or at least indicate a preference towards international orientation.
Long-term effects are implied, but cannot be captured through the initial earnings variable used
in this study, consequently, understating the total value of study abroad. Nonetheless, I look to
identify any short-term returns on study abroad capital by measuring the effect of study abroad
on the starting salaries of a sample of Northwestern’s graduating class of 2011. I hypothesize
that students who chose to partake positively view the returns associated with study abroad, but
as the literature shows, should not expect returns to immediately impact their starting salary,
despite the existence of beneficial gains. As a result, the study abroad experience will not prove
significant in the regression while factors such as major and business industry will hold the most
weight in determining initial salary.
23
III. Data
The data for this study comes from two separate sources. The first displays individual
student’s motivation for and experience while studying abroad as self-reported in Northwestern
University’s Study Abroad Program Evaluation, mandatory for students seeking credit for
overseas activity. The second identifies student’s academic, professional, and extracurricular
participation while at Northwestern, including time abroad, in addition to surveying post-
graduation plans. Administered by Northwestern University Career Services to the senior class
of 2011 prior to graduation, the data was used to estimate hedonic wage regressions and illustrate
the effects of study abroad on starting salary. Both samples are limited to students enrolled in
Weinberg College of Arts and Sciences in order to lessen error from inconsistent study abroad
opportunities and requirements across schools and because the college comprises approximately
60% of the Northwestern study abroad population (Northwestern University Study Abroad 2010,
10). Other restrictions and specifications on the samples are included in the each data set’s
individual section below. Please see the appendix for both survey instruments.
While not all the data pertains directly to the development of human capital, it enables a
better understanding of the motivations that encourage students to choose study abroad, in
addition to, highlighting their actions and experiences while overseas. Both shed light on the
expected qualities students assume study abroad will develop and the way in which the
experience differentiates their education compared to their non-participating peers.
24
A. Data – Study Abroad Program Evaluation
As previously mentioned, the study abroad data was collected from a program evaluation
completed by students seeking to earn credit for their time abroad. The Study Abroad Office
encourages students to finish the survey immediately after returning from abroad although some
wait until senior year. As this study’s sample was collected between December 1, 2011 and
February 27, 2012, the sample consists mostly of program evaluations from members of the class
of 2013 who studied abroad in the fall of 2011. The survey method itself was a redesigned
version of the Study Abroad Office’s traditional evaluation. I worked together with their office
to clarify questions and simplify answer forms in order to aid quantification and dichotomous
variables, but most notably, wrote and included additional questions to more accurately assess
the motivations and opportunity costs associated with students’ choice to study abroad.
However, despite the modifications to the survey, the data does not lend itself to regression
analysis, particularly due to the small sample size, and is therefore only used to display
descriptive statistics highlighting study abroad at Northwestern.
This study’s data set, along with WCAS as a whole, follow study abroad’s national trends
(Chow and Rajika 2009). The actual number of WCAS graduating seniors who studied abroad
increased from 369 to 394 between 2005-2006 and 2007-2008 school years, an increase of
approximately 7% (Northwestern University Study Abroad 2010, 3). As for the gender
breakdown, Northwestern Study Abroad has maintained a female, male ratio of 68% to 32% for
the last five graduating classes (Northwestern University Study Abroad 2010, 14). The
shortening of time abroad as well the continued dominance of Europe as the top study abroad
destination for Northwestern students also prove consistent with national trends (Northwestern
Study Abroad 2010, 17).
25
The collected sample of WCAS students consists of 67 students, 42 women and 25 men,
from either the graduating class of 2012 or 2011. Again, consistency exists between the sample
and national trends with a gender breakdown of approximately 63% female and 37% male
considerably more skewed than the 53% to 47% gender composition of Northwestern University.
For this reason, the descriptive statistics are sorted by gender despite no indication in the
literature, beyond their differing motivations, that return disparities exist. Within the sample of
67, however, a further distinction is made in order to distinguish between English speaking and
non-English speaking study abroad experiences. Students who completed the language section
of the survey in its entirety comprise a language subset9 used for certain summary statistics
below.
(1) Specification of Variables
For both the program evaluation and graduation survey data, undergraduate majors were
divided into three categories: (1) Humanities; (2) Social Sciences and; (3) Science for both the
UCS and study abroad data. Students may fall under multiple categories, as individuals with
double majors are double counted. A full listing of the majors included in each category is found
below in Table 2.
9 Language subset consists of 49 students, 32 females and 17 males
26
Table 2
Major Groupings
Category Included Majors
Humanities African American Studies, American Studies, Art History, Art Theory and Practice, Asian and Middle East Languages and Civilization, Asian and Middle East Studies, Classics, Comparative Literary Studies, English, English Major in Writing, European Studies, French, Gender Studies, German, History, Italian, Latina and Latino Studies, Performance Studies, Philosophy, Religion, Secondary Teaching, Slavic Languages and Literature, Spanish and Portuguese, Urban Studies
Social Sciences
Anthropology, Cognitive Science, Economics10, Geography, International Studies, Legal Studies, Linguistics, Mathematical Methods in Social Sciences (MMSS), Organization Behavior, Political Science, Psychology, Science in Human Culture, Social Policy, Sociology
Science Biological Sciences, Chemical and Biological Engineering, Chemistry, Computer Science, Environmental Engineering, Environmental Sciences, Geological Sciences, Industrial Engineering, Integrated Science Program, Mathematics, Mechanical Engineering, Physics, Statistics
Students were also asked whether or not they felt study abroad limited other academic
program participation. A dichotomous variable represents their response; for those who
indicated limited opportunities in one or more of the categories, (certificate program, perusal of
an additional major/minor, participation in an internship, or other) a value of one was given for
this variable. For students, with no indication of missed opportunities this variable equaled zero.
For the self-evaluated language subset of the sample, variables were created in order to
summarize and standardize language learning in four categories: reading, writing, speaking, and
listening comprehension. Scores were measured on a 1-4 scale with 1 defined as poor, 2 fair, 3
good, and 4 excellent. Subtracting post-abroad language scores from initial pre-abroad scores in
each distinct category created the language variables measuring language improvement: the
10 In some tables Economics and or MMSS will be displayed on its own. When Economics is displayed and MMSS is not, MMSS is included in Economics rather than Social Sciences due to their similarities. For the purpose of the regression Economics and MMSS are included in Social Sciences.
27
change in reading score, change in writing score, change in speaking skill, and change in
listening comprehension.
(2) Descriptive Statistics
Matching student’s motivations and their activity while abroad can provide insight into
the extent to which students followed through with their initial goals and the amount of human
capital they amassed through the experience. As a result, the following tables report additional
findings from the program evaluations detailing different aspects of student’s decision to study
abroad, as well as, student’s time spent abroad and language learning. Supplemental tables are in
the appendix.
Students where asked to value their primary motivations on a 1-511 scale with 1 not
important and 5 very important with the results shown in Table 17 of the appendix. As seen, the
varying motivations correspond to the four different types of human capital attainment detailed
in the literature review. The middle portion of the table, under average scores, illustrates the
mean score for females, males, and the entire sample, identifying that an introduction to another
culture by living and interacting with local people bears the largest incentive in a student’s
decision to study abroad, whereas learning a new language holds the least. Men and women
differ in their second most influential motivation with women citing the greater proficiency in a
language and men ranking post-graduation opportunities. Except for beginning to learn a new
language, females score higher than men across all motivation. The right hand portion of the
table tests the significance of these gender differences by running a single variable regression on
the sample using females as the independent variable and the motivation as the dependent. As
visible, the intercept is the male mean, by definition, with the coefficient denoting the difference
11Blanks in survey responses for the motivation section are assumed to be zero
28
between genders. Statically significant gender differences exist for language proficiency at the
10% level and for cultural interaction at the 5% level, falling in line with common theory.
Additionally, these results provide insight into the gender disparity within study abroad as
women place more value on the overall experience, through culture and language, whereas men,
generally more career focused students, do not fully equate these advantages with post-
graduation opportunities as the lower motivation scores indicate (Lucas, 2009). These values
may help to explain the disparity in participation rates as well as any resulting differences in non-
pecuniary human capital returns found in previous studies.
In order to understand the extent of the human capital benefits, we consider the
opportunity cost of time spent abroad. Students were asked if studying abroad had limited their
participation in another academic program while at Northwestern. Table 3 illustrates the results.
Men were more likely to consider study abroad a detriment to adding another major/minor and to
internships opportunities than women and do so in higher percentages, as theory predicts (Gore
2005). Comments on the internship category included inability to participate in Chicago Field
Studies or other similar campus programs during the quarter spent abroad, as well as, scheduling
conflicts between summer internships and fall quarter overseas programs. One female
anthropology major and film and media studies minor wrote, “Probably don’t have time to
double minor, but I think the study abroad experience is more important” (Study Abroad
Program Evaluations 2011, Respondent #10). Others said they delayed application to certain
programs including the Kellogg Certificate or graduate school and many were pressed to finish
their degree progress on time because of studying abroad. Contrary to the hypothesis, the study
abroad variable will appear negative in the regression if these costs outweigh the valued returns
of study abroad.
29
Table 3
Opportunity Cost of Studying Abroad
Count Distribution across Gender, Sample
Female Male Total Female Male Pooled
Certificate 2 1 3 4.76% 4.00% 4.48%
Major/Minor 3 5 8 7.14% 20.00% 11.94%
Internship 5 5 10 11.90% 20.00% 14.93%
Other 1 2 3 2.38% 8.00% 4.48%
In determining how returns interact with the stated motivations and opportunity costs, the
program evaluations provide insight on the extent to which students took advantage of the study
abroad experience. Berg, Connor-Linton, and Paige argue that active participation in cultural
activities and engagement with local people improves student returns, and, therefore, this study
looks at both housing and time-spent in order to gauge involvement abroad. Referencing Table
18 in the appendix, 50% of students chose to live with a host family implying positive gains
(Berg, Connor-Linton, and Paige 2009, 16). During students’ free time, nights, and weekends,
they chose to dine out or travel most often, indicating an involvement with and connection to
their country of study’s culture. Further detail is included in Table 19 in the appendix. While
Tables 18-19 point to the accumulation of human capital benefits, the data does not allow for a
quantifiable measurement of the returns to students’ actions abroad except in terms of language
proficiency.
Table 20 in the appendix displays the pre, post, and change in four language categories,
reading, writing, speaking, and listening comprehension, as well as, their significance across
gender. Calculating averages across the sample, females initially self-evaluated their pre- and
post- abroad abilities in all four categories as more proficient compared to the self-evaluated
scores of their male counterparts, supporting the literature review (Carson and Widaman 1988);
however, the males reported greater improvements across the board. Writing saw the lowest
degree of change while listening comprehension underwent the largest most likely due to
30
program curriculum and the difference between home campus class learning and study abroad
immersion (Berg, Connor-Linton, and Paige 2009). Estimating single variable regressions on
each of the pre, post, and change scores, individually, on females’ scores identified the
significance between genders. Significance, on varying levels above 10%, proves evident in all
female and male pre and post scores, but for none for the change categories, as seen in the final
column of the table in the appendix. Post-reading scores are significant at the 10% level, pre-
reading, pre-writing, post-writing, post-speaking, and post-listening comprehension at the 5%
level, and pre-writing, post-writing, and pre-listening comprehension at the 1% level.
Table 4 details additional language variables, reinforcing previous conclusions. Women
viewed their language abilities more confidently, as they did for cross-cultural interest in the
work of Carlson and Widaman, than men, and considered the attainment of such skills a central
motivation in deciding to study abroad (Carlson and Widaman 1988). The proportion of students
intending to continue language study upon returning to Northwestern and those planning to use
their acquired skills post graduation mirror each other at approximately 50%, indicating no
difference in how the genders value language skills affect on employability. The survey data, as
a result, does not fully support Lucas’ theories explaining gender motivation disparities (Lucas
2005, 141). Most notably, the post graduation factor demonstrates the long-term utilization of
skills accumulated through study abroad, confirming the conclusion from the literature review
(Orahood, Woolf, Kruze, 2007).
31
Table 4
Language Usage by Gender
Count Distribution within Gender, Sample
Female Male Total Female Male Pooled
Felt adequately prepared for the program 29 14 48
90.63%12 82.35% 97.96%
Interacted with local people on a daily basis 29 8 37 90.63% 47.06% 75.51%
Plan to continue language study upon return to NU 17 5 22 53.13% 29.41% 44.90%
Plan to utilize their acquired language skills post-graduation 21 7 28 65.63% 41.18% 57.14%
12 Here Distribution within Gender, Sample, for example, indicates the proportion of females that felt adequately prepared for the program
32
B. Northwestern UCS Graduation Survey, 2011
Initial data received for University Career Services consisted of 661 WCAS student
responses from the graduating class of 2011, 31.8%13 of the university’s total graduating
population. The survey was distributed to seniors six weeks prior to gradation and participation
was voluntary. For WCAS, the survey response rate was 66.2%14. Restricted to students with
comprehensive gender and salary information, resulted in a final sample size of 233,
approximately 23.3% of the graduating class of WCAS. The gender breakdown consists of 137
women and 96 men. After analysis, the data appeared somewhat suspicious. First, the gender
break down of the major categories displays more women than men in economics and a higher
mean salary for female average than males. This study attributes the latter with the distribution
discrepancies of the former and acknowledges the limitations of the data.
(1) Specification of Variables
Specification for undergraduate majors and minors for the UCS data set remains the same
as described above for the program evaluations in Table 2, separating into the three categories: 1)
Humanities; (2) Social Sciences (3) Science.
For students entering the workforce after graduation, employer industry is divided into
six groupings as categorized by the UCS questionnaire; (1) Business and Related; (2)
Communications, Marketing, and Media; (3) Science, Health, and Engineering; (4) Government,
Non-Profit, and Education; (5) Other15 (6) Non-Reported. Table 5 maps industries with their
suitable category.
13 2,081 total students in the Northwestern graduating class of 2011 14 998 total students in the WCAS graduating class of 2011 15 3 students specified more than one category for employer industry, in these cases they were assigned one category based on their other survey responses
33
Table 5
Current Employer Industry Groupings
Category Included Employer Industries
Business and Related
Investment and Commercial Banking, Consulting, Economics, Human Resources, Insurance, Organization Change/Development, Management/Administration, Pharmaceuticals, Real Estate, Sales, Securities/Trading
Communications, Marketing, and Media
Advertising, Arts Management, Broadcasting, TV and Radio, Web or Fashion Design, Event Planning, Fundraising, Marketing, Public Relations, Writing/Journalism/Publishing, Film, Performing Arts (Drama, Music, Theatre), Visual Arts
Science, Health, and Engineering
Biomedical/Biotechnical, Chemical Engineering, Civil/Transportation Services, Computer Engineering, Electrical Engineering, Engineering Management/Project Management, Environmental Engineering, Healthcare/Public Health, Information Technology, Industrial Engineering, Life Sciences, Material Sciences, Mechanical Engineering, Medical
Government, Non-Profit, and Education
Education, Government, Higher Education, International/Teaching Overseas, Law, Politics, Public Policy, Social Services/Counseling/Community Development, Elementary and Secondary Teaching, Research
Other Other when outside the previous four categories
Non-Reported16 Students who failed to report an industry category in the survey
A dummy variables was created for students with study abroad experience with a one
denoting at least one quarter spent abroad and a zero indicating that students did not study abroad
while enrolled at Northwestern (SAExp)17. Only salaries above $1,000 are included in the
sample and commissions, overtime, stipends, and signing bonuses are not included in starting
salary figures, as they are neither measured in the sample data nor single occurrences.
It is important to note that the use of salary as the dependent variable eliminates students
attending graduate school immediately after graduation, as well as those who are unemployed at
graduation, from the sample. As a result, not incorporating future earnings potential or the long-
term benefits of accumulated human capital may underestimate the returns of study abroad.
16 Consists of 131 students 17 A blank response was assumed to indicate zero quarters spent abroad
34
Nonetheless, generating dichotomous control variables to account for future degree plans limits
the resulting bias. Asked the question, “What is the highest degree you plan to earn during your
lifetime?” students categorized into the following three groups: (1) Bachelors of Arts/ Sciences/
Other (BABSOther); (2) Masters of Arts/ Sciences/ Business Administration (MBAMA); (3)
Doctorate of Philosophy/ Juris Doctorate/ Doctorate of Medicine (PHDJDMD). Groupings are
based on similar effects in the interterm as PhD’s, JD’s, and MD generally pursue their degree
immediately whereas MBA’s and MA’s, in addition to BA’s and BS’s, tend to enter the
workforce before returning to school. These individuals, consequently, have different incentives
as undergraduate students in categories (1) and (2) measure utility with salary while category (3)
focuses on graduate school admissions and may take low paying jobs in order to do so.
Therefore, degree attainment variables aid in eliminating some noise from the sample.
(2) Descriptive Statistics
The tables below report the distribution of study abroad students in the sample, as well
as, mean salary, major, certificate enrollment, and post-graduation industry or degree attainment.
Within each table, SA students indicated participating in study abroad for at least one quarter
while Non-SA students reported no study abroad experience during their time at Northwestern.
As seen in Table 11, a higher proportion of female Northwestern students study abroad
than men, 61% versus 39%, illustrating that the gender disparity extends beyond the disparity in
female, male enrollment percentages (53% female, 47% male at Northwestern). However, the
trend tends towards no study abroad experience with approximately 58% of the sample not
participating in programs overseas.
35
Table 6
Study Abroad Experience by Gender
Count Distribution across Gender,
Sample
Distribution within SA, Non-
SA
Female Male Total Female Male Pooled Female Male
SA Students 59 38 97 43% 40% 42% 61% 39%
Non-SA Students 78 58 136 57% 60% 58% 57% 43%
Total 137 96 233 100% 100% 100% 59% 51%
The breakdown of majors, in Tables 7 and 8, shows that study abroad is the most common
amongst students studying the humanities, with an almost even proportion of students studying
abroad as not. Additional tables displaying distributions are available in the appendix.
Economics and the social sciences make up the largest portion of student majors within the
study. Unexpectedly though, science majors study abroad at the same rate as students in the
social sciences, but still fall below humanities and economics in terms of percentage of students
within the major partaking in study abroad. 111 students pursued double majors, just under 50%
of the sample, however, 98% of these students did not study abroad. These statistics support two
insights. Firstly, students with double majors find increased difficultly in studying abroad and
finishing their degree progress on time compared to non-participants, a sentiment echoed in the
survey response detailing opportunity cost. Secondly, it may under represent the economic
returns of human capital amassed during abroad programs. Double majors, particularly those
majoring across multiple fields of study, have wider job type opportunities, which, in turn, could
increase their initial earnings as firms compete to hire them. This study, however, does not
consider students minors and therefore may underestimate the extent of required course loads
and job qualifications of study abroad students. Unpredictably, the proportion of study abroad
students compared to non-study abroad students graduating with a certificate, with a breakdown
36
of 43% versus 58%, proves much more aligned than that for double majors. Within the
certificate programs, the only large disparity exists within Kellogg’s financial economics
program with two thirds of students enrolled not studying abroad. The other certificates show
fairly consistent proportions across study abroad and non-study abroad participants. This table is
available in the appendix.
Table 7
Breakdown of Majors18
Humanities Social Sciences Sciences Economics19
SA students 32 38 20 55
Non-SA students 33 69 34 63
Total 65 107 54 118
Table 8
Breakdown of Double Majors
Double Humanities Major
Double Social Sciences Major
Double Sciences Major
Humanities and Social Sciences Major
Humanities and Sciences Major
Social Sciences and Sciences Major Total
SA Students 1 1 0 0 0 0 2
Non-SA Students 7 46 2 24 1 29 109
Total 8 47 2 24 1 29 111
Information regarding employer industry is presented in Tables 9-10. Business and
Related fields prove most popular amongst study abroad participants and non-participants
making up 52% of the sample. Within the industry, only 43% of students went abroad whereas
the second most entered industry, Government, Non-Profit, & Education, has a ratio of 31%
study abroad, 69% non-study abroad. The Science, Health, & Engineering category, predictably,
has no study abroad students, but an insignificant samples size. The smallest difference in study
18 Doubling counting of majors 19 Includes MMSS
37
abroad distribution exists within the Business and Related industry with only 13% more of
students within the category choosing to not to study overseas. The final table displays a count
of each reported employer industry with the major categories. The social sciences correspond
the most with each of the industries and it proves important to note that approximately one-third
of economics students did not report business industry. Additional tables are in the appendix.
Table 9
Breakdown of Employer Industry22
Business & Related
Communications, Marketing, & Media
Science, Health, &Engineering
Government Non-Profit, & Education Other
SA students 23 3 0 9 6
Non-SA students 30 2 3 20 9
Total 53 5 3 29 15
Table 10
Distribution of Employer Industry within SA, Non-SA
Business &Related
Communications, Marketing, &Media
Science, Health, &Engineering
Government, Non-Profit, & Education Other
SA students 43.40% 60.00% 0.00% 31.03% 40.00%
Non-SA students 56.60% 40.00% 100.00% 68.97% 60.00%
Total 100.00% 100.00% 100.00% 100.00% 100.00%
Table 11 exhibits future degree attainment for students in the sample. 44% of the sample
intends to receive a PhD, MD, or JD in the future which, consequently, may under represent
returns if they chose low paying paralegal or lab technician jobs in order to boost their admission
possibilities. The incentives and salary based utility of the additional 66% of the survey aligns
with the previous explained control variables in order to accurately denote the effect of human
capital accumulation.
22 102 students in the sample did not complete this section, but are still included in the regression
38
Table 11
Student’s Highest Planned Degree Attainment24
Count Distribution between SA and
Non-SA Students
MBA/
MA PHD/
MD/JD BA/BS/
Other MBA/
MA PHD/
MD/JD BA/BS/
Other
SA Students 29 46 17 34.94% 46.00% 40.48%
Non-SA Students 54 54 25 65.06% 54.00% 59.52%
Total 83 100 42 100.0% 100.0% 100.0%
The GPA variable controls for ability bias, as the traditional school variable proves
unnecessary with a WCAS only sample. A small majority of all students have over a 3.6 GPA as
shown in Table 12.
Table 12
Count of GPA
GPA 2.1-3.0 GPA 3.1-3.5 GPA 3.6-4.0 Total
SA Students 8.25% 39.18% 52.58% 100.00%
Non-SA Students 7.35% 35.29% 57.35% 100.00%
Table 13 provides mean salary information for men, women, and the entire pooled
sample. Study abroad participants earned a lower average starting salary for both genders with
the difference amounting to 3%. The largest disparity existed between female students with non-
study abroad women receiving approximately 5% more than their counterparts who studied
abroad. Female students, unpredictably, earned more initially than their male counterparts.
Jessica Deng found opposing results using a sample size of 495 in her research on surrounding
gender differences in earnings after Northwestern from 2006. She established a 17% disparity
between the wages of men and women, with men earning an initial salary of $47,700 while
women received only $39,757 (Deng 2006 18). Her results prove consistent with national
24 9 students in the sample did not complete this section, but are still included in the regression
39
averages, whereas, those below do not. The small sample size most likely accounts for the
suspicious results.
Table 13
Mean Salary by Gender
Mean Salary
Female Male Pooled
SA students $47,900.17 $46,736.84 $47,444.43
Non-SA students $50,552.10 $47,097.14 $49,078.66
Total $49,410.03 $46,954.52 $48,398.31
Together the two data sets connect study abroad motivations and experience with
students’ larger academic pursuits and career path on Northwestern’s campus. Small but
representative of study abroad trends, the sample supports the literature’s implications
surrounding human capital investment. Students’ motivations for study abroad include cultural
development and post-graduate opportunities implying that these students link the experience
with potential returns in the job market; however, whether these gains are of added value or the
same as those gained on Northwestern’s campus remains unclear.
40
IV. Model
The model in this study explores the extent to which studying abroad affects the initial
earnings of graduating seniors. In order to quantify the human capital gains associated with this
experience, I use modified Mincer’s hedonic wage equations. With all survey participants
earning what is assumed to be a comparable four-year degree from Northwestern’s Weinberg
College of Arts and Science, I eliminate schooling while still accounting for potential ability bias
by including students’ majors and reported GPAs. Study abroad, is included in the equations
through a dichotomous variable, to test the hypothesis of additional human capital returns for
students with this experience. For the purpose of the regression, I combine economics and
MMSS into social sciences in order to balance the small sample size with degrees of freedom.
The higher education variable category is made up of dichotomous variables describing
students’ future degree plans. If a student plans to pursue a PhD, JD, or MD then the variable
Edu_PhdJDMD equals one, zero otherwise. The same follows for variables describing MBA or
MA degree plans. These students, particularly those within the PhD, JD, or MD category, are
predicted to make less upon graduation than their classmates with the aim of making themselves
better candidates for graduate school. Post graduation internships in related fields, and research
assistant positions, have low incomes, but prove common interim positions for these students.
Additionally, in order to account for specific human capital used in jobs abroad, I have created
an interaction term relating study abroad participation with non-international students who work
abroad immediately after graduation26. Students with a one in each of the three categories
receive a one for the interaction variable (SAWorkInt).
26 Group consists of 10 students
41
In total, we control for the following characteristics affect on starting salary:
1. Major Category (MajorCat)
2. Current Employer Industry (EmpInd)
3. Ability (GPA)
4. Plans for Higher Education (HighEdu)
5. Interaction Term for Study Abroad, Working Internationally, and Non-International Student
(SAWorkInt)
6. Gender (Female)
7. Study Abroad Experience (SAExp)
Each of these independent variables, excluding the major category27, consists of a vector
of binary variables. The equation below regresses the natural log of salary (LnSalary) on the
above variables to find the ordinary least squares (OLS) estimates:
LnSalary = ß0 + ß1iMajorCati + ß2jEmpIndj + ß3kGPA k+ ß4mHighEdum + ß5SAWorkInt +
ß6Female + ß7SAExp + !
The ß coefficient corresponds to the effect each attached variable holds on starting salary and !
represents the error term. In theory, statistical significance should exist in each of these
explanatory factors, therefore, rejecting the null hypotheses of ß1=ß2=ß3=ß4=ß5=ß6=ß7=0.
However, in terms of the main hypothesis, the added return to study abroad, three measurement
shortcomings may challenge that outcome (ß7>0): (1) It is difficult to differentiate between
general human capital and study abroad specific human capital; (2) Long-term returns are not
captured; (3) Students may not match with employers who value study abroad specific skills in
their first job out of college. Also, if an opportunity cost to study abroad exists then the study
27 Double majors will have more than one major category
42
abroad experience variable may have a negative coefficient. (ß7<0). I foresee a negative
coefficient on PhD, JD, or MD higher degree plans while coefficients for the remaining variables
will be relative to the excluded grouping. Table 14 summarizes omitted variable categories.
Table 14
Omitted Variables for Each Category
Category Omitted Variable
Current Employer Industry Other
GPA GPA 2.1-3.0
Plans for Higher Education BS/BA/Other
Gender Male
43
V. Results
Table 15 depicts results from the full regression corresponding to the Model section of
the study.
Table 15
OLS Regression Wage Regression Statistics
Source SS Df MS Number of
observations
233
Model 9.28910146 15 0.619273431 F (15, 217) 2.33 Residual 57.575469 217 0.265324742 Prob > F 0.0041 Total 66.8645704 232 0.288209355 R-squared 0.1389 Adj R-
squared 0.0794
Root MSE 0.5151
Salary Coef. Std. Err. T P>t [95% Conf. Interval]
Major_Hum 0.0704838 0.0915315 0.77 0.442 -0.1099208 0.2508884 Major_SS*** 0.2281431 0.0768912 2.97 0.003 0.765939 0.3796923 Major_Sci -0.0011725 0.1000607 -0.01 0.991 -0.1983877 0.1960427 EmpInd_Business 0.352624 0.1597829 0.22 0.826 -0.2796627 0.3501875 EmpInd_ComMark -0.1123862 0.2745068 -0.41 0.683 -0.0653427 0.4286546 EmpInd_EnginSci 0.3622479 0.3343327 1.08 0.281 -0.27986781 1.023174 EmpInd_GovLaw -0.2036681 0.1709506 -1.19 0.235 -0.5406042 0.133268 EmpInd_NonResp -0.0286177 0.1486926 -0.19 0.848 -0.3216844 0.264449
GPA_3.1to3.5 0.1676778 0.1383793 1.21 0.227 -0.1050618 0.4404174 GPA_3.6to4.0 0.1625217 0.13533 1.2 0.231 -0.1042078 0.4292511
Edu_MBAMA -0.0674207 0.0954947 -0.71 0.481 -0.2556267 -.1207952 Edu_PhDJDMD* -0.1678566 0.0922303 -1.82 0.07 -0.3496386 0.0139254
SAWorkInt -475139 0.1732588 -0.27 0.784 -0.3889993 0.2939715
SAExp -0.182096 0.72304 -0.25 0.801 -0.1607177 0.1242984
Female 0.0951344 0.0707229 1.35 0.18 -0.0442574 0.2345262
Constant 10.36584 0.2054728 50.45 0 9.960862 10.77082
Key: *Indicates significance at the 10% level **Indicates significance at the 5% level ***Indicates significance at the 1% level
44
As seen, the entire model has an R-squared of 0.138 showing that, as expected, the
regression above does not fully explain the variance in graduating seniors’ salaries28. Here two
variables prove significant: the social sciences, including economics and MMSS, at the 1% level
and PhD, MD, and JD perusal at the 10% level. The negative coefficient on the latter is
compatible with theory, indicating that these students find transitional work before applying to
graduate school. As many students failed to report their future employer, the industry effects on
salary are most likely picked up by the social sciences major, particularly as many of them
pursue business. Correcting for this error in reporting makes the regression results more
consistent with those of Deng (Deng, 2007, 22). Additionally, the interaction between major,
employer industry, and future degree most likely explains the lack of significance in the
remaining major and employer industry variables. The coefficient on the study abroad variable
cannot be differentiated from zero and indicates neither a benefit nor a penalty in the short term
of studying abroad. With that, the results do not support the qualitative opportunity cost findings
displayed in Table 3. Students who chose to study abroad were not disadvantaged compared to
their non-study abroad counterparts, despite, missing on-campus opportunities.
There are clear reasons why the hypothesis is not accepted and these have been alluded to
earlier. First, it is difficult to differentiate between general human capital gained through formal
studies and study abroad specific human capital. It is therefore possible that students who study
abroad gain less of the general type of human capital, but that this is compensated for by the
study abroad specific human capital; thus, they look the same as students studying on
Northwestern’s campus or that the general human capital acquired in both environments is the
same. The study abroad specific human capital may have an impact in the longer term, but the
28 It is not unusual for such wage equations to capture little of the variance (see Altonji Altonji, Blom, and Meghir 2012)
45
data does not lend itself to this type of analysis, though a study of Northwestern alumnae may be
one way to evaluate this possibility. Skills without a study abroad specific nature can, in turn, be
accredited to an ability indicator other than overseas learning, lessening the returned captured by
the study abroad variable. The second weakness follows, similarly, underestimating the effect of
study abroad as the variable does not embody the future effects of the returns. The literature
implies study abroad’s influence in the long-term, specifically on language ability and career
direction, however, the use of initial salary fails to internalize how the accumulation of human
capital abroad enhances these opportunities. Initial salary, too, elicits setbacks for the accuracy
of the regression analysis if students match with jobs where study abroad specific skills are not
valued. Under such a scenario, their accumulation of human capital does not play into their
market determined initial salary and, consequently, undervalues the coefficient on the study
abroad experience variable in the regression.
46
VI. Conclusion
This study provides insight into the relationship between study abroad and the
accumulation of human capital. Hoping to ascertain the extent of these beneficial returns on
initial salary the paper proves unique by following a fairly homogenously educated population
from the WCAS graduating class of 2011. While results indicate neither a benefit nor penalty
attached to the study abroad experience, the data set is problematic. The survey indicates non-
pecuniary returns, however, differentiating between the general and ‘study abroad specific’
aspects of these skills proves impossible through this analysis; just as, study abroad’s long-term
career influence is out of scope. Extending research to include Northwestern alumni may be one
way to identify the longer-term impact as well as distinguish between these different types of
capital. If returns are significant, findings can be used to help guide students’ academic choices
and enable them to leverage the experience when speaking to potential employers. As study
abroad continues to grow in popularity, such literature will become increasingly beneficial.
47
Bibliography
Altonji, Joseph G., Erica Blom, and Costas Meghir. “Heterogeneity in Human Capital
Investments: High School curriculum, College Major, and Careers”. Print.
Becker, Gary S. "The Economic Way of Looking at Life." Nobel Lecture. University of Chicago,
Chicago. 9 Dec. 1992. Lecture.
Berg, Michael Vande, Jeffrey Connor-Linton, and R. Michael Paige. "The Georgetown
Consortium Project." The Interdisciplinary Journal of Study Abroad (2009). Print.
Carlson, Jerry S., and Keith F. Widaman. "The Effects of Study Abroad During College on
Attitudes Toward Other Cultures." International Journal of Intercultural Relations 12
(1968): 1-17. Print.
Carlson, Jerry S. Study Abroad: the Experience of American Undergraduates. New York:
Greenwood, 1990. Print.
Chow, Patricia, and Rajika Bhandari. Open Doors 2009: Report on International Educational
Exchange. New York, NY: Institute of International Education, 2009. Print.
Deng, Jessica. Earnings after Northwestern: Key Determinants and Gender Differences. 2006.
Dwyer, Mary M., and Courtney K. Peters. "The Benefits of Study Abroad." (2004). Print.
Gore, Joan Elias. Dominant Beliefs and Alternative Voices: Discourse, Belief, and Gender in
American Study Abroad. New York: Routledge, 2005. Print.
Griliches, Zvi. "Estimating the Returns to Schooling: Some Econometric
Problems."Econometrica (1977). Print.
Fischer, Karin. “In Study Abroad, Men are Hard to Find.” The Chronicle of Higher Education
(2012). Print.
"IES - Alumni Survey Results." Alumni Survey Results. IES Abroad. Web.
48
IES Outcome Assessment Project. IES Abroad, 2003. Web.
Laing, Derek. Labor Economics: Introduction to Classic and the New Labor Economics. New
York: W.W. Norton &, 2011. Print.
Lucas, James M. Where Are All the Males?: A Mixed Methods Inquiry into Male Study Abroad
Participation. Ann Arbor: ProQuest LLC, 2009. Print.
Northwestern University Study Abroad. 2009-2010 Study Abroad Data. 2010.
Orahood, Tammy, Jennie Woolf, and Larisa Kruze. "Study Abroad and Career Paths of Business
Students." Frontiers: The Interdisciplinary Journal of Study Abroad: 133-41. Print.
Peters, Courtney. "Internship and Career Impact." Abroad View Magazine 2004.
Trooboff, Steven, Michael Vande Berg, and Jack Rayman. "Employer Attitudes toward Study
Abroad." Frontiers: The Interdisciplinary Journal of Study Abroad: 17-33. Print.
49
Appendix
Study Abroad Program Evaluation
DO NOT complete this form if you participated in a Northwestern exchange program or a
program run by the Office of International Program Development. These programs have
separate program evaluations, downloadable at: http://www.northwestern.edu/studyabroad/forms/#evaluations
All other students are required to submit a complete program evaluation via email to:
[email protected]. The Study Abroad Office will forward your study abroad
transcript to the Office of the Registrar only after we have received your evaluation.
Note: This is a formal document, used by various offices to improve future programming and
also made available for prospective students to read. Please be candid and thoughtful, but constructive in your comments, and refrain from using foul language and sarcasm. If you have
particular concerns, we encourage you to make an appointment to discuss it with your adviser
in the Study Abroad Office.
Name:
Program/University Name, including program, track, and location (if applicable):
Term/Year Abroad: NU School:
Major(s): Minor(s):
Certificate(s):
Race/Ethnicity: Gender:
50
The NU Study Abroad Office has my permission to make
this evaluation available for others to read. Yes No
The NU Study Abroad Office has my permission to quote anything
written here in its publications and presentations, using my name. Yes No
PROGRAM SELECTION
1. What were your primary motivations for studying abroad?
1 = not important 5 = very
important
1 2 3 4 5
Developing greater proficiency in a language
Beginning to learn a new language
Living in another culture and interacting with local people
Making significant progress toward my major/minor requirements
Having the opportunity to take courses not offered at Northwestern Making significant progress toward my major/minor requirements Enhancing post-graduation opportunities
Other motivations? (Please explain.)
Did your motivations change at all after you were in-country?
Do you feel you met these goals?
2. How did you find out about your program?
3. What factors led you to select this program over others?
4. By choosing to go abroad do you feel you limited your opportunity to participate in another academic program while at Northwestern?
Check if applicable If checked, provide details
Certificate ____________________________
Major/Minor ____________________________
Internship ____________________________
Other ___________________________
Comments:
51
5. What type of student would be best suited for this program?
6. Were you satisfied with the length of time you studied abroad?
NORTHWESTERN STUDY ABROAD SUPPORT
Please evaluate your experience with the following:
Very helpful Helpful Not helpful Did not use
1. Informational materials (Study Abroad Guide, Pre-departure Guide, etc.)
Comments:
2. Study Abroad Office website Comments:
3. Returnee Student Program Evaluations
Comments:
4. Events
(Including info sessions, Study Abroad Fair, Pre-departure Orientation, etc.)
Comments:
5. Front office staff (Scheduling appointments, answering phones, general inquiries, etc.)
Comments:
6. Communication with Northwestern Study Abroad Adviser Comments:
7. Do you have any recommendations for improvement? Yes
No
Please explain.
52
8. Which other individuals were crucial in making your decision to study abroad?
Check if applicable
School Advisor (WCAS, SESP, etc,)
Major/Minor Advisor
Professor/Mentor
Family/Peers
Other Describe ____________________________
ON-SITE (“In-Country”) SUPPORT 1. Did you receive adequate support and advising from the on-site program staff and, if
applicable, from their U.S. counterparts, before and during your time abroad?
Please explain.
2. Did your program/university provide an on-site orientation? Yes
No
If yes, what did it involve? Comments:
3. Did the orientation provide sufficient information and/or resources to help you
understand: Yes = Provided sufficient information
No = Did not provide sufficient
information
Y N
Cultural differences in language and concepts
in regard to race, gender, religion, sexual orientation
Differences in academic structures, classroom expectations,
assessment methods
Comments:
4. Did your program/university provide any program activities or excursions? Yes No
Please explain.
53
ACADEMICS
1. List the courses you took abroad and evaluate each.
Course Title Program Course or University
Course? (specify the
university)
Level of
Difficulty
(5 = very
challenging,
1 = too easy)
Level of
Satisfaction
(5 = very
satisfied, 1 =
dissatisfied)
2. How much did your courses emphasize the following?
Very much Somewhat Not at All
Course lectures
Discussions
Individual or small group tutorials
Field trips/field studies
Independent research
Other: (please explain)
3. How was your work evaluated? Check all that apply.
Written exams Field study reports
Oral exams Independent projects
Research papers Attendance/participation
Class discussion Other:
4. Did you have a wide variety of courses to choose from? Please explain.
54
5. What was the academic culture of your host country, including quality of instruction,
expectations of professors, course structure, expectations for work outside the
classroom, comparison with NU courses?
6. How would you characterize the academic expectations of your fellow students? Were
they primarily students from the U.S. students from the host country, or international students?
7. Did you do research or participate in an internship
or service learning placement abroad? Yes No
If yes, was this part of your study abroad program? Yes No
Do you intend to petition for major, minor or distribution Yes No
credit for your internship? Answer “no” if you intend to earn general elective credit for your internship.
Describe the experience/project.
LANGUAGE LEARNING (if applicable)
1. What was your highest language course prior to study abroad?
2. Was this adequate preparation to succeed on your program? Yes No
3. Please rate the following: Excellent Good Fair Poor
Your proficiency before the program: Reading Writing
Speaking Listening Comprehension Language instruction on the program
Your program’s commitment to language learning Your proficiency after the program:
55
Reading
Writing Speaking Listening Comprehension
4. I used the host country language outside of the classroom:
On a daily basis
Often
Sometimes
Almost never
Other (Please explain.)
5. If you took all or some of your regular subject courses (e.g. history, economics, etc.) in a
foreign language, were you adequately prepared? Did your program provide tutors?
6. Do you plan to continue studying the language at Northwestern upon returning from
abroad? Yes No
7. Do you plan to use your acquired language skills in an academic or professional setting post-graduation? If yes, please explain in what context.
HOUSING & MEALS
1. Where did you live? Please select one and rate. Very satisfied Satisfied Dissatisfied
Host family Dorm/Residential College Apartment
Other:
2. If you shared a room, your roommates were (check all that apply):
Other program students (Americans)
International students (not Americans and not from host country)
Students from the host country
Other:
3. If you lived in a dorm, residential college, or apartment, the other students were (check
all that apply):
Other program students (Americans)
International students (not Americans and not from host country)
Students from the host country
Other:
56
4. Describe your living situation. If applicable, how did your housing situation influence your language acquisition?
5. Were meals provided? Yes No
Please describe:
6. How did your housing situation help or hinder your ability to experience the culture of your host country?
SOCIAL & CULTURAL EXPERIENCES
1. What cultural and social adjustments did you make in your host country?
2. How often did you interact with local people? Check most accurate.
Everyday Once a week
2-3 times a week 1-2 times a month
Other ____________________
Who did you interact with on a regular basis (2-3 times a week)?
Professor Host Family
Retailers Local Students
Other ____________________ International Students
In what settings did you interact with locals?
Class Errands
Housing Extracurricular
Activities
Service learning Internships
Other ____________________ Please describe:
3. How might others best get to know the people and culture of your host country before
going abroad?
57
While abroad?
4. How did you spend your free time, nights and weekends?
Check all that apply
Traveling in country
Traveling outside country
Dining out
Entertainment Extracurricular activities
Other
Describe______________________________
Comments:
5. If you checked extracurricular activities above, what kinds were you involved in? Check all that apply How did you find out about these
opportunities?
Student Groups ______________________
Volunteering _________________________
Formal sport teams ________________________
Informal sport _______________________
Other __________________________
Comments:
6. What are the specific considerations relating to religion, gender, sexual orientation, race and ethnicity, disability or other differences in cultural attitudes that others studying
abroad in your host country should research before going?
HEALTH, SAFETY & TRAVEL
1. Were there any health concerns (extreme pollution, food/water issues, for example)
related to your host country which students should know about?
Yes No
If yes, please explain.
2. What recommendations about personal safety can you give to outbound students?
58
3. What are your recommendations regarding safe travel within your host city/country?
FINANCES
1. How much should a future student anticipate spending on personal expenses for one semester on your program (excluding one-time travel costs to and from country)?
$750 – 1000 $2000 – 2500 $3500 - 4000
$1000 – 1500 $2500 – 3000 $4000 & over
$1500 – 2000 $3000 - 3500
Comments:
2. What was the best way to access funds while you were abroad?
3. What advice do you have for students to budget and spend money wisely?
OVERALL ASSESSMENT
1. Describe some of the positive aspects of your time abroad.
2. What were some challenges you faced abroad?
3. Has study abroad influenced the direction of your life in any way- academically,
professionally and/or personally? Please describe:
59
4. Would you recommend this program to other Northwestern students? Why or why not?
5. What resources did you find helpful in preparing to go abroad and while you were
abroad?
6. How were you able to maximize the experience on your own, given the pre-departure
and on-site resources available to you?
7. What do you wish you had known before you left that no one told you?
Please submit your completed evaluation via email to:
Thank you!
60
Page - University Career Services Graduation Survey, 2011
Northwestern University University Career Services
ELECTRONIC CONSENT FORM, 2011 Project Title: First Destination Survey Principal Investigator: Lonnie Dunlap, Ph.D., Director, University Career Services Sponsored by Northwestern University Introduction/Purpose: I am, Lonnie Dunlap, the Executive Director of the University Career Services office at Northwestern University. I obtained your contact information from The Office of the Registrar. As a graduating student, you are being asked to participate in this survey to assist us in understanding more about the career and graduate/professional school plans and experiences of Northwestern students. You will likely not benefit directly from participating in this study. Your contributions will enable us to be more knowledgeable about career outcomes to better assist your peers, your academic areas, and future Northwestern students. The name of the study is the First Destination Survey. The IRB project is STU00012039. The person in charge of this study is Lonnie Dunlap, Ph.D. Procedures: If you agree to participate in this study, you are asked to complete an online survey at this time as a graduating student (undergraduate and graduate). The estimated maximum time is eight minutes. Risks: Your participation in this study does not involve any physical or emotional risk to you. Confidentiality: Participation in this research study may result in a loss of privacy, since persons other than the investigator(s) might view your study records. Unless required by law, only the study investigator, members of the investigator’s staff, and the Northwestern University Institutional Review Board, will have authority to review your study records. They are required to maintain confidentiality regarding your identity. Your student Identification number will be linked with your individual survey however, all results will be reported in aggregate form with no identification of individual respondents. Results of this study may be used for presentations or further research. Your student records will be kept confidential by Lonnie Dunlap, Ph.D. The survey is hosted by StudentVoice and has a secure connection. Subjects' Rights: Your participation in this study is voluntary and you are free to withdraw at any time. You are also free to refuse to answer any question on the survey you do not wish to answer. You will not be paid for your participation. Contact Persons: Any questions you may have about this study may be directed to Lonnie Dunlap at telephone number (847) 491 3707 or e-mail at [email protected]. Questions about your rights as a research subject may be directed to the office of the Protection of Research Subjects at Northwestern University at telephone number (312)503-9338 or send e-mail: [email protected]. Consent: I have read and understood the above information. I have been given the opportunity to ask questions and my questions have been answered to my satisfaction. If I have additional questions, I have been told who to contact. If you wish to participate, please select the Next button to begin the survey. Print a copy of this consent page for your records. If you do not wish to participate in this study, please close the web browser. If you would you like documentation linking you to this research study, please e-mail your request to the Principal Investigator at [email protected]. Lonnie Dunlap, Ph.D., 620 Lincoln Street, Evanston; (847) 491-3707
Required answers: 0 Allowed answers: 0
Next Page:
Page - 2
Q1 Please enter the following information:
61
First name:[Code = 1] [TextBox]
Middle name:[Code = 2] [TextBox]
Last name:[Code = 3] [TextBox]
E-mail:[Code = 4] [TextBox]
Student ID:[Code = 5] [TextBox]
Required answers: 0 Allowed answers: 5
Q2 Which degree(s) will you receive at graduation? (Check all that apply)
Bachelor's with single major[Code = 1]
Bachelor's with 2 or more majors[Code = 2]
Double degree (receiving two separate Bachelors' degrees)[Code = 3]
Master's (terminal)[Code = 4]
Master's (completed on way to Doctorate)[Code = 5]
Dual Master's/Doctorate (M.A./Ph.D./M.P.H.)[Code = 6]
Doctorate[Code = 7]
Required answers: 1 Allowed answers: 4
Next Page: Sequential
Page - 3
Q3 Are you enrolled in a certificate program?
Yes[Code = 1]
No[Code = 2]
Required answers: 1 Allowed answers: 1
Display if ( Q2='Bachelor's with single major' OR Q2='Bachelor's with 2 or more majors' OR Q2='Double degree (receiving two separate Bachelors' degrees)' )
Q4 Are you enrolled in a graduate certificate program?
Yes[Code = 1]
No[Code = 2]
Required answers: 1 Allowed answers: 1
Display if ( Q2='Master's (terminal)' OR Q2='Master's (completed on way to Doctorate)' OR Q2='Dual Master's/Doctorate (M.A./Ph.D./M.P.H.)' OR Q2='Doctorate' )
Next Page: Sequential
Page - ACADEMIC PREPARATION
Display if ( Q2='Bachelor's with single major' OR Q2='Bachelor's with 2 or more majors' OR Q2='Double degree (receiving two separate Bachelors' degrees)' )
Q5 What is your primary school of enrollment?
Communication[Code = 1]
Education and Social Policy[Code = 2]
McCormick Engineering and Applied Sciences[Code = 3]
Medill School of Journalism[Code = 4]
Bienen School of Music[Code = 5]
School of Continuing Studies[Code = 6]
Weinberg Arts & Sciences[Code = 7]
Required answers: 1 Allowed answers: 1
Q6 Please list the other schools you are enrolled in as a part of your dual or double degree program: (Check all that
62
apply)
Communication[Code = 1]
Education and Social Policy[Code = 2]
The Graduate School (M.A., M.S., Ph.D.)[Code = 3]
McCormick Engineering and Applied Sciences[Code = 4]
Medill School of Journalism[Code = 5]
Bienen School of Music[Code = 6]
School of Continuing Studies[Code = 7]
Weinberg Arts & Sciences[Code = 8]
Not applicable[Code = 9]
Required answers: 1 Allowed answers: 8
Display if ( Q2='Bachelor's with 2 or more majors' OR Q2='Double degree (receiving two separate Bachelors' degrees)' )
Q7 Please indicate your current major:
African American studies[Code = 1]
American studies [Code = 2]
Anthropology[Code = 3]
Applied mathematics[Code = 4]
Art history[Code = 5]
Art theory and practice[Code = 6]
Asian and Middle East languages and civilization[Code = 7]
Asian and Middle East studies [Code = 8]
Biological sciences[Code = 9]
Biomedical engineering[Code = 10]
Chemical and biological engineering[Code = 11]
Chemistry[Code = 12]
Civil engineering[Code = 13]
Classics (Latin and Greek)[Code = 14]
Cognitive science[Code = 15]
Communication sciences and disorders[Code = 16]
Communication studies[Code = 17]
Comparative literary studies[Code = 18]
Computer engineering[Code = 19]
Computer science[Code = 20]
Computing and information systems[Code = 21]
Dance[Code = 22]
Drama [Code = 23]
Economics[Code = 24]
Electrical engineering[Code = 25]
English[Code = 26]
English major in writing[Code = 27]
Environmental engineering[Code = 28]
Environmental sciences[Code = 29]
European studies [Code = 30]
French[Code = 31]
Gender studies [Code = 32]
Geography [Code = 33]
63
Geological sciences[Code = 34]
German[Code = 35]
History[Code = 36]
Human development and psychological services[Code = 37]
Industrial engineering[Code = 38]
Integrated Science Program[Code = 39]
International studies [Code = 40]
Italian[Code = 41]
Jazz Studies[Code = 79]
Jewish studies[Code = 42]
Journalism[Code = 43]
Latina and Latino studies[Code = 44]
Learning and organizational change[Code = 45]
Legal studies [Code = 46]
Linguistics[Code = 47]
Manufacturing and design engineering[Code = 48]
Materials science[Code = 49]
Materials science and engineering[Code = 50]
Mathematical Methods in the Social Sciences[Code = 51]
Mathematics[Code = 52]
Mechanical engineering[Code = 53]
Music Composition[Code = 73]
Music Education[Code = 74]
Music Technology[Code = 75]
Music Theory and Cognition[Code = 76]
Musicology[Code = 77]
Organization Behavior[Code = 78]
Performance studies[Code = 54]
Philosophy[Code = 55]
Physics[Code = 56]
Piano[Code = 80]
Political science[Code = 57]
Psychology[Code = 58]
Radio/television/film[Code = 59]
Religion[Code = 60]
Science in human culture [Code = 61]
Secondary teaching[Code = 62]
Slavic languages and literature[Code = 63]
Social policy[Code = 64]
Sociology[Code = 65]
Spanish and Portuguese[Code = 66]
Statistics[Code = 67]
Strings[Code = 81]
Theatre[Code = 68]
Undecided arts or sciences major[Code = 69]
Undecided education or social policy major[Code = 70]
Undecided engineering or applied science major[Code = 71]
64
Urban studies [Code = 72]
Voice and Opera[Code = 82]
Winds and Percussion[Code = 83]
Required answers: 1 Allowed answers: 1
Q8 Please indicate your second current major (if applicable):
African American studies[Code = 1]
American studies [Code = 2]
Anthropology[Code = 3]
Applied mathematics[Code = 4]
Art history[Code = 5]
Art theory and practice[Code = 6]
Asian and Middle East languages and civilization[Code = 7]
Asian and Middle East studies [Code = 8]
Biological sciences[Code = 9]
Biomedical engineering[Code = 10]
Chemical and biological engineering[Code = 11]
Chemistry[Code = 12]
Civil engineering[Code = 13]
Classics (Latin and Greek)[Code = 14]
Cognitive science[Code = 15]
Communication sciences and disorders[Code = 16]
Communication studies[Code = 17]
Comparative literary studies[Code = 18]
Computer engineering[Code = 19]
Computer science[Code = 20]
Computing and information systems[Code = 21]
Dance[Code = 22]
Drama [Code = 23]
Economics[Code = 24]
Electrical engineering[Code = 25]
English[Code = 26]
English major in writing[Code = 27]
Environmental engineering[Code = 28]
Environmental sciences[Code = 29]
European studies [Code = 30]
French[Code = 31]
Gender studies [Code = 32]
Geography [Code = 33]
Geological sciences[Code = 34]
German[Code = 35]
History[Code = 36]
Human development and psychological services[Code = 37]
Industrial engineering[Code = 38]
Integrated Science Program[Code = 39]
International studies [Code = 40]
Italian[Code = 41]
65
Jazz Studies[Code = 79]
Jewish studies[Code = 42]
Journalism[Code = 43]
Latina and Latino studies[Code = 44]
Learning and organizational change[Code = 45]
Legal studies [Code = 46]
Linguistics[Code = 47]
Manufacturing and design engineering[Code = 48]
Materials science[Code = 49]
Materials science and engineering[Code = 50]
Mathematical Methods in the Social Sciences[Code = 51]
Mathematics[Code = 52]
Mechanical engineering[Code = 53]
Music Composition[Code = 73]
Music Education[Code = 74]
Music Technology[Code = 75]
Music Theory and Cognition[Code = 76]
Musicology[Code = 77]
Organization Behavior[Code = 78]
Performance studies[Code = 54]
Philosophy[Code = 55]
Physics[Code = 56]
Piano[Code = 80]
Political science[Code = 57]
Psychology[Code = 58]
Radio/television/film[Code = 59]
Religion[Code = 60]
Science in human culture [Code = 61]
Secondary teaching[Code = 62]
Slavic languages and literature[Code = 63]
Social policy[Code = 64]
Sociology[Code = 65]
Spanish and Portuguese[Code = 66]
Statistics[Code = 67]
Strings[Code = 81]
Theatre[Code = 68]
Undecided arts or sciences major[Code = 69]
Undecided education or social policy major[Code = 70]
Undecided engineering or applied science major[Code = 71]
Urban studies [Code = 72]
Voice and Opera[Code = 82]
Winds and Percussion[Code = 83]
Required answers: 0 Allowed answers: 1
Q9 Please indicate your current minor:
African American studies[Code = 1]
African studies[Code = 2]
66
Anthropology[Code = 3]
Architectural engineering and design (engineering)[Code = 4]
Art history[Code = 5]
Arts administration[Code = 6]
Asian American studies[Code = 7]
Asian and Middle East studies[Code = 8]
Biological sciences[Code = 9]
Biotechnology (engineering)[Code = 10]
Business enterprise (engineering)[Code = 11]
Business institutions[Code = 12]
Central and Southeastern European studies[Code = 13]
Chemistry[Code = 14]
Chinese language and culture[Code = 15]
Classics (Greek and Latin)[Code = 16]
Cognitive science[Code = 17]
Commercial music[Code = 18]
Computing and information systems[Code = 19]
Critical theory[Code = 20]
Economics[Code = 21]
Engineering design (engineering)[Code = 22]
English[Code = 23]
Environmental policy and culture[Code = 24]
Film and media studies[Code = 25]
Financial economics (consulting/financial services/business)[Code = 26]
French[Code = 27]
Gender studies[Code = 28]
Geography[Code = 29]
Geological sciences[Code = 30]
German[Code = 31]
Global health studies[Code = 32]
History[Code = 33]
Humanities[Code = 34]
Italian[Code = 35]
Japanese language and culture[Code = 36]
Jazz studies[Code = 37]
Jazz studies (music)[Code = 38]
Jewish studies[Code = 39]
Latin American and Caribbean studies[Code = 40]
Latina and Latino studies[Code = 41]
Legal studies[Code = 42]
Linguistics[Code = 43]
Managerial analytics (consulting/financial services/business)[Code = 44]
Materials science[Code = 45]
Mathematics[Code = 46]
Music cognition[Code = 47]
Music cognition (music)[Code = 48]
Music composition[Code = 49]
67
Music criticism[Code = 50]
Music technology[Code = 51]
Music technology (music)[Code = 52]
Music theatre (music/communication)[Code = 53]
Music theory[Code = 54]
Musicology[Code = 55]
Philosophy[Code = 56]
Physics[Code = 57]
Political science[Code = 58]
Psychology[Code = 59]
Religion[Code = 60]
Science in human culture[Code = 61]
Service learning (education/social policy)[Code = 62]
Slavic languages and literature[Code = 63]
Sociology[Code = 64]
Sound design[Code = 65]
Spanish[Code = 66]
Statistics[Code = 67]
Transportation and logistics[Code = 68]
Undergraduate leadership[Code = 69]
Required answers: 0 Allowed answers: 1
Q10 In which undergraduate certificate program are you enrolled?
Financial Economics (Kellogg)[Code = 1]
Managerial Analytics (Kellogg)[Code = 2]
Engineering Design (McCormick)[Code = 3]
Integrated Marketing Communications (Communication)[Code = 4]
Music Theatre (Music)[Code = 5]
Creative Writing for the Media (Communication)[Code = 6]
Civic Engagement (SESP)[Code = 7]
Required answers: 1 Allowed answers: 1
Display if Q3='Yes'
Next Page: Sequential
Page - ACADEMIC PREPARATION
Display if ( Q2='Master's (terminal)' OR Q2='Master's (completed on way to Doctorate)' OR Q2='Dual Master's/Doctorate (M.A./Ph.D./M.P.H.)' OR Q2='Doctorate' )
Q11 Please indicate your current area of study:
[Code = 1] [TextBox]
Required answers: 0 Allowed answers: 1
Q12 Please indicate the school of your degree program:
Communication[Code = 1]
Education and Social Policy[Code = 2]
McCormick Engineering and Applied Sciences[Code = 3]
Medill School of Journalism[Code = 4]
Bienen School of Music[Code = 5]
68
School of Continuing Studies[Code = 6]
Weinberg Arts & Sciences[Code = 7]
Feinberg School of Medicine[Code = 8]
School of Law (JD/PhD)[Code = 9]
Other[Code = 10]
Required answers: 1 Allowed answers: 1
Q13 Please list the other schools you are enrolled in as a part of your dual or double degree program: (Check all that apply)
The Graduate School (M.A., M.S., Ph.D.)[Code = 1]
Communication[Code = 2]
Education and Social Policy[Code = 3]
McCormick Engineering and Applied Sciences[Code = 4]
Medill School of Journalism[Code = 5]
Bienen School of Music[Code = 6]
School of Continuing Studies[Code = 7]
Weinberg Arts & Sciences[Code = 8]
Required answers: 1 Allowed answers: 8
Display if Q2='Dual Master's/Doctorate (M.A./Ph.D./M.P.H.)'
Q14 In which graduate certificate program are you?
African Studies[Code = 1]
Biotechnology[Code = 2]
Cognitive Science[Code = 3]
Comparative and Historical Social Science[Code = 4]
Education Sciences[Code = 5]
Gender Studies[Code = 6]
Italian Studies[Code = 7]
Language, Music, and Communication[Code = 8]
Required answers: 1 Allowed answers: 1
Display if Q4='Yes'
Next Page: Sequential
Page - INTERNSHIP EXPERIENCE
Q15 Did you participate in an internship or practicum while you were an undergraduate student at Northwestern?
Yes, I had 1 internship/practicum[Code = 1]
Yes, I had 2 or more internships/practicum experiences[Code = 2]
No[Code = 3]
No, but I will complete an internship/practicum after graduation[Code = 4]
Required answers: 1 Allowed answers: 1
Next Page: Sequential
Page - 7
Q16 Did you receive a full-time offer of employment from an internship/practicum?
Yes, full-time employment[Code = 1]
No[Code = 2]
Required answers: 1 Allowed answers: 1
69
Display if Q15='Yes, I had 1 internship/practicum' OR Q15='Yes, I had 2 or more internships/practicum experiences'
Next Page: Sequential
Page - 8
Q17 Did you accept the offer from this internship/practicum?
Yes[Code = 1]
No, but I am considering it[Code = 2]
No, and I do not plan to[Code = 3]
Required answers: 1 Allowed answers: 1
Display if Q16='Yes, full-time employment'
Next Page: Sequential
Page - POST-GRADUATION PLANS
Q18 Which category best describes your PRIMARY career status immediately after graduation, beginning Summer 2011 or Fall 2011?
Full-time employment[Code = 1]
Full-time employment offer(s) pending[Code = 2]
Temporary or contract job[Code = 3]
Self-employed or freelance work[Code = 4]
Employed part time at one or more jobs[Code = 5]
Military service full time[Code = 6]
Post-graduate internship/practica/student teaching[Code = 7]
Post-graduate fellowship[Code = 8]
Post doctorate[Code = 9]
Will perform community/volunteer service full time[Code = 10]
Will continue my education next fall[Code = 11]
Unemployed and actively seeking work[Code = 12]
Voluntarily unemployed and not seeking work[Code = 13]
Other[Code = 14]
Required answers: 1 Allowed answers: 1
Q19 Did you search for post-graduation employment while at NU?
Yes[Code = 1] (Go To Page 10)
No[Code = 2] (Go To Page 12)
Required answers: 1 Allowed answers: 1
Next Page: Conditional
Page - 10
Q20 How long did you search for post-graduation employment from the time you started your active search?
1 month[Code = 1]
2 months[Code = 2]
3 months[Code = 3]
4 months[Code = 4]
5 months [Code = 5]
6 months[Code = 6]
7 months[Code = 7]
70
8 months [Code = 8]
9 months[Code = 9]
10 months or more[Code = 10]
Required answers: 1 Allowed answers: 1
Q21 From the time you started your job search for post-graduation employment, how many offers did you receive?
0[Code = 1]
1[Code = 2]
2[Code = 3]
3[Code = 4]
4[Code = 5]
5[Code = 6]
6[Code = 7]
7 or more[Code = 8]
Not applicable to me[Code = 9]
Required answers: 1 Allowed answers: 1
Q22 With how many employers did you have job interviews during your search for post-graduation employment?
1 employer[Code = 1]
2 employers[Code = 2]
3 employers[Code = 3]
4 employers[Code = 4]
5 employers [Code = 5]
6 employers[Code = 6]
7 employers[Code = 7]
8 employers [Code = 8]
9 employers[Code = 9]
10 or more employers[Code = 10]
Required answers: 1 Allowed answers: 1
Please rate how extensively you used each job search method listed below to generate job leads, employer interest, or job interviews:
Q23 NU Career Services on Lincoln St./UCS Career Lab
Always[Code = 4]
Regularly[Code = 3]
Occasionally[Code = 2]
Not at all[Code = 1]
Required answers: 1 Allowed answers: 1
Q24 NU job listings on Internet
Always[Code = 4]
Regularly[Code = 3]
Occasionally[Code = 2]
Not at all[Code = 1]
Required answers: 1 Allowed answers: 1
Q25 NU campus interviews
Always[Code = 4]
Regularly[Code = 3]
Occasionally[Code = 2]
Not at all[Code = 1]
Required answers: 1 Allowed answers: 1
Q26 NU job/career fair
Always[Code = 4]
71
Always[Code = 4]
Regularly[Code = 3]
Occasionally[Code = 2]
Not at all[Code = 1]
Required answers: 1 Allowed answers: 1
Q26 NU job/career fair
Always[Code = 4]
Regularly[Code = 3]
Occasionally[Code = 2]
Not at all[Code = 1]
Required answers: 1 Allowed answers: 1
Q27 NU faculty
Always[Code = 4]
Regularly[Code = 3]
Occasionally[Code = 2]
Not at all[Code = 1]
Required answers: 1 Allowed answers: 1
Q28 NU alumni
Always[Code = 4]
Regularly[Code = 3]
Occasionally[Code = 2]
Not at all[Code = 1]
Required answers: 1 Allowed answers: 1
Q29 Professional contacts
Always[Code = 4]
Regularly[Code = 3]
Occasionally[Code = 2]
Not at all[Code = 1]
Required answers: 1 Allowed answers: 1
Q30 Family/personal friends
Always[Code = 4]
Regularly[Code = 3]
Occasionally[Code = 2]
Not at all[Code = 1]
Required answers: 1 Allowed answers: 1
Q31 Other job/career fair
Always[Code = 4]
Regularly[Code = 3]
Occasionally[Code = 2]
Not at all[Code = 1]
Required answers: 1 Allowed answers: 1
72
Q32 Employment agency
Always[Code = 4]
Regularly[Code = 3]
Occasionally[Code = 2]
Not at all[Code = 1]
Required answers: 1 Allowed answers: 1
Q33 Direct application to employers
Always[Code = 4]
Regularly[Code = 3]
Occasionally[Code = 2]
Not at all[Code = 1]
Required answers: 1 Allowed answers: 1
Q34 Job ads in publications/print media
Always[Code = 4]
Regularly[Code = 3]
Occasionally[Code = 2]
Not at all[Code = 1]
Required answers: 1 Allowed answers: 1
Q35 Prior experience with employer
Always[Code = 4]
Regularly[Code = 3]
Occasionally[Code = 2]
Not at all[Code = 1]
Required answers: 1 Allowed answers: 1
Q36 Professional association(s)
Always[Code = 4]
Regularly[Code = 3]
Occasionally[Code = 2]
Not at all[Code = 1]
Required answers: 1 Allowed answers: 1
Q37 Internet site(s)
Always[Code = 4]
Regularly[Code = 3]
Occasionally[Code = 2]
Not at all[Code = 1]
Required answers: 1 Allowed answers: 1
Q38 Other method(s)
Always[Code = 4]
Regularly[Code = 3]
Occasionally[Code = 2]
Not at all[Code = 1]
73
Required answers: 1 Allowed answers: 1
Next Page: Sequential
Page - 11
Q39 Which two job search methods were most useful to you?
NU Career Services on Lincoln St.[Code = 1]
NU job listings on Internet[Code = 2]
NU campus interviews[Code = 3]
NU job/career fair[Code = 4]
NU faculty[Code = 5]
NU alumni[Code = 6]
Professional contacts[Code = 7]
Family/personal friends[Code = 8]
Other job/career fair[Code = 9]
Employment agency[Code = 10]
Direct application to employers[Code = 11]
Job ads in publications/print media[Code = 12]
Prior experience with employer[Code = 13]
Professional association(s)[Code = 14]
Internet site(s)[Code = 15]
Other method(s)[Code = 16]
Required answers: 0 Allowed answers: 2
During your job search, please rate how effective each job search method listed below was to generate job leads, employer interest, or job interviews:
Q40 NU Career Services on 620 Lincoln St./UCS Career Lab
Extremely effective[Code = 5]
Very effective[Code = 4]
Moderately effective[Code = 3]
Not very effective[Code = 2]
Not at all effective[Code = 1]
Required answers: 1 Allowed answers: 1
Display if NOT Q23='Not at all'
Q41 NU job listings on Internet
Extremely effective[Code = 5]
Very effective[Code = 4]
Moderately effective[Code = 3]
Not very effective[Code = 2]
Not at all effective[Code = 1]
Required answers: 1 Allowed answers: 1
Display if NOT Q24='Not at all'
Q42 NU campus interviews
Extremely effective[Code = 5]
Very effective[Code = 4]
Moderately effective[Code = 3]
Not very effective[Code = 2]
Not at all effective[Code = 1]
Required answers: 1 Allowed answers: 1
Display if NOT Q25='Not at all'
Q43 NU job/career fair
74
Very effective[Code = 4]
Moderately effective[Code = 3]
Not very effective[Code = 2]
Not at all effective[Code = 1]
Required answers: 1 Allowed answers: 1
Display if NOT Q25='Not at all'
Q43 NU job/career fair
Extremely effective[Code = 5]
Very effective[Code = 4]
Moderately effective[Code = 3]
Not very effective[Code = 2]
Not at all effective[Code = 1]
Required answers: 1 Allowed answers: 1
Display if NOT Q26='Not at all'
Q44 NU faculty
Extremely effective[Code = 5]
Very effective[Code = 4]
Moderately effective[Code = 3]
Not very effective[Code = 2]
Not at all effective[Code = 1]
Required answers: 1 Allowed answers: 1
Display if NOT Q27='Not at all'
Q45 NU alumni
Extremely effective[Code = 5]
Very effective[Code = 4]
Moderately effective[Code = 3]
Not very effective[Code = 2]
Not at all effective[Code = 1]
Required answers: 1 Allowed answers: 1
Display if NOT Q28='Not at all'
Q46 Professional contacts
Extremely effective[Code = 5]
Very effective[Code = 4]
Moderately effective[Code = 3]
Not very effective[Code = 2]
Not at all effective[Code = 1]
Required answers: 1 Allowed answers: 1
Display if NOT Q29='Not at all'
Q47 Family/personal friends
Extremely effective[Code = 5]
Very effective[Code = 4]
Moderately effective[Code = 3]
75
Not very effective[Code = 2]
Not at all effective[Code = 1]
Required answers: 1 Allowed answers: 1
Display if NOT Q30='Not at all'
Q48 Other job/career fair
Extremely effective[Code = 5]
Very effective[Code = 4]
Moderately effective[Code = 3]
Not very effective[Code = 2]
Not at all effective[Code = 1]
Required answers: 1 Allowed answers: 1
Display if NOT Q31='Not at all'
Q49 Employment agency
Extremely effective[Code = 5]
Very effective[Code = 4]
Moderately effective[Code = 3]
Not very effective[Code = 2]
Not at all effective[Code = 1]
Required answers: 1 Allowed answers: 1
Display if NOT Q32='Not at all'
Q50 Direct application to employers
Extremely effective[Code = 5]
Very effective[Code = 4]
Moderately effective[Code = 3]
Not very effective[Code = 2]
Not at all effective[Code = 1]
Required answers: 1 Allowed answers: 1
Display if NOT Q33='Not at all'
Q51 Job ads in publications/print media
Extremely effective[Code = 5]
Very effective[Code = 4]
Moderately effective[Code = 3]
Not very effective[Code = 2]
Not at all effective[Code = 1]
Required answers: 1 Allowed answers: 1
Display if NOT Q34='Not at all'
Q52 Prior experience with employer
Extremely effective[Code = 5]
Very effective[Code = 4]
Moderately effective[Code = 3]
Not very effective[Code = 2]
Not at all effective[Code = 1]
76
Required answers: 1 Allowed answers: 1
Display if NOT Q35='Not at all'
Q53 Professional association(s)
Extremely effective[Code = 5]
Very effective[Code = 4]
Moderately effective[Code = 3]
Not very effective[Code = 2]
Not at all effective[Code = 1]
Required answers: 1 Allowed answers: 1
Display if NOT Q36='Not at all'
Q54 Internet site(s)
Extremely effective[Code = 5]
Very effective[Code = 4]
Moderately effective[Code = 3]
Not very effective[Code = 2]
Not at all effective[Code = 1]
Required answers: 1 Allowed answers: 1
Display if NOT Q37='Not at all'
Q55 Other method(s)
Extremely effective[Code = 5]
Very effective[Code = 4]
Moderately effective[Code = 3]
Not very effective[Code = 2]
Not at all effective[Code = 1]
Required answers: 1 Allowed answers: 1
Display if NOT Q38='Not at all'
Q56 When did you first make contact with University Career Services?
Freshman year[Code = 1]
Sophomore year[Code = 2]
Junior year[Code = 3]
Senior year[Code = 4]
Required answers: 1 Allowed answers: 1
Display if ( Q2='Bachelor's with single major' OR Q2='Bachelor's with 2 or more majors' OR Q2='Double degree (receiving two separate Bachelors' degrees)' ) AND NOT Q23='Not at all'
Q57 When did you first make contact with University Career Services?
First year[Code = 1]
Second year[Code = 2]
Third year[Code = 3]
Fourth year[Code = 4]
Fifth + year[Code = 5]
Required answers: 1 Allowed answers: 1
Display if NOT Q23='Not at all' AND ( Q2='Master's (terminal)' OR Q2='Master's (completed on way to Doctorate)' OR Q2='Dual Master's/Doctorate (M.A./Ph.D./M.P.H.)' OR Q2='Doctorate' )
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Next Page: Sequential
Page - EMPLOYMENT PLANS
Q58 Will you be employed full time after graduation?
Yes (please include offers accepted as well as pending offers)[Code = 1] [TextBox]
No[Code = 2]
Required answers: 1 Allowed answers: 1
Next Page: Sequential
Page - 13
Display if Q58='Yes (please include offers accepted as well as pending offers)'
Q59 When did you (or will you) accept your job or pending offer?
Prior to this academic year[Code = 1]
Summer before graduation[Code = 2]
Year of graduation, fall quarter[Code = 3]
Year of graduation, winter quarter[Code = 4]
Year of graduation, spring quarter[Code = 5]
Offer pending, will decide at a later date[Code = 6]
Required answers: 1 Allowed answers: 1
Display if Q58='Yes (please include offers accepted as well as pending offers)'
Q60 What will your annual salary be? (e.g., $30,000)
Please enter numeric text only in U.S. dollars, omitting $:[Code = 1] [TextBox - Numeric]
Required answers: 0 Allowed answers: 1
Q61 If you received a signing bonus (or will receive a signing bonus), how much was it (will it be)? (e.g., $5,000)
Please enter numeric text only in U.S. dollars, omitting $:[Code = 1] [TextBox - Numeric]
Did not receive bonus[Code = 2]
Required answers: 0 Allowed answers: 1
Q62 Please indicate your title/occupation:
[Code = 1] [TextBox]
Required answers: 0 Allowed answers: 1
Q63 Please indicate the name of your employer:
[Code = 1] [TextBox]
Required answers: 0 Allowed answers: 1
Please indicate the type of position you obtained or will obtain (job function): If you did not, or will not, obtain a position in a certain area, please leave it blank.
Q64 Communications
Design/Graphic Arts[Code = 1]
Media Planning[Code = 2]
Production (Communications)[Code = 3]
Public Relations[Code = 4]
Reporting[Code = 5]
Writing/Editing[Code = 6]
Required answers: 0 Allowed answers: 1
Q65 Computer Science
Computer Programming[Code = 1]
Computer Systems Analysis[Code = 2]
Network Administration[Code = 3]
78
Writing/Editing[Code = 6]
Required answers: 0 Allowed answers: 1
Q65 Computer Science
Computer Programming[Code = 1]
Computer Systems Analysis[Code = 2]
Network Administration[Code = 3]
Technical/Computer Support[Code = 4]
Other computer related (NEC)[Code = 5]
Required answers: 0 Allowed answers: 1
Q66 Consulting
Finance[Code = 1]
Human Resources[Code = 2]
Management[Code = 3]
Marketing[Code = 4]
Non-Profit[Code = 5]
Strategy[Code = 6]
Other (please specify)[Code = 7] [TextBox]
Required answers: 0 Allowed answers: 1
Q67 Education
Elementary Teaching[Code = 1]
Secondary Teaching[Code = 2]
Special Education[Code = 3]
Private K-12 Teaching[Code = 4]
College/University Teaching[Code = 5]
College/University Administration[Code = 6]
Alternate Certification Programs (e.g., Teach for America, Chicago Teaching Fellows)[Code = 7]
Teach English Abroad[Code = 8]
Required answers: 0 Allowed answers: 1
Q68 Engineering
Bioengineering[Code = 1]
Design/Construction[Code = 2]
Environmental/Sanitation[Code = 3]
Field Engineering[Code = 4]
Hardware Design & Development[Code = 5]
Industrial Hygiene/Occupational Safety[Code = 6]
Manufacturing/Industrial[Code = 7]
Power Systems[Code = 8]
Process Engineering (Chemical)[Code = 9]
Production Engineering[Code = 10]
Project Engineering[Code = 11]
Quality Control[Code = 12]
Research & Development[Code = 13]
Software Design & Development[Code = 14]
79
Systems/Programming[Code = 15]
Testing[Code = 16]
Other engineering (NEC)[Code = 17]
Required answers: 0 Allowed answers: 1
Q69 Finance
Accounting[Code = 1]
Auditing[Code = 2]
Commercial Banking (Consumer)[Code = 3]
Commercial Banking (Lending)[Code = 4]
Financial Analysis[Code = 5]
Investment Banking (Corporate Finance)[Code = 6]
Investment Banking (Mergers & Acquisitions)[Code = 7]
Investment Banking (Real Estate)[Code = 8]
Sales & Trading[Code = 9]
Portfolio Management/Brokerage[Code = 10]
Required answers: 0 Allowed answers: 1
Q70 Healthcare
Administrative (Healthcare)[Code = 1]
Dietician[Code = 2]
Medical Technology[Code = 3]
Occupational Therapy[Code = 4]
Paramedic[Code = 5]
Pharmacist[Code = 6]
Physical Therapy[Code = 7]
Radiation Therapy[Code = 8]
Registered Nurse[Code = 9]
Respiratory Therapy[Code = 10]
Speech Pathology/Audiology[Code = 11]
Other health related (NEC)[Code = 12]
Required answers: 0 Allowed answers: 1
Q71 Marketing
Advertising[Code = 1]
Brand/Product Management[Code = 2]
Buyer/Merchandising[Code = 3]
Customer Service[Code = 4]
Distribution[Code = 5]
Marketing Research[Code = 6]
Purchasing[Code = 7]
Sales[Code = 8]
Required answers: 0 Allowed answers: 1
Q72 Public Administration
Executive, Legislative, & General[Code = 1]
Policy[Code = 2]
80
Law Enforcement[Code = 3]
Military[Code = 4]
National Security[Code = 5]
Urban/Regional Planning[Code = 6]
Required answers: 0 Allowed answers: 1
Q73 Social Services
Administrative (Social Services)[Code = 1]
Counseling[Code = 2]
Fundraising/Development[Code = 3]
Social Work[Code = 4]
Required answers: 0 Allowed answers: 1
Q74 Other functional categories
Actuarial[Code = 1]
Agricultural/Natural Resources[Code = 2]
Architecture[Code = 3]
Human Resources/Industrial Relations[Code = 4]
Insurance (Claims)[Code = 5]
Insurance (Underwriting)[Code = 6]
Management Trainee (Entry-Level Management)[Code = 7]
Management, General (Mid to Upper Level)[Code = 8]
Mathematician/Statistician[Code = 9]
Paralegal[Code = 10]
Performing Arts/Entertainment[Code = 11]
Religious Occupation[Code = 12]
Research (Nontechnical)[Code = 13]
Research (Technical/Scientific)[Code = 14]
Required answers: 0 Allowed answers: 1
Please indicate the primary industry of your employer: If you did not, or will not, obtain a position in a certain area, please leave it blank.
Q75 Business and related
Banking - Investment[Code = 1]
Banking - Commercial[Code = 2]
Consulting[Code = 3]
Economics[Code = 4]
Financial Services[Code = 5]
Human Resources[Code = 6]
Insurance[Code = 7]
Organization Change/Development[Code = 8]
Management/Administration[Code = 9]
Pharmaceuticals[Code = 10]
Real Estate[Code = 11]
Sales[Code = 12]
Securities/Trading[Code = 13]
Required answers: 0 Allowed answers: 1
Q76 Communications, Marketing, and/or Media
Advertising[Code = 1]
Arts Management[Code = 2]
Broadcasting TV and Radio[Code = 3]
Design - Fashion, Web[Code = 4]
81
Securities/Trading[Code = 13]
Required answers: 0 Allowed answers: 1
Q76 Communications, Marketing, and/or Media
Advertising[Code = 1]
Arts Management[Code = 2]
Broadcasting TV and Radio[Code = 3]
Design - Fashion, Web[Code = 4]
Event Planning[Code = 5]
Fundraising[Code = 6]
Marketing[Code = 7]
Public Relations[Code = 8]
Writing/Journalism/Publishing[Code = 9]
Film[Code = 10]
Performing Arts - Drama, Music, Theater[Code = 11]
Visual Arts[Code = 12]
Required answers: 0 Allowed answers: 1
Q77 Engineering and Sciences
Biomedical/Biotechnical[Code = 1]
Chemical Engineering[Code = 2]
Civil/Transportation Services[Code = 3]
Computer Engineering[Code = 4]
Electrical Engineering[Code = 5]
Engineering Management/Project Management[Code = 6]
Environmental Engineering[Code = 7]
Information Technology[Code = 8]
Industrial Engineering[Code = 9]
Life Sciences[Code = 10]
Material Sciences[Code = 11]
Mechanical Engineering[Code = 12]
Required answers: 0 Allowed answers: 1
Q78 Non-Profit, Education, Government, and Law
Education[Code = 1]
Government[Code = 2]
Healthcare/Public Health[Code = 3]
Higher Education[Code = 4]
International/Teaching Overseas[Code = 5]
Law[Code = 6]
Medical[Code = 7]
Politics[Code = 8]
Public Policy[Code = 9]
Social Services/Counseling/Community Development[Code = 10]
Teaching - Elementary, Secondary, [Code = 11]
Research[Code = 12]
Required answers: 0 Allowed answers: 1
82
Q79 Other
Please specify the primary industry of your employer:[Code = 1] [TextBox]
Required answers: 0 Allowed answers: 1
Next Page: Sequential
Page - GRADUATE/PROFESSIONAL SCHOOL PLANS
Q80 Are you continuing your current graduate program at NU?
Yes[Code = 1]
No[Code = 2]
Required answers: 1 Allowed answers: 1
Display if Q2='Master's (completed on way to Doctorate)' OR Q2='Dual Master's/Doctorate (M.A./Ph.D./M.P.H.)' OR Q2='Doctorate'
Next Page: Sequential
Page - 15
Q81 Have you applied and/or been admitted to graduate or professional schools other than NU to continue your education?
Yes[Code = 1]
No[Code = 2]
Required answers: 1 Allowed answers: 1
Display if Q80='No'
Q82 Have you applied and/or been admitted to graduate or professional school to continue your education?
Yes[Code = 1]
No[Code = 2]
Required answers: 1 Allowed answers: 1
Display if ( Q2='Bachelor's with single major' OR Q2='Bachelor's with 2 or more majors' OR Q2='Double degree (receiving two separate Bachelors' degrees)' )
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Display if Q81='Yes' OR Q82='Yes'
Q83 Number of schools you applied to:
1[Code = 1]
2[Code = 2]
3[Code = 3]
4[Code = 4]
5[Code = 5]
6[Code = 6]
7[Code = 7]
8[Code = 8]
9[Code = 9]
10+[Code = 10]
Required answers: 1 Allowed answers: 1
83
Q84 Number of schools that admitted you:
0[Code = 1]
1[Code = 2]
2[Code = 3]
3[Code = 4]
4[Code = 5]
5[Code = 6]
6[Code = 7]
7[Code = 8]
8[Code = 9]
9[Code = 10]
10+[Code = 11]
Required answers: 1 Allowed answers: 1
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Name(s) of the graduate or professional schools where you were admitted:
Q85 1.
[Code = 1] [TextBox]
Required answers: 0 Allowed answers: 1
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Q86 2.
[Code = 1] [TextBox]
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Q87 3.
[Code = 1] [TextBox]
Required answers: 0 Allowed answers: 1
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Q88 4.
[Code = 1] [TextBox]
Required answers: 0 Allowed answers: 1
Display if ( Q84='4' OR Q84='5' OR Q84='6' OR Q84='7' OR Q84='8' OR Q84='9' OR Q84='10+' )
Q89 5.
[Code = 1] [TextBox]
Required answers: 0 Allowed answers: 1
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Q90 6.
[Code = 1] [TextBox]
Required answers: 0 Allowed answers: 1
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Q91 7.
[Code = 1] [TextBox]
Required answers: 0 Allowed answers: 1
Display if ( Q84='7' OR Q84='8' OR Q84='9' OR Q84='10+' )
Q92 8.
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Display if ( Q84='6' OR Q84='7' OR Q84='8' OR Q84='9' OR Q84='10+' )
Q91 7.
[Code = 1] [TextBox]
Required answers: 0 Allowed answers: 1
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Q92 8.
[Code = 1] [TextBox]
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Q93 9.
[Code = 1] [TextBox]
Required answers: 0 Allowed answers: 1
Display if ( Q84='9' OR Q84='10+' )
Q94 10.
[Code = 1] [TextBox]
Required answers: 0 Allowed answers: 1
Display if Q84='10+'
Q95 Do you plan to attend graduate or professional school within the next academic year?
Yes[Code = 1] (Go To Page 18)
No[Code = 2] (Go To Page 19)
Required answers: 1 Allowed answers: 1
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Page - 18
Display if Q95='Yes'
Q96 What degree will you be seeking?
M.A./M.S.[Code = 1]
M.B.A.[Code = 2]
Doctorate[Code = 3]
Law[Code = 4]
M.D. or equivalent[Code = 5]
D.D.S.[Code = 6]
Other[Code = 7]
Required answers: 1 Allowed answers: 1
Q97 Where will you be attending graduate/professional school next year?
[Code = 1] [TextBox]
Required answers: 0 Allowed answers: 1
Q98 What will be your major field of study next year?
Business [Code = 1]
85
Computer Science [Code = 2]
Education [Code = 3]
Engineering [Code = 4]
Health Sciences/Medical [Code = 5]
Interdisciplinary [Code = 6]
Law & Criminal Justice[Code = 7]
Liberal Arts/Humanities [Code = 8]
Mathematics [Code = 9]
Physical Sciences [Code = 10]
Social Sciences [Code = 11]
Technology [Code = 12]
Visual and Performing Arts [Code = 13]
Other (please specify)[Code = 14] [TextBox]
Required answers: 1 Allowed answers: 1
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Page - CAREER PREPARATION AND DECISION MAKING
While attending NU, did you participate in any of the activities listed below? Please indicate the number of quarters you were involved (from 1 - 9; 0 = Did not participate):
Q99 Internships
0[Code = 1]
1[Code = 2]
2[Code = 3]
3[Code = 4]
4[Code = 5]
5[Code = 6]
6[Code = 7]
7[Code = 8]
8[Code = 9]
9+[Code = 10]
Required answers: 1 Allowed answers: 1
Q100 Coop experience
0[Code = 1]
1[Code = 2]
2[Code = 3]
3[Code = 4]
4[Code = 5]
5[Code = 6]
6[Code = 7]
7[Code = 8]
8[Code = 9]
9+[Code = 10]
Required answers: 1 Allowed answers: 1
Q101 Practica/student teaching
0[Code = 1]
1[Code = 2]
2[Code = 3]
3[Code = 4]
4[Code = 5]
5[Code = 6]
6[Code = 7]
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0[Code = 1]
1[Code = 2]
2[Code = 3]
3[Code = 4]
4[Code = 5]
5[Code = 6]
6[Code = 7]
7[Code = 8]
8[Code = 9]
9+[Code = 10]
Required answers: 1 Allowed answers: 1
Q102 Research with faculty
0[Code = 1]
1[Code = 2]
2[Code = 3]
3[Code = 4]
4[Code = 5]
5[Code = 6]
6[Code = 7]
7[Code = 8]
8[Code = 9]
9+[Code = 10]
Required answers: 1 Allowed answers: 1
Q103 Summer jobs
0[Code = 1]
1[Code = 2]
2[Code = 3]
3[Code = 4]
4[Code = 5]
5[Code = 6]
6[Code = 7]
7[Code = 8]
8[Code = 9]
9+[Code = 10]
Required answers: 1 Allowed answers: 1
Q104 Part-time jobs during school year
0[Code = 1]
1[Code = 2]
2[Code = 3]
3[Code = 4]
4[Code = 5]
5[Code = 6]
6[Code = 7]
7[Code = 8]
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8[Code = 9]
9+[Code = 10]
Required answers: 1 Allowed answers: 1
Q105 Student activities/organizations
0[Code = 1]
1[Code = 2]
2[Code = 3]
3[Code = 4]
4[Code = 5]
5[Code = 6]
6[Code = 7]
7[Code = 8]
8[Code = 9]
9+[Code = 10]
Required answers: 1 Allowed answers: 1
Q106 Community/volunteer service
0[Code = 1]
1[Code = 2]
2[Code = 3]
3[Code = 4]
4[Code = 5]
5[Code = 6]
6[Code = 7]
7[Code = 8]
8[Code = 9]
9+[Code = 10]
Required answers: 1 Allowed answers: 1
Q107 Research Assistant/Teaching Assistant positions
0[Code = 1]
1[Code = 2]
2[Code = 3]
3[Code = 4]
4[Code = 5]
5[Code = 6]
6[Code = 7]
7[Code = 8]
8[Code = 9]
9+[Code = 10]
Required answers: 1 Allowed answers: 1
Display if ( Q2='Master's (terminal)' OR Q2='Master's (completed on way to Doctorate)' OR Q2='Dual Master's/Doctorate (M.A./Ph.D./M.P.H.)' OR Q2='Doctorate' )
Q108 Study abroad
0[Code = 1]
88
1[Code = 2]
2[Code = 3]
3[Code = 4]
4[Code = 5]
5[Code = 6]
6[Code = 7]
7[Code = 8]
8[Code = 9]
9+[Code = 10]
Required answers: 1 Allowed answers: 1
Display if ( Q2='Bachelor's with single major' OR Q2='Bachelor's with 2 or more majors' OR Q2='Double degree (receiving two separate Bachelors' degrees)' )
Q109 Field studies
0[Code = 1]
1[Code = 2]
2[Code = 3]
3[Code = 4]
4[Code = 5]
5[Code = 6]
6[Code = 7]
7[Code = 8]
8[Code = 9]
9+[Code = 10]
Required answers: 1 Allowed answers: 1
Display if ( Q2='Bachelor's with single major' OR Q2='Bachelor's with 2 or more majors' OR Q2='Double degree (receiving two separate Bachelors' degrees)' )
Q110 Varsity athletics
0[Code = 1]
1[Code = 2]
2[Code = 3]
3[Code = 4]
4[Code = 5]
5[Code = 6]
6[Code = 7]
7[Code = 8]
8[Code = 9]
9+[Code = 10]
Required answers: 1 Allowed answers: 1
Display if ( Q2='Bachelor's with single major' OR Q2='Bachelor's with 2 or more majors' OR Q2='Double degree (receiving two separate Bachelors' degrees)' )
Q111 Summer music festivals
0[Code = 1]
1[Code = 2]
2[Code = 3]
3[Code = 4]
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4[Code = 5]
5[Code = 6]
6[Code = 7]
7[Code = 8]
8[Code = 9]
9+[Code = 10]
Required answers: 1 Allowed answers: 1
Display if ( Q2='Bachelor's with single major' OR Q2='Bachelor's with 2 or more majors' OR Q2='Double degree (receiving two separate Bachelors' degrees)' )
Q112 While earning your current NU degree, did you change your career direction?
Yes (please explain why)[Code = 1] [TextBox]
No[Code = 2]
Required answers: 1 Allowed answers: 1
Display if ( Q2='Master's (terminal)' OR Q2='Master's (completed on way to Doctorate)' OR Q2='Dual Master's/Doctorate (M.A./Ph.D./M.P.H.)' OR Q2='Doctorate' )
Q113 While earning your current NU degree, did you change your major?
Yes[Code = 1]
No[Code = 2]
Required answers: 1 Allowed answers: 1
Display if ( Q2='Bachelor's with single major' OR Q2='Bachelor's with 2 or more majors' OR Q2='Double degree (receiving two separate Bachelors' degrees)' )
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Q114 How many times did you change your major?
1[Code = 1]
2[Code = 2]
3[Code = 3]
4[Code = 4]
5 or more[Code = 5]
Required answers: 1 Allowed answers: 1
Display if ( Q2='Bachelor's with single major' OR Q2='Bachelor's with 2 or more majors' OR Q2='Double degree (receiving two separate Bachelors' degrees)' ) AND Q113='Yes'
Q115 What is the highest degree you plan to earn during your lifetime?
Bachelor's[Code = 1]
M.A. or M.S.[Code = 2]
M.B.A. or equivalent[Code = 3]
Doctorate[Code = 4]
Law[Code = 5]
Medical/Dental[Code = 6]
Uncertain[Code = 7]
Required answers: 1 Allowed answers: 1
Display if ( Q2='Bachelor's with single major' OR Q2='Bachelor's with 2 or more majors' OR Q2='Double degree (receiving two separate Bachelors' degrees)' )
90
Q116 When did you decide upon your current career direction?
Prior to undergraduate degree[Code = 1]
During undergraduate degree[Code = 2]
After completing Bachelor's degree, prior to graduate degree[Code = 3]
During graduate school years[Code = 4]
Currently undecided about career direction[Code = 5]
Required answers: 1 Allowed answers: 1
Display if ( Q2='Master's (terminal)' OR Q2='Master's (completed on way to Doctorate)' OR Q2='Dual Master's/Doctorate (M.A./Ph.D./M.P.H.)' OR Q2='Doctorate' )
Q117 When did you decide upon your current career direction?
Prior to Freshman year[Code = 1]
During Freshman year[Code = 2]
During Sophomore year[Code = 3]
During Junior year[Code = 4]
During Senior year[Code = 5]
Required answers: 1 Allowed answers: 1
Display if Q2='Bachelor's with single major' OR Q2='Bachelor's with 2 or more majors' OR Q2='Double degree (receiving two separate Bachelors' degrees)'
Q118 What is the highest degree you plan to earn during your lifetime?
M.A. or M.S.[Code = 1]
M.B.A. or equivalent[Code = 2]
Doctorate[Code = 3]
Law[Code = 4]
Medical/Dental[Code = 5]
Uncertain[Code = 6]
Required answers: 1 Allowed answers: 1
Display if ( Q2='Master's (terminal)' OR Q2='Master's (completed on way to Doctorate)' OR Q2='Dual Master's/Doctorate (M.A./Ph.D./M.P.H.)' OR Q2='Doctorate' )
Q119 What is your primary long term career interest?
Arts, Performance, Music[Code = 1]
Business, Consulting, Finance, Management, Sales[Code = 2]
Communication, Journalism, Media[Code = 3]
Community, Public, or Social Service[Code = 4]
Education/Teaching[Code = 5]
Entrepreneur [Code = 6]
Government, Public Policy, Politics[Code = 7]
Law[Code = 8]
Medicine[Code = 9]
Research/Academia[Code = 10]
Technology or Engineering[Code = 11]
Other (please specify)[Code = 12] [TextBox]
Uncertain/undecided at this time[Code = 13]
Required answers: 1 Allowed answers: 1
Q120 What is your expected final GPA? Please select the range that best fits you.
2.0 or lower[Code = 1]
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2.1 - 2.5[Code = 2]
2.6 - 3.0[Code = 3]
3.1 - 3.5[Code = 4]
3.6 or higher[Code = 5]
Required answers: 1 Allowed answers: 1
Display if ( Q2='Bachelor's with single major' OR Q2='Bachelor's with 2 or more majors' OR Q2='Double degree (receiving two separate Bachelors' degrees)' )
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Q121 What is your ethnic/racial background?
Asian/Asian American/Pacific Islander[Code = 1]
Black/African American[Code = 2]
Latina(o)/Mexican American/Chicano[Code = 3]
Middle Eastern[Code = 4]
Native American/Alaskan American[Code = 5]
White/Caucasian[Code = 6]
Multiracial[Code = 7]
Other[Code = 8]
Prefer not to answer[Code = 9]
Required answers: 1 Allowed answers: 1
Q122 What is your gender?
Male[Code = 1]
Female[Code = 2]
Transgender[Code = 3]
Prefer not to answer[Code = 4]
Required answers: 1 Allowed answers: 1
Q123 What is your citizenship status?
U.S. citizen[Code = 1]
Permanent resident[Code = 2]
Student visa[Code = 3]
Prefer not to answer[Code = 4]
Required answers: 1 Allowed answers: 1
Q124 Where will you reside next fall?
In U.S.[Code = 1]
Outside of U.S.[Code = 2]
Required answers: 1 Allowed answers: 1
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Q125 In which country will you live next fall?
Canada[Code = 1]
China[Code = 2]
Germany[Code = 3]
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India[Code = 4]
Japan[Code = 5]
Malaysia[Code = 6]
Singapore[Code = 7]
South Korea[Code = 8]
Thailand[Code = 9]
Turkey[Code = 10]
United Kingdom[Code = 11]
Other (please specify)[Code = 12] [TextBox]
Required answers: 1 Allowed answers: 1
Display if Q124='Outside of U.S.'
Q126 In which region of the U.S. will you live next year?
Midwest (IL, MN, IA, IN, WI, SD, NE, KS, MI, ND, MO, OH)[Code = 1]
Northeast (PA, NY, NJ, MA, CT, ME, NH, RI, VT)[Code = 2]
South (DC, VA, TX, TN, KY, GA, LA MS, MD, DE, AL, FL, AR, SC, NC, OK, WV)[Code = 3]
West (AK, MT, WY, CO, AZ, OR, CA, WA, NM, UT, NV, ID)[Code = 4]
Required answers: 1 Allowed answers: 1
Display if Q124='In U.S.'
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Q127 In which Midwestern city will you reside? Select the metropolitan area listed if you will reside in that greater area. (For example, view Chicago, IL as the entire Chicago, IL metropolitan area, which may include Evanston, IL or Skokie, IL.):
Ann Arbor, MI[Code = 1]
Chicago, IL[Code = 2]
Madison, WI[Code = 3]
Minneapolis, MN[Code = 4]
Other (please specify)[Code = 5] [TextBox]
Required answers: 1 Allowed answers: 1
Display if Q126='Midwest (IL, MN, IA, IN, WI, SD, NE, KS, MI, ND, MO, OH)'
Q128 In which Northeastern city will you reside? Select the metropolitan area listed if you will reside in that greater area. (For example, view Chicago, IL as the entire Chicago, IL metropolitan area, which may include Evanston, IL or Skokie, IL.):
Boston, MA[Code = 1]
New York City[Code = 2]
Philadelphia, PA[Code = 3]
Other (please specify)[Code = 4] [TextBox]
Required answers: 1 Allowed answers: 1
Display if Q126='Northeast (PA, NY, NJ, MA, CT, ME, NH, RI, VT)'
Q129 In which Southern city will you reside? Select the metropolitan area listed if you will reside in that greater area. (For example, view Chicago, IL as the entire Chicago, IL metropolitan area, which may include Evanston, IL or Skokie, IL.):
Atlanta, GA[Code = 1]
Austin, TX[Code = 2]
Washington, DC[Code = 3]
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Miami, FL[Code = 4]
New Orleans, LA[Code = 5]
Other (please specify)[Code = 6] [TextBox]
Required answers: 1 Allowed answers: 1
Display if Q126='South (DC, VA, TX, TN, KY, GA, LA MS, MD, DE, AL, FL, AR, SC, NC, OK, WV)'
Q130 In which Western city will you reside? Select the metropolitan area listed if you will reside in that greater area. (For example, view Chicago, IL as the entire Chicago, IL metropolitan area, which may include Evanston, IL or Skokie, IL.):
Denver, CO[Code = 1]
Los Angeles, CA[Code = 2]
Phoenix, AZ[Code = 3]
Portland, OR[Code = 4]
San Francisco, CA[Code = 5]
Seattle, WA[Code = 6]
Other (please specify)[Code = 7] [TextBox]
Required answers: 1 Allowed answers: 1
Display if Q126='West (AK, MT, WY, CO, AZ, OR, CA, WA, NM, UT, NV, ID)'
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Q131 Future contact information (optional) We hope you will be willing to give advice to NU students/alumni regarding your career field, employer, or graduate/professional school. If so, please include your post graduation contact information below; this will be provided to Northwestern Alumni Association and NU Clubs.
Name:[Code = 1] [TextBox]
Mailing address:[Code = 2] [TextBox]
E-mail:[Code = 3] [TextBox]
Phone (e.g., XXX-XXX-XXXX):[Code = 4] [TextBox]
Required answers: 0 Allowed answers: 4
Next Page: Sequential
The table below illustrates how findings were reported in Table1. Across the four
categories, their subcategories are averaged from the % total column in order to present the
average reported in Table 1 for the specific category. Similar methodology was used for all of
the different studies highlighted.
94
Table 16
Study Abroad Gains
Survey Item % Full
Year
% Fall
Semester
%
Spring
Semester
%
Summer
% Total
Personal Development
Increased self-confidence 98% 95% 96% 97% 96%
Served as a catalyst for
increased maturity
98% 97% 97% 95% 97%
Academic Commitment
Enhanced interested in
academic study
81% 80% 79% 84% 80%
Influenced subsequent
education experiences
91% 85% 86% 84% 87%
Reinforced commitment to
foreign language study
88% 83% 85% 90% 86%
Intercultural Development
Helped me better
understand my own
cultural values and biases
99% 97% 97% 95% 98%
Influenced me to seek out
a greater diversity of
friends
94% 88% 89% 86% 90%
Continues to influence
interactions with people
from different cultures
97% 93% 92% 92% 94%
Career Development
Acquired skill sets that
influenced career path
82% 73% 74% 71% 76%
Ignited an interest in a
career direction pursued
after the experience
70% 57% 59% 59% 62%
95
Table 17
Motivations for Studying Abroad by Gender
Average Scores Single Variable Regression
Female Male Pooled Constant Coefficient P-Value
Developing greater proficiency in a language 3.57 2.52 3.18 2.52 1.05 0.023*
Beginning to learn a new language 1.52 1.68 1.58 1.68 -0.16 0.579
Living in another culture and interacting with local people 4.90 4.34 4.69 4.34 0.56 0.003**
Having the opportunity to take courses not offered at Northwestern 2.98 2.96 2.97 2.96 -0.16 0.96
Making significant progress toward my major/minor requirements 3.10 2.80 2.99 2.80 0.06 0.859
Enhancing post-graduation opportunities 3.07 3.00 3.04 3.00 0.07 0.814
Key: *Indicates significance at the 10% level
**Indicates significance at the 5% level
***Indicates significance at the 1% level
Table 18
Housing Distribution by Gender
Count Distribution across Gender, Sample
Housing Female Male Total Female Male Pooled
Host Family 25 10 35 59.52% 40.00% 52.24%
University Housing 13 12 25 30.95% 48.00% 37.31%
Apartment 5 1 6 11.90% 4.00% 8.96%
96
Table 19
Participation while Abroad by Gender
Count Distribution within Gender, Sample
Female Male Total Female Male Pooled
Traveled within the country of study 35 17 52 83.33% 68.00% 77.61%
Travel outside the country of study 33 17 50 78.57% 68.00% 74.63%
Dined out 36 16 52 85.71% 64.00% 77.61%
Extracurricular activities 24 11 35 57.14% 44.00% 52.24%
Entertainment 36 21 57 85.71% 84.00% 85.07%
Held an internship 18 8 26 42.86% 32.00% 38.81%
Participated in an extracurricular activity 24 11 35 57.14% 44.00% 52.24%
Participated in a student group 8 3 11 19.05% 12.00% 16.42%
Volunteered 13 2 15 30.95% 8.00% 22.39%
Played on an informal sports 6 9 15 14.29% 36.00% 22.39%
Played on a formal sports team 3 1 4 7.14% 4.00% 5.97%
97
Table 20
Language Learning by Gender
Average Single Variable Regression
Female Male Pooled Constant Coefficient P-Value
Pre reading assessment 2.56 1.88 2.33 1.88 0.68 0.032**
Post reading assessment 3.44 2.88 3.24 2.88 0.56 0.099*
Change in reading 0.88 1.00 0.92 1.00 -0.13 0.574
Pre writing assessment 2.53 1.71 2.24 1.71 0.83
0.009***
Post writing assessment 3.28 2.53 3.02 2.53 0.75
0.001***
Change in writing 0.75 0.82 0.78 0.82 -0.07 0.725
Pre speaking assessment 2.12 1.68 2.12 1.68 0.68 0.025**
Post speaking assessment 3.38 2.74 3.15 2.74 0.64 0.021**
Change in speaking 1.02 1.06 1.03 1.06 -0.4 0.87
Pre listening comprehension assessment 2.53 1.71 2.24 1.71 0.83
0.006***
Post listening comprehension assessment 3.47 2.76 3.22 0.70 0.013**
Change in listening comprehension 0.94 1.06 0.98 -0.12 0.581
Key:
*Indicates significance at the 10% level
**Indicates significance at the 5% level
***Indicates significance at the 1% level
Table 21
Distribution of Majors within SA, Non-SA
Humanities Social Sciences Sciences Economics MMSS Total
SA students 20.51% 24.36% 12.82% 35.26% 7.05% 100.00%
Non-SA students 15.71% 32.86% 16.19% 30.00% 5.24% 100.00%
Total % of Sample 17.76% 29.23% 14.75% 32.24% 6.01% 100.00%
98
Table 22
Distribution of SA, Non-SA within Double Majors
Double Humanities Major
Double Social Sciences Major
Double Sciences Major
Humanities and Social Sciences Major
Humanities and Sciences Major
Social Sciences and Sciences Major
Total % of Sample
SA Students 12% 2% 0% 0% 0% 0% 2%
Non-SA Students 88% 98% 100% 100% 100% 100% 98%
Total 100% 100% 100% 100% 100% 100% 100%
Table 23
Distribution of SA, Non-SA within Double Majors
Double Humanities Major
Double Social Sciences Major
Double Sciences Major
Humanities and Social Sciences Major
Humanities and Sciences Major
Social Sciences and Sciences Major
Total % of Sample
SA Students 12% 2% 0% 0% 0% 0% 2%
Non-SA Students 88% 98% 100% 100% 100% 100% 98%
Total 100% 100% 100% 100% 100% 100% 100%
Table 24
Certificate Enrollment2930
Count Distribution of SA, Non-SA
across Certificate
Distribution within SA, Non-SA
FE MA IMC CE FE MA IMC CE Total % of Sample
SA students 6 4 1 1 33% 57% 100% 50% 42.86%
Non-SA students 12 3 0 1 67% 43% 0.00% 50% 57.14%
Total 18 7 1 2 100% 100% 100% 100% 100.00%
29 Table excludes Certificates with zero enrollment in the data consisting of Certificates in Engineering Design, Music Theatre, and Creative Writing for Media 30 The acronyms stand for Kellogg Certificate in Financial Economics, Kellogg Certificate in Managerial Analytics, Medill Certificate in Integrated Marketing Communications, and SESP Certificate in Civic Engagement respectively
99
Table 25
Count of Industry by Major31
Business and Humanities 4
Communications/Marketing and Humanities 4
Government/Law and Humanities 0
Engineering/Science and Humanities 7
Other Industry and Humanities 1
Non-Response and Humanities 41
Business and Sciences 15
Communications/Marketing and Sciences 0
Government/Law and Sciences 1
Engineering/Science and Sciences 6
Other Industry and Sciences 4
Non-Response and Sciences 26
Business and Social Sciences 52
Communications/Marketing and Social Sciences 2
Government/Law and Social Sciences 2
Engineering/Science and Social Sciences 22
Other Industry and Social Sciences 11
Non-Response and Social Sciences 89
Non-Response and Economics
Table 26
Count of Future Degree Plans by Major32
Science and MBA/MA 18
Science and PhD/JD/MD 24
Science and BA/BS/Other 8
Humanities and MBA/MA 23
Humanities and PhD/JD/MD 26
Humanities and BA/BS/Other 6
Social Sciences and MBA/MA 72
Social Sciences and PhD/JD/MD 68
Social Sciences and BA/BS/Other 34
31 Double majors in different fields are counted twice 32 Double majors in different fields are counted twice
100
Table 27
Count of GPA
GPA 2.1-3.0 GPA 3.1-3.5 GPA 3.6-4.0
SA Students 8 38 51
Non-SA Students 10 48 78
Total 18 86 129