Campus Involvement Helps RWU Students Prepare for Jobs

Joining one of RWU’s clubs or organizations is not just fun, can help students get ready for life after graduation

Is Graduate Under-employment Persistent? Evidence from the United Kingdom

This paper examines the persistence of under-employment amongst UK higher education graduates. For the cohort of individuals who graduated in 2002/3, micro-data collected by the Higher Education Statistical Agency, are used to calculate the rates of "non-graduate job" employment 6 months and 42 months after graduation. A logit regression analysis suggests the underemployment is not a short-term phenomenon and is systematically related to a set of observable characteristics. It is also found that under-employment 6 months after graduation is positively related to under-employment 42 months after graduation, which is consistent with the view that the nature of the first job after graduation is important in terms of occupational attainment later in the life-cycle.graduates, under-employment, over-education, persistence, United Kingdom

Is Graduate Under-employment Persistent? Evidence from the United Kingdom

This paper examines the persistence of under-employment amongst UK higher education graduates. For the cohort of individuals who graduated in 2002/3, micro-data collected by the Higher Education Statistical Agency, are used to calculate the rates of “non-graduate job†employment 6 months and 42 months after graduation. A logit regression analysis suggests the underemployment is not a short-term phenomenon and is systematically related to a set of observable characteristics. It is also found that under-employment 6 months after graduation is positively related to under-employment 42 months after graduation, which is consistent with the view that the nature of the first job after graduation is important in terms of occupational attainment later in the life-cycle.graduates, under-employment, over-education, persistence, United Kingdom

Documenting Uncertain Times: Postgraduate Transitions of the Academically Adrift Cohort

Based on surveys, analyzes the relationship between college students' academic engagement and growth and life outcomes two years after graduation, including employment, income, student loans, credit card debt, parental assistance, and civic engagement

Preparing FMHC Students For Life After Graduation

The pages you have before you are a complete chronicle of our journey through the design thinking process. We were asked a pressing question: “how can Honors students better prepare for life after graduation?” This question launched a four-month journey, for which we were given the map of the design thinking process. This map was unique in that it told us what terrain we would be navigating, but not how to get to the next destination. Not directly, anyway. Every section of terrain had many paths, and plenty of open space to forge our own. From the rolling moors of defining, the treacherous ocean of empathizing, and the jagged cliffs of redefining—to the plentiful woodlands of ideating, the uncharted wilderness of prototyping, and finally, the open plains of testing, we wound our way through the problem, and came out on the other side with a solution. Afterwards, we compiled all our newly-forged maps into a portfolio of our innovation. We are proud to share our progress—how we went from standing before a real-world question to creating the concept of a Laker Legend web application. Thank you for taking the time to explore our journey—perhaps our insights can help you in some exploration of your own

Student Retention: Impacts of an Agricultural Economics First Year Seminar Course

As universities seek to enhance student retention, a positive first year experience is critical for student success. The objective of this research is to determine whether an agricultural economics first-year seminar course improves retention rates of its undergraduate students. This course provides a unique opportunity for students to learn about the agricultural economics discipline, and also gain insights into what it takes to be a successful college student. Analysis examines whether departmental retention and graduation rates improve after course implementation in 1998, and compares departmental retention and graduation rates to those of the college and university. Qualitative analysis using student evaluations, senior exit interviews and student surveys also assess the impact of this course on student success. Results show that retention and graduation rates improve following course implementation. Retention, four-year graduation rates and five-year graduation rates for the Department exceed those for the College of Agriculture and Life Sciences and exceed the four-year graduation rates for the university.first year seminar, first year experience, student retention, graduation rates, student success, Teaching/Communication/Extension/Profession,

Quadratic Spline and Heligman-Pollard Methods in The Preparation of Life Tables in Gegelang Village West Lombok

In this paper, we conduct research by compiling an abridged life table using the graduation method based on real data obtained at Gegelang Village, West Lombok. The graduation methods used in this study included quadratic spline and Heligman-Pollard. Based on the results, a special case of A was chosen as a method used to make a rough life table before graduation. After the graduation process, it was found that the Heligman-Pollard method was the most suitable. This is based on the chart produced using this method, which is monotonous in nature and does not fluctuate like other graduation methods. In addition, the life expectancy obtained at 65.72 years is close to West Lombok's life expectancy based on 2015

Project C.O.R.E.: Coaching Opportunities with Real Experiences

Retention and graduation rates of VCU men of color (MOC) is significantly lower than white men and women of color. Due to demonstrated significant attrition occurring after the sophomore year, Project C.O.R.E. (Coaching Opportunities with Real Experiences) is proposed as a sophomore-focused program that builds upon an existing freshman course on professional development for MOC. While the first-year course introduces students to a VCU support network, Project C.O.R.E. aims to increase university retention by expanding the student support network to members of the local community. Students are paired with community coaches, predominantly VCU alumni, to enhance their career and life-skills development. This program provides continued community, guidance, and support to encourage MOC to continue on the path to graduation

Life-Tactics Business Plan

High schools often have career programs, however, the demand for career guidance counselors outweighs the supply. Thus Life-Tactics was created and dedicated to teaching students about career readiness post-high school graduation. Life-Tactics teaches students about career guidance, opportunities post-graduation, and provides students with resources to make better-informed decisions after they graduate

Life-Tactics Business Plan

High schools often have career programs, however, the demand for career guidance counselors outweighs the supply. Thus Life-Tactics was created and dedicated to teaching students about career readiness post-high school graduation. Life-Tactics teaches students about career guidance, opportunities post-graduation, and provides students with resources to make better-informed decisions after they graduate