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Measuring Alumna Career Advancement: An Approach Based on Educational Expectations.

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Title: Measuring Alumna Career Advancement: An Approach Based on Educational Expectations.
Language: English
Authors: Ben-Ur, Tamar, Rogers, Glen, Alverno Coll., Milwaukee, WI.
Availability: Alverno College, Office of Research and Evaluation, 3401 South 39th St., Milwaukee, WI 53234-3922.
Peer Reviewed: N
Page Count: 33
Publication Date: 1994
Intended Audience: Researchers
Document Type: Speeches/Meeting Papers
Reports - Research
Tests/Questionnaires
Descriptors: Accountability, Alumni, Career Development, Classification, College Graduates, College Outcomes Assessment, Concurrent Validity, Expectation, Females, Higher Education, Liberal Arts, Measurement Techniques, Private Colleges, Promotion (Occupational), Single Sex Colleges, Socioeconomic Influences, Test Validity, Womens Education
Abstract: Alverno College (Wisconsin), a women's liberal arts college, has developed an Alumni Career Level Classification (AACLC) scheme to measure alumna career advancement and demonstrate institutional accountability. This validation study was part of a larger longitudinal study of two entire cohorts of students entering the college in 1976 and 1977, of whom most were predominantly first generation college students from working class backgrounds who worked before, during, and after college. Validation of the AACLC scheme focused on positions reported 5 years after graduation by 243 working female graduates. The study created three types of variables to validate the AACLC: (1) two criterion measures, a position autonomy scale and a cooperative organizational thinking and action ability factor; (2) four secondary validation variables (e.g., annual salary and current level of education); and (3) two variables validating the scheme's consistency, continuity in career area and causal modeling. Analysis found that the AACLC effectively measured career advancement and was anchored in meaningful definitions of career advancement for college graduates. The AACLC was found to be internally consistent in ranking position titles of alumna's colleagues in the organization. The AACLC demonstrated greater sensitivity to post-college career advancement than the socio-economic index in the fields of nursing, business and management, and education. (Contains 48 references.) (JB)
Entry Date: 1995
Accession Number: ED378855
Database: ERIC
FullText Text:
  Availability: 0
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  Data: Measuring Alumna Career Advancement: An Approach Based on Educational Expectations.
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  Data: <searchLink fieldCode="AR" term="%22Ben-Ur%2C+Tamar%22">Ben-Ur, Tamar</searchLink><br /><searchLink fieldCode="AR" term="%22Rogers%2C+Glen%22">Rogers, Glen</searchLink><br /><searchLink fieldCode="AR" term="%22Alverno+Coll%2E%2C+Milwaukee%2C+WI%2E%22">Alverno Coll., Milwaukee, WI.</searchLink>
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  Data: Alverno College, Office of Research and Evaluation, 3401 South 39th St., Milwaukee, WI 53234-3922.
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  Data: N
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  Data: 33
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  Data: 1994
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  Data: Researchers
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  Data: Speeches/Meeting Papers<br />Reports - Research<br />Tests/Questionnaires
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  Data: <searchLink fieldCode="DE" term="%22Accountability%22">Accountability</searchLink><br /><searchLink fieldCode="DE" term="%22Alumni%22">Alumni</searchLink><br /><searchLink fieldCode="DE" term="%22Career+Development%22">Career Development</searchLink><br /><searchLink fieldCode="DE" term="%22Classification%22">Classification</searchLink><br /><searchLink fieldCode="DE" term="%22College+Graduates%22">College Graduates</searchLink><br /><searchLink fieldCode="DE" term="%22College+Outcomes+Assessment%22">College Outcomes Assessment</searchLink><br /><searchLink fieldCode="DE" term="%22Concurrent+Validity%22">Concurrent Validity</searchLink><br /><searchLink fieldCode="DE" term="%22Expectation%22">Expectation</searchLink><br /><searchLink fieldCode="DE" term="%22Females%22">Females</searchLink><br /><searchLink fieldCode="DE" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Liberal+Arts%22">Liberal Arts</searchLink><br /><searchLink fieldCode="DE" term="%22Measurement+Techniques%22">Measurement Techniques</searchLink><br /><searchLink fieldCode="DE" term="%22Private+Colleges%22">Private Colleges</searchLink><br /><searchLink fieldCode="DE" term="%22Promotion+%28Occupational%29%22">Promotion (Occupational)</searchLink><br /><searchLink fieldCode="DE" term="%22Single+Sex+Colleges%22">Single Sex Colleges</searchLink><br /><searchLink fieldCode="DE" term="%22Socioeconomic+Influences%22">Socioeconomic Influences</searchLink><br /><searchLink fieldCode="DE" term="%22Test+Validity%22">Test Validity</searchLink><br /><searchLink fieldCode="DE" term="%22Womens+Education%22">Womens Education</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Alverno College (Wisconsin), a women's liberal arts college, has developed an Alumni Career Level Classification (AACLC) scheme to measure alumna career advancement and demonstrate institutional accountability. This validation study was part of a larger longitudinal study of two entire cohorts of students entering the college in 1976 and 1977, of whom most were predominantly first generation college students from working class backgrounds who worked before, during, and after college. Validation of the AACLC scheme focused on positions reported 5 years after graduation by 243 working female graduates. The study created three types of variables to validate the AACLC: (1) two criterion measures, a position autonomy scale and a cooperative organizational thinking and action ability factor; (2) four secondary validation variables (e.g., annual salary and current level of education); and (3) two variables validating the scheme's consistency, continuity in career area and causal modeling. Analysis found that the AACLC effectively measured career advancement and was anchored in meaningful definitions of career advancement for college graduates. The AACLC was found to be internally consistent in ranking position titles of alumna's colleagues in the organization. The AACLC demonstrated greater sensitivity to post-college career advancement than the socio-economic index in the fields of nursing, business and management, and education. (Contains 48 references.) (JB)
– Name: DateEntry
  Label: Entry Date
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  Data: 1995
– Name: AN
  Label: Accession Number
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  Data: ED378855
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RecordInfo BibRecord:
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 33
    Subjects:
      – SubjectFull: Accountability
        Type: general
      – SubjectFull: Alumni
        Type: general
      – SubjectFull: Career Development
        Type: general
      – SubjectFull: Classification
        Type: general
      – SubjectFull: College Graduates
        Type: general
      – SubjectFull: College Outcomes Assessment
        Type: general
      – SubjectFull: Concurrent Validity
        Type: general
      – SubjectFull: Expectation
        Type: general
      – SubjectFull: Females
        Type: general
      – SubjectFull: Higher Education
        Type: general
      – SubjectFull: Liberal Arts
        Type: general
      – SubjectFull: Measurement Techniques
        Type: general
      – SubjectFull: Private Colleges
        Type: general
      – SubjectFull: Promotion (Occupational)
        Type: general
      – SubjectFull: Single Sex Colleges
        Type: general
      – SubjectFull: Socioeconomic Influences
        Type: general
      – SubjectFull: Test Validity
        Type: general
      – SubjectFull: Womens Education
        Type: general
    Titles:
      – TitleFull: Measuring Alumna Career Advancement: An Approach Based on Educational Expectations.
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            NameFull: Alverno Coll., Milwaukee, WI.
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            NameFull: Ben-Ur, Tamar
      – PersonEntity:
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            NameFull: Rogers, Glen
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            – D: 01
              M: 06
              Type: published
              Y: 1994
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