Coffey, C., Sentz, R., & Saleh, Y. (2019, August). Degrees at Work: Examining the serendipitous outcomes of diverse degrees. Report from Emsi. Available: https://www.economicmodeling.com/degrees-at-work/
Source: Fulfilling the American Dream: Liberal Education and the Future of Work — Selected Findings from Online Surveys of Business Executives and Hiring Managers, p. 5. Hart Research Associates survey conducted on behalf of the Association of American Colleges and Universities. (2018, July). Available: . . .
Source: Chart from p. 5 of “State of the South: Recovering Our Courage — Executive Summary,” published 2018 by MDC at https://www.mdcinc.org/home/knowledge-bank/state-of-south/. MDC calculation of 2016 data using Economic Modeling Specialists International (Q1.2017).
Source: Hora, M. T., Benbow, R. J., & Oleson, A. K. (2018, January). Beyond the skills gap: Preparing college students for life and work. AAC&U Annual Conference, Washington D.C.
Co-authors also refer readers to: Rivera, L. A. (2012). The case of elite professional service firms. American Sociological Review, 77(6), 999-1022.
Graphic from Generation Z: What Employers Need to Know, based on a peer survey of over 600 Gen Z high school students. The study was conducted by the Institute for Corporate Productivity in collaboration with Dr. David Stillman, co-author of When Generations Collide and The M Factor.
The graphic shows that 65% of white students thought college was a good place to study for minorities, 78% of black students thought so, 82% of Hispanic students thought so, and 79% of Asian students thought so. The question asked was of graduates 1990-2016.
Source: “Is your college a good place for minority students to study? Most . . .
A Hypothesized Model of How Five Noncognitive Factors Affect Academic Performance within a Classroom/School and Larger Socio-Cultural Context
From Teaching Adolescents to Become Learners: The Role of Noncognitive Factors in Shaping School Performance: A Critical Literature Review (2012), Fig. 2.1, p. 12: A Hypothesized Model of How Five Noncognitive . . .