An examination of the impact of learning communities on job/major congruence at a single institution

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dc.contributor.advisorCabrera, Albertoen_US
dc.contributor.authorWilmes, David Michaelen_US
dc.contributor.departmentEducation Policy, and Leadershipen_US
dc.contributor.publisherDigital Repository at the University of Marylanden_US
dc.contributor.publisherUniversity of Maryland (College Park, Md.)en_US
dc.date.accessioned2012-10-11T05:31:34Z
dc.date.available2012-10-11T05:31:34Z
dc.date.issued2012en_US
dc.description.abstractThe purpose of this study was to examine the relationship between learning community participation and job/major congruence. Previous research has demonstrated that learning communities are effective vehicles for promoting student and institutional outcomes. However, few studies have examined the impact of learning communities on alumni or career outcomes. This study uses Holland's (1997) theory of vocational choice to examine how learning community participation impacts job/major congruence. Using a mixed method, concurrent embedded design, I conducted a quantitative analysis of an alumni survey at a single institution which was informed by qualitative interviews. A logistic regression analysis found that learning community participation improved one's chances of reporting job/major congruence by 5.4%. The qualitative interviews demonstrate that this improvement in congruence may be due to the unique structures and pedagogical approaches found in learning communities. Implications of the results and directions for future research are discussed.en_US
dc.identifier.urihttp://hdl.handle.net/1903/13118
dc.subject.pqcontrolledHigher education administrationen_US
dc.titleAn examination of the impact of learning communities on job/major congruence at a single institutionen_US
dc.typeDissertationen_US

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