Using the spreadsheets and data that was available within the course materials of this class, I was able to compute a categorical analysis on the different majors of the students that are enrolled in the MBA program. The data involves information derived from two-hundred students found at Whatsamattu University. The majors that are available for the MBA program at this university that these two-hundred students are taking includes Finance, Marketing, Leadership, and those that are not majoring in anything that is considered to be listed as "No Major". Since we are looking at majors of students and not their individual GPA's, we would use a categorical analysis versus a numerical analysis. "When one works with categorical data, it is possible …show more content…
According to my calculations, there are a total of sixty-one students that are not majoring in a specific concentration. However, fifty-one of the students are interested and majoring in Finance. Twenty-five of the total students are focusing their attention on the subject of Marketing and there are sixty-three students studying Leadership. In order to find the percentages of each one, you would take the total number of the major and divide that amount by two-hundred. For example, the students that do not have a major is 30.5%. This is the result you should receive when you take the total number of students that are listed as No Major, 61, and divide that by 200, giving you 0.305 which you will convert to 30.5%. You would do the same computations for each categorical variable. Therefore, 25.5% of students make up the Finance major, 12.5% of students are showing as Marketing as their major, and 31.5% of students are interested in …show more content…
The next would be those that have chosen No Major. Then you have the Finance major leading you to the less interested major, being Marketing. These amounts are quite shocking to me because I didn't think there would be so many students enrolled that did not choose a specific major. When I was enrolled as an undergraduate student, a lot of my peers were unsure of what to do or become when the time came to "grow up". I chose the inevitable Business Management degree because that was really all I knew that I should take in hopes of finding a career later on down the road. "Galotti and Kozberg (1987) reported that students at a midwestern liberal arts college listed the following factors most frequently as ones that they used in choosing a major: "How much I care for the subject" (79%), "Something I do well in" (54%), "Something with good career opportunities" (46%), and "What I want to do with this major after college" (32%)" (Galotti, 1999, pg. 379). I would like to think that is how we view potential college majors now, but the job market is so difficult that I can understand why a large portion of students are not in a certain major and are just figuring out what they love along the
13 The classification of student major (accounting, economics, management, marketing, other) is an example of:
In chapter two of, How to Succeed by Jon B. Gould goes over the important aspects that students face while choosing a major in college. Gould starts off with some awesome introduction paragraphs that majority of college students face when signing up for classes for the first time. Some of these topics of discussions involved, deciding which subject to major in, to pick a subject that appeals to you, what to do if you have not a clue what to major in, and when the students should choose their majors. Gould, then discusses what it means for students to have alternative majors, double majors, and minors. Gould sums it up as some students have multiple interests, and many colleges offer the option to major in multiple subjects.
A half a century ago the traditional college degree was a bachelors in a liberal arts discipline. Recently a large number of degrees acquired are in a specific profession or in business, or business administration type discipline. While that worked for a long period of time, we are now in a changing world of
The table below shows the preferences for elective courses of students who are undecided about their majors.
Research Question #3: “Does a relationship exist between dual credit enrollment and English courses?” An Anova test was used to compare the GPA earned and college persistence. Table 4 represents the results which portrays no difference in the groups, (F
1. The author (Ostrander) emphasizes that students should not stress out over choosing a major. He tells us that what one majors in is less important than the overall qualities, knowledge base, and the skills that one develops. Ostrander also points out that a major is much less important than the skills that people gain by using a quote from an executive, “I look for people who take accountability, responsibility and are good team people over anything else. I can teach the technical.”
A big concern in todays’ world for graduating college students is being able to find a job right out of school. More times than not, there are many problems that occur when a student chooses a specific career path. In the short exert “Why Focusing Too Narrowly In College Could Backfire”, written by Peter Cappelli, he discusses in his opinion, as well as many others, the right path students should be taking. The lead way students should be following to secure they get a job in a field they will enjoy. Many students have trouble picking a college to go to let alone what major they want to focus on. Students are told to pick a major and start taking the classes for it as soon as possible without realizing they might not even enjoy that field of work. There are many struggles in college with picking the correct classes and
How many of you changed your major since then? According to statistics from Penn State University, “An estimated 20 to 50 percent of students enter college as undecided and an estimated 75 percent of students change their major at least once before graduation.” Why would you go to a university if you did not know what your major was going to be? It reminds me of someone traveling and someone else asking, “Where you going?” Only to be answered, “I have no idea, but I’m making good time.”
what their major is, for example students who want to major in programing or computer
When it’s time to starting making solid decisions about enrolling in college, many people have questions about how to choose a college major. Selecting a
Factors to be considered are salaries, what will I start off with? What degree do I need to earn what I actually want? What am I good at? For sure the decision is complicated. Throughout this essay, we have compiled the three most popular fields of study chosen by college students.
A categorical analysis is when you use categorical variables that are qualitative in nature and absent of any measurement to draw conclusions, to make predictions, or to make business decisions based from the gathered data (Mirabella, 2011). Based on the data set provided in the sample, I conducted an analysis on the categorical variables regarding their gender, major, if employed and whether they work fulltime or not. I used the data to come to a few conclusions. I found that male students were more indecisive on a major compared to the women. Thirty five percent of the males were listed to have no major and only fifteen percent of the females were without a major. Out of all the students, Leadership was the most selected major at 35%
One thing that varies faster than the gasoline price may be the debate around the value of a right path for a young adult— which major guarantees a smooth access to a decent job offer. According to the article, “Not All College Majors Are Created Equal”, the author, Michelle Singletary, indicates that college degrees are not the same based on the different majors. She starts her article with a question that she asked her college students, “What’s your major?” Singletary immediately determines her student’s future by the major that the student is choosing. Later in the article, she states her opinions on how majors have played a great important role in one’s career life by using different examples and statistics. Indeed, college majors are not
Major and GPA is the fourth pair that I will speak on. Again, this one isn’t very hard to understand the connection. We may be able to examine that students with certain majors have different GPAs. For example, if students are pursuing the medical field and typically the averages that are lower than most majors we can infer that harder majors will typically produce lower GPAs on average. This may not be the case every time, however if it is consistent for certain majors then the Office of Admissions may be able to limit the amount of students that are accepted into the hard majors.
As a matter of fact, I decided the Goodness of Fit test for unequal expected distributions since we have four different categories of majors with different percentages expected. In addition, if I had chosen the Goodness of Fit test for equal expected results, the results would have been invalid as the model selected was not applicable. Most statistical models are based on some sort of underlying assumptions, and goodness-of-fit procedures are necessary in order to trust any conclusions that are drawn from the model (Hansen, Jeske, & Kirsch, 2015). As a result, the actual number of students with Leadership as their major was 70 with the expected percentage of 40% equates to 80 MBA students supposed to have Leadership as a major; 10 less than expected. Similarly, the actual number of students enrolled with Finance as their major is 55 with the expected percentage of 30% of 200 MBA students equating to 60 students expected to have Finance as a major; 5 less than expected. In addition, the actual number of students enrolled with Marketing as their major is 25 with the expected percentage of 20% of the MBA students equating to 40 students expected to have Marketing as their major; which is 15 students less than expected which is a significant difference. Ironically, there are 50 students with no major declared with