Analysis of the 2014-15 Graduating Class Transfer and ...Analysis of the 2014-15 Graduating Class...

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Analysis of the 2014-15 Graduating Class

Transfer and Follow-Up Survey Results

Sonia Ninon

Cory Clasemann-Ryan

April 2016

IR #16036

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Table of Contents

Executive Summary ........................................................................................................................ 2

Analysis of the 2014-15 Graduating Class Transfer Data and Follow-Up Survey Results ............ 5

Transfer Data ............................................................................................................................... 5

Survey Respondent Profile .......................................................................................................... 6

Survey Purpose and Method ....................................................................................................... 7

Summary of Survey Results and Recommendations .................................................................. 8

Graduates continue to be pleased with their Ivy Tech experience. ......................................... 8

Graduates continue to be focused on workforce training. ...................................................... 9

The percentage of employed graduates remains fairly consistent, although more are

employed full-time. ................................................................................................................ 10

There are large variations between groups of students who report being employed within

their field of study. ................................................................................................................. 10

Job satisfaction levels remain relatively steady. ................................................................... 12

Graduates report a slight increase in salary over previous years’ graduates. ..................... 13

Participation in internships increases but remains low. ....................................................... 14

The use of Career Services continues to decline. .................................................................. 15

Key Questions to Consider from This Research ....................................................................... 16

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Executive Summary The 2014-15 graduating class included

14,183 unduplicated graduates, an increase

of 2 percent from the prior year and 37

percent since 2010-11. They earned

19,854 credentials, an increase of about 3

percent from the prior year, and 64 percent

since 2010-11.

About a quarter (23 percent) of the 2014-

15 graduating class transferred to another

institution between August 2014 and

February 2016. This is a similar proportion

as the prior year, with IUPUI, Indiana

University East, Indiana State University,

Ball State University and Indiana Wesleyan University, accounting for 41 percent of all

graduates who transferred to another institution. More than half (56 percent) of the graduates

who transferred to another institution came from the University and Transfer division.

The Office of Decision Support also conducts an annual survey of Ivy Tech Community College

(Ivy Tech) graduates six to nine months after graduation to assess their satisfaction with their Ivy

19%

20%

22%

24%

22%

24%

23%

28%

23%

23%

28%

18%

21%

24%

26%

23%

81%

80%

78%

76%

78%

76%

77%

72%

77%

77%

72%

82%

79%

76%

100%

74%

77%

0% 20% 40% 60% 80% 100%

A-Northwest (n=1,681)

B-North Central (n=1,376)

C-Northeast (n=964)

D-Lafayette (n=953)

E-Kokomo (n=694)

F-East Central (n=1,330)

G-Wabash Valley (n=756)

H-Central Indiana (n=2,235)

I-Richmond (n=550)

J-Columbus (n=673)

K-Southeast (n=515)

L-Southwest (n=923)

M-Sellersburg (n=749)

N-Bloomington (n=757)

S-Ivy Online (n=4)

Y-Distance Apprenticeship (n=23)

Statewide (n=14,183)

Figure 2: Graduate Transfer Rates by Region for 2014-15 Graduates

Transferred Did Not Transfer

10,32512,324

13,11813,929 14,183

12,077

15,51316,995

19,18419,854

0

5,000

10,000

15,000

20,000

25,000

2010-11 2011-12 2012-13 2013-14 2014-15

Figure 1: Trend Lines: Credentials Earned and Graduates (Unduplicated)

Graduates (Unduplicated) Credentials

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Tech education and training and their experiences and progress since graduating. A total of 1,400

graduates responded to that survey, representing a response rate of about 10 percent. Even

though the respondent profile is fairly representative of the overall 2014-15 graduating class, the

survey results presented below should be interpreted cautiously because of the small number of

respondents and only at the statewide level. There were not enough respondents to conduct an

analysis at the regional or program level.

Overall, respondents were satisfied with

the education and training received at Ivy

Tech. About 81 percent of the 2014-15

respondents rated their education and

training as “good” or “excellent,”

compared to 76 percent from the prior

year, 79 percent a couple of years ago, 86

percent three years ago and 87 percent four

years ago. African American and Latino

respondents and those from the Health

Science division gave the highest ratings

(ranging from 85 to 92 percent).

Respondents continued to rank the following as their top three educational goals:

1. Complete a degree or technical certificate program at Ivy Tech (27 percent, up from 1

percentage point)

2. Prepare to change careers (18 percent, down by 4 percentage points)

3. Prepare to enter or re-enter the job market (18 percent, down by 1 percentage point)

Nearly three-fourths (74 percent) of

respondents reported having full-time or

part-time employment at the time of the

survey, with 59 percent employed full-

time (more than 30 hours per week) and

15 percent employed part-time (less than

30 hours per week) (see figure 4).

Respondents from three divisions were

most likely to be employed full- or part-

time (Health Science: 84 percent,

Technology: 78 percent, and Business and

Public Service: 75 percent). Respondents

from the Technology division were more

10%

11%

18%

19%

16%

40%

41%

43%

39%

39%

47%

45%

36%

37%

42%

0% 20% 40% 60% 80% 100%

2010-11

2011-12

2012-13

2013-14

2014-15

Figure 3: Rating of Overall Education and Training

Below average Average Good Excellent

54% 52% 54% 59% 59%

19% 20% 17%15% 15%

0%

20%

40%

60%

80%

2010-11 2011-12 2012-13 2013-14 2014-15

Figure 4: Employment Status

Employed full-time Employed part-time

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likely to be employed on a full-time basis (74 percent). While fewer than half (42 percent) of

respondents from the University and Transfer division reported having full-time employment.

Nearly three-fourths (73 percent) of respondents indicated they were “somewhat satisfied” or

“very satisfied” with their current position compared to nearly 74 percent the prior year, about

two-thirds (65 percent) two years ago, 78 percent three years ago and 82 percent four years ago.

Respondents’ satisfaction with their current position varied based on demographic

characteristics. Respondents who were not seeking a different position, those from the Health

Science and Technology divisions, those who were Latino and those employed full-time were the

most satisfied with their current position.

Ivy Tech has been working with employers to offer internship opportunities to students.

Approximately 22 percent of respondents reported participating in an internship, which is up by

3 percentage points from the prior year. There was a difference in the responses based on the

respondents’ race-ethnicity, gender and division.

The results raise a number of important questions to consider as next steps:

Does Ivy Tech have the appropriate structures in place to support students who graduate

from a program outside the University and Transfer division and transfer to a four-year

institution?

Are there unique aspects of the education and training experiences for African American

and Latino students that lead to higher levels of satisfaction with their educational

experience at Ivy Tech? Are there support structures that can be replicated for other

student groups?

How can the College continue to promote business partnership opportunities that could

help graduates find job opportunities within their field of study?

How does the College increase participation in internship opportunities, particularly

given the advantage these provide students to parlay these skills into full-time

employment? Are there ways to embed internship opportunities into programs where

they do not already exist?

How does Ivy Tech better promote the services offered through Career Services to align

these offices with the College's workforce training mission?

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Analysis of the 2014-15 Graduating Class

Transfer Data and Follow-Up Survey Results

This comprehensive report focuses on the

analysis of the 2014-15 graduating class

including transfer data from the National

Student Clearinghouse and the graduate

follow-up survey results.

Transfer Data

Nearly one fourth (23 percent) of the 2014-

15 graduating class transferred to another

institution after leaving Ivy Tech. The

Central Indiana and Southeast regions

reported the highest proportion of transfers

with 28 percent.

More than half (56 percent) of the 2014-15

graduates came from the University and

Transfer division. Another 25 percent came

from the Business and Public Services

division, 14 percent from the Health Science

division, and 4 percent from the Technology

division.

IUPUI, IU East, Indiana State University,

Ball State University and Indiana Wesleyan

University ranked among the top five

institutions for the 2014-15 graduating class.

The top ten receiving institutions are shown

in figure 7.

19%20%

22%24%

22%24%

23%

28%

23%23%

28%

18%

21%

24%

0%

26%

0%

5%

10%

15%

20%

25%

30%

A-N

ort

hw

est (n

=1,6

81)

B-N

ort

h C

en

tral (n

=1,3

76)

C-N

ort

hea

st (n

=964)

D-L

afa

ye

tte (

n=

953)

E-K

okom

o (

n=

694)

F-E

ast C

entr

al (n

=1,3

30)

G-W

abash V

alle

y (

n=

756)

H-C

entr

al In

dia

na

(n=

2,2

35)

I-R

ichm

ond (

n=

550)

J-C

olu

mbus (

n=

673)

K-S

outh

east

(n=

515)

L-S

outh

west (n

=92

3)

M-S

elle

rsburg

(n=

749)

N-B

loom

ingto

n (

n=

757)

S-I

vy O

nlin

e (

n=

4)

Y-D

ista

nce A

ppr.

(n=

23)

Figure 5: Graduate Transfer Rates by Region for 2014-15 Graduates

25%

14%

4%

56%

0%

10%

20%

30%

40%

50%

60%

Businessand Public

Service(n=810)

HealthScience(n=466)

Technology(n=145)

Universityand Transfer

(n=1,808)

Figure 6: Graduate Transfer Rates by Division for 2014-15 Graduates

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Ivy Tech graduates who transferred were

more likely to have the following

characteristics:

Female

Traditional age (under 25)

African American

University and Transfer students

Survey Respondent Profile

The final survey results included 1,400

respondents, which is about 10 percent of

the 14,183 unduplicated Ivy Tech graduates

in 2014-15. These graduates were awarded

19,854 credentials, an increase of about 3

percent from the prior year.

Overall, the respondent profile was fairly

representative of the total Ivy Tech graduate

population. The survey respondents tended

to be non-traditional age (age over 25)

graduates though.

Figures 1, 2, 3, 4 and 5 depict these

proportions compared with the overall

population.

499

241205 200 182

164142

123 114 113

0

100

200

300

400

500

600

Figure 7: Top 10 Receiving Institutions for 2014-15 Graduates

63%

36%

1%

65%

35%

0%0%

20%

40%

60%

80%

100%

Female Male Not Reported

Figure 8: Graduates by Gender for 2014-15 Graduates

Total Graduates Invited to Participate Respondents

4%

6%

10%

79%

4%

7%

10%

79%

0% 20% 40% 60% 80% 100%

Latino

Other Minorities

African American

Caucausian

Figure 9: Graduates by Race/Ethnicity for 2014-15 Graduates


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Survey Purpose and Method

Ivy Tech conducts an annual survey of

graduates six to nine months after

graduation to assess their satisfaction with

their Ivy Tech education and training and

their experiences and progress since

graduating. Specific objectives of this

survey included:

Measure graduates’ overall satisfaction

with their Ivy Tech education and

experience

Determine the extent to which Ivy Tech

coursework helped achieve educational

goals

Learn about current employment status,

salary, and job satisfaction

Assess usage and awareness of Ivy Tech

Career Services offerings

The survey was conducted by Ivy Tech

Decision Support staff using Qualtrics, a

web-based survey software, and the

31%

69%

24%

76%

0%

20%

40%

60%

80%

Under 25 25 and Older

Figure 10: Graduates by Age Range for 2014-15 Graduates


12%10%

7%7%5%

9%

5%

16%

4%5%4%

7%5%5%

0%0%

18%

0%

10%

20%

Figure 11: Graduates by Region for 2014-15 Graduates


32%

28%

15%

25%

35%

26%

12%

27%

0%

20%

40%

Business andPublic Service

HealthScience

Technology University andTransfer

Figure 12: Graduates by Division for 2014-15 Graduates


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BlackBoard Call Center. Graduates received

invitations to participate via e-mails during

the first two weeks followed by phone calls

from the Blackboard Call Center staff during

the latter part of the survey administration.

The survey was administered from February

10, 2016 to March 9, 2016.

Summary of Survey Results and

Recommendations

The survey questions were grouped into

eight broad areas: overall educational

experience, educational objectives, current

employment status, employment/education

relationship, job satisfaction, salary,

internship participation and career services.

Each section below further delineates the

results.

Graduates continue to be pleased with their Ivy

Tech experience. The 2014-15 graduating class gave a rating

of 3.18 on a scale of 4.0 to their Ivy Tech

education and training, up from two prior

years (see figure 13). A higher proportion of

survey respondents rated their Ivy Tech

education and training as “good” or

“excellent” (81 vs. 76 percent).

African American (92 percent) and Latino

(88 percent) respondents and those from the

Health Science division (85 percent) gave

the highest ratings for their Ivy Tech

education and training, with at least 85

percent of respondents in each group rating

3.33 3.27

3.10 3.073.18

1

2

3

4

2010-11 2011-12 2012-13 2013-14 2014-15

Figure 13: Rating of Overall Education and Training - Mean Scores

10%

11%

18%

19%

16%

40%

41%

42%

39%

39%

47%

45%

36%

37%

42%

0% 20% 40% 60% 80% 100%

2010-11

2011-12

2012-13

2013-14

2014-15

Figure 14a: Rating of Overall Education and Training

Below average Average Good Excellent

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their education and training as “good” or

“excellent.” Respondents from the

Technology division had the highest

proportion of students selecting the option

“below average,” with 8 percent.

Graduates continue to be focused on workforce

training. The top three educational objectives

remained completing a degree or technical

certificate program at Ivy Tech (27 percent),

preparing to change careers (18 percent),

and preparing to enter or re-enter the job

market (18 percent). There were variations

based on demographic characteristics.

Respondents from the Health Science

division were also more likely to choose

“completing an Ivy Tech degree or technical

certificate program” (30 percent), “preparing

to enter or re-enter the job market” (27

percent), and “preparing to change careers”

(26 percent). Not surprisingly, a higher

proportion of respondents from the

University and Transfer division chose the

educational goal “earning credits to transfer

to another college/university” (40 percent),

as were Latino students (20 percent).

A higher proportion of respondents from the

Technology division selected the

educational goal “improving skills for your

current job” (13 percent).

A higher proportion of non-traditional age

(age over 25) respondents chose the

educational goal “preparing to change

careers” (23 percent). This is not surprising

given the state and the federal governments’

efforts to help the employed, the

unemployed and the underemployed

improve their skills and/or retrain. In

contrast, traditional age (age under 25)

students were more likely to focus on

pursuing their education both at Ivy Tech

(33 percent) and beyond Ivy Tech (28

percent).

About 85 percent of respondents achieved

their Ivy Tech educational goals, 11 percent

of them did not achieve their educational

goals, and 4 percent responded they didn’t

know. Respondents from the Health Science

division (91 percent), the University and

Transfer division (89 percent) and

traditional age respondents (age under 25)

(89 percent) were most likely to have

achieved their educational goals than were

others.

Four main reasons were cited for preventing

them from achieving their educational goal:

Not yet obtaining employment (34

percent) – this is down 5 percentage

points, an early indication that there are

more opportunities for Ivy Tech

graduates

Other factors included currently

pursuing another credential, credit hours

that did not transfer, health reasons, and

lacking practical experience in their field

(33 percent)

An intent to complete another degree at

Ivy Tech (10 percent)

Transferring to another university that

has not happened yet (10 percent)

Latino (33 percent), African American (29

percent) and traditional age (27 percent)

respondents and those from the University

and Transfer division (21 percent) cited “a

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transfer to another university that has not

happened yet” as their reason for not

achieving their educational goal upon

graduation.

The percentage of employed graduates

remains fairly consistent, although more are

employed full-time. The percentage of respondents who reported

being employed full-time or part-time held

steady at 74 percent. About 59 percent of

respondents were employed full-time while

15 percent of respondents had part-time

employment (see figure 15a).

Respondents from the Health Science, the

Technology, and the Business and Public

Service divisions were more likely to be

employed full- or part-time, with combined

full- and part-time percentages between 75

and 84 percent. Nonetheless, respondents

from the University and Transfer division

had the highest proportion of part-time

employment with 21 percent, (see figure

15b).

There are large variations between groups of

students who report being employed within

their field of study. About 47 percent of employed respondents

worked in a position in their field of study at

the time the survey was conducted. Health

Science respondents were the most likely to

work in their field of study (70 percent).

This makes sense given the high-demand

jobs in the health care industry. More than a

quarter (26 percent) of respondents was

currently employed in a field related to their

major. Latino (33 percent) and male (30

percent) respondents were more likely to

work in an occupation related to their major.

About 28 percent of respondents reported

working in a position not related to their

major. Non-traditional age (31 percent)

respondents and those from the University

and Transfer division (40 percent) were

more likely to work in those kinds of

positions.

54% 52% 54% 59% 59%

19% 20% 17%15% 15%

0%

20%

40%

60%

80%

2010-11 2011-12 2012-13 2013-14 2014-15

Figure 15a: Employment Status for 2014-15 Graduates


67% 74%62%

42%

17% 4% 13%

21%

0%

20%

40%

60%

80%

100%

Figure 15b: Employment Status by Division for 2014-15 Graduates


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There were also some regional variations.

Notably, respondents from the Lafayette,

Richmond and Bloomington regions

reported the highest percentages of

graduates having a position in their field of

study, with percentages 7 to 14 percentage

points above the statewide level of 47

percent (see figure 16).

A higher proportion of all employed

respondents indicated they were actively

seeking a new job, an increase of 4

percentage points from the prior year (34 vs.

30 percent). Respondents who were African

American, Latino, employed part-time,

male, and those from the Technology

division, the University and Transfer

division, and the Business and Public

Service division were more likely to actively

seek a different position than were other

respondents.

Among those who were actively seeking a

different position, about 59 percent did so

because they wanted to advance their careers

(compared to 67 percent from the prior

year). Latino (67 percent), African

American (63 percent), traditional age (63

percent) respondents, those from the

Business and Public Service division (66

29%

33%

24%

19%

27%

29%

33%

26%

26%

31%

41%

28%

28%

25%

28%

21%

31%

29%

17%

23%

29%

19%

29%

19%

19%

35%

26%

25%

21%

71%

26%

50%

36%

46%

64%

50%

43%

48%

45%

55%

50%

24%

46%

47%

54%

29%

47%

0% 20% 40% 60% 80% 100%

A-Northwest (n=94)

B-North Central (n=116)

C-Northeast (n=78)

D-Lafayette (n=84)

E-Kokomo (n=64)

F-East Central (n=94)

G-Wabash Valley (n=54)

H-Central I. (n=217)

I-Richmond (n=31)

J-Columbus (n=42)

K-Southeast (n=34)

L-Southwest (n=69)

M-Sellersburg (n=53)

N-Bloomington (n=61)

Y-Distance Appr. (n=7)

Statewide (n=1,098)

Figure 16: Placement Rates by Region for 2014-15 Graduates

Not related to your major In a related major In your major

30%

47%

30%

35%

31%

39%

24%

37%

38%

40%

31%

34%

45%

49%

0% 50% 100%

Employed full-time

Employed part-time

Under 25

25 & Over

Female

Male

Health Science

Business & Public S.

University & Transfer

Technology

Caucasian

Other Racial/Ethnic Groups

Latino

African American

Em

plo

ym

ent

Sta

tus

Ag

e R

ang

eG

ender

Div

isio

nR

ace/E

thnic

ity

Figure 17: Graduates Actively Seeking a Different Position for 2014-15 Graduates

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percent) and the Technology division (63

percent), and those working full-time (63

percent) also cited a desire to advance their

career as the main reason for actively

seeking a different position.

Nearly a third (31 percent) of survey

respondents were employed in health

services. Female (43 percent) respondents

were over-represented in that industry.

A higher proportion of African American

respondents reported being employed in the

education and government industries, with

11 percent each. A higher proportion of

Latino respondents were employed in the

manufacturing (15 percent) and other (36

percent) industries.

Job satisfaction levels remain relatively steady. Job satisfaction held fairly steady with about

73 percent of respondents reported being

“somewhat satisfied” or “very satisfied”

with their position, compared to 74 percent

in the prior year.

Respondents who were not seeking a

different position, those from the Health

Science and Technology divisions, Latino

respondents and those employed full-time

were the most satisfied with their current

position. For those respondents, the top two

percent satisfaction rates ranged anywhere

between 78 and 91 percent. Not surprisingly,

the satisfaction level of respondents who

were actively seeking a different position

was the lowest at 36 percent.

13%

6%

7%

13%

9%

11%

8%

10%

10%

13%

11%

35%

33%

29%

36%

33%

47%

45%

36%

38%

40%

0% 20% 40% 60% 80% 100%

2010-11

2011-12

2012-13

2013-14

2014-15

Figure 18a: Job Satisfaction

Very dissatisfied

Somewhat dissatisfied

Neither satisfied nor dissatisfied

Somewhat satisfied

Very satisfied

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Graduates report a slight increase in salary

over previous years’ graduates. About 72 percent of respondents earned less

than $40,000 per year compared to 68

percent in the prior year.

Respondents who worked part-time, those

whose age was under 25, those from the

University and Transfer division and the

Business and Public Service division,

Latinos and females were more likely to

earn less than $40,000 than were their peers.

When asked about how their salary changed

since graduating from Ivy Tech, 55 percent

of all respondents reported having received

an increase in salary, 40 percent had no

change in their salary, and 4 percent

indicated that their salary actually declined.

Of those whose salary increased, 29 percent

received an increase of more than 30 percent

and 35 percent received an increase of up to

5 percent.

It is worth noting that about two-thirds (63

percent) of respondents who received a

36%

91%

56%

78%

73%

74%

73%

74%

64%

70%

78%

83%

59%

61%

75%

79%

0% 50% 100%

Actively seeking a differentposition

Not actively seeking adifferent position

Employed part-time

Employed full-time

Under 25

25 & Over

Male

Female



Technology

Health Science

Other Racial/EthnicGroups

African American

Caucasian

Latino

Se

ekin

g a

diffe

rent

positio

nE

mplo

ym

ent

Sta

tus

Ag

e R

ang

eG

ender

Div

isio

nR

ace/E

thnic

ity

Figure 18b: Top 2 Percent Satisfaction Rates for 2014-15 Graduates

63%

94%

67%

86%

58%

79%

48%

62%

81%

82%

70%

71%

72%

80%

0% 50% 100%

Employed full-time

Employed part-time

25 & Over

Under 25

Male

Female

Technology

Health Science



African American

Caucasian


Latino

Em

plo

ym

ent

Sta

tus

Ag

e R

ang

eG

ender

Div

isio

nR

ace/E

thnic

ity

Figure 19: Current Annual Base Salary Below $40K by Demographic Variables

for 2014-15 Graduates

14 | P a g e

salary increase earned less than $40,000.

This is great news for them.

Participation in internships increases but

remains low. A higher proportion of respondents took

advantage of an internship through an

employer for which they earned college

credits while enrolled at Ivy Tech, although

less than one in four graduates reported an

internship experience.

Latino, African American, and female

respondents and those from the Health

Science division delivered the highest

proportion of respondents’ participation in

an internship with participation rates at or

above 25 percent.

Of those who participated in an internship,

about 80 percent found the opportunity

“somewhat helpful” or “very helpful” in

obtaining a full-time position (see figure

21).

77%

77%

79%

81%

78%

23%

23%

21%

19%

22%

0% 50% 100%

2010-11

2011-12

2012-13

2013-14

2014-15

Figure 20a: Did You Participate in an Internship ...?

No Yes

19%

23%

17%

25%

14%

17%

24%

27%

20%

21%

29%

29%

0% 10% 20% 30%

Under 25

25 & Over

Male

Female

Technology



Health Science


Caucasian

African American

Latino

Ag

eR

an

ge

Ge

nde

rD

ivis

ion

Ra

ce

/Eth

nic

ity

Figure 20b:Participated in an Internship for 2014-15 Graduates

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Latino (90 percent), African American (72

percent), traditional age (68 percent),

Technology (67 percent), and Health

Science (65 percent) respondents were more

likely to find the internship opportunity

“very helpful” in obtaining full-time

employment.

The use of Career Services continues to decline. The usage of Ivy Tech’s Career Services

declined again this time compared to the

prior year (25 percent vs. 31 percent in the

prior year and 49 percent two years ago).

There were variations in the usage based on

demographic characteristics. Respondents

involved in a volunteer or service program

(50 percent), those who were unemployed

and seeking employment (38 percent), those

unemployed but not planning to continue

their education at this time (36 percent),

those in military service (33 percent),

African American respondents (33 percent),

those from the Technology division (32

percent), and those employed part-time (29

percent) reported having used one or more

resources offered by Career Services. This is

encouraging news as those services were

used by student groups who needed it the

most.

Basic job search skills such as résumé

writing and job search assistance were the

most utilized services (51 percent), followed

by career fairs (29 percent), assessment tools

(28 percent), and in-class presentations on

topics such as job searchers or interviewing

skills (28 percent) (Table 1).

Table 1: Ivy Tech Career Services Used

Ivy Tech

Career

Services

Used

2010

-11

2011

-12

2012

-13

2013

-14

2014

-15

Assessment tools (i.e., eDiscover, Choices, Kuder, Indiana Care)

16% 15% 12% 14% 28%

Printed materials on topics such as job searches or career choices

28% 22% 14% 12% 26%

In-class presentations on topics such as job searches or interviewing skills

36% 27% 19% 14% 28%

Out-of-class information sessions or workshops provided by career services

N/A N/A N/A N/A 14%

13%

17%

13%

12%

9%

8%

10%

9%

7%

11%

25%

24%

24%

27%

19%

55%

49%

55%

54%

61%

0% 20% 40% 60% 80% 100%

2010-11

2011-12

2012-13

2013-14

2014-15

Figure 21: Internship Helpfulness in Obtaining Full-Time Employment

Not at all helpful Not very helpful

Somewhat helpful Very helpful

16 | P a g e

Ivy Tech Career Services Used

2010-11

2011-12

2012-13

2013-14

2014-15

Job search or resume writing assistance

45% 32% 23% 23% 51%

Interviewing skills assistance

21% 12% 11% N/A N/A

Interview Stream software

N/A N/A 4% 6% 13%

Ivy Tech website to post a resume or search for a job (i.e., JobZone)

29% 25% 18% 15% 33%

Career fairs 26% 21% 15% 14% 29%

Any other career services

4% 4% 1% 1% 4%

Note: The percentages in green means that the percentages

for each career service have increased by at least 7

percentage points from 2013-14 to 2014-15.

Key Questions to Consider from This

Research

The following set of questions are intended

to help us to think about next steps and/or

areas of future research:

Forty-four (44) percent of graduates who

transferred were in programs outside the

University and Transfer division. Does

Ivy Tech have the appropriate structures

in place to advise these students and

facilitate a smooth transition?

Are there unique aspects of the

education and training experiences for

African American and Latino students

that lead to higher levels of satisfaction

with their educational experience at Ivy

Tech? Are there support structures that

can be replicated for other student

groups?

Many students report attending Ivy Tech

to advance their careers or to find a

different position. How can the College

promote business partnership

opportunities that could help graduates

find job opportunities within their field

of study?

How does the College increase

participation in internship opportunities,

particularly given the advantage these

provide students to parlay these skills

into full-time employment? Are there

ways to embed internship opportunities

into programs where they do not already

exist?

How does Ivy Tech better promote the

services offered through Career Services

to align these offices with the College's

workforce training mission?

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