North Carolina State University
2009 Baccalaureate Alumni Survey
All Respondents

This report presents findings from the 2009 Baccalaureate Alumni Survey. Tables include the overall results for each survey question within the following topics: overall satisfaction, involvement while at NC State, further education, employment, professional preparation, goals of undergraduate education, current personal habits, and alumni services. For a full discussion of the survey�s methodology, see 2009 Baccalaureate Alumni Survey: Introduction, Methods, and Student Demographic Profile. Responses broken down by gender, race/ethnicity, college, and academic year of graduation, as well as a copy of the survey instrument with exact question wording, are available online through the 2009 Baccalaureate Alumni Survey: Table of Contents.

Table of Contents:
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Overall Satisfaction

Involvement While at NC State
Work-Related Experience
Study Abroad
School-Related Groups

Post-Graduation Activities
Further Education
Graduate/Professional School
Continuing Education, Professional Development, and Lifelong Education
Employment
First Full-Time Job
Current Employment

Professional Preparation

Goals of Undergraduate Education
Goal Importance and Satisfaction
Impact of Undergraduate Education
Teaching and Learning Technologies

Current Personal Habits: Reading, Exercise, and Volunteerism

Alumni Services

Overall Satisfaction

Alumni were overwhelmingly satisfied with the undergraduate education at NC State, with 96 percent saying the education they received was "very strong" (51.1%) or "strong" (45.1%) (Table 1). The vast majority of respondents said they would recommend NC State to a friend (95.7%) and that they would still choose to attend NC State if they were starting over (85.5%) (Figure 1). Although still a majority, respondents were less likely to say they would still choose the same major field of study (56.3%). College-level results indicate that alumni in the College of Engineering (68.4%) were most likely and those in the College of Humanities and Social Sciences (43.9%) least likely to say they would still choose the same major field of study if they were starting again.

Table 1: Evaluation of Education

	Mean	4: Very Strong	3: Strong	2: Weak	1: Very Weak
Overall evaluation of undergraduate education at NC State	3.47	51.1%	45.1%	3.7%	0.2%

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Comparisons and Frequencies: Gender/Ethnicity, College
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The relationship of an alumnus's employment after graduation to his/her major is highly correlated with whether or not he/she would still choose the same major field of study if starting again. More than two-thirds of alumni whose first job was "directly related" to their major, compared to one-third of those whose first job was "not related" to their major said they would still choose the same major field of study if they were starting again (Table 2). Similarly, alumni with current jobs "directly related" to their major were more than twice as likely as those with jobs "not related" to their major to say they would still choose the same major field of study (75.3% vs 32.0%, respectively) (Table 3).

Table 2: Still Choose Same Major by Relationship of First Full-Time Job to Major

If starting again, still choose same major field of study	Relationship of first full-time permanent position to academic major
	Yes, directly related	Yes, somewhat related	No, not related
Yes	68.8%	52.5%	33.0%
No	10.6%	18.2%	37.4%
Not sure	20.6%	29.2%	29.6%
Total (N)	1,052	653	564

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Table 3: Still Choose Same Major by Relationship of Current Job to Major

If starting again, still choose same major field of study	Relationship of current position to academic major
	Yes, directly related	Yes, somewhat related	No, not related
Yes	75.3%	50.5%	32.0%
No	8.3%	15.8%	39.4%
Not sure	16.4%	33.7%	28.5%
Total (N)	956	691	540

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Table 4 shows the relationship between whether or not the respondent would still choose the same major if starting again and his/her graduate/professional school status. As would be expected, alumni who have already completed a graduate or professional degree and those who are currently enrolled in graduate/professional school were most likely to say they would still choose the same major (66.7% and 61.2, respectively). Possibly indicating dissatisfaction with advanced study in their undergraduate major, the majority of those who were enrolled in graduate or professional school but withdrew before completing a degree said they either would not or were not sure if they would still choose the same major if starting again (57.9%). Similarly, about half of those who said they have applied, but have not been accepted to graduate/professional school report that they would not, or are not sure if they would choose the same major again.

Table 4: Still Choose Same Major by Graduate/Professional School Status

If starting again, still choose same major field of study	Enrollment in graduate/professional school
	Currently enrolled	Was enrolled and already completed degree	Was enrolled at one time but withdrew before completing any degree	Have applied and been accepted but have not (yet) enrolled	Have applied but have not been accepted	Have never applied to graduate/professional school
Yes	61.2%	66.7%	42.2%	54.4%	48.6%	53.0%
No	18.5%	12.3%	18.8%	21.1%	25.2%	20.5%
Not sure	20.3%	20.9%	39.1%	24.6%	26.2%	26.6%
Total (N)	497	406	64	57	107	1,412

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Involvement While at NC State

Work-Related Experience

Close to two-thirds of alumni (62.7%) had some type of work-related experience, such as through a cooperative education program, internship, or research while an undergraduate at NC State (Table 5). Respondents most commonly reported having had an internship (32.7%) and summer or part-time employment in their major (27.4%). Three-fourths of (74.7%) of respondents who had a work-related experience said the experience helped secure their current position of employment. In addition, alumni who received work-related experience while at NC State were more likely than those who did not to be both initially and currently employed in jobs directly related to their field of study (52.0% vs 35.4%, and 47.4% vs 36.0%, respectively).

Table 5: Had Work-Related Experiences

	%	N
Internship	32.7%	958
Summer employment or part-time job in major	27.4%	805
Research with faculty	16.7%	491
Student Teaching	10.6%	311
Cooperative Education Program	7.3%	214
Residence advisor	3.2%	93
Practicum	2.3%	66
Work-related experience helped secure current position	74.7%	1,210

Note: Respondents could report multiple work-related experiences.
Comparisons and Frequencies: Gender/Ethnicity, College
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Study Abroad

Less than one-fifth of respondents reported participating in study abroad while an undergraduate at NC State (16.8%) (Table 6). Those who participated were most likely to report having done so during the summer or for a short period of time (73.7%) (Table 7). Participants were pleased with the impact of the experience, with three-fourths saying the experience helped "a great deal" with their developing a better understanding of world problems and issues (76.7%) and positive work attitudes and skill (74.9%) (Figure 2). Although still a majority, slightly fewer said the experience improved problem solving skills (52.7%) "a great deal." Among the alumni who did not have a study abroad experience, the most common reasons given for not doing so were that is was "too expensive" (44.8%) and "not enough free time in curriculum" (39.0%).

Table 6: Participation in Study Abroad While Undergraduate

	%	N
Participation in study abroad while undergraduate	16.8%	434

Comparisons and Frequencies: Gender/Ethnicity, College
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Table 7: Duration of Study Abroad Program (Among alumni who participated in Study Abroad, N=434)

	%	N
Summer/short term	73.7%	320
One semester	25.1%	109
Two semesters or longer	4.6%	20
Not reported	0.5%	2

Note: Respondents could provide more than one response.
Comparisons and Frequencies: Gender/Ethnicity, College
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Comparisons and Frequencies: Gender/Ethnicity, College
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Table 8: Reasons for not participating in Study Abroad (Among alumni who did not participate in Study Abroad, N=2,142)

	%	N
Too expensive	44.8%	960
Not enough "free" time in curriculum	39.0%	836
Employment obligations	27.9%	598
Personal/family obligations	25.7%	550
Not interested in available programs	21.1%	451
Uncomfortable with idea of living abroad	9.2%	198
Concerns about safety	3.8%	82
Other	14.2%	304

Comparisons and Frequencies: Gender/Ethnicity, College
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Extra-curricular Activities

Alumni were asked if they had participated in various school-related groups during their time at NC State. Seventy percent of respondents participated in at least one of the groups asked about (Table 9). More than one-third of respondents reported participating in organizations or clubs related to major (36.3%). Participation in intramurals, recreational sports, and club teams (29.3%) and honor or professional fraternities and sororities (22.2%) was also frequently reported.

Table 9: Involvement in School-Related Groups

	%	N
Organizations/Clubs related to major	36.3%	1,066
Intramural/Recreational sports, club teams	29.3%	859
Honor/Professional fraternity/sorority	22.2%	650
University Scholars Program	13.7%	401
Religious groups	13.5%	397
Service group/organization	11.7%	344
Social fraternity/sorority	11.3%	330
Academic scholarship program	7.2%	211
University Honors Program	7.0%	206
Minority student groups	6.1%	179
Visual/Performing arts/music groups	6.0%	175
Residence Hall Council, IRC	4.8%	140
Student Government	4.3%	126
Political/Issue groups	3.4%	100
Student Media/Publications	3.2%	95
Varsity athletic teams	3.2%	95
ROTC	1.8%	53
Union Activities Board groups	1.7%	51
GLBT (gay, lesbian, bisexual, transgendered) student group	0.5%	15
Alumni participating in at least one school-related group	70.8%	2,076

Note: Respondents could report involvement multiple school-related groups.
Comparisons and Frequencies: Gender/Ethnicity, College
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Post-Graduation Activities

More than two-thirds of respondents reported working full-time during the year after completion of their undergraduate degree (68.3%) (Table 10). One-fifth reported attending graduate or professional school either "full-time" (17.6%) or "part-time" (2.3%). Just over 10 percent reported more than one primary activity during the year after graduation (12.3%). Among this group the most commonly reported activities were working and attending school, working both full-time and part-time jobs, and working full-time and traveling.

Table 10: Primary Activities During the Year After Completion of Undergraduate Degree

	%	N
Worked full-time	68.3%	2,003
Worked part-time	11.9%	348
Military service	1.2%	35
Homemaker	1.4%	40
Attended graduate/professional school full-time	17.6%	517
Attended graduate/professional school part-time	2.3%	68
Travel	3.8%	112
Other	3.8%	112

Note: Respondents could provide more than one response.
Comparisons and Frequencies: Gender/Ethnicity, College
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Further Education

Applications

About 45 percent of alumni reported that they had applied to graduate or professional school (Table 11). Over one-third of them have already completed a graduate/professional degree (35.9%), and 44.2 percent are currently enrolled (Table 12). About two-thirds of those currently enrolled are attending full-time (68.6%) (Table 13). College-level results indicate that the proportion of alumni who have completed, are currently enrolled in, or have been accepted into graduate or professional school ranges from a high of about 51 percent among alumni from the College of Physical and Mathematical Sciences to a low of about 23 percent among alumni from the College of Natural Resources. There is widespread interest in attending graduate/professional school even among those never having applied, with two-thirds of this group reporting that they have either "high interest" (32.1%) or "moderate interest" (34.6%) in doing so in the future (Table 14).

Table 11: Graduate/Professional School Status

	%	N
Currently enrolled	19.5%	550
Was enrolled and already completed degree	15.9%	447
Was enrolled at one time but withdrew before completing any degree	2.6%	73
Have applied and been accepted but have not (yet) enrolled	2.2%	62
Have applied but have not been accepted	4.0%	112
Have never applied to graduate/professional school	55.8%	1,573

Table 12: Graduate/Professional School Status (among those having applied, N=1,244)

	%	N
Currently enrolled	44.2%	550
Was enrolled and already completed degree	35.9%	447
Was enrolled at one time but withdrew before completing any degree	5.9%	73
Have applied and been accepted but have not (yet) enrolled	5.0%	62
Have applied but have not been accepted	9.0%	112

Comparisons and Frequencies: Gender/Ethnicity, College
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Table 13: Current Enrollment Status (Among those currently enrolled)

	%	N
Full-time	68.6%	376
Part-time	30.1%	165
Do not know	1.3%	7

Comparisons and Frequencies: Gender/Ethnicity, College
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Table 14: Interest in Graduate/Professional School (Among those who have never applied, N=1,534)

	Mean Rating	4: High Interest	3: Moderate interest	2: Low interest	1: Not interested at all
Interest in grad/prof school (among those who have never applied)	2.89	32.1%	34.6%	23.7%	9.5%

Comparisons and Frequencies: Gender/Ethnicity, College
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Degrees

Looking at NC State alumni overall, we see that 28 percent of respondents have completed or are currently seeking a master's degree, 7 percent a first-professional degree, and 5 percent a doctoral degree (Table 15). Among just those having already completed a degree, 80 percent report having received a master's degree, 13 percent a first-professional degree, and less than 4 percent a doctoral degree. One-half of those currently enrolled in graduate/professional school are seeking a master's degree, 23 percent a first-professional degree, and 22 percent a doctoral degree.

Table 15: Degree(s) completed and/or sought/seeking

	All alumni (N=2,933)		Completed (N=571)		Currently enrolled (N=550)
	%	N	%	N	%	N
Master's	27.5%	808	79.5%	454	49.5%	272
Doctoral	4.7%	139	2.6%	15	22.0%	121
First-Professional	7.1%	209	13.0%	74	22.9%	126
Not specified	NA	NA	6.5%	37	8.7%	48

Note: Respondents could list more than one degree type, but figures within degree type are based on non-duplicated headcount.
Comparisons and Frequencies: Gender/Ethnicity, College
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Discipline

Among all those ever enrolled in graduate/professional school, the most commonly sought degrees were in Business and Engineering (Tables 16 and 17).

Table 16: Discipline of Degree Completed (Among those specifying a degree N=543)

	Master's		Doctoral		First Professional		Total
	%	N	%	N	%	N	%	N
Agricultural Sciences	5.1%	23	0.0%	0	0.0%	0	4.2%	23
Architecture	0.4%	2	0.0%	0	6.8%	5	1.3%	7
Business	19.2%	87	0.0%	0	0.0%	0	16.0%	87
Design & Urban Planning	0.7%	3	0.0%	0	0.0%	0	0.6%	3
Education	9.3%	42	0.0%	0	0.0%	0	7.7%	42
Engineering	22.2%	101	46.7%	7	0.0%	0	19.9%	108
Health Professionals	1.8%	8	6.7%	1	35.1%	26	6.4%	35
Human Services	6.4%	29	0.0%	0	0.0%	0	5.3%	29
Humanities	5.1%	23	13.3%	2	0.0%	0	4.6%	25
Law	0.7%	3	0.0%	0	37.8%	28	5.7%	31
Life Sciences	4.0%	18	26.7%	4	0.0%	0	4.1%	22
Mathematical Sciences	1.1%	5	0.0%	0	0.0%	0	0.9%	5
Medicine	0.2%	1	0.0%	0	2.7%	2	0.6%	3
Natural Resources	4.0%	18	0.0%	0	0.0%	0	3.3%	18
Physical Sciences	3.7%	17	0.0%	0	0.0%	0	3.1%	17
Public Health	3.1%	14	0.0%	0	0.0%	0	2.6%	14
Social Sciences	7.3%	33	6.7%	1	0.0%	0	6.3%	34
Social Work	3.5%	16	0.0%	0	0.0%	0	2.9%	16
Textiles	1.5%	7	0.0%	0	0.0%	0	1.3%	7
Theology/Divinity	0.7%	3	0.0%	0	0.0%	0	0.6%	3
Veterinary Medicine	0.0%	0	0.0%	0	16.2%	12	2.2%	12
Discipline not specified	0.2%	1	0.0%	0	1.4%	1	0.4%	2
Total	100.0%	454	100.0%	15	100.0%	74	100.0%	543

Note: Respondents who specified a degree completed and a degree they are currently seeking are included in both Tables 16 and 17.
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Table 17: Discipline of Degree Sought/Seeking (Among those specifying a degree N=633)

	Master's		Doctoral		First Professional		Total
	%	N	%	N	%	N	%	N
Agricultural Sciences	3.3%	12	7.1%	9	0.0%	0	3.3%	21
Architecture	0.8%	3	0.0%	0	0.7%	1	0.6%	4
Business	29.5%	109	1.6%	2	0.0%	0	17.5%	111
Design & Urban Planning	1.6%	6	0.0%	0	0.0%	0	0.9%	6
Education	10.3%	38	3.1%	4	0.0%	0	6.6%	42
Engineering	14.4%	53	38.6%	49	0.7%	1	16.3%	103
Fine Arts	0.8%	3	0.0%	0	0.0%	0	0.5%	3
Health Professionals	3.8%	14	3.1%	4	48.9%	67	13.4%	85
Human Services	3.8%	14	1.6%	2	0.0%	0	2.5%	16
Humanities	8.1%	30	3.9%	5	0.0%	0	5.5%	35
Law	0.3%	1	0.0%	0	32.1%	44	7.1%	45
Life Sciences	2.4%	9	12.6%	16	0.0%	0	3.9%	25
Mathematical Sciences	1.6%	6	3.1%	4	0.0%	0	1.6%	10
Natural Resources	2.4%	9	2.4%	3	0.0%	0	1.9%	12
Physical Sciences	1.9%	7	9.4%	12	0.0%	0	3.0%	19
Public Health	3.0%	11	1.6%	2	0.7%	1	2.2%	14
Social Sciences	6.2%	23	7.9%	10	0.0%	0	5.2%	33
Social Work	1.1%	4	0.0%	0	0.0%	0	0.6%	4
Textiles	0.8%	3	3.9%	5	0.0%	0	1.3%	8
Theology/Divinity	2.2%	8	0.0%	0	0.0%	0	1.3%	8
Veterinary Medicine	0.3%	1	0.0%	0	15.3%	21	3.5%	22
Discipline not specified	1.4%	5	0.0%	0	1.5%	2	1.1%	7
Total	100.0%	369	100.0%	127	100.0%	137	100.0%	633

Note: Respondents who specified a degree completed and a degree they are currently seeking are included in both Tables 16 and 17.
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Location

A majority of NC State alumni stay in-state for graduate/professional school (58%) (Table 18). NC State University was by far the most commonly reported institution for graduate/professional school, with about one-third (31.6%) of those ever applying to graduate school heading back to their alma mater (Table 19).

Table 18: Institution Location (Among those currently enrolled, previously enrolled, or accepted/not yet enrolled)

	%	N
North Carolina	58.0%	656
Outside NC, Within US	33.3%	377
Outside United States	1.8%	20
Not reported	7.0%	79

Comparisons and Frequencies: Gender/Ethnicity, College
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Table 19: Top 10 Institutions Attended for Post-Baccalaureate Education (Among those currently enrolled, previously enrolled, or accepted/not yet enrolled)

	%	N
NC State University	31.6%	333
University of North Carolina at Chapel Hill	6.8%	72
East Carolina University	5.7%	60
Campbell University	2.8%	29
Wake Forest University	2.4%	25
North Carolina Central University	2.0%	21
University of North Carolina at Greensboro	1.8%	19
Duke University	1.7%	18
University of South Carolina	1.3%	14
Western Carolina University	1.1%	12

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Preparation and Support

More than 80 percent of alumni said they received either "excellent" (40.1%) or "good preparation" (43.1%) through their undergraduate studies at NC State for graduate or professional school (Table 20). In addition, NC State alumni regularly receive support for attending graduate/professional school, with more than one-half of respondents reporting receiving some type of scholarship, honor, award, or assistantship while in graduate or professional school (58.8%) (Table 21).

Table 20: Level of Preparation for Graduate/Professional School (among those ever attending, N=1,091)

	Mean Rating	5: Excellent Preparation	4: Good Preparation	3: Average Preparation	2: Fair Preparation	1: Poor Preparation
Preparation for graduate/professional school	4.18	40.1%	43.1%	12.6%	3.3%	0.9%

Comparisons and Frequencies: Gender/Ethnicity, College
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Table 21: Scholarships, Awards, Assistantships received in Graduate/Professional School (among those who have ever been accepted, N=1,132)

	%	N
Scholarship	29.9%	338
Honor/Award	19.1%	216
Teaching Assistantship	17.9%	203
Research Assistantship	20.6%	233
Other Assistantship	8.3%	94
Total number receiving any type of support	58.8%	666

Note: Respondents could provide more than one response. The 'total' row represents the non-duplicated headcount of anyone receiving any type of support.
Comparisons and Frequencies: Gender/Ethnicity, College
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Continuing Education, Professional Development, and Lifelong Education

There is widespread interest in continuing education among NC State alumni, with more than 60 percent of all respondents saying they are either "very" (25.2%) or "somewhat" (38.5%) likely to take a continuing education course within the next five years (Table 22). In fact, more than one-third of alumni report having already taken a continuing education, professional development, or lifelong education classes/workshops/seminars since receiving their undergraduate degree at NC State (37.3%) (Table 23). A sizeable number of this group (16.3%) has done so through the McKimmon Center (Table 24). NC State alumni see the benefits of lifelong education, with more than 70 percent of those who have enrolled in continuing education reporting that the course(s) had a "very" or "somewhat" significant impact on their professional career (72.3%) and their personal goals or life enrichment (74.4%) (Figure 3).

Table 22: Likelihood of Taking Continuing Education Course Within Next 5 Years (Among all respondents, N=2,781)

	Mean Rating	4: Very likely	3: Somewhat likely	2: Not very likely	1: Not at all likely
Likelihood of enrolling in continuing educ/prof development/lifelong educ in next 5 years	2.79	25.2%	38.5%	26.8%	9.5%

Comparisons and Frequencies: Gender/Ethnicity, College
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Table 23: Enrollment in Classes, Workshops, or Seminars

	%	N
No	62.7%	1,728
Yes-noncredit enrollment only	16.9%	465
Yes-credit-based enrollment	11.0%	303
Yes-both noncredit and credit-based	9.5%	262

Comparisons and Frequencies: Gender/Ethnicity, College
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Table 24: Courses Through McKimmon Center (Among alumni who have ever enrolled, N=1,030)

	%	N
Yes	16.3%	167
No	80.1%	819
Don't know	3.6%	37

Comparisons and Frequencies: Gender/Ethnicity, College
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Comparisons and Frequencies: Gender/Ethnicity, College
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Employment

First Full-Time Job

Obtaining a Job

Forty percent of all respondents had a full-time job before (11.1%) or upon (29.6%) receiving their undergraduate degree from NC State, and another 30 percent got their first full-time job within 6 months of graduating (Table 25). When asked how they located and/or obtained that first full-time job, the most common methods cited were family/friends/classmates/co-workers (24.5%) and personal connection(s) within the company (22.2%) (Table 26).

Slightly fewer than half of respondents (44.5%) reported using multiple approaches to get their first job, leaving the slight majority listing just a single method for obtaining their job. Among this latter group, the most commonly reported single method was the internet (18.0%), followed by family/friends/classmates/co-workers (16.9%). Among all those saying they used the internet to locate their job the most common sites mentioned were job search websites such as Monster.com and CareerBuilder.com, specific company websites, and county or state websites.

Table 25: Time to First Full-Time Permanent Job

	%	N
Continued in job had before completing degree	11.1%	312
Accepted position prior to or upon graduation	29.6%	832
1-6 months	29.8%	839
7-12 months	7.2%	203
Over 1 year	11.8%	333
Have looked for but not yet obtained a full-time permanent job	2.6%	73
Have not looked for a full-time permanent job	7.8%	219

Comparisons and Frequencies: Gender/Ethnicity, College
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Table 26: Means of Locating and/or Obtaining First Full-Time Job (Among those who obtained a full-time permanent job after graduating, N=2,519)

	%	N
Family/friends/classmates/co-workers	24.5%	617
Personal connection(s) within company	22.2%	558
Previous experience with company	17.1%	432
Internet	16.6%	418
Internship	16.4%	412
NC State Career Center	14.0%	353
On-campus interviewing or Career Fair	10.0%	253
Applied for job via NC State career services job listing	8.1%	204
Faculty member or job listing found in NC State department	6.5%	163
Local, city, or national newspaper	5.2%	132
NC State co-op experience	4.4%	111
Employment agency	3.9%	97
Employer found resume via NC State career services database	3.5%	88
Third party recruiter or executive search firm	3.4%	85
Professional society	3.3%	82
NC State Alumni Association Career Services (e.g., online career center, directory)	1.6%	41
Technician or other NC State publication	0.5%	13
Other	8.7%	219

Note: Respondents could provide more than one response.
Comparisons and Frequencies: Gender/Ethnicity, College
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Relationship of Job to Major

The majority of alumni found employment in the field for which they prepared at NC State. Three-fourths of respondents said their first job was either "directly" (46.2%) or "somewhat" (29.0%) related to their academic major (Table 27). Of the 25 percent of alumni whose first job was "not related" to their degree, about half said they chose to be employed outside their field of study (52.6%).

Table 27: First Full-Time Job Relationship to Major

	%	N
Yes, directly related	46.2%	1,162
Yes, somewhat related	29.0%	729
No, not related (by choice)	13.0%	328
No, not related (not by choice)	11.7%	295

Comparisons and Frequencies: Gender/Ethnicity, College
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Salary

One-third of alumni reported starting salaries of under $30,000 for their first full-time position after graduation (33.0%), and about one-fifth had starting salaries of $50,000 or higher (19.4%) (Table 28). College-level results indicate that alumni from the College of Engineering were much more likely than those in other colleges to report high-end salaries (46.8%), and Design alumni the least likely (2.8%). A majority of alumni in the Colleges of Education (53.9%) and Humanities and Social Sciences (52.4%) reported a starting salary of less than $30,000 at their first job.

Table 28: Starting Salary at First Full-Time Job

	%	N
under $20,000	4.4%	111
$20,000-$24,999	10.8%	271
$25,000-$29,999	17.8%	447
$30,000-$34,999	17.8%	446
$35,000-$39,999	12.1%	303
$40,000-$44,999	9.6%	240
$45,000-$49,999	8.2%	205
$50,000-$54,999	8.6%	216
$55,000-$59,999	4.7%	117
$60,000-$64,999	2.3%	58
$65,000-$69,999	1.1%	28
$70,000-$74,999	0.5%	12
$75,000 or over	2.2%	56

Comparisons and Frequencies: Gender/Ethnicity, College
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Preparation

Respondents felt well prepared by NC State for their first full-time job, with more than three-fourths saying that NC State provided either "excellent" (31.7%) or "good" (45.7%) preparation (Table 29).

Table 29: Preparation by NC State for First Full-Time Job (N=2,508)

	Mean Rating	5: Excellent Preparation	4: Good Preparation	3: Average Preparation	2: Fair Preparation	1: Poor Preparation
Preparation by NC State for your first full-time permanent position	4.02	31.7%	45.7%	17.1%	4.1%	1.4%

Comparisons and Frequencies: Gender/Ethnicity, College
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Current Employment

Employment Status

At the time the survey was conducted (January 12 through April 3, 2009) the vast majority of respondents reported being currently employed either "full-time" (79.4%) or "part-time" (7.3%) (Table 30). Three-fourths of alumni who are currently employed are employed in jobs that are "directly" (43.5%) or "somewhat" (31.9%) related to their academic major (Table 31). Two-thirds of those who are currently working in jobs that are "not related" to their major report doing so by choice (66.2%).

Just over 60 percent of alumni who reported being currently enrolled in graduate or professional school also reported being employed either full-time (44.5%) or part-time (17.8%) (Table 32). Less than 10 percent of respondents indicated that they were neither currently employed nor currently enrolled in graduate/professional school (7.5%).

Table 30: Current Employment Status

	%	N
Employed full-time (35+ hours per week)	79.4%	2,232
Employed part-time (34 hours per week or less)	7.3%	206
Not employed, but seeking employment	5.5%	155
Not employed, not seeking employment	7.8%	219

Comparisons and Frequencies: Gender/Ethnicity, College
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Table 31: Current Job Relationship to Academic Major

	%	N
Yes, directly related	43.5%	1,055
Yes, somewhat related	31.9%	774
No, not related (by choice)	16.3%	395
No, not related (not by choice)	8.3%	202

Comparisons and Frequencies: Gender/Ethnicity, College
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Table 32: Current Employment Status by Graduate/Professional School Enrollment

Current employment status	Currently enrolled in graduate/professional school
	Yes	No
Employed full-time (35+ hours per week)	44.5%	87.7%
Employed part-time (34 hours per week or less)	17.8%	4.8%
Not employed	37.7%	7.5%
Total (N)	544	2,268

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The majority of currently employed respondents say they work for a private for profit business or organization (59.8%) (Table 33). Respondents were equally likely to report working for federal, state, or local government (14.3%) as they were to report working in an academic setting (13.7%).

Table 33: Current Type of Employment

	%	N
Self-employed	4.2%	101
Academic	13.7%	330
Private, for profit business or organization	59.8%	1,442
Private, not for profit business or organization	8.0%	193
Federal, state, or local government	14.3%	345

Comparisons and Frequencies: Gender/Ethnicity, College
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Location

More than two-thirds of currently employed respondents are working in North Carolina (69.4%) (Table 34). Current employment location varies by college, with those from the College of Education most likely (75.0%) and those in the College of Textiles (59.5%) least likely to be currently working in North Carolina. An analysis of current work location by first semester residence indicates that a substantial number of students who initially enrolled at NC State as an out-of-state resident chose to remain in North Carolina after graduation, or return within a few years. Slightly more than 40 percent of those who were out-of-state students reported being currently employed in North Carolina (41.7%) (Table 35). However, at the same time, a sizable number of those who were enrolled as in-state residents have left the state, with 26.1 percent of them being currently employed outside of North Carolina.

Table 34: Current Work Location

	%	N
North Carolina	69.4%	1,692
Outside NC, Within US	28.1%	684
Outside United States	1.3%	32
Not reported	1.2%	30

Comparisons and Frequencies: Gender/Ethnicity, College
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Table 35: Current Work Location by First Semester Residence

Work location	First semester residence status
	North Carolina	Outside NC, within US	Outside United States
North Carolina	72.6%	41.7%	20.0%
Outside NC, Within US	25.1%	55.3%	40.0%
Outside United States	1.0%	2.6%	26.7%
Not reported	1.2%	0.4%	13.3%
Total	2,195	228	15

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Salary

Salaries for current jobs are, not surprisingly, notably higher than those reported for alumni's first position after graduating, with about 45 percent of all alumni saying their current salary is $50,000 or more (Table 36). Again, however, there were notable college-level differences in current salary figures, with a high of 84 percent of College of Engineering graduates currently earning $50,000 or more, compared to a low of 19.5 percent of College of Education alumni.

Table 36: Current Salary

	%	N
under $20,000	7.0%	170
$20,000-$24,999	3.5%	84
$25,000-$29,999	4.3%	104
$30,000-$34,999	10.9%	263
$35,000-$39,999	11.2%	271
$40,000-$44,999	9.4%	227
$45,000-$49,999	8.5%	206
$50,000-$54,999	8.7%	211
$55,000-$59,999	6.3%	152
$60,000-$64,999	7.4%	179
$65,000-$69,999	5.8%	141
$70,000-$74,999	5.2%	126
$75,000 or over	11.7%	283

Comparisons and Frequencies: Gender/Ethnicity, College
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Preparation

Similar to their first full-time job, alumni felt well prepared by NC State for their current job, with more than three-fourths saying that NC State provided either "excellent" (30.3%) or "good" (46.2%) preparation (Table 37). College-level results indicate some variability in feelings of preparation, with respondents from the College of Natural Resources giving the lowest average rating (3.85), and those from the College of Textiles the highest (4.27), to how well NC State prepared them for their current position.

Table 37: Preparation by NC State for Current Job

	Mean Rating	5: Excellent Preparation	4: Good Preparation	3: Average Preparation	2: Fair Preparation	1: Poor Preparation
Preparation by NC State for current position	3.99	30.3%	46.2%	17.5%	4.3%	1.6%

Comparisons and Frequencies: Gender/Ethnicity, College
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Professional Preparation

Respondents were asked to rate the importance of 32 professional skills and the extent to which they were prepared in each area through their program of study at NC State. While large majorities of alumni give very positive ratings to both the importance of and their preparation for each of the individual skills, they consistently gave slightly lower ratings to the extent to which they were prepared for an individual skill than to how important that skill actually is to them in their current profession (Table 38). The differences in the 'importance' versus 'preparation' average ratings were most notable for leadership and management skills, ability to adjust to new job demands, ability to grow on the job, professionalism, and making decisions under pressure.

On average, respondents gave the highest importance ratings to conducting work activities in an ethical manner (mean rating=4.65) and comprehension skills (4.64) and lowest ratings to ability to apply scientific methods of inquiry (3.54) and ability to apply mathematics skills. In thinking about how well NC State prepared them, alumni gave highest ratings to ability to work independently (4.40), ability to learn independently (4.34), and finding relevant information/ideas from multiple sources (4.34) and lowest ratings to leadership and management skills (3.84) and public speaking and presentation skills (3.85).

Table 38: Professional Preparation (Importance in Current Profession and Preparation through Program of Study at NC State)

	Mean Importance	Mean Preparation	Relative Rank (Importance/Preparation)
Conducting work activities in an ethical manner	4.65	4.27	1/6
Comprehension skills	4.64	4.32	2/4
Solving problems	4.58	4.22	3/9
Being dependable and punctual	4.58	4.10	4/19
Ability to work independently	4.56	4.40	5/1
Professionalism	4.56	4.04	6/21
Listening skills	4.56	4.11	7/15
Working under pressure	4.55	4.22	8/10
Confidence in your ability to perform well	4.55	4.11	9/16
Ability to adapt to changing circumstances	4.53	4.06	10/20
Ability to learn independently	4.52	4.34	11/2
Willingness to accept new responsibilities	4.51	4.13	12/14
Ability to grow on the job	4.50	4.00	13/25
Written communication skills	4.50	4.13	14/13
Logical reasoning skills	4.49	4.21	15/11
Resourcefulness	4.48	4.23	16/8

	Mean Importance	Mean Preparation	Relative Rank (Importance/Preparation)
Ability to adjust to new job demands	4.45	3.86	17/30
Ability to work in teams	4.45	4.30	18/5
Leadership and management skills	4.44	3.84	19/32
Making decisions under pressure	4.42	3.91	20/29
Finding relevant information/ideas from multiple sources	4.42	4.34	21/3
Bringing information/ideas together from different areas	4.38	4.25	22/7
Defining problems	4.37	4.10	23/18
Examining problems from multiple perspectives	4.36	4.04	24/22
Planning projects	4.30	4.00	25/27
Technical skills/knowledge	4.28	4.10	26/17
Thinking creatively	4.26	4.02	27/23
Ability to adapt to changing technologies	4.22	4.02	28/24
Public speaking and presentation skills	4.19	3.85	29/31
Ability to work with people from diverse cultural backgrounds	4.12	4.14	30/12
Ability to apply mathematics skills	3.55	3.97	31/28
Ability to apply scientific methods of inquiry	3.54	4.00	32/26

Note: Ratings for preparation are 5="Excellent," 4="Good," 3="Average," 2="Fair," 1="Poor."
Ratings for importance are 5="Very Important," 4="Important," 3="Moderately Important,' 2="Of Limited Importance," 1="Not Important."
Comparisons and Frequencies: Gender/Ethnicity, College
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Goals of Undergraduate Education

Respondents were asked to rate the importance of 25 undergraduate educational goals and their satisfaction with the extent to which their undergraduate education at NC State met each goal. Similar to the 'professional' goals discussed above, large majorities of alumni gave very positive ratings to both the importance of and the extent to which NC State met each goal (Table 39). And, while goals ranked relatively high in importance were usually also ranked relatively high in satisfaction, and vice versa, again similar to the 'professional' goals, alumni gave consistently higher ratings to the importance of a goal than to their satisfaction with the extent to which NC State met that goal. Differences were especially large for preparing for a career, understanding my own abilities and interests, and developing and sustaining an active and healthy lifestyle.

On average, respondents gave the highest importance ratings to preparing for a career (4.74), understanding my own abilities and interests (4.73), and ability to critically analyze/evaluate information (4.67). Respondents gave the highest average satisfaction ratings to NC State's contribution to their understanding basic concepts in a broad range of disciplines (4.36), ability to collect relevant data (4.36), and ability to use technologies to access information (4.36).

Table 39: Goals of Undergraduate Education (Importance for an Undergraduate Education and Satisfaction that Education Met Each Goal )

	Mean Importance	Mean Satisfaction	Relative Rank (Importance/Satisfaction)
Preparing for a career	4.74	3.85	1/24
Understanding my own abilities and interests	4.73	4.07	2/13
Ability to critically analyze/evaluate idea/information	4.67	4.34	3/4
Recognizing and acting upon ethical principles	4.60	4.25	4/6
Ability to use technologies/search strategies to access info	4.57	4.36	5/3
Ability to construct clear, precise, and accurate arguments	4.56	4.19	6/8
Valuing learning as a lifelong process	4.56	4.24	7/7
Ability to collect relevant data	4.52	4.36	8/2
Having tolerance for different points of view	4.45	4.25	9/5
Ability to understand current literature in my field	4.38	4.13	10/11
Developing and sustaining an active and healthy lifestyle	4.35	3.87	11/22
Understanding basic concepts in a broad range of disciplines	4.35	4.36	12/1

	Mean Importance	Mean Satisfaction	Relative Rank (Importance/Satisfaction)
Understanding issues and problems facing the world	4.29	3.92	13/17
Understanding diverse cultures/values	4.17	4.13	14/10
Understanding how science/technology influence society/everyday life	4.10	4.10	15/12
Ability to formulate/test hypotheses	4.06	4.17	16/9
Being involved in public and community affairs	4.04	3.85	17/23
Understanding the present as it relates to history	4.01	3.95	18/15
Understanding commonality of human problems through global perspective	4.00	3.92	19/18
Acquiring an awareness of new scientific knowledge/discoveries	3.94	3.93	20/16
Appreciating the humanities (e.g., literature, philosophy, religion, history, etc.)	3.84	3.99	21/14
Understanding issues associated with gender inequality	3.83	3.89	22/21
Understanding issues associated with racial inequality	3.82	3.90	23/20
Appreciating the arts (e.g., music, art, theater, etc.)	3.72	3.81	24/25
Applying social science methods to understand human behavior	3.70	3.91	25/19

Note: Ratings for importance are 5="Very Important," 4="Important," 3="Moderately Important,' 2="Of Limited Importance," 1="Not Important."
Ratings for satisfaction are 5="Very Satisfied," 4="Somewhat Satisfied," 3="Neither Satisfied nor Dissatisfied," 2="Somewhat Dissatisfied," 1="Very Dissatisfied."
Comparisons and Frequencies: Gender/Ethnicity, College
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Respondents were asked the extent to which they agreed that their undergraduate education met several general education goals emphasized by NC State. Eighty percent or more respondents "agree" or "tend to agree" that the undergraduate education at NC State improved my ability to access and use information in my professional life (90.6%), encourage creative/innovative thinking (86.9%), and prepared me to be competitive with graduates from other institutions (83.7%) (Table 40). Although still a majority, respondents were much less likely to agree that foreign language helped them gain an appreciation of other cultures (65.5%) and physical exercise courses positively influenced current exercise/health habits (55.5%).

Table 40: Impact of Undergraduate Education

	Mean Rating	5: Agree	4: Tend to Agree	3: Neither Agree nor Disagree	2: Tend to Disagree	1: Disagree
NC State experiences helped ability to access/use info in profession (N=2,566)	4.40	52.5%	38.1%	6.8%	2.3%	0.4%
NC State experiences/courses encouraged creative/innovative thinking (N=2,560)	4.34	51.2%	35.7%	8.9%	3.8%	0.4%
NC State education prepared me to be competitive with grads from other institutions (N=2,562)	4.33	56.5%	27.2%	10.4%	4.6%	1.2%
NC State physical educ course(s) positively influenced current exercise/health (N=2,558)	3.63	31.0%	24.5%	27.1%	11.1%	6.2%
NC State foreign language courses helped me gain appreciation for other cultures (N=1,423)	3.85	35.8%	29.7%	21.5%	9.2%	3.7%

Comparisons and Frequencies: Gender/Ethnicity, College
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Alumni were asked to rate the development of skills they might have gained through various undergraduate courses or experiences and the importance of such skills in their current job, school, or in general (Tables 41 and 42). Although receiving the highest average development rating (4.11), skills/perspectives gained through study abroad experience received the lowest average rating for current importance (2.21). Skills/perspectives gained through research/internship/co-op/student teaching received the highest rating for current importance (3.68), and was also rated relatively high for development (4.01).

Table 41: Development of Skills and Perspectives Through Undergraduate Courses or Experiences (Among alumni who had such experiences)

	Mean Rating	5: Excellent	4: Good	3: Average	2: Fair	1: Poor
Foreign language skills (N=1,929)	2.82	8.8%	20.1%	32.5%	21.9%	16.7%
Skills/perspectives gained through research/internship/co-op/student teaching (N=2,120)	4.01	37.2%	38.3%	16.0%	5.6%	2.9%
Skills/perspectives gained through study abroad experience (N=716)	4.11	45.9%	30.2%	16.2%	4.5%	3.2%
Skills/perspectives gained through community service/service learning(N=1,680)	3.84	28.2%	39.4%	23.0%	7.2%	2.3%

Table 42: Current Importance of Skills and Perspectives of Various Undergraduate Courses or Experiences

	Mean Rating	5: Very Important	4: Important	3: Moderately Important	2: Limited Importance	1: Not Important
Foreign language skills (n=2,760)	2.45	10.5%	12.0%	17.6%	31.9%	27.9%
Skills/perspectives gained through research/internship/co-op/student teaching (N=2,700)	3.68	38.7%	25.6%	13.9%	8.9%	13.0%
Skills/perspectives gained through study abroad experience (N=2,501)	2.21	13.2%	12.2%	9.6%	12.8%	52.3%
Skills/perspectives gained through community service/service learning (N=2,594)	3.02	18.6%	24.8%	19.5%	14.1%	22.9%

Comparisons and Frequencies: Gender/Ethnicity, College
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Teaching and Learning Technologies

Overall, alumni gave positive ratings to the impact of various teaching and learning technologies used at NC State (Figure 4). A majority of respondents said teaching and learning technologies at NC State improved, "a great deal," their ability to use information from the internet, books, journals, etc. (61.4%), use skills/technologies of field of study to complete a project or assignment (55.3%), answer questions in field of study (50.4%), and solve problems in field of study (49.5%). Respondents were less likely to say teaching and learning technologies at NC State improved "a great deal" their ability to use methods of research in field of study (44.0%).

Comparisons and Frequencies: Gender/Ethnicity, College
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More than 40 percent of respondents took at least one distance education or online course during their time at NC State (44.0%) (Table 43). Among those who took distance education or online courses, the majority were either "very" (30.6%) or "somewhat" (43.0%) satisfied with the variety of such courses offered by NC State (Table 44).

Table 43: NC State Distance Education or Online Courses Taken at NC State

	%	N
None	56.0%	1,447
1	16.0%	414
2-3	21.6%	557
4-6	4.9%	126
7-10	0.9%	23
More than 10	0.6%	16

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Table 44: Satisfaction with Distance Education or Online Courses (among those having taken such a course, N=1,136)

	Mean Rating	5: Very Satisfied	4: Somewhat Satisfied	3: Neither Satisfied nor Dissatisfied	2: Somewhat Dissatisfied	1: Very Dissatisfied
Satisfaction with variety of distance educ/online courses offered by NC State	3.90	30.6%	43.0%	14.3%	9.7%	2.3%

Comparisons and Frequencies: Gender/Ethnicity, College
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Current Personal Habits: Reading, Exercise, and Volunteerism

Cultural Literacy

Ninety percent of respondents agreed that they routinely keep up with current events in the news (89.7%) and more than 70 percent agreed that they read for leisure on a regular basis (73.3%) (Figure 5).

Comparisons and Frequencies: Gender/Ethnicity, College
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Physical Exercise

More than 80 percent of respondents reported engaging in physical exercise at least once per week (81.9%) (Table 45). Only a very small minority report that they "never" engage in physical exercise (2.3%). Among those who exercise, two-thirds do so twice per week or more. Alumni who reported exercising two or more times per week (63.4%) were more likely than those who exercise once per week (48.1%) and those who exercise less than once per week (33.7%) to "agree" that their NC State physical education course(s) had a positive influence on their current exercise/health habits (Table 46). More frequent exercise was also associated with greater satisfaction with the extent to which the NC State undergraduate education contributed to developing and sustaining an active and healthy lifestyle (Table 47).

Table 45: Frequency of Physical Exercise

	%	N
Never	2.3%	60
About once per month	4.3%	112
Two or three times per month	11.5%	297
About once per week	16.7%	432
Two or three times per week	32.9%	853
More than three times per week	32.4%	839

Comparisons and Frequencies: Gender/Ethnicity, College
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Table 46: Frequency of Physical Exercise by Impact of Physical Education Courses

NC State physical educ course(s) positively influenced current exercise/health	Frequency of physical exercise
	Less than once per week	Once per week	Two or more times per week
Agree	33.7%	48.1%	63.4%
Neither agree nor disagree	36.5%	32.0%	23.3%
Disagree	29.8%	19.9%	13.3%
Total (N)	460	428	1,668

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Table 47: Frequency of Physical Exercise by Satisfaction with Undergraduate Education (Developing and Sustaining an Active and Healthy Lifestyle)

Satisfaction with undergraduate education: Developing and sustaining an active and healthy lifestyle	Frequency of physical exercise
	Less than once per week	Once per week	Two or more times per week
Satisfied	56.5%	68.8%	72.2%
Neither satisfied nor dissatisfied	29.8%	20.1%	17.9%
Dissatisfied	13.7%	11.1%	9.9%
Total (N)	453	413	1,608

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Service Work

More than three-fourths of respondents reported that they volunteered at least "a few times" during the past year (77.5%), with about 10 percent saying they do so at least once per week (Table 48). Students who participated in school-related groups while an undergraduate at NC State were more likely to currently volunteer their time. For example, 90 percent of those who said they participated in service group/organization or in religions groups said they had participated in volunteer activities at least a few times in the past year.

Alumni who report volunteering their time were more likely than non-volunteers to be satisfied with the extent to which NC State contributed to their being involved in public and community affairs (Table 49).

Table 48: Volunteer Activity During the Past Year

	%	N
Never	22.5%	584
A few times	45.1%	1,167
About once per month	13.6%	352
Two or three times per month	9.1%	236
At least once per week	9.7%	251

Comparisons and Frequencies: Gender/Ethnicity, College
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Table 49: Volunteer Activity During the Past Year by Satisfaction with Undergraduate Education (Being Involved in Public and Community Affairs)

Satisfaction with undergraduate education: Being involved in public and community affairs	Frequency volunteer for non-profit/charity/community group
	Never	A few times	Once per month or more
Satisfied	49.0%	69.1%	69.9%
Neither satisfied nor dissatisfied	41.8%	23.1%	21.3%
Dissatisfied	9.2%	7.8%	8.8%
Total (N)	555	1,109	804

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Alumni Services

More than one-fourth of respondents reported being a member of the NC State Alumni Association (27.0%) (Table 50). Alumni were asked the extent to which they would value various Alumni Association services (regardless of their membership status). With one exception, alumni association members were much more likely than non-members to place "a lot" of value on each of the services asked about (Table 51). Members and non-members were fairly equally likely to place "a lot" of value on career planning assistance and job postings (43.1% vs. 39.3%, respectively). More than one-fifth of non-members said they value "not at all" university or alumni speakers in your area (23.7%), subscription to NC State alumni magazine (20.9%), and NC State alumni reunions (27.4%).

Table 50: NC State Alumni Association Membership

	%	N
Member of NC State Alumni Association	27.0%	699

Comparisons and Frequencies: Gender/Ethnicity, College
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Table 51: Value of NC State Alumni Association Services by Alumni Association Membership

University or alumni speakers in your area	4: A lot	3: Some	2: A little	1: Not at all
Member	19.7%	42.2%	25.6%	12.4%
Non-member	13.9%	34.4%	28.1%	23.7%
Total	15.4%	36.4%	27.5%	20.7%

Career planning assistance and job postings	4: A lot	3: Some	2: A little	1: Not at all
Member	43.1%	31.6%	14.7%	10.5%
Non-member	39.3%	29.5%	17.2%	14.0%
Total	40.2%	30.1%	16.5%	13.2%

Subscription to NC State alumni magazine	4: A lot	3: Some	2: A little	1: Not at all
Member	33.8%	39.8%	19.9%	6.5%
Non-member	16.6%	34.9%	27.6%	20.9%
Total	21.3%	36.2%	25.5%	17.0%

Invitations to NC State alumni events in your area	4: A lot	3: Some	2: A little	1: Not at all
Member	43.4%	36.3%	14.1%	6.2%
Non-member	25.3%	36.9%	22.2%	15.6%
Total	30.2%	36.6%	20.1%	13.1%

NC State alumni reunions	4: A lot	3: Some	2: A little	1: Not at all
Member	26.1%	32.8%	29.9%	11.3%
Non-member	15.0%	28.2%	29.4%	27.4%
Total	18.0%	29.4%	29.5%	23.1%

Opportunities to connect with the NC State Alumni Network	4: A lot	3: Some	2: A little	1: Not at all
Member	39.1%	34.9%	19.6%	6.3%
Non-member	25.4%	32.7%	25.8%	16.0%
Total	29.0%	33.5%	24.1%	13.4%

Online directory of NC State alumni	4: A lot	3: Some	2: A little	1: Not at all
Member	42.7%	34.6%	15.9%	6.8%
Non-member	29.3%	33.1%	22.4%	15.3%
Total	33.0%	33.6%	20.5%	12.9%

Comparisons and Frequencies: Gender/Ethnicity, College
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For more information on the 2009 Baccalaureate Alumni Survey contact:
Dr. Nancy Whelchel, Associate Director for Survey Research
Office of Institutional Planning and Research
Box 7002
NCSU
Phone: (919) 515-4184
Email: Nancy_Whelchel@ncsu.edu

Posted: May, 2009

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