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This study was conducted to determine if there is a difference between the career advancement of alumni of ornamental horticulture associate (terminal) degree and nondegree programs. A survey of the alumni of three associate degree and three nondegree training programs career advancement. The historical work of Pascarella and Terenzini (1991) revealed that students attending 2-year junior colleges were less likely to complete a bachelors degree than those students attending a 4-year college. They also found that achievement of a bachelors degree was linked to higher career advancement for those attending a 4-year college and completing a bachelors degree. Thus, this researcher hypothesized that since the nondegree programs in the study are at nonacademic institutions, and conferred a diploma (as opposed to a degree) they were even less likely to achieve a bachelors degree. They would therefore have the lowest career advancement. Institutions can have an impact on the advancement of their alumni by developing their cognitive and noncognitive skills, by credentializing them, and by screening candidates for prospective employers. These factors may work together or individually to distinguish associate degree program alumni from nondegree training program alumni. It is recognized that the cognitive (e.g., oral and written skills, abstract and critical thought processes) and noncognitive (e.g., values, personality, behavior patterns) can only be partially credited to an institution since other life experiences also influence these factors. In contrast the credentialization and screening of students can be more directly correlated to a given institution. This is to assume, in essence, that educational institutions are given a “charter or commission by the larger society” to sort out individuals (Pascarella and Terenzini, 1991). This indicates that some of the benefit of graduating with a higher degree, or with a degree from a certain school may be directly tied to the perception of that degree or school. This benefit is separate from the cognitive and/or noncognitive growth that may have occurred. Accreditation agencies have recently begun to recommend the use of outcome assessment information as a part of the accreditation process. An outcome has been defined as “the condition of the student at some subsequent point in time after exposure to the educational environment” (American Association for Higher Education, 1994). Career advancement obviously fits into this definition. Following the lead of the accrediting agencies, acawas administered, using guidelines from career advancement validation research conducted at Alverno College, Milwaukee. Wis. (Ben-Ur and Rogers, 1994). Six programs were selected from North Carolina, Maine, Ohio, and southeastern Canada, including parts of Ontario and Quebec and all of New Brunswick and Nova Scotia. The programs were selected because of their perceived high reputations, as based on a survey sent to eight selected Longwood Gardens staff (Kennett Square, Pa.) and six professors in the Plant and Soils Science Department at the University of Delaware (Newark). Survey respondents were initially chosen based on their knowledge of the field of horticulture and of ornamental horticulture educational programs. The statistical analysis of the data did not support the presupposition that there would be a significant difference between the career advancement in favor of graduates from horticultural associate degree programs.

Career Advancement Comparison Between Ornamental Horticulture Associate Degree and Nondegree Programs