DaigakuRonshu_44_147.pdf 820 KB
Labor Market Evaluations of Learning in Science and Mathematics Subjects <Article>
This paper uses data obtained from 13,059 respondents to an online survey examining disparitiess between initial employment performance (size & scale of company of initial recruitment, manner of employment) and current employment performance (current position, current salary) according to bias in science learning among science graduates and mathematics learning among humanities graduates. The impact of amendments made to the Japanese national curriculum guidelines is also considered.
Survey results showed that, among science graduates, those who specialized in physics were recruited as full-time permanent employees of larger companies at a higher rate than graduates from other science disciplines. The proportion of physics graduates currently holding managerial positions was also high, as was their average annual income. For humanities graduates, those who had sat for admission examination(s) in mathematics had been recruited as full-time permanent employees of larger companies at a higher rate than graduates who had taken no admission examination(s) in mathematics. A higher proportion of graduates who had sat for admission examination(s) in mathematics held managerial positions than those who had not, and those who had taken mathematics examination(s) also had higher incomes. These findings agree with the results of previous surveys.
An analysis by generation, carried out in order to gauge the impact of amendments to national curriculum guidelines, showed that science graduates who had specialized in physics and humanities graduates who had taken admission examination(s) in mathematics showed the smallest inter-generational disparity in income, suggesting that the impact on such graduates of changing the national curriculum guidelines to reduce coursework has been only minimal.
Daigaku ronshu: Research in higher education
|date of issued||
Departmental Bulletin Paper
Departmental Bulletin Papers
Copyright (c) 2013 Author
Research Institute for Higher Education