* Foreign Language Majors - ERICDOCUMENT RESUME ED 096 837 FL 006 478 AUTHOR Allavala, Asia* U.; And...

DOCUMENT RESUME

ED 096 837 FL 006 478

AUTHOR Allavala, Asia* U.; And OthersTITLE Survey of Foreign Language Majors.INSTITUTION Dallas Univ., Irving, Tex. International Inst.PUB DATE Dec 73NOTE 112p.; A study conducted by Market Research

International, Irving, Texas; Appendix C has marginallegibility due to quality of original copy

EDRS PRICE MF-$0.75 MC-85.40 PLUS POSTAGEDESCRIPTORS *Business Administration; *Career Choice; College

Language Programs; College Students; *Graduate S%udy;Masters Degrees; *Student Attitudes; *Surveys

IDENTIFIERS * Foreign Language Majors

ABSTRACTThis marketing research project was undertaken to

provide the International Institute of the University of Dallas withinformation regarding the career perception of foreign languagemajors for its use in recruitment for the International ManagementProgram. Students from Arkansas, Louisiana, Oklahoma, and Texas wereincluded in the study. Primary data were collected by nailing 590questionnaires to Foreign Language Department Chairmen fordistribution to fc:eign language majors. A total of 249 replies werereceived, representing a return rate of 45.4 percent. Secondary datawere collected from various government, language association, andcareer placement association publications. The following were amongthe conclusions drawn from the data: (1) The potential market offoreign language majors for recruitment into an InternationalManagement Program is predominantly female, 78 percent versus 22percent male. (2) More than 80 percent of the respondents indicatedthat career objective was an important consideration in the decisionto pursue a foreign language major, (3) Female respondents appear toassign a higher preference to business (rank 4th) than do the salerespondents (rank 5th). (4) Females perceive their chances for abusiness career to be less than their preference. (5) Males appear toprefer teaching, government, or graduate study. (6) Seventy-fivepercent of the respondents indicated some level of interest in an MBAprogram. (Author/RN)

U T DEPARTMENT OP NEATN,EDUCATION A VIELPARENATIONAL INSTITUTE OP

EDUCATIONTHIS DOCUMENT HAS SEEN REPROOuCEO ERACTL, AS RECEtvED FROMTHE PERSON OR ORGANIZATION ORIGINATNO IT POINTS Of vIEW OPINHONsSTATED DO NOT NECESSAW'Lv REPRESENT Of F ICiAL NATIONAL INSTITUTE OFEDUCATION POSITION OR Roc .cr

SURVEY OF

-PERMISSION To REPRODUCE THIS tle.4.RTSMIGID MATERIAL HAS BEEN GRANTED By

all1 Li rS Littto ERIC AND ORGANiZATIONS OPERATINGUNDER AGRILMENTS WITH THE NATIONAL INSTITUTE Of EDUCAT,ON FURTHER REPRODUCTION OUTSIDE THE ERIC SYSTEM REQUIRES PERMISSION OF THE ETTPIoNeNTOWNER

FOREIGN LANGUAGE MAJORS

Conducted For:

INTERNATIONAL INSTITUTE

UNIVERSITY OF DALLAS

Irving, Texas

Prepared By:

MARKET RESEARCH INTERNATIONAL

Irving, Texas

"D e c

THIS REPORT IS SUBMITTED FOR CONSIDERATION

OF CREDIT IN THE

UNIVERSITY OF DALLAS

GRADUATE SCHOOL OF MANAGEMENT

COURSE: CONSUMER BEHAVIOR

INSTRUCTOR: DR. JAMES C. MAKENS

DATE: DECEMBER 1973

MARKET RESEARCH INTERNATIONAL IS COMPOSED OF:

ASLAM U. ALL` AWALA

RONALD D. ATKISSON

PAUL D. REED

GARY L. SMITH

FOREWORD

This report is submitted to the University of Dallas as the final

report on a research project conducted to determine the foreign

language majors perception of career opportunities.

This report is submitted in partial fulfillment of the requirements

of Management 6367, Consumer Behavior, at the Graduate School

of Management, of the University of Dallas.

In submitting this report, Market Research laternational wishes

to acknowledge the information and guidance provided by:

Dr. H. A. Merit loin, Director of the International Institute,

for assisting in the questionnaire design and for providing

relevant material which has helped in our study design and

analysis; Mr. Robert G. Lynch, Dean of the Graduate School

of Management; and Dr. James C. Makens, Associate Professor

of Marketing at the University.

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TABLE OF CONTENTS

Page

Executive Summary 1

Biographical Sketch . 5

Background . . . 0

Proposal ....... *** h... . . . . . .

Experiment Design A. Sample Design 7

B. Questionnaire Design and Mailing 15

Results. 18

Footnotes 59

Bibliography . ***** 60

Appendices

Appendix A - Questionnaire

Appendix B - Chi-Square Analysis

Appendix C - Tabulation of Results

Appendix D - List of Qualified Colleges and 'Universities

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EXECUTIVE SUMMARY

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GENERAL

This marl eting research project was undertaken to provide the International

Institute, University of Dallas, Irving, Texas, with information regarding

the career perception of 4"...eign language majors for recruitment con-

sideration into the International Management Program. Students from the

states of Arkansas, Louisiana, Oklahoma, and Texas were included in the

scope of this study. Results of this study will assist in shaping the Inter-

national Management Program.

Primary data for this research was collected by a mailed questionnaire.

Five hundred and ninety questionnaires were mailed to Foreign Language

Department Chairmen for distribution to foreign language majors. The

sample size was selected to give a 95% confidence level of a sampling

error of no more than 5%. The questionnaire and mailing procedure were

carefully designed to maximize the rate of return. A total of 249 replies

were receives'., representing a return 'rate of 45.4%. Secondary data

was collected from various government, language associations, and

career placement association's publications.

CONCLUSIONS

Analyses of the data collected has led to the following conclusions:

1). The potential market of foreign language majors for recruit

ment into an International Management Program is

predominantly female, 70 versus 22% male.

2). In excess of 80% of the respondents indicated that career

objective was an important Consideration in the decision

to pursue a . ,ign language major.

3). Female respondents appear to assign a higher preference

to business (rank 4th) than do the male respondents (rank 5th).

4). Female respondents perceive their chances for a business

career to be less than their "reference. Their interest level

appears to be higher than what they believe their chances to be.

5). Male respondents perceive their chances to be fairly good

for entering business, but appear to prefer teaching, govern-

ment, or graduate study.

6). The low preference for a business career by all respondents

(rank of 4) may be attributed to lack of awareness.

7). The majority of the foreign language students are not aware

of the annual starting salaries of their career field at either

the Bachelor or Master's level.

8). The majority of respondents feel that the foreign language

curriculum is adequate for a professional career outside of

teaching.

9). Seventy-five percent of the respondents indicated some level

of interest in an A1BA program following a Bachelor's degree

in foreign languages.

10). Seventy-five percent of the respondents indicated it would

take throe or four semesters to achieve the MBA and

preferred day classes.

11). Fifty-five percent of the respondents indicated that it would

cost less than $2, 000 in a State School and more than $3, 000

in a Private School to complete the requirements for an

MBA.

12). Sixty-four percent of the respondents felt financial assistance

would be an important factor in their decision to pursue a

Master's degree and twenty-seven percent of those

respondents thought this aid could be obtained.

13). Eighty-nine percent of the respondents indicated they thought

the increase in annual starting salary difference between a

Bachelor's degree holder in foreign language and an MBA

degree holder in International Management to be less than

$4,500.

14). Approximately 90% of the respondents attached some

importance to a one-semester gain in time required to

complete an MBA.

RECOMMENDATION

The following recommendations are based on the analyses of the data collected

during the course of this research.

1). Accept this study as a positive reflection of the need to bring together

the individual interests of the foreign language and business depart-

ments within the University.

3). Develop the attitude both within the language and business department

that the discipline of each are tools which when properly integrated

through the student medium can benefit the student and the University.

It is this attitude development between departments that can promote an

awareness in the foreign language major of the opportunities to use

his skills in business.

3). Concentrate on creating an awareness of international business opportunities

on the foreign language majors, especially the predominent female

segment of this market. An awareness of business opportunities for

the foreign language major should not begin at the college level, but

should be marketed to high school language majors. Don't wait until

the student comes to you go get him.

4). Approach foreign language publications with the results of this survey to

include presentation of five-year plan.

5). Provide foreign language departments, particularly those participating !n

the study with results of this survey and request comments - then follow

up with information on five-year plan.

6). Create interest in University of Dallas by emphasizing present program,

possible financial assistance, and benefits of night classes.

BIOGRAPHICAL SKETCH

E

BIOGRAPHICAL SKETCH

This study is a market survey undertaken by Market Research

International for the International Institute of the University of

Dallas. Market Research International is a management consul-

tant organization, with special international interest, formed by

students of the Graduate School of Management of the University

of Dallas, whose resumes follow:

Allawala, Adam U. B. Coin, University of Karachi,

Pakistan. MBA candidate, University of Dallas.

One year management experience in cosmetics Industry

in Pakistan.

Atkisson, Ronald D. B. S. in Sociology, Lambuth College,

1972. MBA candidate (International Management),

University of Dallas.

Reed P D B.A. in Accounting, University of Texas

at Arlington, 1971. MBA candidate, University of

D allas. His business experience includes five years in

accounting and management.

Smith, Cary B. S. in Accounting, San Fernando Valley

State College, 1964. MBA candidate, University of Dallas.

His business experience includes five years in transportation

management and seven years in information systems work,

BACKGROUND

BACKGROUND

Market Research International, a management consultant firm formed

by graduate students of the Graduate School of Management, were

retained to conduct a study of foreign language majors by the

administration.

The Director of the International Institute wished to determine

the foreign language majors perception of career opportunities

in order to assist in shaping its international management recruit-

ment program. The administration wishes to establish specific

goals for the eVatAgOn of the International Institute.

These goals were brought out in a meeting held with the admini-

stration, and the study developed from there. The study was

intended to provide a starting point for the strengthening and

expansion of the International Management program.

PROPOSAL

}

PROPOSALSURVEY OF FOREIGN LANGUAGE MAJORS

PREPAREDby

MARKET RESEARCH INTERNATIONALOctober 4, 2973

MARKET RESEARCH INTERNATIONAL

ASLAM U. ALLAWALA

RONALD D. ATKISSON

PAUL D. REED

GARY L. SMITH

I. INTRODUCTION

This project is a survey of foreign language majors undertaken

by Market Research International for the University of

Dallas. Market Research International is a management

consultant organization formed by graduate students of

the Graduate School of Management of the University

Dallas, whose resumes follow:

ALLAWALA, ASLAM U. B. Corn, University of Karachi,

Pakistan. MBA candidate, University of Dallas.

One year management experience in cosmetics

industry in Pakistan.

ATKISSON. RONALD D. B. S. in Sociology, Lambuth

College, 1972. MBA candidate (International

Management), University of Dallas.

REED, PAUL D. B.A. in Accounting, University of Texas

at Arlington, 1971. MBA candidate, University of

Dallas. His business experience includes five years

in accounting and management.

SMITH GARY L. B. S. in Accounting, San Fernando Valley.

State College, 1964. MBA candidate, University of

Dallas. His business experience includes five years

in transportation management and seven years in

information systems work.

II. PROBLEM FORMULATION

A. BACKGROUND

The administration of the International Institute of the University

of Dallas perceives as a market, for the MBA program in

International Management, the student with a foreign language

major. It is desired to establish the parameters of this

market for enrollment into the International Management

Program, to develop a detailed plan for the recruitment of

this market.

B. STATEMENT OF SITUATION

Market Research International has been engaged, by the

International Institute, for the purpose of ascertaining what

market potential can be expected from the students with a

foreign language major, particularly from colleges and

universities in the Southwest United States. That is, to

research if those students working toward a foreign language

major are interested in further pursuing an MBA degree in

International Management.

III. OBJECTIVES

The objective of this study is to determine the student market of

foreign language majors from colleges and universities of the

Southwe. ;t available for recruitment for an MBA International

Management Program.

METHODOLOGY

The objective of this study will be gained through the use of

primary and secondary research. The primary research will

consist of a random sample of students with a foreign Itinguage

major via colleges and universities of the Southwest. The mode

of this survey will be a direct mail questionnaire. The secondary

research will help prescribe the primary research and compliment

where applicable with publications and papers.

The study will advance through seven steps:

1). The secondary research will guide the development

of a random sample for the study.

2). The questionnaire will be drafted for distribution

to the students.

3). The questionnaire will be pre-tested.

4). The questionnaire will be distributed in the prescribed

area.

5). Information from the secondary research will be

integrated, where possible, to support study.

6). The information received will be compiled and analyzed

through suitable statistical techniques.

7). The results of the study will be summarized and presented

to administration of the International Institute, University11

of Dallas.

;

Introduction

Prospectus

SecondaryResearch

PrimaryResearch

Evaluationof Data

Correlationof Results

FinalReport

Presentation;

TIME SCHEDULE

=NII*00NpgemgwIeaal

I""'"'""1.--1°3--

Sept. Oct. Nov. Dec.

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Administration

DEFINITIONS

Dr. Helmut A. Mork loin, Director of International

Institute; and Robert G. Lynch, Dean of University of Dallas

Graduate School of Management.

Southwest Within state boundaries of Texas, Oklahoma,

Arkansas, and Louisiana.

* Student An undergraduate student working toward a

foreign language major.

Foreign Language Atw language other than English.

Student Market Any *student interested in an MBA - International

Management degree.

COST OF PROJECT

The Administration of International Institute, University of

Dallas, agrees to cover costs In conducting a survey of market

potential of students with foreign language majors. The cost of

the survey will not exceed $250.00. A detailed break-down of

costs will be submitted at the completion of the project.

Approved by:

Helmut A. Merklein, Ph. D.Director, International. InstituteUniversity of Dallas

PROGRAM ALTERATIONS

Any changes to this contract shall be agreed to in writing by

representatives of both International Institute and Market Research

International before they become effective.

EXPERIMENT DESIGN

SAMPLE DESIGN

Universe

The universe determined for the study consisted of foreign

language majors of colleges and universities of the Southwest.

For the purposes of this study, the Southwest was defined as

the states of Arkansas, Louisiana, Oklahoma, and Texas.

Survey Technic:pie

A meeting with Dr. II. A. Merklein, Director of the International

Institute of the University of Dallas, established the type of

information the Institute desired to obtain from the study.

Market Research International then determined the most

appropriate method of obtaining this information. The main

factors which had to be considered were time, cost, type

and amount of information required, universe to be surveyed,

and minimum number of responses required.

Secondary research was done for several reasons. First, it

allowed the researchers to compare data collection techniques

with the present study to determine what type method was most

appropriate. Secondly, it allowed researchers to adapt related

techniques not only to design, but analysis of results.

After comparison was done as indicated above, several possible

techniques were discarded. A telephone survey was eliminated

because of distance and response rates, as well as due to the

limited and non-uniform information that could be obtained. 1

A personal interview technique was also later eliminated

because of the time, Jost, and cooperation needed in conducting

classroom interviews.

The mailed-distributed questionnaire survey technique as

finally ehr)sen as the principle research tool The mailed

questionnaire offered several significant advantages. It allowed

Market Research International to conduct simultaneous interviews

throughout the Southwest. It facilitated receiving more honest

answers and helped eliminate the not-quite-true answer that can

often occur with the personal interview (Classroom situation). 2

The questions were printed identically throughout, eliminating

potential interviewer biases.3 There was no influence or pressure

introduced by interviewers.4 They could put more thought into

their answers in regard to time.

Since the responses were anonymous, respondents were more likely

to answer personal or sensitive questions frankly. 5

Distribution of this questionnaire was somewhat unique. There

was difficulty in view of the fact that the foreign language majors

of selected colleges and universities were determined as the

sample. Chairmen of foreign language departments of the

colleges and universities selected were contacted asking for

their cooperation. The questionnaires were mailed in adequate

amounts to the language department chairmen, who thereby saw

that the questionnaires were distributed to the foreign language

majors. A follow-up contact was made to expedite return before the.cut-off date.

Mailed questionnaires are not the perfect answer. Definite dis-

advantages do exist and had to be considered and dealt with.

The major criticisms are the following. There is normally

a low rate of return; 15% tends to be a better-than-expected return

for the typical mail survey. The apparent lower cost of survey

mailing may prove illusory if large follow-up to low returns is

necessary. The absence of an interviewer can cause losses of

information about the respondent's environment and the

possibility that questions were misunderstood. Replies may

dribble in over a period of several weeks, thus delaying data

tabulation.

Market Research International felt that these disadvantages were

overcome by adequate planning, secondary research, and the fact

that this was not a typical mail survey. The anticipated low return

rate was circumvented by the mailing to a larger smaple of the

population. This in turn ciliminated additional follow-up costs

when the initial return proved statistically adequate. Finally, a two

week cut-off date for returns was used. When it was found the

sample returned within that date was adequate, data tabulation was

begun on those questionnaires.

Selection of Sample Size

One of the first problems concerning the research team was the determi-

nation of the sample size to be taken from the universe. In this research,

the population was taken as the total number of foreign language majors

from colleges and universities with undergraduate foreign language

programs in the states of Arkansas, Oklahoma, Louisiana, and Texas.

In the selection of the total sample size, the following statistical

formula was used:

n = p q / (AE / Z )2

Where n = minimum sample size

p = probability of a correct answer

q = probability of an incorrect answer

AE = allowable error

Z 1= critical probability in terms of standard

deviation = I.. 96

Question No. I was selected as a key question for determining the sample

size desired. In this example, the probability of a correct answer, p,

was chosen 90% as the questionnaires were to be distributed to the

foreign language majors only. However, there was a possibility that

some of the questionnaires may creep into the hands of the non-foreign

language majors. The allowable error, AE, was agreed upon among

the research team to be 5%. This is the maximum deviation allowable

of the moan of the sample from the mean of the universe. Setting the

error thus, it may be said that the experimenter may be 95% confident

that the mean of the sample taken will be within 5% of the mean of the

universe.

Substituting these values into the above equation gave the following

results:

(.9) (1 .9) / (. 05/1.96)2

Solving the above formula one gets:

139 required sample size

For simplifieatioa, it was decided to base this study on a total sample

size of 140.

It was imperative that a minimum of 140 respondents would be generated

from the total number of questionnaires mailed. Assuming that we could

expect a 25% return of completed questionnaires, the total number of

questionnaires to be sent out was computed to be 560.

The second problem confronting the research team was the selection of

the sample size for each of the four states. The total number of colleges

and universities was found to be 107. There were 71 colleges and

universities in Texas. Computing the share of Texas in the universe

resulted in a figure of 67%. Similar computations for Louisiana,

Arkansas, and Oklahoma resulted in the figures of 10%, 11%, and 12%,

respectively.

It was calculated that Texas would require a minimum sample size of

94, Louisiana 14, Arkansas 15, and Oklahoma 17.

Accordingly, the names of the chairmen of the language departments

were obtained. Each foreign language department chairman was contacted

by telephone to determine the approximate number of questionnaires to be

sent to him. Based on the above information, it was determined that

13 colleges and universities would compose the target population and

would satisfy the scope of the study.

The actual return at the end of the cut-off date was 249 questionnaires.

This can be interpreted the following way.

AEafn

0.05

.175-249

2.63

Level of confidence = 99.14%

This means that the researchers may be 99.14% confident, instead of

95% that their results are within the allowable error range of 0.05.

The total returns of 249 questionnaires represented an actual return rate

of 42.2% which was, in feet, much higher than the expected return. The

good results, and increased confidence level are thus attributable to the

additional precautionary mailing and thus more than justify it. Finally,

it may be said that with the results obtained, the researchers may be

99.14% confident that their results are within the five percent allowable

error. It can thus be said that the sample size return of 249

questionnaires is more than adequate.

UESTION9....EA1...__REDESIGN

A mail questionnaire was designed to elicit the information desired

in the foreign language major study. The questions included were

derived from the individual elements of "career perceptions"

listed in the definitions contained in the proposal. It was

endeavored in designing the questionnaire to strike the best

possible compromise between maximum information and

simplicity.

It was desimed necessary not to mention the role of the University

of Dallas as a sponsor of the study to prevent any bias in responses

which might have otherwise resulted. For this reason, no

reference, was made to the University of Dallas.

The questionnaire was pretested through a series of versions

to eliminate problem areas which might cause confusion or

introduce bias into the data. The pretest was conducted by hand --

ing a questionnaire to a foreign language major who was asked to

fill it out immediately. After the questionnaire was completed,

each foreign language major was interviewed to obtain his

impression and interpretation of each question.

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The questionnaire was printed on both sides of a single sheet of

high grade paper. A light yellow was selected to enhance the

response rate. The single shoot was folded so that it opened in

book fashion presenting four "pages." A questionnaire specimen

is Included in the appendix to this report.

RESULTS

RESULTS

This section of the report presents the results and analyses of the

survey. The procedure followed in analysis of each question consists of

presenting the results in tabular form, statistical analysis of these data

and a graphical representation of the results.

The survey was highly successful. This conclusion is supported by

the return of 249 questionnaires out of 590 foreign language majors

surveyed for a percentage return of 42.2%.

The numbers of questionnaires sent to each state and the respective

numbers returned are shown in Table V. Texas had the highest rate of

returns with 50.12% while Arkansas had the lowest with 23.75% of the

four states surveyed. These results are presented graphically in

Figure 1.

Of th© total number of questionnaires mailed, 249 were received

by the cut-off date and are, therefore, included in these analyses.

Subsequent to the cut-off date nineteen additional questionnaires have

boon received whicb have not been included in those analyses. This total

number of responses (268) bring the overall returns of the questionnaires

to 45.42%.

STATE SENT RETURN % RETURN

rkansas 80 10 23.75

Louisiana 58 17 29.3x;

Idaho= 67 20 29.85

exas 385 193 50. 12

590 249 42.2

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Question No. 1

Are you a fereign language major?

This questioh was used as a qualifier to answer succeeding questions.

Those persons answering no were not included in any further calculations.

Tabulation of the results indicates that 95% of the respondents were

foreign language majors. This makes our sample size determination

valid, as we assumed 95% of the respondents would be foreign language

majors.

TABLE 1

Foreign Language Majors By Sex

Male . Female Total %

Yes 51 94. 186 95 237 95

No 3 6 9 5 12 5

54 100 195 100 249 100

Fo:^eior) Lam:4.1'9eJ J

Figur° 2

fors Versus Non Majors

Fo:e4ie sn LanvemseMajors

For &i Lantra93 Majors95

RosuRs 'from QuasfionSee. I

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Question No. 2

This questionnaire is being completed by:

Male Q Female 0

The purpose of this question was to classify the respondents by male

and female. This enabled us to classify separately the respondent's

career perception.

Of the respondents, 51 or 22% were male and 186 or 78% were female.

These results clearly indicate the predominance of female students

pursuing foreign language studies at the undergraduate level. This

factor should warrant considerable attention when developing a market

plan to encourage interest and subsequent enrollment in an MBA.

International Management Program.

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Question No 3

This questionnaire is being completed by:

Freshman

Sophomore

Junior

Senior

This question provides a basis for ascertaining career perception at

different levels of academic progress.

The results of this question are summarized below:

TABLE II

Respondents By ClassificationMale Female Total

Freshman 1 2 3

Sophomore 7 27 34

Junior 16 75 91

Senior 27 82 109

51 186 237

Figure 4

Acciernic CiassiCicaiion

Sophomore14.3 Z.

SeniorX5.9

Junior38.47;

Resuifs from Quesfion 3sec, I

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Question No. 4

Was career objective an Important factor in your decision to pursue a

foreign language major?

This question was included to determine to what extent the foreign language

major considered career objective in his selection of college major.

TABLE III

Male % Female % Total is,

areer was a very important factor 16 31.4 47 25.0 63 26.5

areer was an important factor 17 33.3 57 30.4 74 31.2

areer was a slightly important factor 9 17.6 47 25.1 56 23.6

areer was not an important factor 8 15.7 30 16.0 38 16.0

ndec ided 1 2.0 5 2.5 6 2.5

51 100.0 187 100.0 237 100.0

Of the respondents, 81.3% (82.3% of the males and 811.5% of the females)

indicated they placed some degree of importance on career objective when they

chose a foreign language major.

Figure 5

Cal-14.Sa;4* Import unco

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Nofimporfan+

Factor14 . %

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VeryI mporfanfFacior

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Question No. 5

List in the order of your preference what you would like to do if you were

to receive a Bachelor's degree in foreign languages today.

The objective of this question was to ascertain what the student would like

to do if the present academic goal had just been achieved.

TABLE IVTotal Response By Category

Assigned weights

Preference

Category

Graduate studies-foreignlanguage

Graduate studies-anotherfield .

Government

Teach

Business

Other

TotalTotal WeightFirst Second Third Fourth Fifth Other

64 48 54 37 26 8 237 1,012

32 24 37 38 58 48 237 728,

38 61 55 42 28 13 237 948

59 58 34 37 30 25 237 970

31 48 34 48 51 118 237 832

37 14 19 24 25 237 571

Responses were weighted to correspond to the preference rank given by the

respondent (L. e. , First = 6, Second = 5, etc. ).

de.

The results indicate that the respondents would, in order of preference,

like to pursue the following:

1). Graduate studios - foreign languages

2). Teach

3). Government

4). Business

5). Graduate studies - another field

6). Other - Airline hostess, Travel agency, Social work, etc.

TABLE VResponse by Male and Female

Category

Graduate studies-forellanguage

Graduate studies-otherfield

Government

Teach

Business

Other

First Second Third Fourth Fifth OtherTotalWeight .

FMFM FM#FMFMF MFM

13 51 18 31 10 43 10 27 26 8 238 774

10 2 5 19 8 29 6 32 11 47 7 31 164 564

7 31 11 50 14 41 7 35 7 21 5 7 193 754

11 48 13 45 9 25 8 29 9 21 1 18 210 760

5 26 5 43 8 26 11 37 13 38 9 15 155 677

7 30 1 13 2 17 7 17 5 20 20 61 106 465

Cary

Rank

roma leMa lo

Graduate studies-foreignlanguage 1 1

Graduate studies-otherfield 4 5

Government 3 3

Teach 2 2

Business 5 4

Other 6 6

The results of this comparison appear to indicate that female respondents

assign a higher preference to business than do the male respondents.

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P(.4

reri

i.:ri

ce.

0 00 0

C" a a

1.

Question No. 6

What do you perceive your chances to be for admission or employment in the

following categories with a Bachelor's degree in foreign languages ?

This question, correlated with the preceding question, provides some

insight into the difference perceived by the respondents between what they

would like to do and what objectively they think their chances actually are for

admission to each of the stated categories.

Category

Graduate studies-foreignlanguage

Graduate studies-otherfield

Government

Teach

Business

Other

TABLE VI111131111EIMIE1116

Weighted WeightedFirst Second Third Fourth Fifth Other Total M F

115 77 34 7 1 3 1,237 275 962

45 84 72 13 6 17 1,046 229 817

29 101 74 21 4 8 1,054 224 810

74 83 46 18 9 7 1,122 205 917

23 71 95 31 10 7 993 236 757

32 22 25 6 1 151 573 98 475

TABLE WIliankinn's Based On The Wei htcc.lbtals

Alt Mate Female

Like Probable Actual* Like Probable Like Probable

Cr_tatAnz

Graduate studies-foreign language 1 1 2 1 1 1 1

Graduate studies-other field 5 4 4 4 3 5 3

Government .3 3 5 3 4 3 4

. Teach 2 2 1 2 5 2 2

Business %'4 5 3 5 2 4 5

Other 6 6 6 6 6 6 6

* Reported in the Bulletin of Association of Departments of Forei

Languages (ADFL), September, 1973, based on a survey of 98 foreign

language departments reporting on job placements of their graduatesfor

the last five years. 6

Si ;nificant Results. wwwResults of the rankings and comparison of 'like to do' versus 'perceived

chance to do' (probable) tend to show that total respondents rank business

one level higher for 'like to do' than 'perceived chance to do'. This difference

is attributed to the female majority, who as a group tend to perceive their

chances of entering the business community with a foreign language

background to be less than some other career field. Yet, their interest

level appears to be higher than what they believe their chances to be.

Actual represents job placement ranking as reported by ADFL.

Male respondents have indicated they perceive their chances to be fairly

good for entering business, but appear to prefer teaching, government or

graduate study.

1.=

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r

Question No. 7

What in your opinion is the annual starting salary of a recent graduate

with a Bachelor's degree in foreign languages ?

This question was included to determine if the respondents had an awareness

of what their present career objective was worth in terms of starting

salaries.

TABLE VIII

Recent acting Salary Male % Female % "Metal %

$ 6,001 - $ 7,000 15 29.4 67 36.0 82 34.5

$ 7,001 - $ 8,000 16 31.4 63 33.8 79 33.4

$ 8,001 - $ 9,000 . 7 13.7 35 18.8. 42 17.8

$ 9,001 - $10,000 8 15.7 12 6.5 20 8.4

$10,001 - $11,000 0 0 2 1.1 2 .8

No response 5 9.8 7 3.8 12 3.1

51 186 100.0 237 100.0

Of the respondents, 85.7% indicated they thought the annual starting salary

of a person with a Bachelor's degree in foreign languages to be between

$0, 000 - $9, 000. Tice American Society for Personnel Administration7

reported the beginning annual salary to be $8, 640.

-36-

I.

Question No. 8

What in your opinion would bo the difference in annual starting salary

between a Bachelor's and a Master's degree in foreign language?

This question has as its objective to determine the respondent's aware-.

ness of the difference in starting salaries at the graduate and under-

graduate levels in his career field.

Table IXStarting Salary Differences

Male cr I Female MI Total %

Less than $501 1 2.0 23 12.4 1 24 10.1

$501 -1, 000 13 25.4 42 22.6 65 23.2

$1,001-2,000 20 39.2 63 33.9 83 35.0

$2,001-3,000 11 21.6 41 22.0 52 21.9

$3,001-4,000 3 5.9 8 4.3 11 4.6

Over $4,500 1 2.0 2 1.01

3 1.3

No response 2 3.9 7 3.8 9 3.9

51 100.0 186 100.0 237 100.0

Of the respondents, 90.2% indicated the difference to be between-0- and

$3, 000. The difference as reported by the American Society for Personal

Administration7

is $3, 900. It should be mentioned that 21,587 Bachelor's

I

and 5,175 Master's degree of foreign languages and literature were con-

ferred in 19708

which indicates only about 24% of the students achieve

the Master's degree and the higher salary it commands.

I

I

I

i

Ilguro 8

PetiCthed Saiary 1.017 NBA

No Respoilse-7/ r-Less Than °500

Reswifis Dedyed from Qwes.1400

c,.

Question No. 9

Do you believe that your foreign language curriculum prepares you for a

professional career outside of teaching?

Question 9 asked the respondent to rate their foreign language curriculum,

as to the degree that it prepares them for a professional career outside of

teaching. The results showed that 74.7% of the respondents rated their

foreign language curriculum as being adequate preparation for a

professional career outside of teaching.

The results are:

Very Good Preparation

Good Preparation

Average reparation

Poor Preparation

Very Poor Preparation

1

11.4%

32.5%

30.8%

18.6%

II.

Question No. 1

If a formal academic program wore available that would allow you to

receive an MBA degree in international management following a

Bachelor's degree in foreign languages, would you be interested in

pursuing such a program ?

This question is highly significant as it indicates the amount of interest

attached to the MBA international program. The following table shows

the interest indicated by male and female.

TABLE X

Interest In MBA By Male And Female

Very interested

Interested

Slightly interested

Not interested

Undecided

Male % Female % Total %

11 21.5 57 30.1 68 23.7

15 29.4 43 23.2 58 24.4

15 29.4 19.8 52 2.1.0

7 13.8 37 19.8 44 18.6

3 5.9 12 6.5 15 6.3

51 100% 186 100% 237 100%

A total of 75.1% of respondents showed some interest in pursuing an MBA

international management degree.

I

Uhcio

Iiii;lest 8/1

Figure 10

Female Irrrree+ In MBA

Undecided-1

Rosulis derived from Quesrion 111

.43-

II.

Question No. 2

As a full-time student, how long do you think it would take to complete

an MBA Program in International Management if you had no business

courses it your undergraduate curriculum?

Question 2 asked the respondents to define (in semesters) the amount

of time required to complete an MBA Program. This question was asked

to determine if the respondent bad a realistic view of the time required

to complete an MBA Program. The results are:

Table XIPerceived MBA Program Duration

Male T Female % Total

4

One semester 0 0 2 1.1 2 .8

Two sentesters 7 13.7 24 13.0 31 13.1

Three semesters 17 33.3 47 25.3 64 27,0

Four semesters 21 41.2 80 43,0 101 42.6

Five semesters 3 5.9 0 4.8 12 5.1

Six semesters 3 5.9 20 10.6 23 9.7

No responses 4 2.2 4 1.7

51 100.0 186 100.0 237 100.0

-44-

figure 11

Porceived VOA Program Durafion

ThreeSemesi-ars

2.7.0

One 5e.masl-ar.8%

Four

Sernes+ers42.6%

SixSernes+ers

Sernes+e s5.1%

Rosults berivad from Clucistioti 2.Sec. Tr

-45-

II.

Question No. 3

In terms of tuition fees and books (i.o. , excluding room and board), how

much do you believe it would cost you to obtain an MBA if you had no

previous exposure to business courses?

This question is significant in two ways. It first offers the student's, per-

caption of cost of the State and the Private School in pursuit of an MBA.

Secondly, it offers a comparison of the State and Private School's cost as

the students perceive it.

Table XIICost of

Resident Student in aState School

Total Cost ofMBA 1 ale 7 Female % Total %

$ 0-1,000 13 25.4 47 25.3 60 25.3

$1,001-2,000 19 37.2 51 27,4 70 29.5

$2,001-3,000 8 15.7 31 16.7 39 16.4

$3,001-4,000 4 7.8 31 16.7 35 14.8

$4,001-5,000 2 3.9 5 2.7 7 3.0

More than $5,000 1 2.2 4 2.2 5 2.1

No Response 4i7.8 1 17 9.0 21 8.9

51 100.0 186 100.0 237 100.0

Table XIIICost of

Resident Student in aPrivate School

Total Cost ofMBA Male % Pomale ". Total

$ 0-1,000 1 2.0 11 5.8 12 5.1

$1, 001-2, 000 4 7.8 13 7.4 17 7.2

$2,001-3,000 12 23, 5 25 13.8 37 15.6

$3, 0014, 000 12 23, 5 35 18.8 47 19.8

$4, 001-5, 000 5 9.8 36 19.4 41 17.3

More than $5, 001 10 19.6 42 22.6 52 21.9

No Responses 7 1 13.8 24 12.9 31 13.1

51 100.0 186 100.0 237 100.0

Figuro 12

Tolal Cos+ Of MBA

In A Stai-e. School

f1001 40 ZOO

2%5 'X2001+03000

Less than fi000

25.3%

30041 404000

14,8

No

Response

8.9%

3%

Resulfs from Quas+ionSec. M

-48-

et400146500c

More -than5000 2.1%

Figure 13

Total Cost Of VOAIn A Priveho School

3001.101000

19,8

$2601 40 300015,670

liool+0 2030

Less thanii0001:

RestriFts from

72%

51%

44001 +0 $000

17,3

More than$5001

219 %

No

Response

QUO'S ionSec. IL

-49-

3

II.

Question No. 4

If you had the opportunity to enter an MBA Program, which class

schedule would you prefer?

This question has as its objective the comparison between what the

respondents prefer and what is offered at the University of Dallas.

Table XIVClass Schedules

Male

.

% Female % Total

.

%

Day Classes 38 74.5 131 70.4 169 71.4

Night Classes 5 9.8 20 10.7 25 10.5

No Preference 8 15.7 32 17.2 40 16.8 I

No Response 0 3 1.7 3 1.3

51 100.0 186 100.0 237 100.0

Results from this question clearly show that the vast majority of the respon-

dents prefer day classes. In part, this can probably be attributed to their

present academic class schedule. Based on a 1970 Department of Health,

Education, and Welfare9 report, 53,176 of a total 87,487 or 61% of all

graduate business school students attend night classes.

Figure 14

Preference fa Class Schedule

Kb Respell5e 1.3 %--1.

NoPreference

140.S

Ni9hfClasses

o.5DayClasses

71.4%

Pt esulls 'from Quc...\.slion

Sec. en

41-

II.

Question No. 5

Would the availability of financial assistance be an important factor in your

decision to pursue a Master's degree in International Management?

This question was included in order to determine to what extent there is an

expected need of financial assistance. This information should help the

Institute in determining the extent of financial assistance needed in develop-

ing the program and in determining the actual student market feasible for

recruitment.

Table XVImportance of Financial Assistance

Male ' female o Total

Very important . 27 11.4 70 28.7 97 40.9

Important 6 2.5 48 20.3 54 22.8

Slightly important 11 4.6 38 16.0 49 20. ?

Not important 1 6 2.5 24 10.1 30 12.7

Undecided 1 .4 6 2.1 7 3.0

No response 1.3 ..........

51 100.0 186 100.0 237 100. 0

Figure 13

iimporfarice OF Financial Assisrl-ance

undecicteciifaocz

R esul+s Derived from Quasi-ion 5Sec. 'II

-53-

n.

Question No. 6

Please indicate your parception as to the availability of financial assistance

for the pursuit of an MBA degree?

This question Is also helpful in determining the terms of financial assistance.

Following the determination of how important financial assistance is, this

offers a picture of the student perception of how obtainable this aid is

and generally his chances of receiving this aid.

Table XVIAvailability of Financial Assistance

Male % Female % Total (r.?

Easily Obtainable 1 2.0 2 1.0 3 1.3

Obtainable 14 27.5 47 25.6 61 25.7

Possibly Obtainable 25 49.0 96 51.6 121 51.1

Not Obtainable 6 11.7 17 9.2 23 9.7

Undecided 4 7.8 18 9.7 22 9.3

No response 1 2.0 6 3.2 7 2.9

51 100.0 186 100.0 237 100.0

Figure 16

Availabilify Of Financial Assislance

E si Obfairia"tt?

Na Response2.9 70

R.asLitirs Darived -from Quasi-ionsec. 1

II.

Question No. 7

What in your opinion would be the increase in annual starting salary if you

were to acquire an MBA degree in international management, following

your Bachelor's degree in foreign languages ?

This question was included in regard to the belief that most students do not

realize the difference in starting salaries between a Bachelor's degree and

an MBA degree. The present difference is approximately $4,500.

TABLE XVII

Perceived Salary With MBA


Less than $ 500 2 4.0 11 5.9 13 5.5

$ 501 - $1,000 5. 9.8 28 15.1 33 13.9

$1,001 - $2,000 14 27.5 52 27.9 60 27.9

$2,001 - $3,000 18 35.3 43 23.1 61 25.7

$3,001 - $4,500 8 15.7 28 15.1 36 15.2

Over $4,500 3 5.8 16 8.6 39 8.0

i' 1 2.0 8 4.3 9 3.8

51 100% 186 100% 237 100%

n.

Question No. 8

If an inter-disciplinary program were designed that would allow you to

take business courses in your undergraduate curriculum, thereby, reduc-

ing your MBA program by one semester, what importance would you attach

to this one-semester gain in time?

The purpose of this question was to gain an insight into interest generated

by an inter-disciplinary program that reduces an MBA program by one

semester. The perceived importance would help in determining the

relevance of a projected five-year program of the Institute.

Table XVIIIImportance of One Semester Gain


Very important 17 3.1.2 79 53.3 96 40.5

Important 20 ''. ' :8.4 52 21.9 72 30.4

Slightly important 11 1 4.6 33 13.9 44 18.6

Not .mportant 1 .4 12 .5 13 5.4

Undecided 2 .8 7 2.9 9 3.8

No response 3 1.3 3 1.3

51 100.0 186 100.0 237

Figure 17

I mpor+ance Of One Same sefert

Lincleckied r----- No RospoAse 1.3 %

eStJ 11$ from Question 8Sec. IE

rocerNoTES

1 David J. Luck and Hugh G. Wales, Marketing Research (EnglewoodCliffs, Now Jersey: Prentice-Nall, Ines , 2d Edition,1961), p.109.

2 Paul L. Erdos, pralassimal Surveys, New York: McGraw-Hill, /MC* 1970), p.9.

3 Luck, 221. p. 108.

4 ibid.

6 Ibid.

6 Bulletin of the Association of Do ailments of ForAakemsta,Vol. 5, No. I, Sept. 1973, p. 29.

7 Endicott, Frank, 1973 Trends in Employment of Colle e and UniversiGraduate, American Society for Personal Administration, December1972.

8 U. S. Office of Education, "Earned Degrees Conferred,": 1969-70,Part A-Summary Data, Yearbook of Hegle Education, 1970.

9 1970 Department of Health, Education, and Welfare Statistics,Accredited MBA Night Schools, MBA Magazine, Aug. /Sept. 1973,

BIBLIOGRAPHY

Books

Has ley, Howard L., Introduction to Statistical Methods, Tama.New Jersey: Littlefield, Adams & Co. , 1972.

Bauer, Itainard K., and Frank Meissner. "Structures of MailQuestionnaires: Test of Alternatives, "PublicOpinion Quarterly (Summer, 1963).

Boyd, Harper W. and Ralph Westfall. 121.2attLing...119chHomewood, Richard D. Irwin, Inc., 3rdEdition, 1972.

Erdos, Paul L., Professional Mail Surveys, New York:McGraw Hill, 1970.

Kotler, Phillip. Marlent. Englewood Cliffs,New Jersey: Prentice-Hall, Inc. , 1967.

Luck, David J., Hugh G. Wales, and Donald A. Taylor. M...ar21miResearch, Englewood Cliffs, New Jersey: 2nd Edition,Prentice-Hall, Inc., 1961.

Spalding, 3. B., "Statistical Determination of Sample Size," anunpublished paper to aid researchers in sample sizedetermination.

Articles

"Earned Degrees, Conferred by Institutions of Higher Educationby Field of Study, Level, and Sex,"Yearbook of Higher Education, 1970.

Midicott, Frank S. ,Univorsit Graduates in Business and Industry."Professional Information Committee American Societyfor Personnel Administration.

"Enrollment for Advanced Degrees by Field of Study," A FactBook on Higher Education/American Council on Education.Federal Government Publication, 1972.

Kirviak, Lucie, "Foreign Language Career Preparation."Bulletin of the Association oillokailnenaciareim.Lucia es, V, September, 1973, pp. 42 - 47.

Mason, William M., "The Effect of Question Order on Responses,"Journal of Marketing Resca.rch, November, 1964,pp. 57 - 61.

"Men's Salary Survey," TA9Sapamaiacer12214Ssnmoil. 'MeCollege Placement Council, Inc., July, 1973.

Johnson, Harvey L., "Actual Occupational Outlook for Graduatesin Foreign Languages." Bulletin of the Association ofDo 2 artments of Form Lan ae es, V, September,1973, pp. 33 - 36.

"Texas FL Directory Part One - Senior Colleges and Universities."Texas Foreign Language Association, Spring, 1973.

"The Accredited MBA Night Schools." MBA, August - September,1973, p. 24.

Walser, F. Leroy, "A Preliminary Look at Potential JobAlternatives for Bilingual Students and Students of ForeignLanguages: A Career Education Concept." Bulletin of theAssociation_s_s of Ford Lan a es IV,May, 1973, pp. 15 - 20.

APPENDIX A

QUESTIONNAIRE

1

1

jF

SURVEY OF FOREIGN LANGUAGE MAJORS

Dear Stk.: It it:

We are four graduate students, who are conducting a survey of foreignlanguage students. Our purpose is to determine your perception of careeropportunities.

Your reply will he used only for statistical purposes; therefore, pleasedo not identify yourself in any way.

Thank you,

Your fellow students

QUESTIONNAIRE

I. CAREER PERCEPTION (LANGUAGES)1. Aro you a foreign language major?

Yes [3 NoIF YOU ANSWERED NO. PLEASE DO NOT ANSWER ANY OF THEREMAINING QUESTIONS.

2. This questionnaire is being completed by:Male [j Female 0

3. This questionnaire is being completed by a: (Check One.)Freshman 0 Junior 0Sophomore 0 Senior 0

4. Was career objective an important factor in your decision to pursue a foreignlanguage major? (Check One.)Career was a very important factor 0Career wasen important factor 0Career was a slightly important factor 0Career was not an important factorUr 1e-tded

5. List m the order of your preference what you would like to do if you were to receiveBachelr's clegre in foreign languages today. (Place number 1 for most preferredthrough 6 for least preferred.)Pursue graduate studies in foreign languagesPursue graduate etudies in another field

(Spec' fy)._Work far the governmentTeach

BusinessOther (Specify)._

00

6. Preferences apart, what do you perceive your chances to be for admission or em-ployment in the following categories with a Bachelor's degree in foreign languages?(('heck one for each category.)

Very VeryCategory Good Good Average Poor PoorGraduate School

Languages

Graduate Schott'another field(Specify)

Government

Business

TeachingOt her

(Specify)

......

7. What in sour opinion is the annual starting salary of a recent graduate with aBachelor's degree in foreign languages? (Check One.)

$ 6.001 $ 7,000 $ 9,001 --- 510.000 0$ 7,001 $ 8,000 0 $10.901 $11,000$ 8,001 --- $ 9,000 .0

8. What in your opinion would he the difference in annual starting salary between aBachelor's and a Master's degree in foreign languages? (Cheek One.)Less than $ 590 5 2,001 -- 5 3,000$ 50A $ 1,000 $ 3,001 $ 4,500$ 1,001 $ 2,00" Over $ 4,500 0

9. Do you believe that your foreign language curriculum prepares you for a profes-sional career outside of teaching? (Check One.)

Very good preparationGood preparationAverage preparationPoor preparationVery poor preparation 0

If. CAREER PERCEPTIONS (LANGUAGES MANAGEMENT)1. If a formal academic program were available that would allow you to receive anMBA degree in international management following a Bachelor's degree in foreignlanguages, would you he interested in pursuing such a program? (Check One.)

Very interestedInterestedSlightly interestedNot interestedUndecided

00

2. AK a full-time student, how long do you think it would take to complete an MBAprogram in international management if you had no business courses in your under-graduate curricubun? (Check One.)

(A semester is defined to be 15 weeks of course work.)One semesterTwo semester%Three semesters

0Four hiemPAte:v.Five semestersSix semesters

3. In terms of tuition fees and books (i.e., excluding room and board), how much duyou believe it would cost you to obtain an MBA if you had no previous exposure tobusiness courses? (Check one in each column.)

Total Cost of Resident Student Student in aMBA in a State School Private School

$ 0-- -S 1.009$ 1,001 $ 2,000$ 2.001 $ 3.000$ 3,091 $ 4.000$ 4,001 $ 5,000More than $ 5,091

4. If you had the opportunity to enter an MBA program, which class schedule wouldyou prefer? (Cheek One.)

Day classesNight classesNo preference

000

5. Would the availability of financial assistance be an important factor in yourdecision to pursue a Master's degree in international management? (Check One.)Very importantImportantSlightly importantNot importantUndecided

6. Please indicate your perception as to the availability of financial assistance for thepursuit of an MBA degree. (Check One.)Easily obtainableObtainablePossibly obtainableNot obtainableUndecided

El

LJ

7. What in your opinion would be the increase in annual starting salary if you were toacquire an MBA degree in international management following your Bachelor'sdegree in foreign languages? (Check One.)Less than $ 500S 501 S 1,000$ 1,001 5 2,000 0

2,001 -- S 3,000$ 3,001 $ 4,500Over $ 4,500 Li

S. if an inter-disciplinary program were designed that would allow you to take busi-ness courses in your undergraduate curriculum, thereby reducing your MBAprogram by one semester, what importance would you attach to this one-semestergain in time? (Check One.)Very importantImportantSlightly importantNot importantUndecided

0n

APPENDIX B

CM-Square Analysis

M

C III-SQUARE ANALYSIS

The chi-square test of significance is designed to determine if there is

a significant difference between or among observed data. The X2 test of

goodness-of-fit technique tests whether the observed occurrences are

sufficiently close to the expected ones to be likely to have occurred

under the null hypothesis (Ho).

The null hypothesis states that there is no difference between the

observed occurrences and the reasonably expected occurrences. If

the X2 test falls into the rejection region (the area where the computed

X2 value is greater than the critical tabular value), then the alternative

hypotheesis (HI) is true.

The formula for computing the chi-square value is as follows:

r kX2 = 1E (04 - Eq)2

1 = 1 j = 1E4

where 04 = observed number of cases

Eli = expected number of cases

f kdirects one to sum overall (r) rows and

1=1 k=1 all (k) columns.

The computed X2 value is then compared with a tabular vale at the proper

degrees of freedom (df) -- where df = (k-1)(r-1) -- and if the computed

value is greater, the null is rejected and there is a significant difference

among the data.

4. Career Objective

Male Female Total

Career was a very important factor 16 47 63

Career was an important factor 17 57 74

Career was a slightly important factor 9 47 56

Career was not an important factor 8 30 38

Undecided 1 5 6

51 186 237

Chi-square = 2.004

Critical Chi-square ( 05) = 9.49

df 4

Rejection region: Chi-square > critical chi-square

There is not a significant difference among sexes as to career objective.

7. Starting salaries with bachelor's degree in foreign languages.

Male Female . Total

0,001-7,000 15 67 82

7,001-8,000 16 63 79

8,001-9,000 7 35 42

9,001-10,000 8 12 20

10,001-11,000 0 2 2

No response 5 7 12

51 . 186 237

Chi-square = 8.65

Critical Chi-square ( . 05 ) = 11.07

Rejection region: Chi-square critical chi-square

There is no significant difference among sex as to starting salaries when

the indivd-al has a degree in foreign languages.

1.

8. Starting salary differences between individuals having a bachelor's

degree and those having a master's degree in foreign languages.

Male Female Total

Loss than 500 1 23 24

501-1,000 13 42 55

1,001-2,000 20 63 83

2,001-3,000 11 41 52

3,001-4,500 3 8 11

over 4,500 1 2 3

No response 2 7 9

51 186 237

Chi-square 5.41

Critical Chi-square (d. . 05 ) = 12.59

df 6


There is no significant difference among sex as to the starting salary

differ aces that exist between an Individual having a bachelor's degree in

foreign languages and a master's degree in foreign languages.

V

9. Foreign language curriculum

Allothers Seniors Total

Very good preparation 19 8 27

Good preparation 45 32 '77

Average preparation 41 32 73

Poor preparation 16 28 44

Very poor preparation 7 8 15

128 109 237

Chi-square 9.63

Critical Chi-square (

df = 4

.05) = 9.49


There is a significant difference between the two groups concerning how

the foreign language curriculum prepares the individual for a profession

outside of teaching.

1. Formal academic program for MBA in International Management.

Male Female Total

Very Interested 11 57 68

Interested 15 43 58

Slightly interested 15 37 52

Not interested 7 37 44

Undecided 3 12 15

51 186 237

Chi-square = 4.36

Critical Chi-square (d .05) = 9.49

df = 4


There is no significant difference between sexes as to interest in an

MBA degree in International Management.

n.

2. Time required in semesters to complete an MBA Program.

Male Fe, male Total

One semester 0 2 2

Two semesters 7 24 31

Three semesters 17 47 64

Four semesters 21 80 101.

Five semesters 3 9 12

Six semesters 3 24 27

61 186 237

-Chi-square - 4.94

Critical Chi-square ( a. .05) = 11.07

a = _ 5

There is no significant difference between responses by sex as relates

to time required to complete an MBA Program.

II.

5. Importance of Financial Assistance

Male Female Total

Very important 27 70 97

Important 6 48 54

Slightly important 11 38 49

Not important 6 24 30

Undecided 1 6 7

51 186 237

Chi-square = 6.25

Critical Chi-Jquare ( .05) = 9.49

df = 4



to importance of financial assistance.

II.

6. Avaihbility of Financial Assistance

Male Female . Total

Easily obtainable 1 2 3

Obtainable 14 47 61

Possibly obtainable 25 96 121

Not obtainable 6 17 23

Undecided 5 24 29

51 186 237

Chi-square = 1.78

Critical Chi-square (j. .05) = 9.49

df = 4

Rejection region: CM-square > critical chi-square

There Is no significant difference between responses by sex as relates

to the availability of financial assistance.

H.

7. Increase in annual starting salary due to the acquiring of an MBA degree.

Allothers Seniors Total

Loss than 500 7 6 13

501-1,000 15 18 33

1,001-2,000 35 31 66

2,0013,000 37 24 61

3,001-4,500 18 18 36

over 4,500 8 11 19

Undecided 8 1 9

128 109 237

Chi-square = 4..50

Critical Chi-squa7e ( 44- .05) = 12.59

df = 6


There is no significant difference. between the responsed of seniors and all

others pertaining to increase in salary with acquired MBA degree.

8, Time Savings Due to New MBA Program

Male Female . Total

Very important 17 79 96

Important20 52 72

Slightly important 11 33 44

Not important1 12 13

Undecided2 10 12

51 186 237

Chi-square = 7.27

Critical Chi-square ( er- . 05) = 9.49

df = 4



to time saved by an ire-.10-disciplinary program.

APPENDIX C

Tabulation of Results

stow uy _OF .fORE.I.GN L ANMAGE... MAJORS . -- ALL RESIVHDAITS..

SECTION! I

CUESTION 2now- I11. CPO. om.

TOTAL SAMPLE 237- Illi-*-

NUM6FR OF ANSWERS 51PERCENT. OF TOTAL .21

NUMrIR nF ANSWERS._ Apt,PERCENT OF 'TOTAL .78

QUESTION 3

4.

237

NUMBER OF ANSWERS 3PERCENT OF TOTAL .01'

NUMBER OF 34PFACkNT OF TUTAL .14

NUMr4R OF ANSWERS 91Pt:RUNT OF TOTAL .38

NthlftER OF AN HERS f39PEP.CENTOFTUTAL

OU2STION 4

NT AL SAMPLE 237

NWV3ER OF ANSWERS 63PERCENT OF TOTAL .26

Njtir:-ER VP ANSWERS 74PERCENT OF TT AL .31

NUM5ER-OFPEKCLiNT CF TOTAL .23

NUMRER OF ANSWURSPEi.CENT OF TOTAL .16

_tc,i0mB014 6F ANSWERS-- 6PERCFNT OF TOTAL .02

LLSTILA 5.1

TOAL SA:4PLE

J

SURVEY OF FORP/G4 LANGUACE_MAJORS_____

NUME.FR OF ANt.WEkS 64

y 0.

PL CUNT GF 101 AL .26

NUMREk OF ANSWERS 30NT_OF_ T9TAL . 1.011111. .. V..11.11 111.....

UkiBFR OF ANSWERS 36P'.:KCINT OF TUTAL .14

NUMatR OF 'ANSWI-RS 52al* .111.1.

NOMPER OF ANSA:RS 26PIRCENT OF TOTAL .10

NUMFER OF ANSWERS 33OF TOTAL .13 OIPM

QUESTION 5..2

TOTAL SAMPLE' 237

PERCENT OF TOTAL .17

NUMRFR OF ANSWERS 21FISC(' T OF TUTAL .08

0

NUMbER-OEANSWFRS 60. -

PIT:CENT OF VITAL '24

WIM3ER 10 ANSWERS 59Pv,.:CFNT OF TOTAL .24

t.umbFk 1.!F ANswEk--- 4/,-PERCENT OF TOIAL .19

tiff: ME r. OF AGSWERS 13Pti.CENT OF PrIAL .05

.

QUESTION 5.3

'TOTAL SAMPLE 237

NUMREROFPERCENT UF. 1TIAL .22

tJA'li-: Of ANS4FI.SILRLC)I fiF LAAL

%I. 7t:T tr I c-s

SOAVI V UP F.VRt T rs. LAN.AI.VL mwfus

WIRER 0F AN:AtERS 35P:RUNT VF TOTAL .15

NeMBER eF ANSWF VS 35PERU NT OF TOTAL .15

VU; AR OF ANSWLRS 1/hIRCENT OF TOTAL .08

puW1011 .4

TOTAL SAMPLE 237

NUMBER ANSWERS 37PERCENT (IF TOTAL .16

NUM61-R OF A*4--t4i&PERCENT OF 10T AL .17

NUMBER OF ANSWERS 42PERMIT OF TOTAL 18 40`

_ ..................... . . . . .. . em. vn.... .ft .10 ....Om -w.-.N......= .1. a* . . . M. a*..N. ..-NUMliF P: OF At&4EkSE RCEM OF TOTAL

NUMBER OF ANSWERSPERCFNT OF TOTAL

NUM6LP. OF ANSWERSPF TOT AL,

QUESTION 5.5

TOTAL SAMPLE 237

NUMBPR OF ANSW4RSPERCENT OF TUT AL

NUMBLR ELF ANSWERSPERCENT OF TOTAL

NUMBER OF ANSWERSPERCENT OF TOT AL . .12

..o?

P .16

48.20

25.10

30.13

5E4

.25

2b

_4 NOMBFR OF ;NSW 30PERC6T- flan .13

NUMbER OF ANSI.M4SNit:CENT OF 101 AL .23

NUm5FR OF Al Sw ELS -,r,

PERCFNT OF TUT AL .11

SIIIIVE Y. OF FOREIGN. LANGUAGE' MAJCIRS

otAsTinm 5.6

TCIAL SAMPLE 237

NOMUtR ANWIKS_ 11-UtUENT OF TOTAL

NU4t5ER OF ANSWLRS

IPLRCENT OF 101Al_.

4

. NUMaER OF A4SWERSPO CE -NT 00 TOTAL

NUmbER L'F ANSwERSPEqCFNT OF TO1AL

mumnER OF ANSWIASPLIsCL Nf OF MTAL

NUM71tER OF ANSWERSPC acEnr OF TOTAL

QUESTION 61:\

TOTAL SAMPLE 237

NUM:sER VF ANSW=RS. i!EAC E4J_ VF _16T A k_

NEftiFR OF ANSWFRSPERCENT OF TOTAL

NUmbER OF ANSWERSprKUNT CAF TOTAL

iluNqrK OF Vt!;WERSPLRCENT UF MAL

NUMPER OF ANSWERSPIKUNI OF TOTAL

NUMbLk OF ANSWERS

36

13

.05

.19

.06

20.10

26.13

84.43

45

65.14

29.09

24.07

74.23

31.

PERCENT OF TOTAL ,o9

oursilm 2

TOTAL SAMPLE 237

NOArtt.P, Of µW;141 RS

PF.c:CZNT Vat& .17

rt OF AP:,,,Wk-kS 8!:

t:C14:1 AL .19

SURVEY OF rormw LittruArt- MAJORS

WIPER OF ANSWERS'PERCENT OF WIAL

NUmrER OF-ANSWERSPti.CENTOF...7UIAL

NUMbER OF ANSWFRSPLI,CLNT OF TOTAL

WISER OF ANSWERSPt:14MT PP TOTAL

QUESTION 6.3

'MAL SAMPLE

NUMbiR OF ANSWERSPeRCENT OF TOTAL

144.23

71.16

83.18

23.05

.237

35.10

NUMBER OF ANSWERS 71 . ".

PERCENT OF TOTAL 20

NOMSER OF ANSWERS 76 ;?3-PLRCEMT OF TUTAL. VP'

NuMSER OF ANSWERS 95PERCENT OF TOTAL .27

PF7CFNT OF TOTAL

NUnCR Ur' ANSWERS 26PLI:CENT OF ICTAL

OULSTION 6.4

'TOTAL SAMPLF 237

NUMhEll OF ANSWERS._KRCkNT OF 10IAL '07

3

.07

NVmBER OF ti4SWAS t4MAL

NUm7.ER OF /JNSwiliS. 21FIRCINT (F JUIAL

Nt,4.1 OF VISW!".S 311...1C1A4 IU1AL

NWihtu. c AN!ALkS jai. 01: 1CIAL

40-

11.1111.

SULtyFY_U FOlrACN.LANr.U0E MAJORS_

N.!,Y.0%% CF ANNLKS 6PCKCENT CF TUTAL .06

___pUEST toftLb.5..

TOTAL SAMPLE 217

NUMdgR OF AnswmPERCENT OF 7V1 AL .03

NMBER OF ANSWERS 64.

UPtkCENT OF TOTAL

NUN3SR.OF ANSWERS_PERCENT OF TOTAL .12

19

a

NUMRFR UF ANSWERS 10PERCLNT OF TurAL .32

NOmPFT, OF ANSWERSPERCENT OF TOTAL

NUMBER OF ANSWFRS 1

PME141 OF TOTAL .03

QUESTIoN 6.6

!VIAL SAMPLE 27

VomtER OF ACISW.RS.

.

PEKCFNT OF TOTAL: .00

NUMET.c OF AtiSsoltn_PERCLNT OF TOTAL .00

NUWq.P. OF AuswiRS 0pEPCINT CF TITAL .00

*PiMIA'kr1F ANSWURS.PLPUNT luIAL .33

tAimtlf% OF ANSWr-KSPeRCENf OF TOTAL .33

NGe*ER OF AN':14S_PLi-CENY OF TOTAL .33

LIULSIIP% 7

Tt'(AL SI!MPLf..:

YE* 46

SoRVEY the 1=tREI(44 LANWAGF mAJoRS

4UM:.R OF AN:,wikSPERCENT OF TOTAL

NUMBER CF ANWERSPERCOT iclaNOmbEr: vF ANSwiRSPEKCENI OF TOTAL

NUMBER CF ANSwFRSOF ,TOT AL_

NUMBER OF ANSwZRSPERCENT OF TOTAL

NUMF$E1: OF ANSWERS

QUESTIGN 8

TOTAL SAMPLE

NUMc3LR ©F AtISWLRSPE k CENT OF TOTAL

NUMBER LW ANSWERSPERCFNIT OF TOTAL

V2.34

79.33

42.17

20CM.

2.

.00

12

2374011Is

2411...

.10

55.23

.ktri 4 R OF Afq!..wks 83PERCENT OF T(...TAL .35

NOMBFR OF ANSWERS 52PERLENT OF TE,TAL .21

---------NUMiEROF TOTAL .04

NUMBER OF ANSwERSPIACENT OF TE.TAL .01

NOMisEu CF' ANSWERS. 9PERCE.NT OF inTAL .03

. 14.-ftiorme.. ea...M*11w

QUESTIG4 9

TOTAL SAMPLE 2,37

NleEk CF ANSW:=Ps 27PERCLNT OF 1u1 AL

NUnek ''F ANct4Ek$:.PERCENT OF WIAL

.11

WiVIY UP FORtP,N MWOkS

OF ANSOiRS 73PERCtNT OF TOTAL

%UtnFR or A14SWERS 44Pt NI OF JUT At.

NUMfl:R VF ANSWERS 14PLRUNT t)1 101 AL

NUMBER OF INS,W,.:% 1

E'EPCE fyi OF ID/ AL

SECTION II

6JESTILIN-f

TOTAL SAMPLE 257

NUMAK OF VIISWI..AS bit

pERCFNI OF TOTAL

NUMBER OF ANSWERSPERCENT OF TOTAL

NUMBER OF ANSWERSPERCENT OF TOTAL

NUMbER !)F ANSWERSPERCENT OF VITAL

NUMBER OF AN'ArRSPERCENT OF MEAL

QUESTION 2

TOTAL SAMPLE 237

NIMBER OF AN.AERSPERCPNT OF TOTAL

NUMDEk OF ANSWFRSPERCENT OF TOTAL

WM6E1 OF:".t.hiSki-iS-PERCENT OF TOIAL

NUPSER OF ANSWE-10..1:0:U.:NT CF WI AL

Nui.tatk-o0 AW.WCRS-.PIPCINT OF liaAL

58

.28

.24

52.21

44.18

14.05

.00

31.13

.27

101.42

12.05

We.

OF FUREP,N LANCUAW- MAJWS

Nt14:07R IF ANSWAS 23NAL:GLUT OF MAL

NUMBER np ANSWERS 26PFRCENT 0E TUT .11 .10

QMSTIuN

TOTAL SMIPLE

NUMBER OF ANSWEI".S 60PERCENT OF 107AL .25

NOMbFR-Oft ANSWERS 70PERCENT OF TOIAL .29

. . . ..

f)F ANSWEAC.PURCCNT OF 107AL

. -

$9.

hUMRik OF ANSW.AS 35PERCh41 OF TOTAL .14

NUMBEkPERCENT OF TOIAL .02

NtU OF ANSWEkS 36PLRCENT OF Tula .15

QUESTION 3.2

TOTAL SAMPLE:. 2:7.

AUWIER OF ANSelEAS 1_2

PLRCENT CIF TOTAL

NUMbLR OF ANSWERS 17PEmCINT (F TOTAL .07

NUMBER CF AV!..,0:RSPEaCENT OF TOTAL .15

NUMBER OF ANSWERS 47HAUNT OF TOTAL .19

OF.ANSWfk5 41_NUMBEMPERCENT OF TOTAL .17

NuMnFP. OF ANSWFRS 52Prt:CF%7 OF TUIAL .21

QUES11ON 4

4

SuRvFY FcRF1GN LAMum.4 mAJ1kS

TOTAL ;AMPLE

MmUR GF ANSwEks

237

169PLkCiNT CAF TolAL .71

-inmER OF ANsWi.s Op

piRCiNT OF TrIAL .10

NUYIHR OF ANSwERSPO;CENT OF MAL .16

QUESTION 5

ToTAL SAMPLE 237

NUmikFP OF ANSWERS 97PiRCENT OF lulAL .40

-Re .41.m. 11.

NWABER OF AP SwERS 54PIRCL1JT OF TOTAL .22

pOmDFP nFANSwERS 49PEACINT OF TOTAL .20

NomEq.R OF A4SwFRS 30pr:RCFNT OF TOTAL .12

NunER OF ANswEkS 7PuRCIuT OF 101 .02

Nunrk:DF ANSwt.RsPEKCENT OF ToTAL .01

WM..=

QUESTIuN 6

TOTAL SAmPLF. 237.

NutIBER OF ANSwEkS 3prkuNT (F TnIAL....

.01

NUm3ER OF AOSwERS alPERCENT OF TuTAL .25

NUmBER OF ANLWFRS 121PERcFNT OF TOTAL .51

Now,R OF ANSWEkS 23PLRCENT OF TOTAL .09

Num3ER OF ANSWAS 2?PERCENT OF ToTAL .09

11

.

SURVEY OF FOREIGN LAN.AW.J MAJORS

NUM:4ER Oh ANswtRSpf-RCEA OF 10IAL

TOTAL SAMPLE 7

NUMBER (F ANSwFRS 13PERCINT nF TOTAL 0G5

eq.-. . .

NUMBER OF A4S4kSPERCENT OF luIAL «13

NU4SER-OF ANSWERS 66PERCENT OF "MAL .27

OF TOTAL .25.

NUMBER OF ANSWERS 36PERCENT OF TOTAL .15

_

NUMUR ANSWERS 19PERCENT OF TUT AL .08

NUMBER OF ANSwilkS 9PERCENT OF TflTAL .03

OUISTIuN 8

TOTAL SCOLE 237

NUMBER OF ANSWERS 96-

PERCENT OF TtJAL .40

NuM5Ek OF ANSWERS 72PERCENT OF TEST AL .30

_NUMBER_ OF ANSWFRS 44PERCEN1 OF TUTU. .18

NUMBER CF ANSWERS 13PLRCEUT OF TOTAL .05

NUMBER OF ANSwEKS 9II. .. woe.

PERCENT OP TOTAL .0-3

NUMBER OF ANSWERSPLXCENT OF TOTAL .01

UND 1?4.....11.07.45 AM ir DICh JR. 12.1.......4 4? I IX k0:1107 3

E.ASP.-114*HrSP-1I CUD JOt re/. 11*(17.45 AM 14 tiFCFU iND JO: 1;74.....11.07.4! AM 16 W7Ch 1Z4 11.C7.45 4M lh 11:L.

END X.in 124.....11.7.45 LiC11.07.45 AM /1. IALC

7Nip J3 12A.....11.0Y45 AM 18 DEC 73....t:00MP :0"1/4,*tiA.AP-1I., rND JU 1:14 11.67.4r, AM /k DEC 13....kOOM

rND Jn! 1:14 11.07.45 AM lk Ut(JOrt 1?4 11.C1.45 AM 14 rAF(..

S"..114-N"hAS1)-i). .1.41) JE i 124.. I1.07.4'3 AM 18 DIC 73....vtuMAS;".11***"Pke.-11.......END JOE: I24. 11.G7.45 AM 1P DEC 73.....WTi

JET.i 124 11.07.45 AM )C DEC 73....WIUMr SP.11,4A411A:j"..17 f-ND JC6 124...11.07.45 AM IR DEC 73...hongE..SP-II*mlwASP-11 JO 12/,.....11.07,45 AM 18 11C73.....:W94HASP.-11**vrtA.t.P-E1 1%D J0,1 124...m11.07.45 AM 18 PLC 73....VA0

JUi. 124 11.07.45.4M 18 DEC 77......ROOMSP.1 r4.**!.!ASP-II ..... 124 11.07.45 AM IS DEC 73....kOOM

-psitSP.jj**404!A".11.........EVD JrAa 124 11.07.45 AM 18 EfECJOa 124...6 11.07.45 AM 18 D.r:C. 73....kenm

tiASP-11**Al...0-1J.......AND J06 124 11.07.45 AM 18 DE.0 73....REAMHAS1'..-11**04,SP-.11.......ENn J06 124 000'0 11.07.4C AM U' DEC 73....POGM

SP.-I14,4.01ASP-11.......EliD JUZ. 124 11.07.45 AM IS DEC. 73....RODAhi..,SPI/v*.W4tPTI.......END JOE; 124 11.07.45 AM IS DEC 73...RDPM

..... f r ii JtItl 120 11.07.45 AM lb W-Ch SE"..7/***tiASP,..I) J(1, 124.... 11.67.45AM I8 pEC73....ROCAt ..... ENO JO:!, 124 11.07.45-AM l DEC 73....RCUM

..... e.END JO-, 124 11.07.45 AM 1E, DEC 73....POCMJA 124...11.07.45 AM 16 DEC 73....100M

h SPI14.4*HASP-II :NE) A 124 11.07.45 AM IS DEC 73....KMNhASP...II*ne*HASPE1 ..... JG0 124...4 11.07.45 AM lb Lin 73....k0EMAAS?...11*4HASP-II Eqb JCF 1Z4....11.07.45 AM le D:C_73!...,Ronm1 SP-II*70g*HAsP-II ..... ..LNU 124 11.07.45 AM 18 DEC 73,....KULMH ,sp..47***HA,S0.-11 CND JO:a 124.....11.07.4C AM 1S DEC1ASP.-11"hA,2.1)-1/ fT1 J03 124...11.07.45 AM 18 DEC 73...k6v4 441 SP.474.;A4dASP.-11 EN1) %IL:2 124....11.07.4 AM 14 DEC 73....Ftifl

..... ENO JCF) 124.....11.07.45 AM IC DEC 73.....ROOMAASP".-114**HASP-11 ..... JEfh124.....11.07.45 AM IA DEC 73....ROL4.

..... *EAU J1 6 124.....11.(.7.45 AM 16 DEC 72....ROOM ODH SP-11**v!IASP11 END Jm 124.....1 1.07.45 AM le DEC 73....R904HASP.-1/***HASP...11 .... JO 124.....11.0745 AM 18 DEC

..... iNU J01) 1Z4.....11.07.45 AM 18 E;EC 73....RO0M'iND JO!: 124.....11.07.45. AM 18 DhE.

_i.SP-A!***14ASP-II. ..... EN!_*. JO!, 374 11.07.45 AM 16 Nit71ASP414**HAS"./I. ..... 1Z4 11.07.45 AM lt DEC 73...ROO!t SP-.41**;"IMAP-II Err) JP:s 124......11.ca.45 AM 16 DEC 73....k0rJMh St' .11**vtitSP-II. Et..D JEJ:.$ 124.....11.07.4!! AM IS DEC 73...0{004

124.....13.07.45 AM 1S DEC 73....R )PM..... «IND Jfl 124.....11.0.7.45 AM la Df:C. 73....kOCA

SP711***411 END JE.t 1.24..01.07.45 AM lenr.0-1Asp-/I**4NASP-I1 P.ED JUL> 124.....11.07.45 AM it DEC

. ... LND 124.....11.07.45 AM 16 DEC 73..R001S °-/!**4q4A$P-II I't() JCS 124.....11.07.45 AM IS GEC 73..SOPM

JG' 12.....11.07.4!. AM IS DEC 7:3....t: :,: ?t1.4) JU, 124 11.(7.4f AM 16 DEC 73....k.4-3F.Nr) Jai.1-24.....11.07.4!: AM 111 Dr,C

4 SP-II*X4*HtSP.--3 1 ..... J03 124 11.07.45 AM IFIND 124.....11.07.45 AM 14 DLC 73....ROIR

JU:3 124.....11.C7.44 AM 13 (;I:c 73,,,,o;1tomSf1-41 mt4PSil-11 HO 124.....11.07.45 AM 16 DEC 73....k.2CM

jASP-11*-,11ASP.-11 0000000 IND J06 124...11.47.45 AM 18 DEC 73...4.30M

,sm11

' I T

....SMITP

...SMITt

"..Smlit....S%lit

....SMITE

....SMITE

....SMITE

....SMITE

....SMITE

....SMITE

....SMIT!

....S4ITt

...SMIT:

....SMIT_

....SMIT

..SMIT

....SMITSAIT

...SMIT

..SMIT

....SMIT

.SMIT

....SLIT

....SNIT

....SMIT

....SMIT

....SMIT

....SMIT

....SMIT

....SMIT

....SMIT

....SMII

....S1IT

....SMIT

....SM1T

.BAIT

...SMITeSMIT

....SMIT

....SIT

..SMIT

t !AV r 1.. 11-1 t. 0 !M.' I t. :'/. Ji FEMALE RESPONDANTSt

rur!l

O1 AL

Non:rf: folvt !

PINLEtrr CF

WM! i ',X'SVIE.r:S

1-.1-nk1

OUrSITCN 3

StMP11

mtwf ( r

PFRCLNT ('F 14.1-

NnWhk t.t...MNS

OlkawlC4 Ioltl.

NunF cP V.S'etFt.S

PI r-A".! IT CF

reinirw.

PLR.CE C.F Tr:1AL

CUE ! TI( ql 4

IL:17 AL SAPPLI

NUN: EP. t..!.WF.:'S

r-ERO. NT 1.t.-

Mtv,..!! t r1 At

PEP:LENT CF: it 1,.t_

NUMFr OF foEVELSFl SUAT C'F if lei

t.uM,,iR tt:WiRcPFROAT PF 'MAL

P CF tO.SWEC.F N7 PF 101AL

107/1. t PYPI c

.t

, ft,

10

2 ef

7

.0!

27.1,4

75

6?

1

47.25

.3r.

47

.1f

1Ft

V V :I I t i t.;. t E.;

N ri , :0! I: c

Pt LC' t - : t.

t S4t .,!" r.ftNI

or. t

r:t1t4, t-i r F 1.1%I.ttt c..c.. .1t--it'Uta r t. ii-!TPL *1

INt.1.1r 65.".ir ! S 4:**

ILI:C.! r41 r f- tr." P.t. ....,

t.1 Niit..,:F1Pcilif :;71 f I. *VIAL

el. 1)

1

Nu-.; EA. ti- It SW.:1-..SIl P.C! A.I ftf. "trft.

it-.1 '.

1

*IC l S.1.MPL!

II, NI I i'! t SPERC.i t;# CI- VAL

Num' P. t 1- Atk(F. VITAL.

fF1.. E. fk:T

nSw:k!..Plf:CILT

-07

l.f

. 16

11P1.4's

r A:* SW vi S 41Pti:Cf t F

At-'!-t,!! 1.Spp /(TAI .t)(

CUE ST ION 5 3

1VTAL f It(-f

Pt. .C1 ttT Pt- Tr IP

tqN fF 14,15f.

rbt kCE N.T OF IOTAL

.S6t1.1

. 1-

t f t 14t.t.u;,

talt

C. (%*:. 1' ir.t. 14

rt:

f I /41

;.t

Lo t N.T4a 17( r ft1I 41.

CUE f.77tirz 5.'

1:17:1 !:".117.1: lEtd

NW:g t!F gS 27prkt*t,7 11- 71,1

(,0.3;1! A NWr F. S 34'F 'LENT st:T TCi1 /A.

NVra. t 1: (IF ANSWrkS B5PrAccill (F VA AL

. .

NUMY:T.: UP P.t.'f.WRSPt F(..00 CF TOM.

le/Mt EN 37rinCr-NT VP ql A L

MOnb!:,i INt..14 RS 16kciAT r T:Iit

ourmck

TOTAL SMPLE I :I es

NO :'' !4- A tv WLkS 26N %"1 (F V JAL

W-11;!;.:S 41.

El.;,(i%!:T 1:1- ItTAL. .26

NMP!Pt-F.Cv.t.1 CF Tt WA. .11

(1: F A : S 1

1-.CF. 111 r-F . 1 1

trr!: Twin.

f ANSW1

40

2 u1 .Ekrttri PF

A08.4akidetl

.

05

I

r u1 !'1

111

WV: Y L.e t I I.V4:Wi %,...K.F.S

NV: f ; t i f 4 11

v."1.0 ( P

A "Ift r : 31prPti tteT (IF I .20

F. AU0*.kPi-tef.f.:1\11 ,04

h A%Swt 19Pt KCI MT CP it.1 AL le

ti;!:! S 17C;41T f TI T AL .11

kON!EP VT= ANSwil..!:,

PUN M. TO, AL .42

Vtj$1j1.0 61

Witt. SAMPLr 1St

NU FD ANSW!",?STFKCI.N1T PF 1C1 AL

NU014 (T.

P T OF. TrAT:L

%LIM!. _

PE'CtF!T rF c "rtt.

Ntft4 !.7P I F ANMaRLPEPIANT nr. IC lhi

11/4:1.1!1,if

t.F

WW4i F trnt4E

14

7

PILKCE-f:T Oh 7VTA1 .10

CUE:110:g 6 `,.:!

ITTAL :atins 1E,t,

k:!.t.r S

`Zr:t fF TI TP-.1. 1

1,:t.MIII" IF AtiSt:1."S (-4PIP(1%) Itr Miff_ 11

.WNWY it.41.2t(t- 1.10.JCS

tfq

N;w,I1N rt-(F 1C1A1 .17

f1JVc. F c

Pt Cr .1 C;

NIV."A if et.!leoE'A 17PI-LCrNT ROA!. .04

Utf F.T1rst e.,

TriAi nAmPir

NoMlfR CF kUPFRLF:"T CF .10

NUME f C

PLP.0011 CF: 1C1 a .21

NUMI.Fi: AvswFit 4aPt kG1 fT f:g t I .22

ttP SMUNS 71Pt:PC.17NT c!F TOTAL .25

NUr!.F% CF: ANSWeLS ACPIPLIN1 CIF 'WM.

NUP!..rR f :F 18FA.F.,C Orr CIF CJAI

CUEYTTf4: .4

TC141 S,'Yif ISE

ANSC.Er S

PFKC'LNI 7C1T4L

MUM F.P ANSWEk: 11

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APP.ENDIX D

List of Qualified Colleges and Universities

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1

I

1

LIST OF QUALIFIED COLLEGES AND UNIVERSITIES

Abilene. Christian CollegeDepartment of Foreign LanguagesACC Station, Box 8082Abilene, Texas 79601Chairman: Dr. J. W. Treat

Central State CollegeDepartment of Foreign LanguagesEdmond, Oklahoma 73034Chairman: Dr. Lyon

Lamar UniversityDepartment of Modern LanguagesL. V. Station, Box 10049Beaumont, Texas 77710Chairman: Dr. M. Leroy Ellis

Louisiana State UniversityDepartment of Foreign LanguagesLakefront, Now Orleans, Louisiana 70122Chairman: Dr. Donald W. Tappet

Midwestern UniversityDepartment of Foreign LanguagesBox 59Wichita Falls, Texas 76038Chairman: Dr. Cuillermo Garcia

North Texas State UniversityDepartment of Foreign Languages and LiteraturesBox 13645, N. T. S. U. StationDenton, Texas 76203Chairman: Dr. Philip Smyth

Pan American UniversityDepartment of Foreign LanguagesEdinburg, Texas 78539Chairman: Dr. Charles Beaudry

Texas Christian UniversityDepartment of Foreign LanguagesFort Worth, Texas 76129Chairman; Dr. Loud

Texas Tech UniversityDepartment of Classical and Romance Languagesflax .169Inbliock, Texas 79409Chairmaa: De. Carl Hammer

University of ArkansasDepartment or Foreign LanguagesFayetteville, Arkansas 72701Chairman: Dr. Fernandez

University of DallasDepartment of Foreign LanguagesIrving, Texas 75001Chairman: Mrs. Hazel Cazorla

University of HoustonDepartment of Spanish and Other LanguagesHouston, Texas 77004Chairman: Dr. Bermudas

University of Texas at ArlingtonDepartment of Foreign Languages and LinguisticsArlington, Texas 76010Chairman: Dr. Virgil L. Poultor

* Foreign Language Majors - ERICDOCUMENT RESUME ED 096 837 FL 006 478 AUTHOR Allavala, Asia* U.; And...

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Transcript of * Foreign Language Majors - ERICDOCUMENT RESUME ED 096 837 FL 006 478 AUTHOR Allavala, Asia* U.; And...