Effective Education in Business

The main compelling question to this thesis was to determine if there is a relationship between the amount of sensitivity received in ones college experience to how easily one transitions to a full time role upon graduation. Furthermore to determine if there is measurable difference, what can educators do to close the gap to better serve students. The conduction of this thesis was done through a survey via Google Forms targeting three groups. The three groups were Alpha Kappa Psi at Arizona State University, Delta Sigma Pi at Penn State University and the Supply Chain Development Program at Dell in Austin, Texas. These groups allowed for a wide range of demographics in participants from all over the US and with many different business majors. There were two main sections in the survey, personal experiences with professors and personal experiences with peers. Both asked multiple different hard data questions (multiple choice, numerical rating, drop down) and short answer questions (open ended.) The goal was to gauge participant's experiences with their professors and their peers in terms of sensitivity and see if it helped or hindered their experience transitioning to a full time role. The results for the hard data indicated that there was a significant correlation between better professors being more sensitive and worse professors exercising very little sensitivity. The open ended responses indicated that students preferred professors that gave less sensitive and academic approach and more real life experiences to help them transition to their job. There were many issues to if the open-ended responses specifically addressed sensitivity versus other topics. Three other topics that were clearly alternately identified were class behavior, job relevancy, and professor influence/resistance. Overall from the research completed in this study it can be concluded that sensitivity does not significantly affect the performance in the transition from college to working in a profession environment.