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Educational Research Proposal:

The Relationship Between Involvement in Student Organizations

and Pharmacy Student Job Placement Rate

Damienne C. Souter

Northern Illinois University

ETR 520

May 2016
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Table of Contents

Problem to be Investigated............................................................................................................4

Purpose of the Study..................................................................................................................4

Justification................................................................................................................................4

Research Question.....................................................................................................................5

Hypothesis..................................................................................................................................5

Definition of Terms....................................................................................................................5

Brief Overview of the Study......................................................................................................6

Literature Review..........................................................................................................................6

Job placement outlook of graduating pharmacy students.....................................................6

Benefits of participation in student organizations..................................................................8

Pharmacy Education Environment..........................................................................................9

Procedures....................................................................................................................................10

Description of the Research Design Methodology................................................................10

Description of the Sample.......................................................................................................10

Description of the Instrument.................................................................................................11

Explanation of Procedures Followed.....................................................................................12

Description of Internal Validity..............................................................................................13

Description of External Validity.............................................................................................14

Justification of Statistical Techniques....................................................................................14

Ethics and Human Relations......................................................................................................15

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Timeline........................................................................................................................................16

References.....................................................................................................................................17

Appendix A: Proposed Survey Questions..................................................................................19

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Problem to be Investigated

Purpose of the Study

The purpose of the study is to determine if there is a relationship between students

involvement in student organizations and pharmacy student job placement rates.

Justification

Do pharmacy students who actively participate in student organizations have a greater

likelihood of landing a job upon graduation? Many students side-step this extra-curricular

activity in favor of part-time jobs or research-related activities. However, participation in student

organizations teach collaboration, leadership, and philanthropy, which are significant skills in

professional careers.

As noted by Clark, Marsden, Whyatt, Thompson, and Walker (2015):

The potential role of extracurricular activities in developing employability skills has been

less studied than the effects of the curriculum. [a few noted studies] focused on motive

whether extracurricular activities were about reinforcing ones current student self or

about preparing for ones future employment. (p. 134)

Similarly, Roulin and Bangerter (2013) suggest, Future research should examine

[external motivators] as future predictors of engagement in extra-curricular activities (ECAs) or

as potential moderators of the relationship between job market pressure and external motivation

to engage in ECAs. (p. 878)

Relative to students in pharmacy school, Phillips, McLaughlin, Gettig, Fajiculay, and

Advincula (2015) conclude that Motivation for pursuing a leadership role [in student
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organizations] seems to be the result of a desire to present a well-rounded image to employers

and its ability to increase networking opportunities. (Conclusion)

While several studies have been done regarding the positive impact that ECAs have on

student development, this study is seeking to look specifically at the correlation between

pharmacy student organization involvement and students ability to land jobs at the time of

graduation, especially in light of a tighter job placement market for graduating pharmacists.

Research Question

Is there a relationship between the number of pharmacy students who actively participate

in student organizations and their job placement rates upon graduation?

Hypothesis

Students who are actively involved in student organizations are more likely to land a job

upon graduation from pharmacy school.

Definition of Terms

For the purposes of this study, all of the following terms are defined as follows: a job

refers to a full-time pharmacy-related job or residency position; upon graduation refers to

having a job secured one week before graduation (this does not include students who secure a job

shortly after graduation); student organizations include only those that are sanctioned by

Midwestern University (they do not need to be pharmacy related); research activities refers to

those that are mentored by Midwestern University faculty, including adjunct professors; part-

time jobs refer to those that are pharmacy-related; extra-curricular activities refers to

involvement in student organizations, as defined above. In determining the level of involvement

in student organizations in the survey, leadership positions will be defined according to

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Phillips, McLaughlin, Gettig, Fajiculay, and Advincula (2015): an executive board position

(president, vice president, secretary, treasurer), committee chairperson, or task force leader.

Brief Overview of the Study

In order to determine if a relationship exists between pharmacy student involvement in

student organizations and the job placement rate at graduation, the graduating class of 2016 at

Midwestern Universitys Chicago College of Pharmacy will be surveyed as part of their end-of-

year surveys and graduation clearance process. The survey will be emailed to the students in a

SurveyMonkey format, and it will seek statistical information only, as there will be no open-

ended questions. Results will be tallied and analyzed.

Literature Review

In searching for current literature, the researcher accessed the ERIC and PubMed

databases via the Northern Illinois University Library and reviewed articles based on search

terms including student organization participation, extra-curricular activities impact,

employability, and Pharm.D. graduates. Google Scholar was also utilized with similar search

terms. In this review of current literature on this research topic, the literature will be reviewed as

they pertain to the following categories: job placement outlook of graduating pharmacy students,

benefits of participation in student organizations, and the environment of pharmacy education

relative to participation in student organizations.

Job Placement Outlook of Graduating Pharmacy Students

Over the last ten years, there has been a significant increase in the number of pharmacy

schools across the country, and hence, the number of pharmacy graduates entering the workforce.

According to Brown (2013), in 2001 there were just 7000 pharmacy student graduates entering

the workforce. In 2011, there were 11,931, which is a 70% increase. In 21 states, the number of
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statewide graduates is expected to grow by 100% or more for the 2001 to 2016 period (Brown,

2013). These statistics imply a challenging outlook for job placements among pharmacy school

graduates.

The Occupational Outlook Handbook Web page by the U.S. Bureau of Labor Statistics

(BLS) recently adjusted its job outlook for pharmacists down to a 3% growth rate for the

projected time period of 2014 to 2024. The BLS describes this as slower than average growth

(2016). In its January 2016 data, the Pharmacy Workforce Center indicated that the current

national aggregate demand index (AGI) for pharmacists is nearly balanced at 3.05, where 5

indicates a high demand and 1 indicates demand is much less than the pharmacist supply

available. The trend is downward as the national AGI is down from 3.51 just 12 months earlier

(Pharmacy Workforce Center Inc., 2016). These statistics recognize a decline in demand, but

stop short of implying a shortage of pharmacy jobs available.

Grabenstein (2016) further points out that a greater number of graduates does not

automatically mean an increased supply of pharmacists. Rather, it provides some opportunity for

more pharmacists to spend more time in patient-centered roles, after compensating for

retirements, increased use of medications, population growth and migrations, and other factors.

And according to Zavadski (2014), many pharmacist graduates opt to teach at the numerous new

colleges of pharmacy, which also mitigates the problem of the significant expansion of pharmacy

schools.

The results of a recent study by Sweet, et al. (2015) with eight colleges of pharmacy in

the Midwest showed an 81% job placement rate among its collective 783 graduates who

responded to the studys survey, which sought to learn more about graduates preparedness and

job search tactics. This study did raise concerns about the homogenous nature of the participating
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eight schools of pharmacy, and the validity of the 81% placement rate with the response rate of

79% and possible non-response bias, or those who perhaps did not have jobs may have resisted

responding. This is the only study that was found regarding current job placement rates among

graduating pharmacists in the current, more competitive environment. This study did not review

the impact of participation in extra-curricular activities on students ability to land a job.

Benefits of Participation in Student Organizations

Regardless of major or chosen professional field of study, participation in student

organizations or extra-curricular activities (ECAs) often builds skills that can enhance

employability. There are several studies done with college students that focus on the motives and

value of participating in student organizations while students pursue their degrees. A study done

by Roulin and Bangerter (2013) looked at the relationship between students and their

participation in extra-curricular activities (ECAs); student motives for participation were found

to change over time. They found that students tend to initially engage in ECAs because they are

passionate about the chosen activity (internal motives). As they get closer to having to enter the

labor market, they tend to engage in the types of ECAs that might enhance their skills and add to

their resume (external motives). The study done by Clark, Marsden, Whyatt, Thompson, and

Walker (2015) confirmed this, where students hoped that their participation in ECAs would be

useful, while alumni confirmed that they were.

On the other side of the table, recruiters noted that when it came to comparing applicants

with the same degrees and academic performance in college, reviews of applicants participation

in ECAs had a positive impact on selection (Clark et al., 2015). Similarly, in the study done by

Finch, Peacock, Levallet, and Foster (2015), employers indicated that meta-skills, such as
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communication and the ability to work with others were valuable and a potential source of

competitive differentiation of graduates.

While students may engage in ECAs, some do so to a greater degree than others,

particularly in the area of leadership, which may have a greater impact on the development of

skills that may lead to higher employability. In the study done by Lau, Hsu, Acosta and Hsu

(2014), graduating college students who had been core members in ECAs were more likely to

positively evaluate their communication, leadership, creativity, and self-promotion skills than

those students who participated to a more limited degree, as well as those who did not participate

at all. The study did not review how these positive student perceptions translated to actual job

placement rates. However, the more relevant issue that guided the Lau et al. study is that it was

done in Taiwan, where the labor market is very competitive for college graduates, similar to the

environment facing graduating pharmacy students.

Pharmacy Education Environment

As with the pursuit of most professional degrees such as the Pharm.D., full-time graduate

students are stretched for time. Intense focus on coursework, coupled with demands during

rotations that practice whats been learned in the classroom, often leaves a limited amount of

time to participate in student organizations. And there appears to be a trade-off between time

spent in pharmacy student organizations and a higher GPA. According to the study done by

Kiersma, Plake and Mason (2011), incoming students who had higher GPAs during their pre-

pharmacy coursework were less likely to participate in student organizations, while those who

had become involved in ECAs during their undergraduate studies were more likely to continue

with that endeavor. Its beyond the scope of this researchers study to assess the impact of GPA

on employability, however, this finding does address the time challenges of pharmacy students.
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In a different perspective, the study by Renzi, Sauereran, D. Brazeau, and G. Brazeau

(2008) indicated no relationship between the amount of pre-pharmacy coursework completed

(two years vs. four years vs. early assurance program) and the number of leadership activities

assumed as a graduate pharmacy student.

But in studying pharmacy students perceived benefits of student organization

participation, Phillips, McLaughlin, Gettig, Fajiculay, and Advincula (2015) noted that

participation is generally motivated by the desire to present a well-rounded image to potential

employers, the opportunity to learn to network, and an interest in a particular organizations

activities. This participation also greatly influenced their leadership, teamwork, confidence and

time-management skills (Phillips et al., 2015).

Procedures

Description of the Research Design Methodology

This study will utilize correlational research methodology. This quantitative study will

seek two data points from each student: the attainment of employment and the level of

involvement in student organizations. The researcher is seeking to determine if a relationship

exists between a high level of student organization participation, such as taking on a leadership

role, and the ability to have a job secured at the time of graduation. This is appropriate because

this correlational research will describe the degree to which these variables are related (Fraenkel,

Wallen, and Hyun, 2015).

Description of the Sample

The population to be surveyed is the Class of 2016s graduating pharmacy students at

Midwestern University, and the intended sample is all of these students. The characteristics of

this class include an age range of 23 to 48 (mean age of 27); 34% are male and 66% are female.
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The ethnic breakdown is 51% white; 41% Asian; 5% Hispanic; 2% African American; 1%

Hawaiian/Pacific Islander. The subjects are all on the campus of Midwestern University in

Downers Grove, IL. While 53% of the students originate from Illinois, the balance of students

hail from all parts of the country. Top feeder states include: California (17%); Michigan (7%);

Wisconsin and Florida (3% each); and Arizona, Texas and Missouri (2% each). The remaining

students hail from an additional 17 states (including Hawaii), plus one foreign student. This is

important because it is an indicator of flexibility in job locations, thus affecting the job

placement rate.

There are approximately 200 in this particular class, which is large enough to be

considered a good representation of all graduating pharmacy students. All students in this class

will be surveyed, subject to IRB approval to do so. In addition, this researcher is employed by

Midwestern Universitys Chicago College of Pharmacy, so this sample is deemed to be a

convenience sample. The University offers nearly 20 pharmacy-related student organizations,

plus many more that are open to all attending students. Thus, there is ample opportunity for

student involvement in these extra-curricular activities.

Description of the Instrument

All graduating pharmacy students must participate in exit surveys as part of gaining

clearance for graduation. With the approval of the College, the Colleges Assessment Committee,

and the IRB, this researcher will develop and add a short series of questions to this exit survey

(see Appendix A). The surveys are electronic in SurveyMonkey format, and they are emailed to

each graduating student. Participation in the exit survey is mandatory as part of graduation

clearance, and the data feeds into the Colleges accreditation requirements.
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Explanation of Procedures Followed

The electronic surveys will be emailed to the class of graduating pharmacy students by

the Assistant Dean in the College of Pharmacy. Students will have two weeks to return their

surveys, and reminder emails will be sent. Upon receipt of all the surveys, this researcher will

then access the results of this portion of the survey data in SurveyMonkeys Website.

When reviewing the data, each respondent will be placed into one of three categories:

Secured employment, seeking employment, or not seeking employment. Respondents in the third

category will be removed from further analysis. These categories of students are the job

placement rate, also known as the dependent variable. The independent variable is the

involvement in student organizations. If involvement is indicated, then the respondent will give

an indication of the level of involvement, such as leadership position(s) held. A crossbreak table

of the frequencies will be used to indicate the level of relationship between job placement rates

and the level of involvement in student organizations.

Further, in order to seek validation of the relationship between these two variables,

students will be asked to state the percentages of non-class time they devoted to each of these

three activities: student organizations, participation in faculty-mentored research, and

employment in a part-time pharmacy job. Each students percentages will equal 100%. The

means of these percentage breakouts will be applied to each group (secured a job vs. not yet

secured a job) to determine validity. The mean percentages for each group will be presented in a

pie chart.

One of the primary concerns about reliability is a non-response bias. Because this portion

of the exit survey is voluntary, and hence, not required for graduation, its anticipated that those

who do have jobs or residency positions secured will be happy to confirm this. Those students
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who are still looking may decide that they do not need to answer this portion, especially if it is

not required. As such, there may be a bias towards those who have secured employment. The

reliability of the results will depend on both the overall response rate, as well as the participation

level of those who have not yet secured employment.

Description of Internal Validity

There are several potential threats to internal validity. The first could be a subject

characteristics threat. There are students who may not be able to participate in student

organizations due to economic challenges. As such, they may be obligated to focus on a part-time

job as a means of offsetting graduate-study/professional school costs. As such, this researcher

may have to acknowledge this circumstance in the conclusions, when discussing the students

with the highest percentages of focus on part-time jobs.

A second threat might be attitude of the respondents due to testing fatigue. This series of

questions would be added to an already lengthy survey, possibly resulting in fatigue of the

respondents. To minimize this, the researcher would aim to be as smart as possible with the

number of questions in the survey and ask questions as effectively as possible and try to avoid

fluff questions that may not yield valuable data.

Another threat might be a location threat. While a large portion of students come to

Midwestern Universitys College of Pharmacy from other states, many come to the Chicago area

hoping to land a job here, or in some other major metropolitan area. The problem lies with where

the job prospects are greatest: in rural areas. Many students are hesitant to relocate to such areas,

thereby limiting their prospects. In addition, in general, job growth is slowest in the Midwest.

However, in an effort to keep the line of questioning concise and avoid survey fatigue, this threat
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may not be addressed in the surveys questions. This variable may be raised when discussing the

surveys conclusions.

A final threat might be that there may be some students who are not yet actively seeking

employment. These students cannot be categorized as unsuccessful in landing a job, simply

because they have not been trying. To eliminate this, these students who identify as such are

removed from further analysis.

Description of External Validity

The size of the graduating class at the Chicago College of Pharmacy is much larger than

most college of pharmacy classes, which average roughly 100 students. There is also a

significant portion of this class of students that originates from out of state, thus representing

interests from various parts of the country. Given these characteristics, it can be stated that the

study results may be indicative of trends seen for pharmacy students in general.

Justification of Statistical Techniques

There is limited opportunity to gather such information from a significant number of

pharmacy students with any reliability of results. While still voluntary, the survey method

proposed seeks to limit the time needed to participate, while still gathering pertinent data points.

It could be argued that students who have not yet secured employment may be very close to

doing so, and hence, could be considered for placement in the other category. However, if this

study were to be conducted after graduation, response rates would be very, very low, and hence

likely not worthwhile.

The formats of the questions will gather frequencies of circumstances in the two primary

groups studied. As such, crossbreak tables that highlight the frequencies will help showcase any

relationships that may exist.

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In addition, when reviewing the percentages of non-academic time spent, there will be

some additional calculations of the ranges of percentages, standard deviations, and frequencies of

percentages in each of the three activity categories. This additional analysis will serve to validate

the relationship between placement rates and ECA participation, or it may potentially serve to

suggest further studies between different variables.

Ethics and Human Relations

In order to promote transparency, students will be informed that the answers to the

questions associated with this study are voluntary. It would be inappropriate for students to be

under the assumption that the study questions are mandatory as part of the graduation clearance

process. Students will be advised that their answers are strictly confidential, and their identities

will be known only to the researcher and potentially the Assistant Dean. Just prior to answering

the survey questions, students will be advised that this portion of the exit survey is voluntary and

answering the questions will imply consent.

There are two potential risks to participating students. First is a psychological risk.

Graduating students who may not have found jobs could become upset and regretful at the

suggestion that the reason they have not found a job is because they did not do something they

now feel they should have done. Then there is also a social risk: Students who may not have

found jobs may feel stigmatized if their identities are revealed. As stated previously, identities of

the participants will be known only to the investigator(s). Because the data collected is statistical

in nature, there is no chance of publishing any participants identifiable information.

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Timeline

Date Research Task

December 15 Approvals due from the Dean of the College of Pharmacy and

the Colleges Assessment Committee.

January 15 Complete draft of survey for IRB approval
March 15 Complete final draft of the survey based on any IRB

comments regarding the survey content or study process

April 1 Assistant Dean emails out the survey
April 15 Results are accessible on SurveyMonkey Website for analysis
May 15 Complete data analysis
June 15 Report submitted for review by peer-reviewed journal.
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References

Brown, Daniel L. (2013) A looming joblessness crisis for new pharmacy graduates and the

implications it holds for the academy. American Journal of Pharmaceutical Education.

77(5): 90.

Bureau of Labor Statistics, U.S. Department of Labor (2016) Pharmacists: Occupational

Outlook Handbook, Retrieved from http://www.bls.gov/ooh/healthcare/ pharmacists.htm,

accessed 2/21/2016.

Clark, G., Marsden, R., Whyatt, J.D., Thompson, L., Walker, M. (2015) Its everything else you

do: Alumni views on extracurricular activities and employability. Active Learning in

Higher Education. 16(2), pp. 133-147

Finch, D.J., Peacock, M., Levallet, N., Foster, W. (2015) A dynamic capabilities view of

employability. Education + Training. 58(1), pp. 61-81.

Fraenkel, J.R., Wallen, N.E., Hyun, H.H. (2015) How to Design and Evaluate Research in

Education (9th edition, p. 332). New York, NY: McGraw Hill Education.

Grabenstein, J.D. (2016) Trends in the numbers of U.S. colleges of pharmacy and their

graduates, 1900 to 2014. American Journal of Pharmaceutical Education. 80(2) Article

25.

Kiersma, M.E., Plake, K.S., Mason, H.L. (2011) Relationship between admission data and

pharmacy student involvement in extra-curricular activities. American Journal of

Pharmaceutical Education. 75(8) Article 155.

Lau, H.H., Hsu, H.Y., Acosta, S., Hsu, T.L. (2014) Impact of participation in extra-curricular

activities during college on graduate employability: an empirical study of graduates of

Taiwanese business schools. Educational Studies, 40(1), pp. 26-47.

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Pharmacy Workforce Center Inc. (2016) Aggregate Demand Index Newsletter March 2016 (for

January 2016 data). American Association of Colleges of Pharmacy. Retrieved from

http://pharmacymanpower.com/summary.pdf. p. 1.

Phillips, J.A., McLaughlin, M.M., Gettig, J.P., Fajiculay, J.R., Advincula, M.R. (2015) An

Analysis of Motivation Factors for Students Pursuit of Leadership Positions. American

Journal of Pharmaceutical Education. 79(1) Article 8.

Renzi, S.E., Sauberan, M.M., Brazeau, D.A., and Brazeau, G.A. (2008) Relationship between

student leadership activities and prepharmacy years in college. American Journal of

Pharmaceutical Education. 72(6) Article 149.

Roulin, N., Bangerter, A. (2013) Extracurricular Activities in young applicants resumes: What

are the motives behind their involvement? International Journal of Psychology. 48(5), pp.

871-880.

Sweet, B.V., Kelley, K.A., Janke, K.K., Kuba, S.E., Plake, K.S., Stanke, L.D., Yee, G.C. (2015)

Career placement of doctor of pharmacy graduates at eight U.S. Midwestern schools.

American Journal of Pharmaceutical Education. 79(6) Article 88.

Zavadski, K. (2014) The pharmacy school bubble is about to burst. New Republic. Retrieved

from: https://newrepublic.com/article/119634/pharmacy-school-crisis-why-good-jobs-

are-drying. p. 7.
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Appendix A: Proposed Survey Questions

The following statement and questions will be added to the current exit survey to be taken by

graduating pharmacy students at Midwestern University.

Consent/Disclosure Statement
The following questions are part of a research study. As such, they are highly encouraged, but
not required for graduation. There are only a few quick questions, and they should take less than
one minute to complete. Relative to these questions and this study, your identity will remain
confidential and known only to the researcher and potentially the Assistant Dean. Answering
these questions implies consent for participation.

1. Do you currently have a pharmacy-related job or residency position secured?

 Yes
 No

If you do not, are you actively looking at this point in time?

 Yes
 No Thank you for your time and valuable input.

2. During your time at Midwestern University, were you involved in student organizations?
 Yes
 No

How many organizations were you an active member of? ____

In how many of these organizations did you hold a chair or officer position?
(ie president, secretary, event chair, task force leader, etc.) ____

3. In reflecting back on how you spent your non-academic time, please break out in
percentages how you spent your time among these three activities: part-time pharmacy-
related job, faculty-mentored research, and MWU student organizations. Keep in mind,
the three percentages should total 100%.

My non-academic time is divided among these activities as follows:

____% in Part-Time Pharmacy-Related Job
____% in Faculty-Mentored Research
____% in Student Organizations
(Must total 100%)

Thank you for your time and valuable input.

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