Abstract
Alumni of the three educational tracks of the University of Southern California were surveyed to examine the influence of level and type of educational preparation on professional activities. The entry-level and postprofessional master's groups scored higher than the baccalaureate group in 6 of 10 activity categories investigated—education, leadership, administration and supervision, oral presentations, publications, and research. The entry-level master's group differed from the postprofessional master's group only in education, leadership, and professional recognition. The results confirm that programmatic differences between basic and advanced professional education yield different outcomes in terms of involvement in professional activities. They also suggest that some activity categories are more amenable to educational influences than others. Limitations of the study include use of a self-report instrument, reliance on a dichotomous scale involving only activity participation and non-participation, and consideration of the influence of education on professional activities in isolation from other factors known to influence involvement.
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