Double Business Majors and Employment at Graduation
1. Oshkosh Scholar, Volume VII, 2012
Congratulations to author Krista Lynch and her faculty adviser, Dr. Marianne Johnson. The author went
through a rigorous review and revision process and is to be commended for her excellent work.
Double Business Majors and Employment at Graduation
Krista Lynch, author
Dr. Marianne Johnson, Economics, faculty adviser
Krista Lynch graduated from the College of Business in spring 2012 with a degree in economics.
She plans to continue her education in economics in the fall at Kansas State University. Her
econometric research on the topic started in Dr. Marianne Johnson’s econometrics class during
spring 2011 and then became the topic for her senior honors thesis.
Marianne Johnson joined the economics department at UW Oshkosh in 2001. She earned her
Ph.D. from Michigan State and her undergraduate degree from the University of Minnesota. She
regularly teaches microeconomics and econometrics.
Abstract
Multiple regression analysis is used to identify which factors influence the likelihood that
a business major will have a job at graduation. In particular, I evaluate whether a second major
increases the likelihood of employment. By analyzing senior survey data from the UW Oshkosh
College of Business from 2004 to 2010, which includes 1,837 graduates, I find that a second
major does increase the likelihood of employment upon graduation. Furthermore, I find that
earning a high grade point average (GPA), working while in school, earning additional licenses,
and having plans for future education are all positively related to securing a job, while the
number of semesters it takes a student to graduate is negatively related to securing a job.
2. Introduction
A recent report by the U.S. Census Bureau estimated that college graduates earn
approximately $1 million more over their lifetime than people who did not complete college
(U.S. Census 2011). Lifetime earnings vary by major (Supiano 2011) and the initial salary in a
first job can significantly affect lifetime earnings (Rampell 2011). With current (2012)
unemployment rates at 8.3%, it is important to examine what factors contribute to employment
after graduation. Are UW Oshkosh College of Business (COB) students who earn a double major
more likely to secure a job than students with only one major? COB students major in at least
one of the following: accounting, economics, finance, human resource management (HR),
marketing, management information systems (MIS), or supply chain and operations management
(SCOM). Students may also choose to earn two or three of these majors within the COB.
Between 2004 and 2010, 36.3% of students who graduated from the COB earned multiple
business majors. Even though adding a second major often means also adding an extra semester
or two before graduation, students find adding the second major worth their time as their
counselors tell them that learning more skills will make them more marketable when seeking a
job.
I used student survey data to assess whether students with a double major are more likely
to have a major-related job by graduation. Through my regression analysis, I show that students
with a double major do have a statistically significant advantage over students with only one
major. Of course, having a second major is not the only factor to be considered. Supply and
demand in the labor market for the various majors plays a role in finding a job. A high GPA,
working while in school, earning additional licenses, planning for future education, holding a
3. leadership position in a business club, and having international travel experience are all
positively correlated to finding a job.
Literature Review
Only 44.7% of recent college graduates hold jobs that require a college degree (Rampell
2011), and some graduates are glad to have any job. While making phone calls and copies,
waiting tables, and sweeping hallways were not what they dreamed of doing after college, these
recent graduates must make money somehow to pay off their student loans. The problem is
deeper than a new college graduate working a job below his or her ability; it means that workers
with less education may not be able to find any job. Further, while some graduates may think
they are just paying the bills for now, Carl Van Horn, a labor economist at Rutgers, suggests that
“their salary history follows them wherever they go” (Rampell 2011).
Some labor experts offer hope to new grads: “Even though we are in a recession, the war
for talent still exists,” says Roger Ingbretsen, founder of Ingbretsen Consulting, which offers
leadership, management, and career guidance to professionals (Ingbretsen 2009). This is good
news for college students, but they need to know how to show their talent and what sorts of
talents are important to future employers. In 2008, Collegegrad.com conducted a survey that
showed that 44% of employers reported that the top three priorities in the hiring process are the
graduate’s major, the graduate’s interviewing skills, and the graduate’s internship experience,
respectively (Ingbretsen 2009). While having the right major and skill set is critical, Ingbretsen
also says, “[S]smart people can learn new skills, but individuals with a poor attitude most often
cannot be changed,” which has led companies to live by the motto, “hire attitude, train skill”
(2009). Along with having a positive attitude and a strong work ethic, graduates must also show
how they can apply what they have learned in college to real world work situations.
4. Along with a weak economy, a new international supply of college graduates adds to the
level of competition for U.S. graduates (Duncan 2010). One factor adding to U.S. graduates’
difficulty finding jobs is that the United States lacks graduates in science, technology,
engineering, and mathematics, known as STEM fields (Duncan 2010). Duncan offers advice for
students who do not pursue a STEM career: it is increasingly important for students to develop
strong language, critical thinking, and cross-cultural skills; a well-rounded education that
includes history and arts along with the ability to work in teams, analyze information, learn
independently, and problem solve are crucial to a successful career. New graduates must prove
they possess these abilities to receive their first job offers.
Does choice of major make a difference in what jobs graduates find? In 2009, the
National Association of Colleges and Employers released the results of a survey polling more
than 36,000 students to report the most lucrative college majors. The top three were computer
sciences, accounting, and physical sciences. Meanwhile, the same organization also conducted a
survey in 2009 that showed that the top five qualities employers seek are written and verbal
communication skills, a strong work ethic, teamwork skills, initiative, and analytical skills
(Ingbretsen). These are not major-specific skills.
Kyle Ewing, talent and outreach programs manager at Google in Mountain View,
California, stated, “Diversity is critical to our business and culture. The employees must reflect
our users. That means hiring those with a diversity of thought, background, beliefs, and ethnicity.
But it is the challenging work that attracts so many people to Google” (qtd. in Di Meglio 2011).
Thus, not every person working for Google should be a computer science graduate because that
would not be reflective of Google’s users. There are a few key areas that are in demand, though;
5. Ewing said Google expected 2011 to be its biggest hiring year ever, with most openings for
entry-level jobs in sales and engineering.
According to the American Institute of Certified Public Accountants, “nearly 90% of
accounting firms [are forecasting] the same or increased hiring of graduates this year compared
with 2010” (2011). Like engineering, which is another field demanding new talent, accounting is
a job that requires a specific college degree. Business Resource (2008) would agree as they claim
that accounting majors who earn their CPA have the most stable job market. Business Resource
also stated, “Today’s employment market provides a wide variety of opportunity for business
majors, although students who choose to focus on highly demanded areas will find a higher
degree of interest in the job market.” Business Resource suggests these areas include a strong
quantitative background and information technology experience.
While specific knowledge in accounting and computer science is currently in high
demand, many experts still say that graduates with a broad base of knowledge can find jobs.
Donald Asher, author of How to Get Any Job, says, “Your major may help you get a job in the
first place, but it is your education that helps you get a career” (qtd. in Sopher 2010). English
professor George Lensing reminds students not to sacrifice their true interests for what seems to
be a more practical major, stating, “The major is really one part of a larger picture of what
you’ve done with those eight semesters. You’re hardly an expert in what you have majored”
(qtd. in Sopher 2010). These themes suggest that major choice becomes more important when
competition in the job market is high, yet it is also crucial for students to master non-major-
specific skills like communication. My analysis of the COB data will show if this holds true for
UW Oshkosh graduates.
6. The recurring theme among all of these articles and studies is that competition is intense,
but jobs are still available. Only top graduates will secure their first job in areas where they
earned their degree. One way to increase the likelihood of finding a great job is to have the right
major, especially those relating to science, technology, engineering, and mathematics. However,
these careers are not right for all students and happiness is also a consideration. For those who
would rather follow their dreams than what the economy demands, they will have to put in the
time and effort to prove to future employers that they are the best and can contribute to the
organization.
In a broad way, we know what majors lead to the most job offers. Becky Supiano’s
article reviews research done by Anthony Carnevale, director of the Georgetown University
Center on Education and the Workforce, analyzing earnings of 171 college majors. She reports
that petroleum engineering is currently the bachelor’s degree that will lead to the highest-paying
jobs, while those with bachelor’s degrees in counseling psychology will have the lowest-paying
jobs (2011). Supiano points out in her article, “While few students are choosing between
counseling psychology and petroleum engineering, a decent number might be considering both
business economics and finance.” It is also not as clear whether an economics graduate or a
finance graduate will earn more or is more likely to find a job, which is why I dig deeper into
data on recent business graduates.
Since 2004, the COB has distributed a survey to all of its graduating seniors, to collect
information on each student’s academic performance, work experience, and future plans. Using
this data and econometric methods, I will discover if some majors have advantages over others,
how much GPA affects finding a job, how work experience and extra-curricular involvement
affect finding a job, and if these trends have changed during the past seven years.
7. Model and Data Description
All data comes from the COB’s Senior Survey from the years 2004 to 2010. This survey
is taken by all seniors in the last weeks of classes before they graduate. My dependent variable is
whether the graduating student has secured a job related to his or her degree at the time of the
survey. I believe this to be a function of student characteristics, student choice of majors and/or
minors (including whether or not they have a second business major), and the year in which they
graduate. These variables are explained in detail below; summary statistics are provided in table
1.
Table 1. Summary statistics
Independent Variable Type of Variable Mean/Frequency Standard Deviation
Job Dummy 36.37%
Dependent Variables Type of Variable Mean/Frequency Standard Deviation
Year Continuous
Primary Majors
Accounting Dummy 15.20%
Economics Dummy 4.89%
Finance Dummy 19.49%
HR Dummy 16.72%
Marketing Dummy 25.30%
MIS Dummy 6.19%
SCOM Dummy 12.16%
Secondary Majors
Major2 Dummy 26.67%
Accounting2 Dummy 0.05%
Economics2 Dummy 5.05%
Finance2 Dummy 8.63%
HR2 Dummy 5.92%
Marketing2 Dummy 3.91%
MIS2 Dummy 0.92%
SCOM2 Dummy 2.82%
Minor
Minor Dummy 2.78%
Ops Dummy 0.11%
8. Job is my dependent variable, and the result for a given graduate will be the likelihood
that a student has a major-related job at graduation. Between 2004 and 2010, 36.37% of COB
graduates had a major-related job secured by graduation. This is likely a factor of several
independent variables, discussed below.
Primary Major: Each business student must have one of the following primary majors:
accounting, economics, finance, HR, marketing, MIS, or SCOM. Due to supply and demand, a
student’s primary major affects his or her likelihood of having a job at graduation. For example,
25.3% of students in the sample earned a marketing degree, while only 6.19% earned an MIS
degree. In return, 43.86% of MIS students secured a job, while only 31.55% of marketing majors
secured a job. See table 2 for further information.
Table 2. Supply and demand of majors
Major % of Graduates % with Job
Accounting 15.20 56.27
Economics 4.89 23.33
Finance 19.49 35.20
Human Resources 16.72 26.38
Marketing 25.30 31.55
Global Dummy 2.66%
Emphasis Dummy 17.53%
Student Characteristics
Semester Continuous 9.12 1.1822
Major GPA Continuous 3.2203 0.3858
Cumulative GPA Continuous 3.0985 0.3587
Work Dummy 83.12%
Leader Dummy 7.49%
International Travel Dummy 34.31%
License Dummy 48.97%
Future Education Dummy 72.86%
9. MIS 12.16 38.57
SCOM 12.16 38.57
Overall 100 36.37
Double Majors 26.67 47.76
Secondary Major: A student may choose to add a second or even third business major.
Options for secondary majors are the same as for primary majors. It is the student’s choice to
denote which major is his or her primary and which is the secondary. There are a number of
related academic choices. Some business majors also add second majors outside of the COB.
These majors commonly include foreign language and communications. Unfortunately this
survey data does not include that information.
Minor: The COB offered two minors open to business majors during this time period:
global business and operations research.
Emphasis: The COB also offers a number of emphases including entrepreneurship and
small business management, international management, financial services, and legal studies.
License: License denotes students who have earned or plan to earn a professional license
or certificate. These include CFA, CPA, Six Sigma Black Belt, and Microsoft certification, for
example. Nearly 50% of COB seniors report some sort of licensure.
Semester: The variable semester is the number of semesters it took the graduate to
complete the degree. The average number of semesters it takes a student to graduate is 9.12 with
a standard deviation of 1.18. It is not clear whether more semesters to graduation would have a
positive or negative coefficient. Some students may need more time to finish their bachelor’s
degrees due to completing extra majors, minors, or emphases, which may increase the likelihood
of them finding a job. However, other students may take longer to graduate because they needed
10. to retake courses or could not figure out what major they wanted to pursue. The number of
semesters it takes a student to graduate and cumulative GPA have a correlation coefficient of -
0.18, which suggests that the number of semesters is only very weakly, negatively related to
GPA.
Major GPA and Cumulative GPA: Major GPA is the grade point average students earn in
their major. The correlation coefficient between the two GPA measures is 0.73, meaning there is
a high degree of correlation between the two, which we would expect. The high degree of
correlation suggests that I should only incorporate one into my regression analysis.
Besides academic choices, students’ other activities also affect their likelihood of having
jobs at graduation. I discuss these next.
Work: Work is a dummy variable that denotes whether the graduating student worked an
average of at least 10 hours per week while in school. I believe this will have a positive
correlation with employment, as companies like to see work experience as well as proof of one’s
ability to manage time and multitask.
Leader: Leader denotes students who held leadership positions in the any of the COB
clubs.
International Travel: International travel represents students who have had any sort of
international travel experience. This variable may be significant as global businesses seek
employees with relevant experience. These students would then have an advantage, as only 34%
of students during this time period have had any international travel experience.
Future Education: Future education denotes the students who have plans for future
education. This includes plans to earn an MBA, graduate or professional degree, or a Ph.D.
While it is not likely that the 72% of students who say they plan to obtain additional education
11. actually will, this variable shows ambition and initiative. In my previous analysis of the 2010
data alone, this variable was consistently significant.
As with all survey data, there are some potential issues to be discussed. This survey is
given during a capstone class that all COB seniors must take; therefore, students who were
absent from class that day are missing from the survey. Additionally, a small proportion of
students did not report one or more of the following: cumulative GPA, major GPA, or number of
semesters it took to graduate. In these instances, I inserted the average of the variable for that
student’s corresponding primary major. A last issue is that the survey indicates which students
had found a job prior to graduation. However, we do not know how many students found a
major-related job within one or two months of graduation. While we would like to examine this
outcome as well, it is beyond the scope of this paper.
Analysis of Regression Results
Because my dependent variable (whether or not a senior has a job related to his or her
major secured by graduation) is a binary variable, this model estimates a probability between
zero and one, or 0% and 100% likelihood that the student has secured a job. Numerical
regression results can be seen in table 4, and these results are discussed below.
In Regression 1, reported in table 4, I examined a core set of variables including students’
primary majors, the number of semesters to graduation, GPA, and variables indicating their use
of time, including whether they worked or belonged to organizations while in college. All of the
variables used in Regression 1 were also used in all of the other regressions with very little
difference in coefficient (relationship with dependent variable).
In all of my regressions, the MIS major was used as the comparison group for the other
majors. The fact that the accounting and SCOM coefficients are not significant in any of the
12. regressions means that accounting and SCOM majors have essentially the same likelihood of
finding a job as MIS majors. Economics, finance, HR, and marketing students have statistically
significant negative coefficients, showing that students with these four majors are less likely to
have a job at graduation than MIS majors. Economics, HR, and marketing majors are more than
15% less likely to find a job than MIS majors. Finance majors are about 10% less likely to find a
job than MIS majors. Furthermore, students who have earned additional licenses have a 5.5%
increased likelihood of finding a job (p = 0.05). This is because students who have pursued an
additional license are seeking a specific kind of job, which tells the potential employer that the
student is qualified for the job, and not just looking for any business that has openings.
The number of semesters a student spends in school is statistically significant at the 5%
level across all regressions; holding other factors constant, the longer a student spends in school,
the less likely they are to have a job at graduation. As expected, cumulative GPA has a positive
relationship with finding a job, at a 1% significance level across all regressions. A one-point
increase in GPA, for example from a 2.5 to a 3.5, raises the likelihood of having a job at
graduation by nearly 10%, on average, across all regressions.
Working at least 10 hours while in school also increases a student’s likelihood of finding
a job by 5% (p = 0.10). This suggests that students who work while in school show a greater
ability to multitask, and their experiences and connections help them find jobs. That effect was
stronger than the possibility that students who work during school may not spend enough time on
their classes, thus lowering their GPAs.
Holding a leadership position in a business club and having international travel
experience are both positively related to finding a job, but neither was statistically significant.
This suggests that there may be no relationship between these variables and the likelihood of
13. employment. However, I have kept these variables in my model because they improve the
overall fit of my model.
Even though many of the 70% of business graduates who say they plan to earn an MBA,
master’s degree, or Ph.D. likely never will, the variable for plans for future education is still
significant at the 5% significance level across all regressions, and shows that students who plan
to continue their education are 5.85% more likely to find a job. This variable measures an
indirect effect. Unlike earning a CPA license, which is required for some jobs, simply planning
on future education is not discussed in most interviews with potential employers. Students who
plan on furthering their education, however, are likely the more ambitious and goal-oriented
students, and therefore are more likely to find jobs.
Other variables that I ran in my model, but that showed no statistically significant
relationship to employment at graduation, included whether a student was a member of a club,
served as a student ambassador, volunteered more than 10 hours per week, or had passed the
CPA exam. I was surprised that the CPA variable was not significant because my background
information suggests that accounting students who earn their CPA are most likely to succeed.
However, if most accounting majors plan to earn a CPA, these two variables may be capturing
the same information.
In all of my regressions, the year 2006 serves as the comparison year. That year was the
best for business students finding jobs, likely related to the low unemployment rate in Wisconsin
in 2006, which was only 4.7%. The correlation coefficient between the percentage of students
with jobs and the Wisconsin unemployment rate is -0.58, a moderately strong negative
relationship. The fact that the years 2005, 2007, and 2008 are not statistically significant in the
regressions means that those years are not different from 2006. Years 2001, 2009, and 2010,
14. however, all have negative coefficients at a 1% significance level, which means that these years
were definitely worse for students in terms of finding a job. We can confirm this by looking at
the unemployment rates in those years in table 3 below. Both 2009 and 2010 had nearly double
the unemployment of 2006.
Table 3. Wisconsin unemployment rates and recent college graduates
Year % with Jobs WI Unemployment Rate
2004 26.88% 5.0%
2005 38.46% 4.8%
2006 44.05% 4.7%
2007 40.61% 4.8%
2008 40.56% 4.8%
2009 31.23% 8.7%
2010 30.61% 8.3%
To examine the impact of a second major, I added dummy variables indicating a student
had a second major, an emphasis, or a minor in business to Regression 2. Business students who
have a second major are 10% more likely to secure a job; this result is statistically significant (p
< 0.01). An emphasis is not significantly related to the likelihood of employment (p = 0.84).
Adding a minor, however, is significant at the 10% level, but the relationship is actually
negative. Students who earn a COB minor are more than 10% less likely to find a job. This could
be because 96% of business students with a minor have that minor in global business. Many of
these students are international who will look for a job when they go back to their home country
or have a harder time finding a job in the United States due to work restrictions.
I conclude that adding a second major can give business students a big advantage in the
job market. This advantage may be due to having a wider variety of skills, a direct effect of
15. earning a second major. Employers may also prefer business students who earned an extra major
because it shows initiative and determination.
Regression 3 has all of the same variables as Regression 2 plus interaction terms between
the primary majors and having a second major. These interaction terms show whether certain
primary majors benefit more from adding a second major than others. More than 42% of
economics majors earn a second major, and they were the only group where the interaction term
is statistically significant. This may be because economics provides a broad base of knowledge
and is not as tied to a particular career path as are other majors. Therefore, students who major in
economics and another COB major have a broad base of logical decision-making skills
combined with a commitment to a particular career.
Almost 60% of accounting majors earn a second major. This is because accounting
students must earn 150 credits to take the CPA exam. Earning an additional major is how many
accounting students procure those extra credits. Because Regression 1 shows that accounting
majors have an advantage over most other business majors, and more than half of accounting
majors earn a second major, it makes sense that the accounting double variable is not significant.
The other five majors are less likely to add a second major than economics or accounting.
Only 23% of finance majors, 20% of HR majors, 21% of marketing majors, 11% of MIS majors,
and 13% of SCOM majors earn a second business major.
In the last regression, Regression 4, I included all of the variables from Regression 1 plus
a dummy for each of the seven secondary majors, entered separately. Having finance, human
resources, or marketing as a second major is positively related to finding a job at the 5%
significance level, and having MIS as a second major is positively related to finding a job at the
10% significance level. Students whose second major is finance are more than 12% more likely
16. to find a job. Earning a second major in human resources gives students an 8% advantage.
Students who earn a second major in marketing are more than 14% more likely to secure a job,
which is interesting because students whose primary major is marketing are at a disadvantage.
Table 4. Regression results
Variables Regression 1 Regression 2 Regression 3 Regression 4
Accounting .0669
(.0572)
.0269
(.0575)
.0030
(.0667)
.0134
(.0589)
Economics -.1944
(.0505)***
-.2178
(.0474)***
-.2816
(.0455)***
-.2293
(.0458)***
Finance -.1076
(.0477)**
-.1155
(.0476)**
-.1119
(.0514)**
-.1204
(.0473)**
HR -.1810
(.0441)***
-.1890
(.0437)***
-.2048
(.0458)***
-.1933
(.0436)***
Marketing -.1177
(.0475)**
-.1283
(.0475)***
-.1368
(.0508)**
-.1303
(.0474)***
MIS - - - -
SCOM -.0677
(.0534)
-.0662
(.0525)
-.0684
(.0559)
-.0711
(.0522)
Semester -.0231
(.0114)**
-.0255
(.0115)**
-.0253
(.0115)**
-.0256
(.0115)**
Cumulative
GPA
.1111
(.0347)***
.0981
(.0351)***
.0978
(.0352)***
.0946
(.0351)***
Work .0505
(.0300)*
.0479
(.0302)
.0464
(.0303)
.0447
(.0303)
Leader -.0420
(.0424)
-.0521
(.0420)
-.0536
(.0420)
-.0540
(.0421)
International
Travel
.0216
(.0250)
.0302
(.0255)
.0297
(.0255)
.0223
(.0251)
License .0549
(.0274)**
.0438
(.0276)
.0438
(.0277)
.0492
(.0277)*
Future
Education
.0585
(.0263)**
.0572
(.0264)**
.0572
(.0265)**
.0568
(.0265)**
Major2 .1011
(.0288)***
.0058
(.1392)
Emphasis .0061
(.0308)
.0064
(.0309)
Minor -.1360
(.0625)*
-.1366
(.0625)*
Account
Double
.1193
(.1595)
Economics
Double
.3162
(.1769)*
18. Conclusion
The seven different business majors result in very different likelihoods of securing a
major-related job at graduation: MIS, accounting, and SCOM majors have an easier time finding
jobs than do finance, marketing, economics, or HR majors, who have a 10–20% less likelihood
of finding a job. However, every student should not take up accounting, SCOM, or MIS just for
the sake of finding a job. For students interested in marketing, for example, there are plenty of
other variables that can increase their likelihood of finding a job. This takes planning and
determination starting at the beginning of a student’s college career. Students who earn a GPA of
3.5 as opposed to 3.0 can increase their likelihood of finding a job by 5%. By adding a second
major, students can increase their likelihood of securing a job by 10%. Students should also
consider earning a license or certificate specific to their major, such as a certificate in financial
planning, which can increase their likelihood of finding a job by more than 4%. These students
should still make every effort to graduate on time, as staying an extra semester will decrease
their likelihood of finding a job by 2.5%. Working at least 10 hours a week while in school,
which shows the ability to multitask and prioritize, also increases the likelihood of finding a job
almost 5%. Of course to achieve all of these goals, a student must be truly committed and
ambitious, which is what employers seek in a new hire.
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