FACT BOOK
Fall 2007
Introduction
Welcome to the second edition of the Rockford College Fact Book An institutional fact book provides a centralized location for valuable information about the College . Data within this document are available to facilitate analysis of trends, decision making and reporting . Existence of a Rockford College Fact Book helps institutionalize the collection, dissemination and use of standardized information
The fact book project was initially developed through the Rockford College Assessment Seminar (RCAS) and has been implemented by the Office of Institutional Research . Every effort is made to include the most accurate currently available dataalongwithhistoricaltrends.DatainthiseditionreflectinformationavailableasofFall2007.Datacoveringanentire academicyeararefrom2006–2007.Datawere(a)extractedfromtheIntegratedPostsecondaryEducationDataSystem and (b) supplied by various campus offices
The Rockford College Fact Book is updated annually by The Office of Institutional Research If you have questions or suggestions,pleasecontactHeatherSnider,enrollmentandretentionresearchanalyst,at815-226-4186orhsnider@ rockford edu
Mission and Vision
Our mission is to educate men and women to lead responsible productive lives by means of a curriculum grounded in liberal arts learning and complemented and extended by professional and practical experiences Through the total academic and co-curricular experience, Rockford College strives to prepare students for fulfilling lives, careers and participation in a modern and changing global society
OurvisionistobeJaneAddams’collegeinthe21stcentury.Addamsisoneofourmostdistinguishedalumni,founder ofChicago’sHull-House,andaNobelPeacePrizerecipient.HerlegacyinspiresRockfordCollege’scommitmenttoa practical education, civic engagement, agility and accountability
Strategic Goals
(1)Weshallorderourlivesacademicallyandadministrativelybasedonthebestoftheliberalartstradition—expansive thinking, interdisciplinary work, moral reflection and creative energy (2)Theboundariesofourcampuswillbemoreandmorefluid.
(3) We shall link learning and scholarship with civic engagement and leadership in all we do as a college .
(4) We shall build our community so that our work is common, our behavior is civil and our attitude is responsive
Distinctions
•Honoredasoneof11collegesinIllinoisandonly276inthecountrywithaPhiBetaKappachapter
•Designatedasa“CollegewithaConscience”byThePrincetonReviewandCampusCompact,oneofonly81nationwide
•Named“BestintheMidwest”byThePrincetonReviewthreeyearsinarow(2005–2007)
•Awardeda“CommunityEngagement”classificationbytheCarnegieFoundationfortheAdvancementofTeaching
•Recognizedasa“CollegeofDistinction”byStudentHorizons
•Rankedninthamong130Midwesternmasters’universitiesforeconomicdiversity(U.S. News and World Report, 2007)
Honor Societies
•PhiBetaKappa
•OmicronDeltaEpsilon(Economics)
•PhiAlphaTheta(History)
•PhiDeltaKappa(Education)
•PhiSigmaIota(ForeignLanguages)
•PsiChi(Psychology)
Accreditations
Rockford College is a private, independent, coeducational college providing courses of study leading to baccalaureate and master’s degrees . The academic programs of students are based on a foundation of learning in the liberal arts and sciences . The college emphasizes excellence in teaching and has a strong commitment to scholarly activity, creative expression and community service The educational program is characterized by a concern for the needs of all students and reflects the basic human rights and responsibilities of a democratic society Rockford College is accredited by the following:
THE HIGHER LEARNING COMMISSION
Member–NorthCentralAssociation
30NorthLaSalleStreet,Ste.2400 Chicago,IL60602-2504
Phone:312.263.0456
www .ncahigherlearningcommission .org
ILLINOIS STATE BOARD OF EDUCATION ProfessionalPreparationandRecruitment
100NorthFirstStreet,E-310 Springfield,IL62777-0001
Phone:217.782.4330
www .isbe .net
AMERICAN CHEMICAL SOCIETY
1155SixteenthStreetNW Washington,DC20036
Phone:800.227.5558
www .acs .org
INTERNATIONAL ASSEMBLY FOR COLLEGIATE BUSINESS EDUCATION
P.O.Box25217
OverlandPark,KS66225
Phone:913.631.3009
www iacbe org
NATIONAL LEAGUE FOR NURSING –ACCREDITING COMMISSION 61Broadway NewYork,NY10006
Phone:800.669.1656ext.153
www .nlnac .org
Chief Administrators
Dr.RichardKneedlerInterimPresident(May2006–November2007)
Dr.StephanieQuinnExecutiveVicePresidentandDeanoftheCollege
Mr.JohnMcNamaraVicePresidentforCollegeDevelopment
Ms.JenniferNordstromAssociateVicePresidentforUndergraduateAdmissionandStrategicMarketing
Ms.ChristinaSissonVicePresidentforBusinessandOperations,ChiefFinancialOfficer
Executive Operating Council
ThiscommitteeoftrusteesandtheexecutivevicepresidentactedaspresidentbeginninginNovember2007.
Mr R Ray Wood Chair, Board of Trustees
Mr Vince Toscano Vice Chair, Board of Trustees
Mr.CharlesColmanPreviousChair,BoardofTrustees
Mrs.TerryIngrassiaPreviousChair,BoardofTrustees
Mr.JimWhiteheadPreviousChair,BoardofTrustees
Dr.StephanieQuinnExecutiveVicePresidentandDeanoftheCollege
Enrollment Trends
SOURCE: Enrollment Management Team
SOURCE: Enrollment Management Team
NOTE:
Student Profiles
CT, FL, GA, IL, IA, MI, MN, MO, NJ, NY, WI
Guernsey, Japan, Mongolia, Nepal, Thailand
CO,IL,IN,KY,MI, MN, NE, NJ, NV, NY, OK,TX,WA,WI,WY
France, India, Panama,Swaziland
AZ, CA, HI, IA, IL, MI, MO, NJ, NY, TN, VA, WI
Student Profiles
Undergraduate Student Profile new and continuing, degree and non-degree-seeking
Headcount
Enrolled Status
Full-time69981%73883%73184%68878%75285% Part-time16719%14917%14116%19222%13015%
Gender
Male33038%35440%31336%30735%32737%
Female53662%53360%55964%57365%55563%
Race/Ethnicity
NonresidentAlien121%81%172%81%4<1% Black,non-Hispanic688%728%617%627%597%
American Indian/Alaska Native 30%30%40%3<1%2<1% Asian/PacificIslander172%172%142%182%192% Hispanic405%445%425%485%526% White,non-Hispanic71983%68377%64374%65775%64373%
Race/ethnicity unknown 71%607%9110%8410%10312%
Age
under182<1%51%51%51%51% 18-1918521%19822%21725%17220%17420% 20-2124328%18621%22826%23527%23026% 22-2416920%19822%13515%17320%16919%
25-2910312%8710%8910%9511%9911% 30-34647%516%455%516%526% 35-39 324%293%475%364%394% 40-49496%546%455%536%435%
50-64121%131%142%142%152%
SOURCE:IPEDSEnrollmentSurveys
NOTE:Percentagesmaynotaddto100%duetorounding.
Student Profiles
SOURCE:IPEDSEnrollmentSurveys
NOTE:Percentagesmaynotaddto100%duetorounding.
8/6/2008page18
First-Year Students Receiving Aid by Type
SOURCE: Student Administrative Services
NOTES:PercentagesarefortheFall2006cohortoffirst-time,full-timedegree-seekingstudents. This is the most recent data available .
Residence Life
Students Living on Campus
SOURCE: Institutional Research
NOTES:Percentagesrepresentthepercentageofalldegree-seekingstudentsineachcategory.Thepercentageof first-yearstudentslivingoncampusinFall2006hasbeencorrectedsincethelastfactbookpublication.
Campus Safety
Annual Security Statistics
Criminal Offenses
Murder / Non-negligent manslaughter 0000
Negligent manslaughter 0000
Sex offenses 0000
Robbery 0000
Aggravated assault 0001
Burglary10162825
Motor vehicle theft 0100
Arson 0000
Arrests
Illegal weapons possession 0000
Drug law violations 1211
Liquor law violations 0010
Hate Offenses
Hate offenses manifest evidence of prejudice based on race, religion, sexual orientation, gender, disability, or ethnicity / national origin . 0000
SOURCE: Campus security statistics reported to the US Department of Education For more information about campus safety and security visit http://www .rockford .edu/safety/index .asp .
Athletics
Approximately180student-athletesparticipatedinintercollegiatesportsduringthe2006–2007academicyear.Rockford Collegehad15varsityteams,andbelongedtotheNCAADivisionIII,NorthernAthleticsConference,andUpperMidwest AthleticConference(footballonly)during2006–2007.
Men’s Sports: baseball, basketball, cross country, football, golf, soccer, tennis, track
Women’s Sports: basketball, cross country, soccer, softball, tennis, track, volleyball
Clubs and Organizations
RockfordCollegehad28registeredstudentorganizationsduringthe2006–2007academicyear:
Alpha Helix
Anthropology / Sociology Club
Black Student Union
Campus Activities Board
Cheerleading
Dance Team
Friends of Germany
Gay-Straight Alliance
Intervarsity
Model UN
More Than a Diagnosis
Multicultural Club
Music Club
Nursing Student Organization PeaceJam PLEASE(PreservingLifeandEnergy via Action, Service and Education) PokerClub PsychSociety
RAGE (Regent Athletics Getting Excited)
RegentPlayers
Regent Times
Rotoract
Senior Club
SocietyofArtsyPeople
Spanish Club
Student Government Association
TEACH (Tomorrow’s Educators Achieving Challenging Heights) Young Eagles Success Club
Library Resources
SOURCE: Howard Colman Library space audit and records of holdings
Study Abroad
Study Abroad
SOURCE:KobeRegentsCenterforGlobalEducation
by division may not sum to the total number of students studying abroad, because some students have double majors that cross divisions
Graduate and Community Education Programs
SOURCE: Office of Graduate and Community Education
Community-Based Learning (CBL)
promote high levels of student achievement by emphasizing the importance of academic effort and setting high expectations for student performance. Survey items contributing to LAC include:
•Preparing for class (studying, reading, writing, rehearsing, etc. related to academic program)
•Number of assigned textbooks, books, or book-length packs of course readings
Standardized Institutional Assessment
•Number of written papers or reports of 20 pages or more; number of written papers or reports of between 5 and 19 pages; and number of written papers or reports of fewer than 5 pages
•Coursework emphasizing analysis of the basic elements of an idea, experience or theory
Rockford College participates in two standardized assessments of student learning: the National Survey of Student Engagement and the Collegiate Learning Assessment These two assessment tools are administered in alternate years
•Coursework emphasizing synthesis and organizing of ideas, information, or experiences into new, more complex interpretations and relationships
•Coursework emphasizing the making of judgments about the value of information, arguments, or methods
•Coursework emphasizing application of theories or concepts to practical problems or in new situations
•Working harder than you thought you could to meet an instructor's standards or expectations
National Survey of Student Engagement continued
•Campus environment emphasizing time studying and on academic work
LAC
National Survey of Student Engagement (NSSE) 2005–2006
NSSE is an indirect measure of student learning based on five benchmarks of effective educational practice: Level of Academic Challenge, Active and Collaborative Learning, Student-Faculty Interactions, Enriching Educational Experiences,andSupportiveCampusEnvironment.Benchmarkscoresarecalculatedona100-pointscale,butdo not represent percentages . Comparisons with reference groups are more informative than actual scores . For more informationabouteachofthefivebenchmarksseedetailedNSSEresultsinthe2006-2007factbook(http://www. rockford.edu/aboutrc/documents/factbook2006-07.pdf).
The National Survey of Student Engagement (NSSE) measures five benchmarks of effective educational practice. Benchmark scores are calculated on a 100-point scale, but do not represent percentages. Comparisons with reference groups are more informative than actual scores. See Appendix for a benchmark interpretation guide.
Benchmark Two: Active and Collaborative Learning (ACL)
Students learn more when they are intensely involved in their education and asked to think about what they are learning in different settings. Collaborating with others in solving problems or mastering difficult material prepares students for the messy, unscripted problems they will encounter daily during and after college. Survey items contributing to ACLinclude:
Level of Academic Challenge
•Asked questions in class or contributed to class discussions
•Made a class presentation
•Worked with other students on projects during class
•Worked with classmates outside of class to prepare class assignments
•Tutored or taught other students
•Participated in a community-based project as part of a regular course
•Discussed ideas from your readings or classes with others outside of class (students, family members, co-workers, etc.)
ACL
Footnotes
aWeighted by gender, enrollment status, and institutional size
b* p<.05 ** p<.01 ***p<.001 (2-tailed)
cMean difference divided by comparison group standard deviation
Active and Collaborative Learning
All NSSE information and text reproduced with permission and minor changes from the Rockford College Benchmark Comparisons Report (Indiana University Center for Postsecondary Research, August 2006).
Footnotes
aWeighted
(2-tailed)
cMean difference divided by comparison group standard deviation
All NSSE information and text reproduced with permission and minor changes from the Rockford College Benchmark Comparisons Report (Indiana University Center for Postsecondary Research, August 2006).
Rockford compared with:
Benchmark Four: Enriching Educational Experiences (EEE)
Peers
Standardized Institutional Assessment
Complementary learning opportunities enhance academic programs. Diversity experiences teach students valuable things about themselves and others. Technology facilitates collaboration between peers and instructors. Internships, community service, and senior capstone courses provide opportunities to integrate and apply knowledge. Survey items contributing to EEE include:
•Participating in co-curricular activities (organizations, publications, student government, sports, etc.)
•Practicum, internship, field experience, co-op experience, or clinical assignment
•Community service or volunteer work
Student-Faculty Interaction
•Foreign language coursework & study abroad
•Independent study or self-designed major
•Culminating senior experience (capstone course, senior project or thesis, comprehensive exam, etc.)
•Serious conversations with students of different religious beliefs, political opinions, or personal values
•Serious conversations with students of a different race or ethnicity
•Using electronic technology to discuss or complete an assignment
•Campus environment encouraging contact among students from different economic, social, and racial or ethnic backgrounds
•Participate in a learning community or some other formal program where groups of students take two or more classes together EEE
National Survey of Student Engagement continued
The National Survey of Student Engagement (NSSE) measures five benchmarks of effective educational practice. Benchmark scores are calculated on a 100-point scale, but do not represent percentages. Comparisons with reference groups are more informative than actual scores. See Appendix for a benchmark interpretation guide.
Footnotes aWeighted by gender, enrollment status, and institutional size b* p<.05 ** p<.01 ***p<.001 (2-tailed)
cMean difference divided by comparison group standard deviation All NSSE information and text reproduced with permission and minor changes from the Rockford College Benchmark Comparisons Report (Indiana University Center for Postsecondary Research, August 2006).
Benchmark Five: Supportive Campus Environment (SCE)
Enriching Educational Experiences
Students perform better and are more satisfied at colleges that are committed to their success and cultivate positive working and social relations among different groups on campus. Survey items contributing to SCE include:
•Campus environment provides the support you need to help you succeed academically
•Campus environment helps you cope with your non-academic responsibilities (work, family, etc.)
•Campus environment provides the support you need to thrive socially
•Quality of relationships with other students
•Quality of relationships with faculty members
•Quality of relationships with administrative personnel and offices
SCE
Footnotes
aWeighted by gender, enrollment status, and institutional size
b* p<.05 ** p<.01 ***p<.001 (2-tailed)
cMean difference divided by comparison group standard deviation
All NSSE information and text reproduced with permission and minor changes from the Rockford College Benchmark Comparisons Report (Indiana University Center for Postsecondary Research, August 2006).
Supportive Campus Environment
cMean
15
Rockford College Fact Book
Carnegie Peers
Rockford Selected Peers
Standardized Institutional Assessment
Collegiate Learning Assessment (CLA) 2006–2007
The CLA measures student learning outcomes related to critical thinking, analytic reasoning, written communication andproblemsolving.First-yearandseniorstudentscompletedeitherthePerformanceTaskortheAnalyticWriting Taskthroughaninteractivewebsite.TheCLAPerformanceTaskrequiresstudentstoansweraseriesofopen-ended questions about a realistic situation . In order to answer the questions successfully, students must synthesize information provided in a virtual document library . The CLA Analytic Writing Task consists of Make-an-Argument and Critique-anArgument subtasks The Make-an-Argument subtask requires students to write an essay in response to a verbal prompt, and the Critique-an-Argument subtask requires students to evaluate the strength or weakness of an existing argument
The CLA allows the College to determine whether our first-year and senior students are performing well above, above, at, below or well below expectations based on their general aptitude General aptitude was measured by ACT scores for first-year students and Scholastic Level Exam scores for senior students The following table shows average scores and performancelevelsoffirst-yearandseniorstudentswhoparticipatedinthe2006-2007CLA.
Summary of Results
Summary of Results
Based on the average ACT score of Rockford College first-year students, we would expect the average CLA score to be 1046.Theactualaveragewas1087,whichisabovetheexpectedlevel.
Based on the average ACT score of Rockford College first-year students, we would expect the average CLA score to be 1046. The actual average was 1087, which is above the expected level.
Based on the average Scholastic Level Exam score of Rockford College seniors, we would expect the average CLA scoretobe1111.Ourseniorsscored1118,whichisattheexpectedlevel.
Based on the average Scholastic Level Exam score of Rockford College seniors, we would expect the average CLA score to be 1111. Our seniors scored 1118, which is at the expected level.
Bachelor’s Degrees Conferred
Bachelor's Degrees Conferred by Gender and Race / Ethnicity
Total Degrees Conferred
Gender
Men6929%8236%8740%5229%6033% Women17371%14864%13260%12871%12467%
Race / Ethnicity
NonresidentAlien115%42%21%106%42% Black,non-Hispanic167%83%136%42%95% AmericanIndianorAlaskaNative1<1%1<1%1<1%11%21% AsianorPacificIslander42%73%52%21%53% Hispanic135%115%94%53%84% White,non-Hispanic19581%19987%18685%14983%13875% Race/EthnicityUnknown21%00%31%95%1810%
SOURCE:IPEDSCompletionSurveys
NOTE:Percentagesmaynotaddto100%duetorounding.
Bachelor's Degrees Conferred by Major
Total Degrees Conferred
Academic Program Accounting104%125%105%95%74% Anthropology/Sociology73%94%94%42%105% Art73%42%73%42%11% ArtHistory31%00%31%32%11% AthleticTraining*31%31%NANANANANANA Biochemistry1<1%21%31%21%42% Biology62%1<1%73%53%32% BusinessAdministration5523%2712%3014%3519%2011% Chemistry1<1%1<1%1<1%11%00% Child Development† 21%NANANANANANANANA Classics1<1%1<1%00%00%00% ComputerScience125%157%52%21%11% Economics73%83%63%53%32% Education,General73%42%52%53%53% Elementary Education† 5021%6026%5324%4525%3921% English125%83%52%84%21% French1<1%00%1<1%11%00% German00%00%00%00%11% History31%73%115%32%74% Humanities00%00%00%00%00% InternationalStudies00%00%00%00%00% Latin00%00%00%00%00% ManagementStudies**NANANANANANANANA127% Mathematics31%83%1<1%84%42% Mathematics&ComputerScience*1<1%1<1%NANANANANANA Music00%00%00%00%00% MusicHistory00%1<1%1<1%00%00% MusicalTheatrePerformance21%21%1<1%11%42% Nursing177%177%188%116%2614% Philosophy31%42%42%00%11% PhysicalEducation83%63%146%106%116% PoliticalScience73%83%73%00%42% Psychology219%219%157%137%1910% RomanceLanguages00%00%00%00%00% ScienceandMathematics00%00%00%00%00% SocialSciences31%42%21%32%21% Spanish31%31% 3 1% 4 2%00% SpecialEducation00%00%00%00%00% TheatreArts1<1%52%1<1%
SOURCE:IPEDSCompletionSurveysandgraduationlists.
NOTE: Summing the number of degrees conferred for each major does not equal the total number of degrees conferred, because some students graduate with double majors Similarly, the sum of percentageswillbegreaterthan100%.
*Degree has been phased out
**ThefirstdegreesinManagementStudies(BSMS)wereconferredinMay2007.
† Elementary Education was previously Child Development
Master’s Degrees Conferred
Master's Degrees Conferred by Gender and Race / Ethnicity
Total Degrees Conferred
Gender
Men5023%2716%4522%5723%5826% Women16777%14584%16478%19177%16774%
Race / Ethnicity NonresidentAlien73%00%52%1<1%1<1% Black,non-Hispanic21%42%31%31%73% AmericanIndianorAlaskaNative00%11%00%00%1<1% AsianorPacificIslander21%11%00%00%31% Hispanic52%32%21%146%219% White,non-Hispanic20193%16294%18388%18575%12857% Race/EthnicityUnknown00%11%168%4518%6428%
SOURCE:IPEDSCompletionSurveys
NOTE:Percentagesmaynotaddto100%duetorounding.
Master's Degrees Conferred by Program
Total Degree's Conferred
SOURCE:IPEDSCompletionSurveys
NOTES: Each MAT student is counted once, either within the appropriate curriculum offered by Rockford College or within the appropriatestatecertificationtrack.Beginninginacademicyear2005-2006,allstate certification students were rolled up into either elementary or secondary education based on the recommendation of the Illinois IPEDScoordinator.Beginningin2006-2007alternativeteachercertificationstudents continuingwiththeprogramtoearnanMATwerecountedseparatelyfromstudentsinthetraditionalprograms.Percentagesmaynotaddto100%duetorounding.
*curriculum offered by Rockford College
**state certification track
†TheMATprogramcreatedageneraleducationtrackduringthe2006-2007academicyear
Alumni Profiles
Alumni Careers
Education(teaching,administration,studentaffairs)31%
Business(accounting,management,marketing,banking,insurance)29%
HealthProfession(physician,nurse,counselor,pharmacy,dentist)14%
NaturalScience(architecture,construction,computer,engineering)6%
SocialScience(ministry,arts,library)6%
Writing/Publishing(writing,publishing,advertising,journalism)3%
PublicService(government-elected,nonelected,volunteerism)3% Law 2%
Other(childcare,homemaking,military,utilities)6%
SOURCE:Percentagesarebasedon4,750responsestoanalumnisurveyconductedin2006tocreatethe Harris Directory .
Advanced Degrees
Seventeenpercentof4,750reportingalumnihaveinformedthecollegethattheyhave completed a higher degree . They obtained their degrees in:
SOURCE:Basedonresponsestoanalumnisurveyconductedin2006tocreatetheHarrisDirectory.
NOTE:Percentagesmaynotaddto100%duetorounding.
Total Full-Time Faculty
Faculty and Staff Profiles
Tenure
Non-TenureTrack46%812%46%1015% TenureTrack1928%1624%1626%1422% Tenured4466%4465%4268%4163%
SOURCE:IPEDSHumanResourcesSurvey
NOTE:Percentagesmaynotaddto100%duetorounding.
*Dataonfacultyrace/ethnicitywerenotreportedin2004.
Gender
Male2830%2527%2025%3639% Female6670%6973%5975%5661%
Race / Ethnicity*
NonresidentAlien00%00%00%
Black,non-Hispanic44%00%22%
AmericanIndianorAlaskaNative00%00%00% AsianorPacificIslander11%11%11% Hispanic00%11%00% White,non-Hispanic8894%6177%8693% Race/EthnicityUnknown11%1620%33%
Assigned Position
Executive/Administrative/Managerial55%910%2127%1516% OtherProfessional(support/service)5154%5862%2633%4549% TechnicalandParaprofessional00%00%911%11% ClericalandSecretarial3234%2426%1924%2325% SkilledCrafts00%33%00%11% Service/Maintenance66%00%45%78%
SOURCE:IPEDSHumanResourcesSurveys
NOTE:Percentagesmaynotaddto100%duetorounding. *Dataonstaffrace/ethnicitywerenotreportedin2004.
Total Part-Time Faculty and Staff
Faculty and Staff Profiles
Part-Time Faculty and Staff Profile
Race / Ethnicity†*
NonresidentAlien00%00%32%
Black,non-Hispanic11%31%75%
AmericanIndianorAlaskaNative00%00%00%
AsianorPacificIslander00%1<1%32% Hispanic00%00%32%
Assigned Position
Faculty9264%9263%14370%8459%
GraduateAssistants2517%3121%3517%3927%
Executive/Administrative/Managerial11%11%00%00%
OtherProfessional(support/service)75%53%2512%43%
Technical/Paraprofessional11%00%1<1%00%
ClericalandSecretarial75%128%1<1%107% SkilledCrafts00%00%00%00%
Service/Maintenance107%43%00%64%
SOURCE:IPEDSHumanResourcesSurvey
NOTE:Percentagesmaynotaddto100%duetorounding.
*Dataongraduateassistantgenderandrace/ethnicitynotreportedin2006.
†Dataonfacultyandstaffrace/ethnicitywerenotreportedin2004.
**Most part-time staff members with unknown race/ethnicity fall into the adjunct faculty and graduate assistant categories .
Length of Employment by Employee Type
<1year711%1928%1329% 1-5years1523%3248%2044% 6-10years69%69%511% 11-15years1015%57%49% 16-20years1015%23%37% 21-25years69%23%00% 26+years1117%11%00%
SOURCE: Human resource and institutional research offices