Graduate Student Satisfaction Research Articles

The Determinants of Graduate Students on Satisfaction: The Case of Graduate School at University of Internal Affairs, Mongolia

The present article aims to study the level of satisfaction of the graduate students’ satisfaction on Graduate school in University Internal Affairs, Mongolia /UIAM/. We try and understand the factors which influence graduate student satisfaction in higher education, as well as the consequences of it. We collected and analyzed data from descriptive research can help understand factors on graduate students’ satisfaction. The data were collected from 98 graduate students who study graduate school of the curriculum on Disaster Studies, Border Studies, Law, Crime Studies Law, Police Studies, Forensic science, Information Security, and Economic Security in UIAM. The results, there were indicated positive graduate students' satisfaction of the hypothesis 1 and hypothesis 2. Actually, the results indicated the dissatisfaction of the hypothesis-3. Therefore, it is recommended that the curriculum activities take the necessary measures in order to increase the students’ satisfaction and the level of training activities. Our study is significant in considering both theoretical and practical issues and for practices in graduate school. Data were estimated by Smart PLS 3.0 and SPSS software and Cronbach's alpha index have been used for data analysis and reliability analysis of the questionnaire, respectively.

The Impact of Training Service Quality on Postgraduate Student Satisfaction: a Case Study of a Public University from Vietnam

Purpose: This study examines important characteristics that affect student satisfaction with the graduate training services of the University of Commerce. Theoretical framework: Research models are developed based on service quality measurement models based on customers' desires and perceptions, such as models using the SERVQUAL scale. Research method: the author uses qualitative methods combined with quantitative methods using a non-probability stratified sampling survey method to analyze 216 postgraduate students of the University of Commerce. Results and discussion: According to research results, while most components of the University of Commerce's graduate training services are highly appreciated by students, other elements need to be maintained and improved. more good. Research results have identified a key factor (Trust & Quality of the training program) that affects the satisfaction of graduate students at the University of Commerce. Research Implications: The research results serve as a foundation for making a variety of proposals and recommendations to support the long-term development of postgraduate training services in emerging countries. Originality/value: Research results have identified a key factor: Trust & Quality of the training program that has the greatest impact on the satisfaction of graduate students at the University of Commerce.

Quality assessment of graduate services: Kano model application to a Peruvian university

Graduate higher education coverage has expanded worldwide due to globalisation, the demand for more specialised human resources and online education, exacerbated by the COVID-19 pandemic. This article validates an evaluation model of academic service quality in graduate studies that integrates HiEduQual instruments with the Kano method for graduate students at a Peruvian university. A survey was conducted among graduate students (masters programmes and continuing education) at Universidad Continental, obtaining 326 responses. The study found that the attributes that have the greatest impact on student satisfaction include the presence of foreign professors, international activities, continuous improvement of university infrastructure and constant evaluation; the dimension associated with internationalisation plays an essential role in the satisfaction of graduate students, particularly in a globalised context.

Innovation and Practice of Academic Registration Management Services in the Reform of Postgraduate Education in the New Era

With the deepening of the reform of postgraduate education in the new era, the management of postgraduate student registration has been given a new mission and requirements. With the core objective of improving the quality of talent cultivation, this paper conducts comprehensive research on the current situation of postgraduate student registration in sample colleges and universities through questionnaires, in-depth interviews, and data analysis. It has been found that the academic registration management service needs to be improved in terms of information updating, service process, and communication efficiency. These issues, when left unaddressed, directly affect the academic progress and satisfaction of graduate students, weakening the effectiveness of talent cultivation. In response to these problems, the research team proposes a new model of registration management service that emphasizes “full participation, full coverage, and comprehensive cooperation.” By continuously optimizing the service process, building an open and transparent information-sharing platform, and strengthening interaction and communication with students, the team ensures that the management service can respond to students' needs promptly and accurately. This creates a more accommodating and harmonious learning environment for postgraduates, reassuring the audience of the model's effectiveness. A multi-dimensional evaluation system for the effectiveness of graduate enrolment services is constructed from employment support, academic support, excellence, fairness and equity, and responsibility awareness. It is used to assess the contribution of enrolment management services to graduate talent cultivation, instilling confidence in the audience about the robustness of the evaluation system. In conclusion, this research highlights the importance of addressing the issues in academic registration management services to improve the quality of talent cultivation in postgraduate education.

Survey and Suggestions on the Educational and Research Environment of Graduate Students of Korean Medicine: Focusing on fostering of KMD-scientist

Objectives: The role of physician-scientists who bridge the gap between basic science and clinical medicine is crucial in advancing medical innovation. This study aims to examine the educational and research environment and career satisfaction of graduate students in Korean Medicine among those who are Korean medicine doctor (KMD).Methods: This study analyzed the results of a survey consisting of respondents’ composition, job status, graduate education and job satisfaction, economic conditions, career determinants, and obstacles to the career path of KMD-scientists from 65 participants including both full-time and part-time graduate students.Results: The results revealed significant differences between full-time and part-time graduate students in terms of weekly hours spent and job priorities, motivation for entering graduate school, career preferences, and desired career paths. The study highlights the need for tailored support for full-time and part-time graduate students and the importance of economic assistance in fostering KM scientists. Economic difficulties were identified as a major obstacle for full-time graduate students pursuing research careers. Tuition fees were found to be a significant burden for all graduate students. Furthermore, it emphasizes the importance of enhancing the research capabilities of part-time graduate students and improving the quality of education to foster KMD-scientists.Conclusion: This research provides essential insights for Korean Medicine colleges and graduate schools to develop targeted improvement plans and effectively train KMD-scientist.

Is Graduate School Worth It? Harassment and Graduate-Student Satisfaction in Political Science

ABSTRACT This article investigates the dynamics of discrimination in political science PhD programs with a survey of current political science graduate students in the top 50 departments. The study focuses on mentorship, funding, sexual harassment, racism, homophobia, and labor exploitation: 20% of respondents reported labor exploitation, 19% experienced racial discrimination, 9% reported sexual harassment, and 6% experienced homophobia. Discrimination is uneven across individuals; some groups of graduate students experience widespread discrimination, especially racial discrimination, whereas other groups are largely unaware of these issues. We conducted a survey experiment to gauge the impact of misconduct on formal reporting mechanisms and find that hearing about racial discrimination has a chilling effect on reporting. We find that experiencing discrimination harms how satisfied students are in their program. We find that factors linked to student vulnerability, such as international status and funding, are significantly associated with harassment and that reporting discrimination predicts more discrimination.

The moderating effect of research self-efficacy in the relationship between educational experience and graduate school satisfaction

Objectives This study aims to evaluate the moderating role of research self-efficacy in the relationship between graduate students' educational experience and satisfaction with graduate schools. Methods This study used data from the 11th year (2018) of the ｢Korean Education Longitudinal Study 2005｣ and selected 197 valid respondents who answered questionnaires for graduate students. The data analysis methods are descriptive statistics and correlation analysis, and Process Macro v4.0 was used in SPSS 26.0 to analyze the moderation and interaction effects between variables. Furthermore, according to the numerical changes in research self-efficacy, a specific value selection method was used to explore the subsequent conditional effects. Results The results showed a statistic correlation between educational experience, satisfaction and research efficacy. Research self-efficacy plays a moderating role between educational experience and graduate students' satisfaction. In other words, the higher the research self-efficacy value, the more significant the impact of educational experience on the overall satisfaction of graduate students. When the research self-efficacy is at a low level, the satisfaction increases by 0.45 units for each educational experience; when the research efficacy is at a high level, the satisfaction increases by 0.80 units for each educational experience. Conclusions Based on the results of this study, graduate schools need to support graduate students administratively and systematically to improve their research self-efficacy. At the faculty level, research guidance should be provided to enable graduate students to develop the core competencies needed for conducting research. In addition, at the university level, they must provide courses and extra programs to enhance research skills. Moreover, at the university level, a curriculum or extracurricular program for research-related experiences should be provided in the future.

An Exploratory Analysis of Determining Factors Influencing Student Satisfaction with Postgraduate Program Services

This research aims to investigate the determinants influencing postgraduate student satisfaction with postgraduate program services. The study employs a combination of qualitative and quantitative methodologies. Initially, in-depth interviews were conducted with 11 actively enrolled postgraduate students, followed by a survey distributed to 90 current postgraduate students at Universitas Klabat. The collected data underwent exploratory factor analysis (EFA) using principal component analysis, facilitating the identification of factors affecting graduate student satisfaction. The findings reveal that several crucial factors significantly contribute to postgraduate student satisfaction, including institutional excellence, program enrichment, faculty characteristics, and the quality of the learning environment. The outcomes of the data analysis underscore the nuanced interplay of these elements, emphasizing their substantial influence on the satisfaction levels of students enrolled in graduate programs.

Distance education psychosocial learning environment and graduate students' academic satisfaction during the pandemic

The closure of universities in the year caused by the pandemic that originated the COVID- determined the Peruvian government to impose distance The closure of the universities in the year caused by the pandemic that originated the COVID determined the Peruvian government to impose distance education. This required the enactment of regulations to ensure continuity of services and access to quality education adaptable to the distance learning modality. However, the psychosocial learning environment of this study modality has a social structure that differs from that of a face-to-face class, which could have a considerable impact on learning outcomes and therefore on students' academic satisfaction. For this reason, the objective of the study was to determine the relationship between the psychosocial learning environment of distance education and the academic satisfaction of graduate students during the pandemic. The methodology used was a quantitative approach with correlational design. The sample consisted of The sample consisted of graduate students of a public university, who were administered two questionnaires; the first to measure their perception of the psychosocial factors affecting their psychosocial learning environment of distance education during the pandemic, using the Sp-DELES scale; and the second to measure academic satisfaction using the SA scale.

International and Domestic Graduate Student Satisfaction with Life

With increasing mental health problems witnessed among students, adequately addressing their well-being is becoming important on college campuses. This study compares international and domestic graduate students in the USA on domains that are relevant to both student groups (perfectionistic personality, academic stress) and how these factors combinedly predict satisfaction with life. With 531 international and 359 domestic graduate students, results found support for perfectionism and academic stress predicting life satisfaction in both groups with notable similarities and differences. For perfectionists in both student groups, the level of academic stress was an important factor that determines satisfaction with life. Interestingly, for international students only, a perfectionism dimension that has been traditionally considered adaptive (“Standards”) functioned in a maladaptive way. Findings from this study suggest that international and domestic students share similarities and differences that should be noted.

Investigating a Blended Learning Environment: Contribution of Attitude, Interaction, and Quality of Teaching to Satisfaction of Graduate Students of TEFL

The level of learner satisfaction, according to Chen and Yao (J Educ Res 4(7):1667−1671, 2016), has a main role in measuring the effectiveness of blended learning, which is influenced by various factors. The purpose of this study was thus twofold: (a) to explore graduate students’ attitudes, interaction patterns, and satisfaction with blended learning technology and (b) to investigate the extent to which attitude, interaction, and quality of teaching contributed to satisfaction. The participants of this study were 140 graduate students of TEFL at the e-learning campus of Iran University of Science and Technology. The instruments were four types of questionnaire on learner satisfaction, attitude, interaction types, and quality of teaching. The results of quantitative and qualitative analysis revealed learners' positive attitudes towards blended learning technology. The instructor was also successful in teaching theoretical and practical concepts of TEFL, guiding online discussion through giving constructive feedback, and motivating learners to do more online learning. Learner–-instructor interaction was also found to be the most frequent type of interaction. The results of multiple regression analysis also revealed that contribution of quality of teaching to satisfaction was higher than that of interaction and attitude, implying the significance of training online teachers to enhance their knowledge, skills, and strategies required for online teaching.

A CORRELATIONAL STUDY BETWEEN LEARNING MOTIVATION AND SATISFACTION IN ONLINE COURSES

Purpose of the study: The current study was carried out to find out the correlation between Learning Motivation and Learning Satisfaction of graduate students enrolled in English online courses in Alama Iqbal Open University which is one of the oldest distance education institutes of Pakistan having 1.7 million enrolments every year.
 Methodology: Situational Motivation Scale (SIMS) measuring four types of motivation. The scale consists of 16 items. 150 students were selected through a convenient sampling method from the two-degree programs studying English Language as a compulsory offered online by the University. The data collected was quantitative in nature and it was analysed through Pearson correlation.
 Main Findings: Pearson correlation of the data reveals that there exists a strong positive correlation between different types of Learning Motivation and Learning Satisfaction. The data reveal a strong correlation between motivation and satisfaction and tutor and tutorial and weak correlation Course content and organization.
 Applications of this study: The study suggests that through the use of more advanced technology and more integrated technology these educational goals for distance learners can be achieved. Therefore, while preparing lessons teachers should keep in mind the maximum utility of resources, use of internet and multimedia in the most effective way to relate them to course contents for the attainment of objectives of the course.
 Novelty/Originality of this study: Online distance education is not a very common research area in Pakistan. Only a handful of studies have been conducted especially considering the motivation and satisfaction of these students. Hence it is a first-hand study of its kind, and the results will be useful for Higher Education Institutes.

Leveraging School-University Partnerships to Train School Psychologists in Organizational Consultation for PBIS

ABSTRACT The purpose of this article is to describe an innovative training model for preservice doctoral-level school psychologists; a model focused on the development of organizational consultation skills and grounded in collaborative university-school partnerships. We describe how faculty have shaped the graduate training experiences for preservice school psychologists and have developed partnerships with public school districts to promote student behavioral health through professional development and consultation to educators faced with building a multi-tiered model of behavioral supports in their school. In partnership, we have researched the implementation of school-wide interventions. We provide descriptive data to demonstrate our recursive process for program improvement and the overall satisfaction of graduate students and over fifty school partners over a span of eight years.

Antecedents of graduate student satisfaction through e-portfolio: content analysis

Purpose Using content analysis on assessment of a student’s learning, the purpose of this paper is to investigate the effect of teaching on students through self-disclosure in E-portfolios. The antecedents of graduate student satisfaction are studied using a conceptual model. Design/methodology/approach The data from 50 E-portfolios from senior MBA students was analyzed following the steps outlined by Krippendorff (2004). A conceptual model was developed and tested using hierarchical regression. Teaching tools and delivery method by the professors were the moderators in the relationship between learning, professor dedication and teaching tools and student satisfaction. Findings The results suggest learning, professor dedication, course content, faculty engagement and teaching method are positively related to student satisfaction. Results also suggest that teaching tools moderate the relationship between learning and student satisfaction, and delivery method moderates the relationship between faculty engagement, professor dedication and student satisfaction. Research limitations/implications The present research is based on self-report documents from E-portfolios of MBA students from an accredited university in north-eastern part of Massachusetts. Since the authors used content analysis, the limitations of social desirability bias and common method bias are not limitations which are inherent in self-report structured instruments. The research has implications for the higher educational institutions and studies in the field of education. Practical implications In addition to the students and faculty in educational institutions, the present study contributes to literature on E-portfolios and also for Association to Advance Collegiate Schools of Business accreditations. The implications for both academicians and practitioners are discussed. Social implications The findings from the study help in creating a fruitful academic environment in organizations. Originality/value The study provides new insights into the effect of learning, teaching method, delivery method, professor dedication on student satisfaction.

The Relationship Between Interpersonal Approaches of Thesis Supervisors and Graduate Student Satisfaction

The purpose of this explanatory mixed method study is to describe students’ perceptions of the thesis supervision approaches used, their satisfaction with these approaches, and whether their satisfaction differed based on students’ gender, degree sought, and concentration. The study comprised two parts. First, a questionnaire was distributed to all graduate students who had written a thesis/dissertation during 2015-2017 (N=213) at one of the universities in the United Arab Emirates. Second, a group of students from among those mentioned above (N=16) were interviewed. The study revealed that the most commonly used approach by the supervisors was the collaborative interpersonal approach and the least used one was the directive informational approach. There was no significant difference according to the degree sought and concentration. However, when it came to gender, female students believed that the supervisors had used the collaborative approach more than the male students. Overall, graduate students were satisfied with their supervisors’ approaches, while some were highly satisfied. The findings indicated a pattern where the more collaborative the supervisor was, the more satisfied the student became and the more the supervisor used the non-directive interpersonal approach, the less satisfied the students became. The study recommends that faculty supervisors attend to the various needs and preferences of their students and be ready to shift away from their preferred approach to suit the diverse needs and abilities of their students.

The Use of a 3 Dimensional Anatomy Application to Enhance Engagement and Satisfaction of Graduate Students Enrolled in Anatomy Courses in a Physical and Occupational Therapy Program

BackgroundAnatomy education is a mainstay in graduate education programs for health professionals, and is included in both physical and occupational therapy curricula. A multi‐modal approach to teaching anatomy is often used, including lecture, online material, laboratory with anatomy models, and dissection laboratory 3,5, in part to best target students with a variety of learning styles. Self‐regulated learning, where students take a more independent role in accessing information, is one such approach that has been shown to increase student engagement in the classroom. 7 To promote this learning mode, there has recently been an educational trend on utilizing computer‐based and digital software applications, to help supplement existing teaching styles, and offer an innovative method for students to access anatomy content and apply it to obtaining anatomy knowledge.1,4, 2,6,8,9 The purpose of this survey‐based study was to identify Physical and Occupational Therapy students' levels of satisfaction and engagement surrounding the use of a 3‐dimensional digital anatomy software application, within required anatomy courses in a post‐graduate level university setting.Methods and Data AnalysisFirst term Doctor of Physical Therapy (DPT) and Master of Occupational Therapy (MOT) students completed a questionnaire about the use of the digital application, and their opinions on the effectiveness of its use in the context of learning anatomy course content, including for didactic material, plastic model identification, and in cadaver dissection. Mixed method data analysis was performed on student demographic data, use of the application, and opinions about application effectiveness in supporting the acquisition of anatomical knowledge. Questions utilizing a Likert Scale were analyzed, and open‐ended questions were considered separately by qualitative analysis.ResultsFor both DPT and MOT students, the majority of respondents had not used a digital anatomy application prior to this study, and agreed or strongly agreed that a digital anatomy application was a valuable tool in acquiring anatomical knowledge for didactic lecture material, anatomy identification on plastic models, and for cadaver dissection. Most students recommended the use of this application for future anatomy students. The most prevalent qualitative comments supporting the use of the application included the clarity of the anatomy model, the ability to readily remove layers of anatomy, and the ability to quickly access anatomical information about a given structure with one link. The biggest barriers to application use were the lack of training in procedure and lack of comfort with utilizing digital media.ConclusionThe results of this study show that both DPT and MOT students felt that the addition of a digital anatomy application to available resources was a valuable tool for learning anatomy material across multiple aspects of the anatomy course.References provided on request.Support or Funding InformationNoneThis abstract is from the Experimental Biology 2018 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.

Graduate Student Satisfaction: What Are the Crucial Factors?

Graduate Student Satisfaction: What Are the Crucial Factors?

Physical Education Graduate Students’ Perceptions of Institutional and Relational Factors

ABSTRACTUnderstanding physical education graduate students’ perceptions of their educational experiences has implications for the design and conduct of training program experiences. Occupational socialization theory presents one perspective through which these experiences can be understood and interpreted. Due to differences in disciplinary norms, specific research related to physical education graduate student socialization is warranted. The purpose of this study was to identify institutional and relational factors that influence graduate student satisfaction and perceptions of program quality. Participants included 90 physical education graduate students (47 female, 43 male) who responded to a cross-sectional online survey that included forced-choice and open-ended questions about their experience with various aspects of graduate education. Data were analyzed using descriptive statistics, multiple linear regression, and moderation analyses. Results indicated that, while perceived program quality and student satisfaction are strongly related, these relationships are moderated by the student’s perception of their academic advisor and research training. These findings align with previous literature and stress the importance of further research into professional development of graduate students.

ANALYSIS OF MOTIVATION, EXPECTATIONS ATTAINMENT AND SATISFACTION OF GRADUATE STUDENTS OF THE DEPARTMENT OF BIOCHEMISTRY, UNIVERSITY OF SÃO PAULO

INTRODUCTION: Aspects such as motivation, attainment of the expectations and satisfaction of students have been the target of studies aimed at improving teaching. Investigate the perception of graduate students and their experiences, as they progress in educational programs, provides data that can help improve these programs and support services. OBJECTIVES: This study aimed at analyzing the motivation, attainment of the expectations and satisfaction of graduate students in the Department of Biochemistry at the University of São Paulo regarding their own training as scientists and/or teachers. MATERIALS AND METHODS: Data were collected on October and November 2015, through the application of a questionnaire composed of three major categories: motivation, attainment of the expectations and satisfaction, and twelve subcategories: extrinsic, intrinsic and influenced by the environment motivation; attainment of expectations; satisfaction with the project; courses; scholarship; supervision; work environment; workload; deadlines; formation. The results were validated through Cronbach's Alpha (greater than 0,7) and the item-total correlation index, larger than 0.2 in all items of the questionnaire. DISCUSSION AND RESULTS: Extrinsic motivation of students is strongly influenced by the perspective of progress in career (more than 65%). Intrinsic motivation is influenced by the aspiration to become scientists (85.4%), learn more about their work (94.3%) and contribute to the construction of Science (83.1%). The motivation influenced by the environment affects these students for the high productivity of the program (69.7%), the solid education it offers (84.3%) and its reputation (74.1%). The program has met the students’ expectations (72%); they are satisfied with their project (77.6%), with the courses (62.5%), and the supervision received (76.4%), with the work environment (83.2% intralaboratory; 64.1% extralaboratory), with the deadlines (over 61%) and formation acquired (71.6%). Dissatisfaction focus on the value of the scholarship (73%) and on their workload. CONCLUSION: The overall results show satisfaction with the graduate program in which they are enrolled and high intrinsic motivation for affiliation.

Evaluating interactive technology for an evolving case study on learning and satisfaction of graduate nursing students

Nursing education is challenged to prepare students for complex healthcare needs through the integration of teamwork and informatics. Technology has become an important teaching tool in the blended classroom to enhance group based learning experiences. Faculty evaluation of classroom technologies is imperative prior to adoption. Few studies have directly compared various technologies and their impact on student satisfaction and learning.The purpose of this study was to evaluate technology enhanced teaching methods on the learning and satisfaction of graduate students in an advanced pharmacology class using an unfolding case study. After IRB approval, students were randomly assigned to one of three groups: blogging group, wiki group or webinar group. Students completed the evolving case study using the assigned interactive technology. Student names were removed from the case studies. Faculty evaluated the case study using a rubric, while blinded to the assigned technology method used. No significant difference was found on case study grades, the range of grades on the assignment demonstrated little differences between the methods used. Students indicated an overall positive impact related to networking and collaboration on a satisfaction survey. Impact of technology methods needs to be explored in other areas of graduate nursing education.