Graduate Student Satisfaction Research Articles

Who matters most? The contribution of faculty, student-peers, and outside support in predicting graduate student satisfaction.

Who matters most? The contribution of faculty, student-peers, and outside support in predicting graduate student satisfaction.

Predictors of Graduate Student Satisfaction in Public Administration Programs

Existing public administration master’s degree programs face challenges of reduced federal funding, increasing competition among programs, and high student expectations of tangible career benefits. Student satisfaction is one characteristic of public administration master’s degree programs that can help enhance the benefits of master’s degree education and improve program quality. Student satisfaction in public administration graduate degree programs has not been extensively studied. Given this gap in the literature, the socialization experiences of students in public administration programs were studied. Approximately 500 current graduate students from various public administration master’s degree programs across the nation participated in the study. Major findings regarding the predictors of student satisfaction are reported in this paper.

The Impact of Andragogy on Learning Satisfaction of Graduate Students

The study of adult learning—andragogy—has emerged as a learning framework due to its increasing popularity in the past four decades. Research on andragogy has been mostly exploratory till recently, when Lynda Swanson Wilson designed and tested the Adult Learning Principles Design Elements Questionnaire (ALPDEQ) to measure six andragogy principles and eight andragogy processes (a 77-item instrument). The present study attempts to find the applicability of andragogy by testing its principles using the self-developed Perception, Experiences, and Learning Satisfaction of Knowles’ Andragogical Theory Questionnaire (PELSKATQ) on 91 graduate students from multiple disciplines (Business, Education, Public Health, and Religion) and two programs (Masters and PhD). The findings of this study showed that gender, marital status, program of study, age, field of study, work experience, coursework completion do not influence learning satisfaction of adult learners. We recommend further studies integrating other factors related to adult learning such as teaching and learning strategies, types of classroom interactions, and types of course assignments.

Evaluation of Job Placement and Satisfaction of Graduate Students of Virtual University Pakistan

The present study was designed to evaluate the job placement process, competition and satisfaction on part of graduate students from Virtual University of Pakistan. The study was qualitative in nature. Few research questions were framed. The sample comprised of 24 graduate students of Virtual University working on managerial posts in different multinational companies. The sample was chosen through chain sampling technique. An interview protocol was used as research tool. The data from interview protocol was analyzed through thematic analysis technique. It was found that the well groomed graduates of virtual university felt no problem in finding out their proper jobs in multinational companies. It was also found that graduates from FAST institute, LUMS University, COMSAT institute etc competed with graduates of virtual university in most of the cases. It was suggested that courses of competitive nature with respect to their usage in market may be arranged. A strong coordination among institutions of higher learning with national and multinational companies was also suggested. Key Words : job placement, virtual university, satisfaction level, graduation, job hunting.

An Exploration of Graduate Student Satisfaction with Advising in Departments of Agricultural Education, Leadership, Communications, and Extension

Graduate students depend on their advisors to assist them in accomplishing their career goals and ambitions. According to the mentoring–empowered model, as proposed by Selke and Wong (1993), the roles that an advisor plays are: teacher, encourager, role model, counselor, and sponsor–socializer. The purpose of this study was to determine the satisfaction of graduate students in a department of agricultural education, leadership, communications, and extension with their advisors in terms of communication, trust, openness, acceptance, and growth as illustrated in Selke and Wong (1993). The following research objectives were derived from the mentoring constructs found in the mentoring– empowered model (Selke & Wong, 1993). Overall agricultural education graduate students (N = 274) are satisfied with their advisor. Agricultural education graduate advisors are knowledgeable in the areas of: (a) research; (b) university and departmental policies and procedures; (c) funding opportunities; and 4) available coursework. Agricultural education advisors are student–oriented and care about their advisees’ well–being, both academically and personally.

Les facteurs de satisfaction et d’insatisfaction aux cycles supérieurs dans les universités québécoises francophones

Elucidating the factors that determine the level of satisfaction of graduate students may help us explain the high attrition rates observed in master’s and doctoral programs. Based on a survey of nearly one thousand students and graduates of master’s degree and PhD programs in Québec’s francophone universities, this paper examines the variables affecting their overall satisfaction from their studies. The fi ndings suggest that the factors most closely related to research training are strongly associated with satisfaction. These factors include supervision and the capacity to produce and publish research results. Moreover, the type of funding secured by students is signifi cantly associated with global satisfaction, while gender and age are not. The study concludes that supervised socialization into the role of professional researcher contributes to students’ success in graduate programs.

Online Course Reserves and Graduate Student Satisfaction

This study assesses student satisfaction with online course reserves in a graduate environment. Surveys indicated that students prefer online course reserves over in-library print course reserves. Pre-printed course readers are preferred when the purchase price of the reader is less than the cost of printing online reserves. Graduate students are eager and technically ready for online course reserves, but their format preferences are significantly affected by cost.

Testing the Adult Development Tower of Babel Hypothesis: Homogeneous by Perry Position Collaborative Learning Groups and Graduate Student Satisfaction

The purpose of this quasi-experimental study was to investigate what appears to be a grounding assumption in some adult developmental and educational research: persons of differing epistemologies who are grouped together will understand one another less well than persons who are grouped homogeneously. A robust effect is discussed within the context of adult development theory, research on collaborative learning groups, and Bruffee's social constructionist challenge (K. A. Bruffee, 1993) to Perry and to cognitive development theory. Collateral research questions relating to covariates of developmental position (according to the Perry scheme) are entertained; confirmatory qualitative data are presented.

Satisfaction of Graduate Students Involved in a Web-Based Learning Experience in Speech-Language Pathology

Satisfaction of Graduate Students Involved in a Web-Based Learning Experience in Speech-Language Pathology

Several Factors Affecting Graduate Student Satisfaction

Click to increase image sizeClick to decrease image size Additional informationNotes on contributorsWayne E. GreggWayne E. Gregg, late assistant professor of sociology at the University of Nebraska, delivered an earlier version of this paper at the annual meeting of the American Educational Research Association in New York in February, 1971. Mr. Gregg died in November, 1971. We acknowledge with appreciation the cooperation of his wife, Christina F. Gregg, and his department chairman, Alan P. Bates, in helping to prepare the manuscript for publication.

Several Factors Affecting Graduate Student Satisfaction

Several Factors Affecting Graduate Student Satisfaction