Graduate School Enrollment Research Articles

대졸 청년층의 성공적 노동시장 진입 영향요인 분석

Objectives The purpose of this study is to analyze the factors influencing the employment outcomes that indicate successful entry into the labor market for college graduates. By doing so, the study aims to derive policy implications for future higher education.
 Methods To achieve this, data from the 5th to 12th surveys of the Korean Education Longitudinal Study 2005 (KELS 2005) were utilized, tracing the experiences of students from the 1st year of middle school in 2005 until 6 years after university graduation. The Korean Education Longitudinal Study investigates intellectual and moral growth, development, and educational experiences of students from middle school entry through high school graduation, tracking them up to the age of 28, including their initial career acquisition processes, graduate school enrollment, and more. The dependent variable in this study is the employment status of participants collected in the 12th survey. Logistic regression analysis was applied to identify the independent variables influencing this dependent variable.
 Results The analysis revealed that, except for gender, personal characteristics of students had no significant impact on employment prospects. Factors such as passion for education, academic achievement in the middle school stage, type of university attended, metropolitan area university enrollment, major GPA, and collaborative skills were identified as positively influencing the likelihood of employment.
 Conclusions The findings of this study highlight that the desire for education and academic achievement during the middle school stage, as well as the type of university attended, metropolitan area university enrollment, major GPA, and collaborative skills during the higher education stage, contribute to the increased likelihood of successful entry into the labor market for the young population who have completed higher education.

BRIDGING THE GAP: A SEQUENTIAL MIXED-METHODS STUDY OF TRUST NETWORKS IN GRADUATE APPLICATION, ADMISSIONS, AND ENROLLMENT

Undergraduate education in the U.S. is racially/ethnically stratified, and there is limited mobility for Black and Latinx BS recipients in STEM majors into the PhD programs from which faculty hiring disproportionately occurs. Bridge programs are proliferating as a means of increasing minoritized students' enrollment in STEM graduate programs, but little social science examines mechanisms of their impact or how impacts depend on the graduate programs to which students seek access. This sequential mixed-methods study of the Cal-Bridge program analyzed trust networks and mechanisms of relational trust as factors in graduate school application, admissions, and enrollment decisions. First, using social network analysis, we examined patterns in the graduate programs to which seven cohorts of Cal-Bridge scholars applied, were admitted, and chose to enroll. Then, we conducted an in-depth case study of the organization in the Cal-Bridge network with the highest centrality: University of California, Irvine's physics and astronomy PhD program. We find the positive admission and enrollment outcomes at UC Irvine were due to intentional, institutional change at multiple organizational levels. Change efforts complemented the activities of the Cal-Bridge program, creating conditions that cultivated lived experiences of mutual, relational trust between bridge scholars and their faculty advisors and mentors. Findings illustrate mechanisms and antecedents of trust in the transition to graduate education. We use these findings to propose a framework that may inform the design of future research and practical efforts to account for the role of trust in inequities and creating more equitable cultures in STEM.

A대학 이공계열 대학원생의 학습경험에 대한 인식과 실태 분석

Objectives In this study, we aimed to identify graduate students' learning experiences in graduate school, including their academic and social experiences, both quantitatively and qualitatively, and to draw implications for improving the quality of graduate education.
 Methods In order to comprehensively understand the learning experience of graduate students in science and engineering, sequential exploratory design method was conducted. First, after interviewing 11 graduate students at A University and the constant comparative method was applied. Second, based on the results, we conducted a survey of 153 students.
 Results First, the results of the interview analysis show that 'a. Deciding to go to graduate school and actively seeking information about graduate school, b. Graduate education emphasizing student-centered, problem-solving classes and research, c. Relationships for research-oriented advisors, peer learners, and professionals, and thirst, d. Growth moments’ were identified. Second, the analysis of the learning experiences revealed aboveaverage levels of higher-order learning experiences, but somewhat lower levels of collaborative learning experiences. More than 60% of students participated in 1-2 research projects as co-researchers or research assistants during the semester, and about 40% of students had written 1-2 papers. The perception of peer-to-peer interaction is above average, and relationships with advisors are relatively positive.
 Conclusions The graduate students are generally satisfied with their graduate school enrollment, major education, and relationships with advisors and fellow students. However, they felt somewhat lacking in-depth discussions with peers about the theories and techniques learned in classes, as well as collaborative learning experiences with individuals from other fields during class time. In order to provide education that aligns with the purpose of fostering advanced talents, it will be necessary to enhance the quality of education through a horizontal research lab culture and expanding experiences in interdisciplinary collaboration.

Krishan Kumar Ahuja: A brief history and testimonial to the half century of achievements in acoustics

This paper provides some personal background, technical achievements, and a few testimonials from those who Professor Krishan Kumar Ahuja has worked with throughout his career. I have known Krish as an advisor, a colleague, and as someone I would consider a friend since my graduate school enrollment at Georgia Tech. He not only supported my research in pursuit of an MS and PhD but has been a constant reliable source of technical and professional advice throughout my young career and today, over 30 years later. This paper contains contributions from Krish’s wife Philippa, and from several students and colleagues. It has information from a small subset of many people that Krish has mentored and influenced and worked with over the years. It serves as a starting point for this special edition tribute to Dr Krish Ahuja and his half century of contributions in acoustics. Although Dr. Ahuja’s contributions in jet noise are arguably his most foundational work, he has made significant technical contributions in the areas of cavity noise, engine acoustic liner technologies, rotorcraft and UAV noise, advanced flow and noise measurements and diagnostics, active flow and noise control, and many others. The subsequent papers to follow in this special edition cover a range of topics in areas exemplary to Dr. Ahuja’s career and from authors he has worked with and influenced over the years.

Post-Baccalaureate Federal Loans De-Subsidization: Impacts on Compositional Attributes, Extensive and Intensive Borrowing Margins, and Anticipatory Effects

ABSTRACT The 2011 Budget Control Act eliminated the in-school interest subsidy for graduate and professional students borrowing under the Stafford Loan Program. As a result, starting on July 1, 2012, graduate and professional students borrowing Stafford Loans became responsible for the interest accruing during their in-school deferment period. This study assesses the effect of this de-subsidization on students’ compositional attributes (e.g. gender, ethnicity, income), borrowing behaviors (e.g. extensity or participation in and intensity or magnitude of borrowing), total annual amounts borrowed, sources of lenders, and anticipatory effects (i.e., changes in borrowing behaviors based on the knowledge of policy change before this policy was implemented). To address this goal, we relied on repeated cross-sectional data drawn from three iterations of the National Postsecondary Student Aid Study. We found evidence of compositional changes that signaled a reduction of white and an increase of first-generation in college for graduate students. We found no evidence of declines in student loan participation; however, we found anticipatory effects with about 45,000 (6%) graduate and professional students maxing out their allowed Stafford amounts before July 2012, a strategy that allowed graduate students continuing graduate school enrollment to be grandfathered this subsidy into the new policy era. Although debt burden increased by 3.86% post-policy, effect heterogeneity tests indicated that law students decreased their total debt amounts by 18.8%, with 83% of this reduction resulting from borrowing less from Stafford loans.

A Statistical Analysis and Comparison of Hispanic and White Student Graduate School Enrollment Trends from 2002 to 2018

ABSTRACT Using national data from the US Department of Education, Integrated Postsecondary Education Data System (IPEDS) and the US Census Bureau, trends in graduate school enrollment percentages for Hispanic and White students from 2002 to 2018 were analyzed and compared. Major findings from three regression analyses included: (1) a strong, statistically significant positive linear trend for Hispanic students, (2) a small, yet statistically significant, negative linear trend for While students, and (3) statistically significant differences between the Hispanic and White student regression lines, in both y-intercepts and slopes. Additional calculations with the two student regression equations revealed that convergence or equality in graduate school enrollment percentages will not occur until 2051, if current trends continue.

The Impact of No-Loan Program Participation on the Likelihood of Graduate School Enrollment Among Low-Income, First-Generation Students

AbstractPrevious research shows that low-income and first-generation college students are less likely to obtain the benefits associated with attending graduate school. No-loan programs, which typically administer financial aid through institutional grants, are designed to improve access and success among students from low-income backgrounds, but we know very little about the influence of no-loan programs after students enroll and eventually graduate from college. This study examines the impact of no-loan program participation on graduate school enrollment by leveraging a novel institutional dataset and applying regression discontinuity, difference-in-differences, and propensity score weighting approaches. Results indicate that no-loan program participation has a positive and relatively consistent impact on graduate school enrollment among low-income and first-generation students.

Age matters for girls: School entry age and female graduate education

Given the time constraints, women face divergent choices in their twenties and thirties. This study investigates the effect of age on women’s graduate education choices. Utilizing the exogenous variations in primary school entry age set by the Compulsory Education Law in China, this study adopts a double-difference strategy. Relative to those entering school at six years of age, a one-year delay in primary school enrollment caused by the birth month cut-off is associated with a significantly lower probability of graduate school enrollment for the women entering school at seven years of age. In contrast, such a finding is absent in the male population. Furthermore, suggestive evidence is provided showing that the marriage market and the labor market can explain the findings of this study. The results of this study indicate that the implementation of the Compulsory Education Law improves women’s graduate education investment in China.

Advising, gender, and performance: Evidence from a university with exogenous adviser–student gender match

AbstractThis paper provides the first causal evidence on the effects of gender match in the adviser–student relationship (as opposed to the well‐researched instructor–student relationship) on student outcomes along both the intensive and extensive margins. We analyze administrative data from a university with a faculty adviser assignment policy that makes gender pairing between advisers and students exogenous. We find that matching female students with female adviser has a positive and significant effect on retention and grade point average (GPA) upon graduation, particularly for students with academic challenges and non‐science, technology, engineering, and mathematics students. For female students with below‐median high school GPA, gender match is found to raise the odds of graduate school enrollments.

Graduating During the Great Recession: The Effects of Student Loan Debt on Early Career Labor Market Outcomes and Graduate School Enrollment

: Total U.S. student loan debt has grown substantially, raising concerns about its impacts. Previous work has suggested that indebted graduates pursue higher-wage careers. However, other trade-offs are possible in adverse economic conditions. Graduates may reduce search effort or hold multiple low-wage jobs to enable debt repayment. This article assesses student debt’s impacts on the outcomes of U.S. bachelor’s degree recipients entering the labor market during the 2008 Recession. We find that indebted students graduating into a recession face the repayment burden with wages that are no higher than average and are less or no more likely to enroll in graduate school.

The Self-Rated Writing Skills of Business Majors: Graduating Perceptions and Collegiate Improvement

We analyze the self-rated writing skills of graduating business majors and perceptions on how much these skills changed during college. Subjective skill measures may be good proxies of objective skills, and affect outcomes such as career goals, job applications, and graduate school enrollment. The sample includes 436,370 students from 619 different institutions. On average and all else equal, business majors are estimated to be 17.6% less likely to report high writing skills at graduation when compared with other students and 11.5% less likely to report high gains in these skills during college. Average differences across disciplines are often large.

Helping Students From the McNair Scholars Program Enroll in Graduate School: A Multilevel Modeling Examination

Due to structural educational inequity, students who are first-generation, low-income, and certain students of color have lower graduate degree attainment compared to their peers. One national program, the Ronald E. McNair Post- Baccalaureate Achievement Program, serves students from these groups to increase the number of students from these backgrounds who enroll in graduate school and obtain a doctoral degree. This study utilized federal data to examine graduate school enrollment rates for students from this program and understand variation among programs in students enrolling in graduate school. Results indicate that program funding and length of time funded do not statistically and significantly relate to graduate enrollment rates. Additionally, the program works better to help students who were able to graduate with an undergraduate degree. The article concludes with practical implications for those in higher education and limitations of the study.

The Annual BUILD Snapshot: Tracking Alumni Outcomes.

As the number of alumni of the CSULB BUILD Student Training Program continues to grow, it has become vital to develop a systematic way to track each trainee's graduate school enrollment and persistence. Developing a system that tracks post-graduate outcomes is not only important for determining the success of the program, but it also creates opportunities for the program to continue supporting its former trainees. A major challenge to tracking is that alumni are not very engaged in the process. To address this challenge, we developed the Annual BUILD Snapshot, a personalized unique Excel file designed to collect information on student activities during their time in the BUILD Program and after graduation. In this paper, we describe the development and implementation of the Annual BUILD Snapshot. We also discuss the strategies we used to launch the Snapshot, the administration process, and the outcomes and lessons learned from the process. Our findings have implications for similar training programs that need to track the short-term and long-term outcomes of their students and aim to remain connected to their alumni in unique and creative ways.

How Does Undergraduate Debt Affect Graduate School Application and Enrollment?

This study estimates the short- and long-term effects of undergraduate educational debt on students' decisions to apply and to enroll in graduate school after completing requirements for a baccalaureate degree, using marginal mean weighting through stratification method (MMW-S) to analyze data from the National Center for Education Statistics Baccalaureate and Beyond 2008–2012 (B&B 08-12) survey. Although we find that historically and socioeconomically disadvantaged groups tend to accumulate higher levels of educational debt, our results indicate minimal effects of undergraduate debt on graduation school application and enrollment. We find no differences by race/ethnicity, family income, or status as a first-generation baccalaureate recipient in the effects of educational debt on graduate school application or enrollment.

Remembering and Revisiting Pedagogies of the Home

Almost two decades after Delgado Bernal’s theorization of pedagogies of the home, this article examines pedagogies of the home of four Chicana/o college-educated families to understand the role of parent engagement not only in the college choice processes but also in college completion and graduate school enrollment. Using Chicana feminisms to inform educational oral histories, four Chicana/o parent-child dyads were interviewed. The findings suggest that among Chicana/o college-educated families the (re)making of home, (re)covering tensions, and (re)claiming and (re)learning of cultural knowledge were the pedagogies of the home that were embraced by two successive generations of college completers. Complexities, contradictions, and nuances among Chicana/o college-educated families add to the theorization of pedagogies of the home.

A Meta-Analysis of Graduate School Enrollment from Students in the Ronald E. McNair Post-Baccalaureate Program

The Ronald E. McNair Post-Baccalaureate Achievement Program provides higher education institutions with federal funds to increase the doctoral attainment for students from disadvantaged backgrounds. We conducted a meta-analysis of the impact of the McNair program on graduate program enrollment. After an exhaustive literature search, we found 7 publications containing 13 studies that met the inclusion criteria. From these studies, we found that McNair program students were almost six times as likely to enroll in a graduate program as the comparison group. Nonetheless, there was much unexplained variability in effects across studies.

The Role of Science Identity Salience in Graduate School Enrollment for First-generation, Low-income, Underrepresented Students

The Role of Science Identity Salience in Graduate School Enrollment for First-generation, Low-income, Underrepresented Students

Experimental Evidence on the Impacts of Need‐Based Financial Aid: Longitudinal Assessment of the Wisconsin Scholars Grant

AbstractWe conduct the first long‐term experimental evaluation of a need‐based financial aid program, the privately funded Wisconsin Scholars Grant. Over multiple cohorts, the program failed to increase degree completion and graduate school enrollment up to 10 years after matriculation. The program did reduce time‐to‐degree for some students and modestly increased the number of STEM degrees earned. The lack of robust effects raises important questions about the conditions necessary for financial aid to benefit students.

Who’s going to grad school?

Chemistry and chemical engineering graduate school enrollment was up on average from 2007 to 2017, according to data from the Council of Graduate Schools (CGS). The CGS releases data every year ana...

Excessive drinking and drug use during college: Prospective associations with graduate school plans and attendance

Objective: This study examines the prospective relationship between substance use during college and two outcomes: having definite plans to attend graduate school; and, among individuals with plans, enrolling in graduate school upon college graduation. Participants: n = 980 were originally enrolled as first-time, first-year college students in an ongoing longitudinal study (August 2004 to present). Methods: Measures from personal interviews included demographics, GPA, alcohol use, alcohol abuse/dependence, and other drug use during college. Results: Fifty-four percent had definite plans to attend graduate school, and 47% of students with definite plans enrolled in graduate school. Alcohol dependence was significantly associated with reduced likelihood of having graduate school plans. Among students with plans to attend graduate school, alcohol abuse and alcohol dependence during college were associated with decreased likelihood of enrolling in graduate school. Conclusions: Substance use during college might impact graduate school enrollment, and early intervention efforts could help students achieve their educational goals.