GRADUATE STUDENT SATISFACTION WITH THEIR EDUCATION AND ITS RELATIONSHIP TO DEGREE COMPLETION

GEORGE THEODORE TSATSAS, Purdue University

Abstract

Graduate students enrolled in chemistry (N = 94), electrical engineering (N = 109), English (N = 66), and psychology (N = 78) at Purdue University expressed level of satisfaction with various aspects of their programs and views toward graduate education. Data were collected by means of a survey questionnaire (Purdue Graduate Student Survey). The internal reliability and construct validity of the instrument used suggest that it is relevant for diagnosing student satisfaction, productivity, and persistence. Chi-square analyses were employed to examine the data. Results indicated that marital status was related to gender and degree objective, age was related to degree objective and departmental affiliation, and citizenship was related only to departmental affiliation. Undergraduate background and expected graduation date were related to all three variables, while work load, length and stage of graduate study were related only to degree objective and field of study. While pattern of social interaction with peers within departments was related to all three major variables, professional recognition (paper presentation/publication) and sources of financial support were related only to departmental affiliation and degree objective. Level of satisfaction with graduate program/faculty and views toward graduate education were not related significantly to gender or degree objective. Women were somewhat less satisfied than men, and Master's students more uncertain than PhD candidates concerning graduate study. On the other hand, departmental affiliation was related significantly to expressed levels of program satisfaction and views toward graduate education. Few students indicated they would change their major, transfer to another university, or drop out of graduate study. Factor analyses indicated that satisfaction with graduate programs depended primarily on perceived program quality and efficiency and, secondarily, to faculty-student interaction. Views toward graduate education reflected perceptions of (a) faculty responsiveness to students, (b) student scholarship/disillusionment, (c) program difficulty, and (d) program product quality. Minor interdepartmental differences were observed. The factors most likely to prevent degree completion were emotional strain and disillusionment with graduate education. Students generally expressed satisfaction with their major but were less satisfied with the degree to which the respective department had lived up to their expectations.

Degree

Ph.D.

Subject Area

Higher education

COinS