GRADUATE STUDENT EXIT SURVEY SUMMARY REPORT
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- Gerard Craig
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1 GRADUATE STUDENT EXIT SURVEY SUMMARY REPORT VISION Ball State University will be a national model of excellence for challenging, learner-centered academic communities that advance knowledge and improve economic vitality and quality of life. Office of Institutional Effectiveness January 2014 AAIR No. GSS-S1-2014
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3 Graduate Student Exit Survey Summary Report Wen Qi Ashley Begley Karen Morgan (Editor) Office of Institutional Effectiveness Ball State University January 2014 AAIR No. GSS-S1-2014
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5 EXECUTIVE SUMMARY The Graduate Student Exit Survey was completed by Ball State University master s, doctoral, and specialist level students applying to graduate during the and academic years. The survey was designed to determine students' opinions about their experiences at the university and in their major programs. Of the 2655 students who received a graduate degree during the two academic years, 1176 completed the survey for a response rate of 44%. The sample is anonymous as we do gather student ids, so we are unable to make comparisons between the population and sample. At least 52% of respondents in both survey years were generally attending Ball State full-time. More than 9 out of 10 respondents were completing a master s degree. About three out of 10 respondents were living in Muncie most of the time while working on their graduate degree. Approximately three out of four respondents were employed while working on their degree, and more than two out of three respondents received funding. About four out of 10 respondents took the majority of their classes on campus in Muncie. A similar percentage reported that their plans for the next year include starting a new job. In both survey years, at least 93% of respondents rated their general attitude toward Ball State as very positive or positive. More than 84% of respondents both years indicated that they would recommend Ball State to someone who wanted to major in their field. More than 9 out of 10 respondents both survey years rated their academic experiences at Ball State as excellent or good overall, roughly the same percent rated their personal enrichment as excellent or good. Approximately nine out of 10 respondents in both years rated the quality of their Ball State graduate education as excellent or good overall. More than eight out of 10 respondents in both survey years reported that the availability of a specific program was very important in their decision to enroll in graduate studies at Ball State. At least 6 out of 10 respondents indicated that availability of distance education and Ball State having an outstanding program in their field were very important in their decision to enroll. About half of respondents both years indicated that the reputation of their department and the relatively low cost were very important reasons to enroll. When asked about their most important reason for pursuing graduate studies at Ball State, nearly three out of 10 respondents in both survey years indicated that it was because of the availability of distance education. Almost all respondents in both survey years reported they used the University Website. Among these, three out of four indicated they were satisfied. i
6 More than 8 out of 10 respondents both years indicated that they used the Bursar s Office or the Registration Procedure, and that they were satisfied with these services. About one out of 10 respondents in both survey years indicated they used Counseling and Psychological Services; of those, roughly three out of four respondents reported they were satisfied. Overall, the majority of respondents in and gave ratings of excellent or good. About nine out of 10 respondents in both survey years indicated that the courses they have taken, professional expertise of faculty, and availability of courses needed for graduation were excellent or good. At least eight out of 10 respondents in both survey years indicated that quality of teaching, opportunities for interactions with faculty, opportunities for interactions with classmates, the academic ability of graduate students, quality of library holdings, and quality of computer facilities were excellent or good. Approximately six out of 10 respondents in both survey years indicated that advice they received about their career plans, opportunities for teaching were excellent or good. At least six out of 10 respondents in both years strongly agreed that as a result of their graduate program, they have extended their knowledge about the discipline, they are committed to the professional and ethical standard of their discipline, and that they are able to communicate effectively in ways that are appropriate to their discipline. About one out of respondents (26%) stated that they were enrolled full-time and had an assistantship. Approximately the same percent of respondents (27%) were enrolled fulltime but did not have an assistantship. Nearly half of the respondents were enrolled part-time (48%). Part-time and full-time respondents without an assistantship were more likely to indicate that they would recommend Ball State to someone who wanted to major in their field. A slightly higher percentage of part-time respondents and full-time without an assistantship rated their academic experiences at Ball State as excellent or good overall. Majority of the part-time respondents (91%) indicated that the availability of distance education is a very important reason for them to choose Ball State, which is significantly greater than the percentages indicated by full-time respondents without (68%) or with (9%) an assistantship. Compared to the full-time respondents, more part-timers indicated that they would rate the following aspects of their learning experience as excellent or good: the courses they have taken, the availability of courses needed for graduation, the quality of computer facilities, and the quality of noncomputer laboratory facilities, and opportunities for interactions with classmates. 2
7 TABLE OF CONTENTS Page INTRODUCTION... 6 PERSONAL CHARACTERISTICS OF RESPONDENTS... 7 TABLE 1. Demographics... 7 Figure 1. Method Used to Complete Master s Degree Research Requirement... 8 TABLE 2. Residence While Completing Graduate School... 8 TABLE 3. Employment... 9 TABLE 4. Financial Assistance TABLE 5. Location of Classes TABLE 6. Previous Education TABLE 7. Academic Time Line Figure 2. Plans for Next Year* OVERALL OPINIONS ABOUT BALL STATE TABLE 8. Overall Opinions of Ball State TABLE 9. Overall Ratings of Graduate Program TABLE 10. Experience* REASONS FOR CHOOSING BALL STATE Figure 3. Number of Universities Applied to Besides Ball State TABLE 11. Reasons for Choosing to Enroll in Graduate Studies at Ball State TABLE 12. Most Important Reason for Choosing Ball State EVALUATION AND USE OF BALL STATE SERVICES TABLE 13. Use of and Satisfaction With Ball State Services ACADEMIC PROGRAM RATINGS TABLE 14. Opportunities and Experiences in Respondents Academic Program TABLE 14 (cont.). Opportunities and Experiences in Respondents Academic Program.. 21 GRADUATE PROGRAM OUTCOMES TABLE 15. Graduate Program Outcomes COMPARISON OF ENROLLMENT GROUPS TABLE 16. Enrollment Groups TABLE 17. Significant Differences in Demographics by Enrollment Group TABLE 18. Employment by Enrollment Group* TABLE 19. Financial Assistance by Enrollment Group iii
8 TABLE 20. Location of Classes by Enrollment Group TABLE 21. Significant Differences in Plans for Next Year by Enrollment Group TABLE 22. Significant Differences in Overall Opinions by Enrollment Group TABLE 23. Significant Differences in Overall Ratings by Enrollment Group TABLE 24. Significant Differences in Reasons for Choosing BSU by Enrollment Group 30 TABLE 25. Most Important Reason for Choosing Ball State by Enrollment Group TABLE 26. Significant Differences in Use of and Satisfaction With Ball State Services.. 32 by Enrollment Group TABLE 27. Significant Differences in Opportunities and Experiences in Respondents Academic Programs by Enrollment Group iv
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10 INTRODUCTION The and Graduate Student Exit Survey was completed by Ball State University master's, doctoral, and specialist level students applying to graduate in December 2011; May, July, or December 2012; and May or July The survey was developed by the Office of Institutional Effectiveness and the Graduate School. It is designed to measure respondents' opinions about their experiences at the university and in their major programs. This report is a summary of responses from and survey respondents. Of the 2655 students who received a graduate degree during the two academic years, 1176 completed the survey for a response rate of 44%. This report is presented in seven sections: personal characteristics of respondents, overall opinions about Ball State, reasons for choosing Ball State, evaluation and use of Ball State services, academic program ratings, graduate program outcomes, and comparison of enrollment groups for the two survey years. Respondent comments are included in Appendix A. The comments include reference information provided in the report, for example information about other responses. Respondents were also asked four short-answer questions about their experiences at Ball State. That data is provided in the Graduate Student Exit Survey Comment Report. 6
11 PERSONAL CHARACTERISTICS OF RESPONDENTS Summary This section includes the personal and demographic characteristics of and survey respondents. All information was obtained directly from responses to survey questions. Approximately one out of four respondents in both survey years stated that they were between 21 and 25 years of age, and at least seven out of 10 were between the ages of 21 and 35. (Table 1) About seven out of 10 respondents in both survey years were female. (Table 1) In both survey years, more than nine out of 10 respondents reported they are U.S. citizens. (Table 1) Slightly more than half of the respondents from both survey years reported they were generally a fulltime student while attending Ball State. (Table 1) In both survey years, more than nine out of 10 respondents reported they were completing a master s degree, and about 5% were completing a doctorate. (Table 1) TABLE 1. Demographics N % N % Age More than Gender Male Female Citizenship Us Citizen Not US Citizen Attendance Full-time Part-time Degree Master's Doctorate Specialist
12 Of master s degree respondents, more than half both survey years reported that they satisfied their research requirement with a research class. At least 13% indicated they satisfied theirs with a thesis. (Figure 1) In both years, approximately three out of 10 respondents indicated that they lived in Muncie most of the time while working on their degree. Of those, about three out of 10 lived in university housing. (Table 2) In both years, about three out of four respondents reported that they were employed while working on their graduate degree. (Table 3) In both survey years, about half of the respondents who indicated they were employed while working on their degree reported that they worked fulltime off campus. (Table 3) Figure 1. Method Used to Complete Master s Degree Research Requirement 100.0% 80.0% 60.0% 58.8% 55.9% 40.0% 20.0% 13.0% 12.9% 13.0% 12.1% 15.2% 19.0% 0.0% Thesis Creative project Research paper Research class TABLE 2. Residence While Completing Graduate School N % N % Residence Outside Muncie In Muncie Muncie Residence Non-University Housing University Housing *Of those indicating they lived in Muncie most of the time while working on their degree 8
13 TABLE 3. Employment N % N % Were you employed while working on this degree? Yes No Type of employment* Full-time job(s) off-campus (35 or more hours a week) Part-time jobs(s) off-campus (less than 35 hours a week) Full-time campus employment (not including assistantships and fellowships) Part-time campus employment (not including assistantships and fellowships) *Respondents were asked to mark all that apply. At least 2 out of 3 respondents in both survey years stated that they received funding while working on their degree at Ball State. (Table 4) Of respondents who received funding, about one of five respondents in both years reported they had a teaching assistantship, about one out of 10 respondents had a research assistantship, and about two out of 10 reported having other assistantships. (Table 4) Of respondents who received funding, less than 5% in both survey years reported they received a scholarship from Ball State; about 5% reported receiving a grant from Ball State; and less than 4% received a fellowship from Ball State. (Table 4) Of respondents who received funding, slightly less than four out of 10 respondents from both years reported that they received a GSL/SLS loan, and roughly two out of 10 respondents from both years indicated their funding was from an employer. (Table 4) 9
14 TABLE 4. Financial Assistance N % N % Did you receive any funding while working on this degree at Ball State? Yes No Type of funding* Master's/ Doctoral assistantship (teaching) Master's/ Doctoral assistantship (research) Master's/ Doctoral assistantship (other) Scholarship from Ball State Grant from Ball State Fellowship from Ball State GSL/ SLS loan Funding from employer Other *Respondents were asked to mark all that apply. Nearly four out of 10 respondents in and about three out of 10 respondents in indicated that they took classes on campus in Muncie, and about six out of 10 respondents of both years indicated that they took classes via the Internet. (Table 5) Approximately 4% of respondents in and 1% in reported that they took classes via TV at an off-campus site, less than 10% of respondents in both survey years stated that they took classes with an instructor at an off-campus site. (Table 5) When asked where they took the majority of their classes, 41% of respondents in and 35% in reported taking them on campus in Muncie. (Table 5) About six out of 10 respondents of indicated that they took majority of their classes via the Internet, and this percentage increased by 8% in the year. (Table 5) 10
15 TABLE 5. Location of Classes N % N % Where did you take your classes? * On campus in Muncie Via TV at an off-campus site With an instructor at an off-campus site Via the Internet Where did you take the majority of your classes? On Campus in Muncie Via TV at an off-campus site With an instructor at an off-campus site Via the internet *Respondents were asked to mark all that apply. Approximately one out of 10 respondents in both survey years indicated that they received a previous degree from Ball State. (Table 6) At least 94% of the respondents in both survey years characterized their previous education and training as excellent or good preparation for graduate study at Ball State. (Table 6) TABLE 6. Previous Education N % N % Did you receive a previous degree from Ball State? Yes No How would you characterize your previous education and training as preparation for graduate study at Ball State? Excellent Good Fair Poor
16 About 52% of respondents indicated that they first started taking courses at Ball State for their graduate degree prior to the last academic year before they completed the survey, at least 97% of these respondents in both survey years reported they expect to graduate in the fall, spring, or summer of the academic year they completed the survey. (Table 7) The data in Table 7 for the year should be interpreted with caution due to a delay in the administration of the survey in academic year. TABLE 7. Academic Time Line N % N % When did you first start taking courses at Ball State for this degree?* This year Last year Prior to last year When do you expect to graduate?* Spring Summer Fall Other *The numbers in the column in this table may not be accurate due to a delay in the administration of the survey in academic year. Approximately four out of 10 respondents in both survey years indicated that they plan to start a new job the next year, a similar percentage of the respondent reported that they plan to return to or continue their prior job. (Figure 2) Slightly more than one out of 10 respondents in both survey years reported plans to continue graduate study. (Figure 2) Figure 2. Plans for Next Year* 100.0% 80.0% 60.0% 40.0% 20.0% 0.0% 38.0% 39.8% 36.4% 39.6% Start a new job Return to/ continue prior job 10.2% 8.7% 5.1% 4.2% Continue graduate study Other *Respondents were asked to mark all that apply
17 OVERALL OPINIONS ABOUT BALL STATE Summary Exiting graduate students were asked about their general attitude toward Ball State, including whether they would recommend Ball State to someone who wanted to major in their field. At least 93% of respondents both survey years reported their general attitude toward Ball State as positive or very positive. (Table 8) At least 84% respondents from both years indicated that they would recommend Ball State to someone who wanted to major in their field. (Table 8) TABLE 8. Overall Opinions of Ball State N % N % What is your general attitude toward Ball State? Very Positive Positive Negative Very Negative Would you recommend Ball State to someone who wanted to major in your field? Yes No Don't Know More than 9 out of 10 respondents both survey years rated their academic experiences at Ball State as excellent or good overall, roughly the same percent rated their personal enrichment as excellent or good. (Table 9) Approximately nine out of 10 respondents in both years rated the quality of their Ball State graduate education as excellent or good overall. (Table 9) Of respondents who held an assistantship, about six out of 10 respondents from both years rated their assistantship experience as excellent, about one out of four rated their assistantship stipend as excellent. (Table 10) In both survey years, slightly less than half of respondents with an assistantship rated the supervision and guidance they received for their assistantship activities as excellent or good. (Table 10) 13
18 TABLE 9. Overall Ratings of Graduate Program Overall, how would you rate each of the following at Ball State? Excellent Good Fair Poor N % Your academic experiences Your personal enrichment Quality of your graduate education TABLE 10. Experience* If you held an assistantship, how would you rate the following? Excellent Good Fair Poor N % experience stipend Supervision and guidance for assistantship activities *Of respondents who held an assistantship 14
19 REASONS FOR CHOOSING BALL STATE Summary Exiting graduate students were asked about the number of universities to which they applied. In addition, they were asked to rate the importance of a list of reasons for enrolling in graduate studies at Ball State and to indicate their most important. About 6 out of 10 respondents in both survey years reported that Ball State was the only university to which they applied. (Figure 3) Figure 3. Number of Universities Applied to Besides Ball State 100.0% 80.0% 60.0% 40.0% 20.0% 0.0% 61.6% 61.2% 30.4% 31.8% 8.0% 7.0% 0 other schools 1-3 other schools 4 or more other schools More than eight out of 10 respondents in both survey years reported that the availability of a specific program was very important in their decision to enroll in graduate studies at Ball State. (Table 11) At least 6 out of 10 respondents indicated that availability of distance education and Ball State having an outstanding program in their field were very important in their decision to enroll. (Table 11) About half of respondents both years indicated that the reputation of their department and the relatively low cost were very important reasons to enroll. (Table 11) About four out of 10 respondents in both survey years indicated that Ball State s reputation and technology resources were very important reasons for them. (Table 11) For approximately three out of 10 respondents in both survey years, a very important reason to enroll was that Ball State gives personal attention to students, its location, and that it was recommended to them were very important reasons to enroll. (Table 11) At least one out of four respondents in both survey years indicated that receiving an assistantship was a very important reason for choosing to enroll. (Table 11) About one out of five respondents in both survey years reported that attending Ball State as an undergraduate was a very important reason why they chose to enroll. (Table 11) 15
20 Slightly more than one out of 10 respondents in both survey years stated that a friend or spouse attending was a very important reason for their enrollment. (Table 11) Less than one out of 10 respondents in both survey years reported being personally recruited as a very important reason for choosing to enroll in graduate studies at Ball State. (Table 11) TABLE 11. Reasons for Choosing to Enroll in Graduate Studies at Ball State Very Important Somewhat Important Not Important I chose to enroll in graduate studies at Ball State because: N % of the reputation of Ball State I attended Ball State as an undergraduate student of the availability of a specific program Ball State has an outstanding program in my field of the reputation of my department I was personally recruited by my department I received an assistantship of the availability of distance education of technology resources Ball State gives personal attention to students a friend or spouse was also attending it was recommended to me of location of its relatively low cost other
21 When asked about their most important reason for pursuing graduate studies at Ball State, nearly three out of 10 respondents in both survey years indicated that it was because of the availability of distance education. (Table 12) At least one out of five respondents in both survey years indicated that the availability of a specific program was the most important reason. (Table 12) About one out of 10 respondents in both years indicated that Ball State has an outstanding program in their field, and that they received an assistantship were the most important reasons for them to choose Ball State. (Table 12) TABLE 12. Most Important Reason for Choosing Ball State Which one of the reasons was the most important in pursuing graduate studies at Ball State? N % N % The availability of distance education (internet classes, classes at another site, etc.) The availability of a specific program Ball State has an outstanding program in my field I received an assistantship I attended Ball State as an undergraduate Location Its relatively low cost The reputation of my department The reputation of Ball State It was recommended to me The reputation of the faculty in my department A friend or spouse was also attending Other I was personally recruited by my department Technology resources Ball State gives personal attention to students
22 EVALUATION AND USE OF BALL STATE SERVICES Summary Exiting graduate students were asked whether they used certain Ball State services and if they were satisfied with them. Almost all respondents in both survey years reported they used the University Website. Among these, three out of four indicated they were satisfied. (Table 13) Of those who did, roughly 9 out of 10 indicated they were satisfied. (Table 13) Less than one out of five respondents in both survey years reported that they used the Career Center; but of those who did, at least four out of 10 indicated they were satisfied. (Table 13) At least eight out of 10 respondents from both survey years reported that they used library services. Of those, about nine out of 10 indicated they were satisfied. (Table 13) More than nine out of 10 respondents in both survey years indicated that they used the Bursar s Office. Among these, three out of four reported that they were satisfied. (Table 13) Nearly nine out of 10 respondents in both survey years reported that they used registration procedure. Of those, approximately three out of four reported that they were satisfied. (Table 13) At least six out of 10 respondents in both survey years reported using the Ball State Bookstore. Of those who used this service, about seven out of 10 were satisfied. (Table 13) In both survey years, roughly half of the respondents reported using University Computing Services; of those, at least eight out of 10 indicated they were satisfied. (Table 13) About three out of 10 respondents in both survey years indicated that they used Ball State recreational facilities. About one out of 10 respondents in both survey years indicated they used Counseling and Psychological Services; of those, roughly three out of four respondents reported they were satisfied. (Table 13) At least one out of 10 respondents in both survey years indicated that they used the Office of Academic Research for grant support. Of those who did, at least six out of 10 reported they were satisfied. (Table 13) Nearly nine out of 10 respondents in both survey years reported that they used the graduate school website. Of those, approximately three out of four reported that they were satisfied. (Table 13) Roughly eight out of 10 respondents in both survey years reported that they used the Office of Graduate Admissions. Of those, at least eight out of 10 were satisfied. (Table 13) About seven out of 10 respondents in both survey years reported that they used the Graduation Office. Of those who did, at least 8 out of 10 reported they were satisfied. (Table 13) 18
23 TABLE 13. Use of and Satisfaction With Ball State Services Used the service Was satisfied* N % University Services Library Services University Computing Services Office of Academic Research (Grant Support) Career Center Registration Procedure Bursar's Office University Web Site Counseling and Psychological Services Ball State Bookstore Recreational Facilities Graduate School Services The Office of Graduate Admissions The Graduate Office The Graduate School Web Site *Of those who used the service, percentage of respondents who were satisfied 19
24 ACADEMIC PROGRAM RATINGS Summary Exiting graduate students were asked to rate a number of experiences and opportunities in their respective programs. Overall, the majority of respondents in and gave ratings of excellent or good. About nine out of 10 respondents in both survey years indicated that the courses they have taken, professional expertise of faculty, and availability of courses needed for graduation were excellent or good. (Table 14) At least eight out of 10 respondents in both survey years indicated that quality of teaching, opportunities for interactions with faculty, opportunities for interactions with classmates, the academic ability of graduate students, quality of library holdings, and quality of computer facilities were excellent or good. (Table 14) At least seven out of 10 respondents in both survey years indicated that the availability of faculty as mentors, interactions with their faculty advisors, career preparation, opportunities for experimental learning through internships, practicums, opportunities for research, consultations about thesis/dissertation/research paper/creative project, quality of noncomputer laboratory facilities, and quality of studio facilities were excellent or good. (Table 14) Approximately six out of 10 respondents in both survey years indicated that advice they received about their career plans, opportunities for teaching were excellent or good. (Table 14) 20 TABLE 14. Opportunities and Experiences in Respondents Academic Program How would you characterize each of the following: Excellent Good Fair Poor N % The courses you have taken Quality of teaching Professional expertise of faculty Availability of courses needed for graduation Opportunities for interactions with faculty Availability of faculty as mentors Interactions with your faculty advisors
25 TABLE 14 (cont.). Opportunities and Experiences in Respondents Academic Program How would you characterize each of the following: Excellent Good Fair Poor N % Career preparation Advice about your career plans Opportunities for teaching Opportunities for experimental learning through internships, practicum, etc Opportunities for research Consultations about Thesis/ Dissertation / Research paper/ Creative project Opportunities for interactions with classmates The academic ability of graduate students Quality of computer facilities Quality of non-computer laboratory facilities Quality of studio facilities Quality of library holdings
26 GRADUATE PROGRAM OUTCOMES Summary Exiting students were asked about the outcomes of their graduate program. At least six out of 10 respondents in both years strongly agreed that as a result of their graduate program, they have extended their knowledge about the discipline, they are committed to the professional and ethical standard of their discipline, and that they are able to communicate effectively in ways that are appropriate to their discipline. (Table 15) More than half of the respondents in both years reported that they can engage in research or creative projects in their discipline, and they can analyze, synthesize, and apply knowledge in their discipline. (Table 15) Approximate half of the respondents in both years strongly agreed that as a result of their graduate program, they understand research/scholarship in their discipline. Roughly nine out of 10 respondents in both year strongly agrees or agreed to all statements. (Table 15) 22 TABLE 15. Graduate Program Outcomes As a result of my graduate Strongly Strongly Agree Undecided Disagree program, I Agree Disagree N % have extended my knowledge about the discipline understand research/ scholarship in my discipline can engage in research or creative projects in my discipline can analyze, synthesize, and apply knowledge in my discipline am committed to the professional and ethical standards of my discipline am able to communicate effectively in ways that are appropriate to my discipline
27 COMPARISON OF ENROLLMENT GROUPS Summary Respondents in and were divided into three enrollment groups: full-time with an assistantship (teaching, research, or other), full-time without an assistantship, and parttime. Significant differences found between the groups with respect to their demographic characteristics, employment, reasons for choosing Ball State, and use of Ball State services are reported subsequently. All reported and discussed differences are statistically significant. About one out of respondents (26%) stated that they were enrolled full-time and had an assistantship. Approximately the same percent of respondents (27%) were enrolled fulltime but did not have an assistantship. Nearly half of the respondents were enrolled part-time (48%). (Table 16) Full-time respondents with an assistantship were more likely than other enrollment groups to indicate that they were completing their doctorate (13% of full-time with an assistantship, compared to 2% of full-time without and 2% of part-time). (Table 17) Nearly seven out of 10 part-timers or full-time respondents without an assistantship indicated that they used a research class to fulfill their research requirement. Fewer full-time respondents with an assistantship (32%) reported the same. (Table 17) More full-time respondents with an assistantship than part-timers or fulltimers without an assistantship reported using a thesis to satisfy their research requirement (37%, 7%, and 4%, respectively). (Table 17) Fewer part-time and full-time respondents without an assistantship were between the ages of 21 and 25 than full-time with an assistantship (6%, 24%, and 50%, respectively). (Table 17) Fewer full-timers with an assistantship than full-timers without an assistantship or part-timers were female (57%, 68%, and 77%, respectively). (Table 17) Full-time respondents were more likely to indicate that they lived in Muncie most of the time while working on their degree (55% of full- time with an assistantship and 17% of full-time without, compared to 6% of part-time). (Table 17) Fewer full-timers with an assistantship or full-timers without an assistantship than part-timers were U.S. citizens (92%, 92%, and 99%, respectively). (Table 17) 23
28 TABLE 16. Enrollment Groups N % Full-time with an Full-time without an Part-time TABLE 17. Significant Differences in Demographics by Enrollment Group Full-time with an Full-time without an Part-time % Age* and older Gender* Male Female Citizenship* US citizen Not US citizen What degree will you be completing?* Master's Doctorate Specialist Method used to satisfy search requirement* Thesis Creative project Research paper Research class Residence* Outside Muncie In Muncie Non-University Housing In Muncie University Housing *Statistically significant differences exist between enrollment group percentages on this item (p.05). 24
29 Part-time respondents were more likely to indicate that they were employed while working on their graduate degree at Ball State (98% of part-time, compared to 80% of full- time without an assistantship and 27% of full-time with one). (Table 18) Of those who indicated they were employed, part-time respondents were more likely to report they were employed full-time in off-campus jobs (91% of part-time, compared to 79% of full-time without and 32% of full-time with an assistantship). (Table 18) TABLE 18. Employment by Enrollment Group* Full-time with an Full-time without an Part-time % Were you employed while working on this degree?** Yes No Of those employed, type of employment *** Part-time jobs(s) off-campus (less than 35 hours a week)** Full-time job(s) off-campus (35 or more hours a week)** Part-time campus employment** *Employment does not include assistantships and fellowships. **Statistically significant differences exist between enrollment group percentages on this item (p.05). ***Respondents were asked to mark all that apply. Not surprisingly, Full-time respondents with an assistantship were more likely to indicate they received funding (about 100% of full-timers with an assistantship, compared to 58% of fulltimers without, and 53% of parttimers). (Table 19) Of those who received funding, half of full-time respondents without an assistantship (56%) indicated they received GSL/SLS loans. This percentage was higher than percentages for the other enrollment groups (15% of full-time respondents with an assistantship and 48% of part-timers). (Table 19) Of those who received funding, parttime respondents were more likely to indicate that they received funding from their employer (40% of parttimers, compared to less than 16% of full-timers without an assistantship and 2% with one). (Table 19) 25
30 TABLE 19. Financial Assistance by Enrollment Group Full-time with an Full-time without an Part-time % Did you receive any funding while working on this degree at Ball State?* Yes No Of those funded, type of funding** Scholarship from Ball State Grant from Ball State Fellowship from Ball State GSL/ SLS loan* Funding from employer* Other *Statistically significant differences exist between enrollment group percentages on this item (p.05). **Respondents were asked to mark all that apply. Full-time respondents were more likely to indicate that they took the majority of their classes on campus in Muncie (approximately 96% of full- timers with an assistantship and 33% of fulltimers without, compared to 8% of part-timers). (Table 20) Part-time respondents were more likely to indicate that they took the majority of their classes via the Internet (approximately 89% of part-timers compared to 65% of full-timers without and 3% of full-timers with an assistantship). (Table 20) TABLE 20. Location of Classes by Enrollment Group Full-time with an Full-time without an Part-time % Where did you take the MAJORITY of your classes? On Campus in Muncie* Via TV at an off-campus site With an instructor at an off-campus site Via the internet* *Statistically significant differences exist between enrollment group percentages on this item (p.05). 26
31 When asked about their plans for the next year, part-time respondents were more likely to indicate that they plan to return to or continue their prior job (71% of part-timers, compared to 11% of full-timers with an assistantship and 42% of full-timers without). (Table 21) Full-time respondents were more likely to indicate that their plans include starting a new job (75% of full-timers with an assistantship and 52% of fulltimers without, compared to 32% of part-timers). (Table 21) TABLE 21. Significant Differences in Plans for Next Year by Enrollment Group Full-time with an Full-time without an Part-time % What are your plans for next year?* Return to/ continue prior job** Start a new job** Continue graduate study Other *Respondents were asked to mark all that apply **Statistically significant differences exist between enrollment group percentages on this item (p.05). Part-time and full-time respondents without an assistantship were more likely to indicate that they would recommend Ball State to someone who wanted to major in their field (89% and 86%, compared to 77%, respectively). (Table 22) Part-timers and full-time respondents without an assistantship were more likely than other enrollment groups to report that they applied only to Ball State (75% of part-timers, 61% of fulltimers without an assistantship, compared to 38% of full-timers with an assistantship) (Table 22) A slightly higher percentage of parttime respondents and full-time without an assistantship rated their academic experiences at Ball State as excellent or good overall (94% of part-timers and 91% of full-timers without an assistantship, compared to 88% of fulltimers with an assistantship). (Table 23) A slightly higher percentage of parttime respondents rated their personal enrichment as excellent or good (90% of part-timers, compared to 85% of full-timers without and 82% of fulltimers with an assistantship. (Table 23) A slightly higher percentage of parttime respondents rated the quality of their Ball State graduate education as excellent or good overall (92% parttimers, 88% of full-timers without an assistantship, and 86% of full-timers with one). (Table 23) 27
32 TABLE 22. Significant Differences in Overall Opinions by Enrollment Group Full-time with an Full-time without an Part-time % Would you recommend Ball State to someone who wanted to major in your field?* Yes No Don't Know To how many universities did you apply besides Ball State?* Zero More than *Statistically significant differences exist between enrollment group percentages on this item (p.05). TABLE 23. Significant Differences in Overall Ratings by Enrollment Group Overall, how would you rate each of the following at Ball State? Full-time with an Full-time without an Part-time % of excellent and good Your academic experiences* Your personal enrichment* Quality of your graduate education* *Statistically significant differences exist between enrollment group percentages on this item (p.05). 28
33 Part-time respondents and full-timers without an assistantship were more likely to indicate that the reputation of Ball State was a very important reason for their choice to attend Ball State (47% and 42% compared to 28% of full-timers with an assistantship). (Table 24) Part-time respondents and full-timers without an assistantship were more likely to indicate that the availability of a specific program was a very important reason for their choice to attend Ball State (88% and 84% compared to 78% of full-timers with an assistantship). (Table 24) Part-time respondents and full-timers without an assistantship were more likely to indicate that Ball State has an outstanding program was a very important reason for their choice to attend Ball State (65% and 61% compared to 52% of full-timers with an assistantship). (Table 24) Part-time respondents were more likely to indicate that the reputation of their department was a very important reason for their choice to attend Ball State (54% and 48% compared to 49% of full-timers with an assistantship). (Table 24) Full-time respondents with an assistantship were more likely to state that being personally recruited by their department was a very important reason for their choice to attend (16%, compared to 8% and 3%, respectively). (Table 24) Full-time respondents with an assistantship were more likely to state that receiving an assistantship was a very important reason for their choice to attend (80%, compared to 8% and 3%, respectively). (Table 24) Majority of the part-time respondents (91%) indicated that the availability of distance education is a very important reason for them to choose Ball State, which is significantly greater than the percentages indicated by full-time respondents without (68%) or with (9%) an assistantship. (Table 24) Nearly half of the part-time respondents (46%) reported that the reputation of Ball State or the technology resources as very important reasons for their choice to enroll. This was greater than the percentages indicated by full-time respondents with (18%) or without (37%) an assistantship. (Table 24) Full-timers with or without an assistantship were more likely than part-timers to report that a very important reason they chose to enroll was because of Ball State s location (38%, 33%, and 28%, respectively). Part-timers and full-time respondents without an assistantship were more likely to report that a very important reason they chose to enroll is Ball State s relatively low cost (47% of part-timers, 46% full-time respondents without assistantship, and 36% of fulltime respondents with one). (Table 24) 29
34 TABLE 24. Significant Differences in Reasons for Choosing BSU by Enrollment Group I chose to enroll in graduate studies at Ball State because Full-time with an Full-time without an Part-time % of very important of the reputation of Ball State.* of the availability of a specific program.* Ball State has an outstanding program in my field.* of the reputation of my department.* I was personally recruited by my department.* I received an assistantship.* of the availability of distance education.* of technology resources.* of location.* of its relatively low cost.* *Statistically significant differences exist between enrollment group percentages on this item (p.05) Full-time respondents with an assistantship were more likely to report that the most important reason in their decision to enroll in graduate studies at Ball State was receiving an assistantship (34% compared to 1% of full-timers without and less than 1% of part-timers). (Table 25) Part-time respondents were more likely to indicate that the availability of distance education was the most important reason in their decision to enroll (45% compared to 27% of fulltimers without an assistantship and less than 1% of full-timers with an assistantship). (Table 25) TABLE 25. Most Important Reason for Choosing Ball State by Enrollment Group Which one of the reasons was the most important in pursuing graduate studies at Ball State? Full-time with an Full-time without an Part-time % Ball State has an outstanding program in my field The reputation of the faculty in my department I was personally recruited by my department I received an assistantship* The availability of distance education (internet classes, classes at another site, etc.)* Ball State gives personal attention to students Location *Statistically significant differences exist between enrollment group percentages on this item (p.05)
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