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A Harvard professor and former Dean of Harvard College offers his provocative analysis of how America's great universities are failing students and the nation
Enrollment in online courses and programs is higher than ever before, with nearly one-fourth of all graduate students in the United States enrolled in an online degree program. While online programs increase student access to higher-education, research shows that attrition rates tend to be higher in courses delivered online than for courses delivered in-person (Britto & Rush, 2013; Heyman, 2010). In order to increase online student retention, institutions provide a myriad of support services to facilitate their success and persistence. Much of the existing research on online students' academic needs is focused on nontraditional undergraduate student populations. The present study's purpose was to examine the extent to which student support services are associated with online graduate-level students' satisfaction and dissatisfaction using Herzberg's (1959) motivation-hygiene theory. This study utilized a quantitative survey designed to gather data pertaining to online graduate students' satisfaction and dissatisfaction with various support services at their institution. A total of 199 graduate students responded to the survey. Correlational analyses were used to test the strength of the relationships between satisfaction scores and motivating factors and dissatisfaction scores and hygiene factors. Results indicated that components of support services identified as motivating factors, which predict student satisfaction, include those associated with convenience, timeliness, and enhancing students' overall experience. Hygiene factors, which predict student dissatisfaction, are those associated with awareness of support services. Study findings may be used to inform higher-education professionals that oversee the administration of online graduate programs and support services.