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"Women in the United States increasingly seek graduate degrees and represent the largest population of potential applicants. However, they have challenges not faced by their male counterparts, particularly if they are also raising families. Institutions of higher education will benefit from better understanding the hurdles students who are women and mothers encounter. The institutions that are best able to meet the needs of this population may have an advantage in attracting the highest quality applicants. This research examined the relationship between marital and parental statuses and satisfaction with more traditional university support services including the library, parking availability and cost, bookstore services, computer support, financial aid, health center, disability services, the collegium (a gathering place for adult students), campus ministry, and food service choices and availability"--Abstract.
Help graduate students cope with the pressures of school, finances, family, and professors! In order to succeed in school: The college undergraduate just has to be able to find and operate an elevator in the campus high-rise The master's degree student has to climb the side of the building The PhD student doing research with a professor has to jump over the building in a single bound, carrying the professor That bit of grim humor contains a bitter kernel of truth. Helping Students Adapt to Graduate School is the first book that focuses on the unique problems of graduate students and the best ways to counsel and support them. Graduate and professional schools are draining - emotionally, financially, and physically. In addition to coping with the pressures of classes and high performance expectations, many graduate students juggle multiple lives, trying to please their professors, maintain their status as adults, pay for books and classes and rent and food, keep up a place to live, preserve their marriages, raise their children, and deal with their parents, all while they work as teaching assistants, resident advisors, or research assistants. When adults return to school, they may find themselves forced into a childlike status, causing considerable resentment or regression and sometimes reawakening old conflicts. Furthermore, the relationship of professors and graduate students is often complex and emotionally enmeshed, tinged with issues of respect, rivalry, and even romance. Not surprisingly, many graduate students find the conflicts overwhelming at times. With fascinating case studies and lucid explanations, Helping Students Adapt to Graduate School offers a clear look at the special difficulties of graduate students and practical ways the university can help, including: fostering a sense of belonging providing year-round mental health services helping students handle financial pressures and career decisions supporting the unique needs of minority, international, married, and older students understanding the hidden subtext of faculty-student relationships encouraging a balance of family and school Helping Students Adapt to Graduate School is an essential resource for deans, administrators, professors, and counselors working with graduate students. By illuminating the complex interplay between the university environment and the inner psychological life of graduate students, it will help you provide supportive services to the students in your campus community.
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.