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The U.S. Navy and the other military services send a number of their officers to graduate-level institutions each year to obtain advanced degrees. The primary purpose of providing these officers graduate education is so they can fill positions in their services whose duties require the knowledge and skills gained in graduate school. Furthermore, the benefits of a graduate education extend beyond the specific assignment for which the officer was educated, applying to subsequent assignments as well, albeit less directly. However, at an estimated cost of about $245,000 per officer for a funded master's degree, the cost of this education is substantial. For fully funded education, the service must pay not only the cost of the education but also the pay and allowances associated with an officer's billet allocated for education. Additionally, an opportunity cost is incurred: While the officer is attending school, his or her services are lost to the operational billets in which he or she could be gaining experience. The question frequently arises as to whether the benefit gained from a graduate education is worth the cost. While the quantitative effects of graduate education can be estimated, evaluating the qualitative effects of a graduate education poses a number of challenges.
"The U.S. military services send officers to graduate schools each year to pursue advanced degrees, primarily to fill billet requirements later. This can be costly, including such things as tuition, housing, and pay but also the opportunity cost of the officer not filling an operational billet. Participation in such a program incurs specific service requirements in return, but is that enough to recoup the service's investment? The U.S. Navy asked the researchers to assess the quantitative and qualitative returns on investment (ROI) for funded graduate education. The authors modeled the financial aspects for two sample communities within the Navy and discovered that ROI varies depending on how efficiently graduates are matched with billets and how often they are utilized in the related subspecialty. In some cases, it is simply not possible to recoup the costs financially because it would require extremely long service. On the other hand, soft skills and general knowledge that graduate education provides can increase productivity and improve decision quality. Such considerations might justify making graduate education competitive, with selection targeted toward those most likely to stay in the service and to advance to flag rank. In essence, the Navy would be broadly educating many to achieve future capabilities and an ROI from the few."--P. [4] of cover.
This study analyzes the utilization and retention of Naval officers who have received Navy funding for their graduate education. Two databases are used to analyze utilization and retention: the 1993 officer master file and a cohort file of officers who were commissioned in 1980. The 1993 officer master file looks at utilization first by all subspecialties together, second by gender, and finally by designator. The cohort file is used to analyze both utilization and retention. The results indicate that, overall, the Navy receives a relatively good return on its investment. Specifically, the Restricted Line and Staff Corps officer communities have the best utilization rates. The study reveals that Unrestricted Line officers tend to have relatively lower utilization rates than officers in other communities. The cohort data indicate that fully-funded graduate education subspecialists generally have a higher retention rate than their counterparts without fully- funded graduate education.
This study analyzes the utilization and retention of Naval officers who have received Navy funding for their graduate education. Two databases are used to analyze utilization and retention: the 1993 officer master file and a cohort file of officers who were commissioned in 1980. The 1993 officer master file looks at utilization first by all subspecialties together, second by gender, and finally by designator. The cohort file is used to analyze both utilization and retention. The results indicate that, overall, the Navy receives a relatively good return on its investment. Specifically, the Restricted Line and Staff Corps officer communities have the best utilization rates. The study reveals that Unrestricted Line officers tend to have relatively lower utilization rates than officers in other communities. The cohort data indicate that fully-funded graduate education subspecialists generally have a higher retention rate than their counterparts without fully- funded graduate education.
A 1973 survey of Naval officers who possess a Navy-sponsored graduate degree was rec and administered in 1994 to determine officers' opinions on topics related to obtaining their degree and the utilization of their education. Results show that most officers desired to study at the 5-8 year point in their career, but did not always do so. Officers viewed graduate education as having a positive influence on personnel retention. Most respondents said that the main reason officers seek graduate education is to remain competitive with their contemporaries. Almost three-quarters of officers believed that getting a P-code is beneficial to an officer's career. Over 90 percent of officers who have served in P-coded billets thought that graduate education was necessary or desirable to perform their duties effectively more graduates in 1994 than twenty years earlier said that the quality of their instructors is excellent. Significantly more officers in the 1994 survey said that their family and social life changed for the better when attending graduate school than did graduates in the 1973 study. The report summarizes the responses to each question and recommends further research.
A survey of naval officers who have received a Navy sponsored graduate degree was conducted by a questionnaire to determine their opinions concerning numerous topics related to obtaining a graduate degree and the utilization of their graduate education. Results showed that obtaining a graduate degree was perceived as having a positive influence on officer retention. Most officers think a graduate degree should be obtained during the five to eight year point in their career. Approximately 70% of the officers who have received a graduate degree have been assigned to a P-coded billet. The majority indicated that fitness reports submitted by graduate schools for officer students should not be considered as equivalent to those recieved from operational/shore billets by Selection Boards for promotion. The most frequently occurring reason for seeking a graduate education was to remain competitive with contemporaries. (Author).
Sponsored programs (research, education, and services) are integral to the Naval Postgraduate School mission. The research program supports graduate education by providing militarily relevant thesis topics that address issues from the current needs of the Fleet and Joint Forces to the science and technology required to sustain long-term superiority of the Navy/DoD. Research varies from the very fundamental to the very applied, at all levels of classification. Sponsored research includes: 0 Basic and Applied Research 0 Individual and Interdisciplinary Group Projects 0 Fleet Support 0 Cooperative Research and Development Agreements Integrated graduate education and research in space systems, total-ship systems engineering, combat systems, systems engineering and homeland security and defense, supplemented by off-campus graduate and certificate programs and short courses, are a few offerings of the sponsored education program. Service includes [beta]work for others[gamma] and NPS management of DoD programs, e.g., the Science, Mathematics and Research for Transformation (SMART) Scholarship-for-Service Program sponsored by OSD.