Part-Time Master’s Level Graduate Student

Persistence

Dr. Marian Cohen, Professor of Sociology and Director of the Center for Social Research

Dr. Scott Greenberg, Associate Vice President of Academic Affairs and Dean of Graduate and

Continuing Education

General Information about FSU

Location: Framingham, Massachusetts (20 miles west of Boston)

Founded: 1839

Status: Public, four-year coeducational (undergraduate and graduate)

Campus: 73 acres, traditional New England campus

Degrees: BA, BS, BSEd, MA, MS, MEd, MBA, MSN

Programs: 27 undergraduate majors; 24 graduate programs

Enrollment (2010):Undergraduate: 3,858Graduate: 2,095Total: 5,953

Graduate Programs of Study2010-2011

MASTER OF BUSINESS ADMINISTRATION

MASTER OF ARTS WITH CONCENTRATIONS IN: Counseling Psychology Educational Leadership Health Care Administration Human Resource Management Public Administration

MASTER OF SCIENCE WITH CONCENTRATIONS IN: Coordinated Program in Dietetics Food Science and Nutrition

Science Human Nutrition: Education and

Media Technology   MASTER OF SCIENCE IN

NURSING: Education Leadership

MASTER OF EDUCATION WITH CONCENTRATIONS IN: Art Curriculum and Instructional

Technology (online) Educational Technology (online) Early Childhood Education Elementary Education English History International Teaching Literacy and Language Mathematics Nutrition Education Spanish Special Education STEM The Teaching of English as a Second

Language

Chronology of the Study

Fall 2010 – Development of survey

January 2011 – Final draft of survey

February 2011 – Input into Survey Monkey; Email, with link to survey, sent to current matriculated master’s degree students and students who had graduated from a master’s degree program at FSU within the past two years.

February 25, 2011 – Reminder email sent

March 2011 – Focus Groups

Response Rate Total population: 1,499

Eligible respondents: 1,465

% who started survey: 31.6% (463)

% who completed survey: 28.7% (420)

# part-time students who completed survey: 228

Demographic Characteristics

Sex of Respondents

Female

Male

0 10 20 30 40 50 60 70 80 90

85.5

14.5

Percent

Sex

Age at Start of Program of Studies

24 or younger

25-29

30-34

35-39

40-44

45-49

50 or older

0 5 10 15 20 25

21.1

19.4

9.3

13.2

13.2

12.8

11

Percent

Ag

e

Marital Status

Married

Not married, committed

Single

Divorced

Separated

Widowed

0 10 20 30 40 50 60 70

65

17.5

7.6

8.1

0.9

0.9

Percent

Sta

tus

Number of Children

0

1

2

3 or more

0 5 10 15 20 25 30 35 40

37.9

14.5

30.8

16.7

Percent

Nu

mb

er

of

ch

ild

ren

Highest Level of Education of Spouse

GED

HS graduate

Some college

Associate's degree

Bachelor's degree

Graduate degree

0 5 10 15 20 25 30 35 40 45 50

1.0

6.7

9.8

7.3

46.1

29

Percent

Hig

hest

earn

ed

deg

ree

Highest Level of Education of Mother

Less than HS

GED

HS graduate

Some college

Associate's degree

Bachelor's degree

Graduate degree

0 5 10 15 20 25 30

4.1

1.828.8

12.2

12.2

21.2

19.8

Percent

Hig

hest

earn

ed

deg

ree

Highest Level of Education of Father

Less than HS

GED

HS graduate

Some college

Associate's degree

Bachelor's degree

Graduate degree

0 5 10 15 20 25 30

4.5

2.2

20.1

12.1

7.1

25.4

28.6

Percent

Hig

hest

earn

ed

deg

ree

Reasons for Going to Graduate School

Gain new skills/knowledge

Advance in current career

Fulfill personal goals

Increase salary

Satisfy employer

Be role model

0 10 20 30 40 50 60 70 80 90 100

90.7

88.9

77.9

74.6

61.3

46.3

Percent in Agreement

Reason

s

Factors Related to Persistence

Employer

Spouse

Children

2.85 2.9 2.95 3 3.05 3.1 3.15 3.2 3.25 3.3 3.35

3.32

3.12

3.03

Importance of Individuals for Persistence

Mean Degree of Importance

Ind

ivid

uals

1=Detrimental4=Very important

or Partner

Spouse

Co-workers

Parents

Children

Employer

Friends

Siblings

0 0.5 1 1.5 2 2.5 3 3.5 43.73

3.18

3.17

3.14

3.03

3.02

2.61

Levels of Support

Mean Degree of Support

Ind

ivid

uals

1=No support4=Great deal of support

or Partner

Emotional Financial Other

Spouse/partner 63.2 30.3 56.5

Co-workers 57.9 0 16.2

Parents 50.9 14.5 16.2

Children 31.1 0 20.6

Employer 28.1 33.3 13.6

Friends 61.8 .4 8.8

Siblings 43.9 .9 7.0

Type of SupportSource of Support

Nature of Support from Individuals

Faculty during class

Students during class

Faculty outside class

Program advisor

2.5 2.6 2.7 2.8 2.9 3 3.1 3.2 3.3

3.22

2.93

2.75

2.74

Importance of Interactions for Persistence

Mean Degree of Importance

Typ

es o

f In

tera

cti

on

s

1=Detrimental4=Very important

Treated with respect

Faculty understanding of adult learners

Fairness in grading

Feedback

Faculty interaction during class

Faculty concern for students

3 3.1 3.2 3.3 3.4 3.5

3.42

3.36

3.3

3.29

3.22

3.19

Importance of Treatment of Students

Mean Degree of Importance

Ele

men

ts o

f Tre

atm

en

t

1=Detrimental4=Very important

Pleased with decision to attend FSU

Enjoyed being a student in program

Found learning environment supportive

Felt FSU cared about the person

0 1 2 3 4

3.89

3.88

3.87

3.22

Attitudes Towards Experiences at FSU

Mean Attitudes

Exp

eri

en

ces

1=Not at all 5=Very much

Problems Encountered by Students

Number of Reponses = 71Physical/mental health problems

46.1% Personal: 34.6% Family member: 3.8% Learning disability: 7.7%

Advisor problems 23.1%

Financial problems 19.2%

Parkingproblems 7.7%

Course schedulingproblems 3.8%

Reasons for Withdrawal

Of the 45 students who said they withdrew from the program, 33.3% cited family responsibilities 31.1% cited academic issues 13.3% cited health reasons 11.1% cited issues related to the

University 6.7% cited financial reasons 4.4% cited the length of time needed to

complete the program

Ways in which participation in program changed lives

Professional satisfaction 28.9%

Personal satisfaction 28.9%

Enrichment and enhancement of professional skills 20.6%

Made contacts through the learning environment and classes 2.1%

Improved time management 3.1%

Serve as role model 2.1%

Mixed consequences 3.1%Some detrimental consequences

11.3%

Implications of Findings

Importance of advising respect caring for the student as an individual learning more about students’ backgrounds course scheduling conducting an exit interview with those who

withdraw or stop out

for student success, program development and retention.