A Survey of Graduate Student Opinions and Sources of Information. Special Report 75-11.

Autor/in	Hereford, Susan M.
Institution	Texas Univ., Austin. Measurement and Evaluation Center.
Titel	A Survey of Graduate Student Opinions and Sources of Information. Special Report 75-11.
Quelle	(1975), (16 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Quantitative Daten; Ancillary Services; Educational Counseling; Faculty Advisers; Graduate Students; Graduate Study; Graduate Surveys; Higher Education; Institutional Research; Participant Satisfaction; Sex Discrimination; State Universities; Statistical Data; Student Attitudes; Student College Relationship + Suchen Sie Ihr Suchwort? Educational counselling; Educational guidance; Bildungsberatung; Erziehungsberatung; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Hochschulbildung; Hochschulsystem; Hochschulwesen; Institutionelle Forschung; Sex; Discrimination; Geschlecht; Diskriminierung; Staatliche Universität; Schülerverhalten
Abstract	Questionnaires were returned by 814 graduate students at the University of Texas at Austin in response to a survey of their opinions and attitudes on the adequacy of academic advising procedures and the sources of information most commonly utilized when they need information on topics pertaining to their graduate work. The study was undertaken in order to provide constructive feedback to advisors and to obtain a general indication of graduate students' opinions throughout all colleges and schools within the university. The following findings were noted: (1) female graduate students tended to perceive more discrimination than male graduate students; (2) students working toward a master's degree tended to be less positively oriented in all areas except perceived discrimination than those working toward doctorates and those working toward master's degrees followed by doctorates; (3) students having multiple sources of university support for their study tended to react least favorably to their advisors, while those reporting no sources of university support reacted most favorably; and (4) students in graduate studies areas having multiple advisor systems tended to react more favorably on all scales except perceived discrimination than did students in programs having graduate advisors only. Tables detailing the data, and the survey of graduate student opinions and sources of information are appended. (Author/PHR)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC