Understanding Admitted Doctoral Students' Institutional Choices: Student Experiences versus Faculty and Staff Perceptions

Autor/inn/en	Bersola, Samuel H.; Stolzenberg, Ellen Bara; Fosnacht, Kevin; Love, Janice
Titel	Understanding Admitted Doctoral Students' Institutional Choices: Student Experiences versus Faculty and Staff Perceptions
Quelle	In: American Journal of Education, 120 (2014) 4, S.515-543 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0195-6744
DOI	10.1086/676923
Schlagwörter	Graduate Students; Doctoral Programs; College Choice; Research Universities; College Admission; Surveys; College Faculty; Administrators; Minority Group Students; Student Attitudes; Teacher Attitudes; Administrator Attitudes; Student Financial Aid; Comparative Analysis; Influences; Institutional Characteristics; Interaction + Suchen Sie Ihr Suchwort? Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Doktorandenprogramm; Studienortwahl; Forschungseinrichtung; Hochschulzugang; Hochschulzulassung; Zulassung; Survey; Umfrage; Befragung; Fakultät; Schülerverhalten; Lehrerverhalten; Finanzielle Beihilfe; Studienfinanzierung; Studienförderung; Influence; Einfluss; Einflussfaktor; Interaktion
Abstract	In the absence of extensive data on doctoral institution choice, assumptions by faculty and administrators flourish. Due to increasing calls for diversity, continuing economic hardship, and decreasing yield rates, especially for underrepresented minorities, a highly selective research university (very high research activity) administered two sets of surveys regarding the admissions cycle and institution choice process: one to admitted doctoral students and the other to departmental admissions leaders. Findings include comparison of underrepresented minority to majority student views and comparison of student and administrator/ faculty views of the role of financial support, relative importance of nonfinancial factors, importance of contact with faculty, and understanding of competing institutions in the decision process of doctoral applicants. Implications and practical interventions are discussed. (As Provided).
Anmerkungen	University of Chicago Press. Journals Division, P.O. Box 37005, Chicago, IL 60637. Tel: 877-705-1878; Tel: 773-753-3347; Fax: 877-705-1879; Fax: 773-753-0811; e-mail: subscriptions@press.uchicago.edu; Web site: http://www.press.uchicago.edu/ucp/journals/journal/aje.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10