2007-2009 GRADUATE STUDENT EXIT SURVEY
SUMMARY REPORT
VISION
Ball State University will be a national model of excellence for challenging, learner-centered
academic communities that advance knowledge and improve economic vitality and quality of life.
______________________________________________________________
Office of Academic Assessment and
Institutional Research
April 2010
AAIR No. GSS-S1-2010
2007-2009 Graduate Student Exit Survey Summary Report
Jolene Pastir
Brooke R. K. Bonnell
Emily Horne
Taylor Hammond
Rebecca Costomiris
(Editor)
Office of Academic Assessment and Institutional Research
Ball State University
April 2010
AAIR No. GSS-S1-2010
EXECUTIVE SUMMARY
• The Graduate Student Exit Survey
was completed by Ball State
University master’s, doctoral, and
specialist level students applying to
graduate during the 2007-2008 and
2008-2009 academic years. The
survey was designed to determine
students' opinions about their
experiences at the university and in
their major programs. Of the 2,737
individuals receiving a graduate
degree in 2007-2008 or 2008-2009,
1,327 graduate students completed the
survey for a response rate of 48%.
• In 2007-2008 and 2008-2009, at least
57% of respondents were between the
ages of 21 and 30, and more than 56%
were enrolled in graduate studies full
time.
• In both years, at least 66% of
respondents reported they were
employed while working on their
degree; and more than 72% reported
they received funding.
• Nearly two thirds of respondents in
both survey years indicated that they
took their classes on campus in
Muncie, and more than half reported
they took their classes via the
Internet.
• At least 95% of respondents both
survey years described their general
attitude toward Ball State as very
positive or positive, and at least 82%
indicated that they would recommend
Ball State to someone who wanted to
major in their field.
• At least 9 out of 10 respondents both
survey years rated their academic
experiences in their graduate program
as excellent or good overall.
• Approximately 8 out of 10
respondents in both survey years
indicated that the availability of a
specific program was a very
important reason they chose to enroll
in graduate studies at Ball State.
• Nearly one fourth of respondents both
survey years reported that their most
important reason for pursuing
graduate studies at Ball State was the
availability of distance education. At
least 14% each year reported it was
because they received an assistantship
or because of the availability of a
specific program.
• More than 9 out of 10 respondents
both years indicated they used the
Bursar’s Office, the Registration
Procedure, or the University Web
Site. Of those who did, at least 83%
indicated they were satisfied with
these services.
• At least 81% of respondents who used
the Office of Graduate Admissions,
the Graduation Office, or the
Graduate School Web Site reported
they were satisfied with the services.
• In both years, at least 45% of
respondents reported that
opportunities for interactions with
classmates and faculty in their
academic program were excellent.
i
• Approximately 9 out of 10
respondents in both 2007-2008 and
2008-2009 indicated that the
professional expertise of faculty in
their academic program was excellent
or good.
•
•
At least three fourths of respondents
in both survey years reported that the
opportunities for experiential learning
through internships, practicums, etc.
were excellent or good.
At least 6 out of 10 respondents in
both survey years strongly agreed that
as a result of their graduate program
they have extended their knowledge
about, are committed to the
professional and ethical standards of,
or are able to communicate
effectively in ways that are
appropriate to their discipline.
•
About 41% of respondents reported
they were attending Ball State full
time and had an assistantship, 17%
that they were attending full time but
without an assistantship, and 42% that
they were part-time students.
•
Approximately 57% of full-time
respondents with an assistantship,
38% of full-time respondents without,
and 6% of part-time respondents
indicated that they were between 21
and 25 years of age. This difference
was statistically significant.
•
Nearly 96% of part-time respondents,
93% of full-time respondents without
an assistantship, and 89% of full-time
respondents with an assistantship
indicated that they were pursuing a
master’s degree.
•
Of those who indicated they were
employed while working on their
ii
degree, part-time respondents were
significantly more likely to report
being employed full time off campus.
•
Full-time respondents without an
assistantship were significantly more
likely to report that they received a
GSL/SLS loan. Part-time respondents
were significantly more likely to have
received funding from an employer.
•
Part-time respondents were
significantly more likely to report that
they took classes at an off-campus
site via TV or with an instructor.
•
A significantly greater percentage of
full-time respondents indicated that
they plan to start a new job the next
year; part-time respondents were
significantly more likely to report
they plan to return to/continue their
prior job.
•
Part-time respondents were
significantly more likely to report that
a very important reason they chose to
enroll in graduate studies at Ball State
was because of the relatively low cost
or availability of distance education.
•
Full-time respondents were
significantly more likely to indicate
they used the Career Center, Library
Services, the Office of Academic
Research, University Computing
Services, or recreational facilities.
•
Part-time respondents were
significantly more likely to strongly
agree that as a result of their graduate
program they are committed to the
professional and ethical standards of
and are able to communicate
effectively in ways that are
appropriate to their discipline.
TABLE OF CONTENTS
Page
Introduction ...........................................................................................................................1
Personal Characteristics of Respondents ...............................................................................3
Overall Opinions About Ball State ......................................................................................11
Reasons for Choosing Ball State..........................................................................................15
Evaluation and Use of Ball State Services ...........................................................................21
Academic Program Ratings .................................................................................................25
Graduate Program Outcomes ...............................................................................................29
Comparison of Enrollment Groups ......................................................................................31
Summary and Conclusions ..................................................................................................49
Appendix A: Comments from the 2007-2008 and 2008-2009
Graduate Student Exit Surveys .....................................................................51
Appendix B: Ball State University Graduate Student Exit Survey.....................................71
iii
iv
LIST OF TABLES
Page
TABLE 1
Demographics ....................................................................................................4
TABLE 2
Residence While Completing Graduate School ........................................ ........5
TABLE 3
Employment .......................................................................................................6
TABLE 4
Financial Assistance...........................................................................................7
TABLE 5
Location of Classes ...........................................................................................8
TABLE 6
Previous Education ............................................................................................8
TABLE 7
Academic Time Line .........................................................................................9
TABLE 8
Overall Opinions of Ball State .........................................................................11
TABLE 9
Overall Ratings of Graduate Program .............................................................12
TABLE 10 Assistantship Experience ................................................................................13
TABLE 11 Reasons for Choosing to Enroll in Graduate Studies at Ball State .................17
TABLE 12 Most Important Reason for Choosing Ball State ............................................19
TABLE 13 Use of and Satisfaction With Ball State Services ...........................................22
TABLE 14 Opportunities and Experiences in Respondents’ Academic Program .............26
TABLE 15 Graduate Program Outcomes ..........................................................................30
TABLE 16 Enrollment Groups ...........................................................................................31
TABLE 17 Significant Differences in Demographics by Enrollment Group ....................32
TABLE 18 Employment by Enrollment Group .................................................................34
TABLE 19 Financial Assistance by Enrollment Group .....................................................35
TABLE 20 Academic Time Line by Enrollment Group ...................................................36
TABLE 21 Location of Classes by Enrollment Group .......................................................36
TABLE 22 Previous Education by Enrollment Group .......................................................37
v
Page
TABLE 23 Significant Differences in Overall Opinions
by Enrollment Group .......................................................................................39
TABLE 24 Significant Differences in Overall Ratings by Enrollment Group ...................39
TABLE 25 Significant Differences in Reasons for Choosing
to Enroll in Graduate Studies at Ball State by Enrollment Group ...................41
TABLE 26 Most Important Reason for Choosing Ball State
by Enrollment Group .......................................................................................43
TABLE 27 Significant Differences in Use of and Satisfaction With Ball State
Services by Enrollment Group .........................................................................45
TABLE 28 Significant Differences in Opportunities and Experiences in
Respondents’ Academic Programs by Enrollment Group ..............................48
TABLE 29 Significant Differences in Graduate Program Outcomes
by Enrollment Group ......................................................................................48
vi
LIST OF FIGURES
Page
Figure 1 Method Used to Complete Master’s Degree Research Requirement .....................5
Figure 2 Plans for the Next Year ..........................................................................................9
Figure 3 Number of Universities Applied to Besides Ball State ........................................15
Figure 4 Significant Differences in Method Used to
Satisfy Research Requirement by Enrollment Group ...........................................33
Figure 5 Significant Differences in Plans for the Next Year
by Enrollment Group ............................................................................................38
Figure 6 Significant Differences in Number of Universities
Applied to Besides Ball State by Enrollment Group ...........................................40
vii
viii
INTRODUCTION
The 2007-2008 and 2008-2009 Graduate Student Exit Survey was completed by Ball
State University master's, doctoral, and specialist level students applying to graduate in
December 2007; May, July, or December 2008; and May or July 2009. The survey was
developed by the Office of Academic Assessment and Institutional Research and the Graduate
School. It is designed to measure respondents' opinions about their experiences at the
university and in their major programs.
This report is a summary of responses from 2007-2008 and 2008-2009 survey
respondents. Of the 2,737 students who received a graduate degree during the two academic
years, 1,327 completed the survey for a response rate of 48%.
This report is presented in seven sections: personal characteristics of respondents,
overall opinions about Ball State, reasons for choosing Ball State, evaluation and use of Ball
State services, academic program ratings, graduate program outcomes, and comparison of
enrollment groups for the two survey years. Respondent comments are included in Appendix
A and a copy of the survey in Appendix B.
1
2
PERSONAL CHARACTERISTICS OF RESPONDENTS
Summary This section includes the
personal and demographic characteristics
of 2007-2008 and 2008-2009 survey
respondents. All information was obtained
directly from responses to survey
questions.
At least 56% of respondents in both
survey years were generally attending Ball
State full time. Approximately 9 out of 10
respondents were completing a master’s
degree. At least 47% of the respondents
were living in Muncie most of the time
while working on their graduate degree.
Approximately two thirds of respondents
were employed while working on their
degree, and more than 7 out of 10 received
funding. Approximately 6 out of 10
respondents took the majority of their
classes on campus in Muncie. More than
half of the respondents in both survey
years reported that their plans for the next
year include starting a new job.
•
•
Approximately 32% of respondents in
both survey years stated that they
were between 21 and 25 years of age,
and more than 70% were between the
ages of 21 and 35. (Table 1)
At least 62% of respondents in both
survey years were female. (Table 1)
•
In both survey years, approximately
93% of respondents reported being
U.S. citizens. (Table 1)
•
In both survey years, at least 37% of
respondents reported they received a
previous degree from Ball State.
(Table 1)
•
At least 56% of respondents in both
survey years reported they were
generally a full-time student while
attending Ball State. (Table 1)
•
In both survey years, at least 9 out of
10 respondents reported they were
completing a master’s degree, and
more than 5% were completing a
doctorate. (Table 1)
•
Of master’s degree respondents, at
least half from both survey years
reported that they satisfied their
research requirement with a research
class. At least 16% indicated they
satisfied theirs with a thesis.
(Figure 1)
•
In both survey years, approximately
48% of respondents indicated that
they lived in Muncie most of the time
while working on their degree. Of
those, more than 22% lived in
university housing. (Table 2)
3
TABLE 1
Demographics
2007-2008
2008-2009
Percentages
4
Age
21-25
26-30
31-35
36-40
41-45
46-50
More than 50
32.1
25.7
12.6
9.0
6.8
6.6
7.1
32.7
25.9
15.8
7.9
7.1
4.9
5.8
Gender
Female
Male
66.1
33.9
62.7
37.3
Citizenship
U.S. citizen
Not U.S. citizen
93.4
6.6
93.2
6.8
Received a previous
degree from Ball State
Yes
No
37.7
62.3
38.7
61.3
Attendance
Full time
Part time
56.7
43.3
58.6
41.4
Degree
Master’s
Doctorate
Specialist
91.7
6.8
1.5
92.9
5.6
1.5
Figure 1
Method Used to Complete Master’s Degree Research Requirement
100%
80%
2007-2008
2008-2009
60%
50.4% 52.9%
40%
20%
16.0% 16.6%
21.1% 18.8%
12.5% 11.7%
0%
Thesis
Creative project
Research paper
Research class
TABLE 2
Residence While Completing Graduate School
2007-2008
2008-2009
Percentages
Residence
In Muncie
Outside Muncie
48.0
52.0
47.8
52.2
Muncie residents*
University housing
Non-university housing
27.0
73.0
22.4
77.6
*Of those indicating they lived in Muncie most of the time while working on their degree
•
In both survey years, approximately
two thirds of respondents reported
they were employed while working on
their graduate degree. (Table 3)
•
In both survey years nearly 7 out of 10
respondents who indicated they were
employed while working on their
degree reported that they worked full
time off campus. (Table 3)
•
Of respondents who indicated they
were employed while working on their
degree, at least 9% both survey years
reported being employed on campus
either full or part time. (Table 3)
5
TABLE 3
Employment
2007-2008
2008-2009
Percentages
Were you employed while
working on this degree?
Yes
No
66.2
33.8
67.0
33.0
Type of employment*
Full time off campus
Part time off campus
Full time on campus
Part time on campus
70.3
22.8
2.9
6.4
68.9
24.6
3.7
6.0
*Respondents were asked to mark all that apply.
•
More than 72% of respondents in both
survey years stated that they received
funding while working on their degree
at Ball State. (Table 4)
•
Of respondents who received funding,
more than 17% in both survey years
indicated they had a teaching
assistantship. (Table 4)
•
•
6
•
Of respondents who received funding,
4% in both survey years reported they
received a scholarship from Ball State,
and at least 4% reported receiving a
grant from Ball State. (Table 4)
•
Of respondents who received funding,
approximately 19% in 2007-2008 and
15% in 2008-2009 had a research
assistantship. This was a statistically
significant difference. (Table 4)
Of respondents who indicated they
received funding, 3% in 2007-2008
and 2% in 2008-2009 stated they
received a fellowship from Ball State.
(Table 4)
•
Of respondents who received funding,
in both survey years approximately
36% indicated that they received an
assistantship other than teaching or
research. (Table 4)
Twenty percent of 2007-2008 and
27% of 2008-2009 respondents with
funding reported that they received a
GSL/SLS loan. This difference was
statistically significant. (Table 4)
•
Of the respondents who received
funding, approximately 16% indicated
their funding was from an employer.
(Table 4)
TABLE 4
Financial Assistance
2007-2008
2008-2009
Percentages
Received funding
Yes
No
72.4
27.6
75.2
24.8
Type of funding*
Teaching assistantship
Research assistantship**
Other assistantship
Scholarship from Ball State
Grant from Ball State
Fellowship from Ball State
GSL/SLS loan**
Funding from employer
Other
18.8
18.6
35.7
4.0
6.7
3.1
19.7
15.5
11.7
17.5
14.5
35.5
4.0
4.8
1.9
26.6
16.4
13.3
*Respondents were asked to mark all that apply.
**Statistically significant differences exist between survey year percentages on this item (p≤ .05).
•
At least 65% of respondents in both
survey years indicated that they took
classed on campus in Muncie.
(Table 5)
•
More than 13% of respondents in both
survey years stated that they took
classes with an instructor at an offcampus site. (Table 5)
•
Eleven percent of respondents in
2007-2008 and 7% in 2008-2009
indicated they took classes via TV at
an off-campus site. This difference
was statistically significant.
(Table 5)
•
•
Nearly 52% of 2007-2008 and more
than 57% of 2008-2009 survey
respondents indicated that they took
classes via the Internet. This was a
statistically significant difference.
(Table 5)
When asked where they took the
majority of their classes, 62% of
respondents in 2007-2008 and 59% in
2008-2009 reported taking them on
campus in Muncie; 3% in 2007-2008
and 1% in 2008-2009 reported they
took the majority of their classes via
TV at an off-campus site; and 31% in
2007-2008 and 36% in 2008-2009
indicated they took the majority of
their classes via the Internet. These
differences were statistically
significant. (Table 5)
7
TABLE 5
Location of Classes
2007-2008
2008-2009
Percentages
Where did you take your classes?*
On campus in Muncie
Via TV at an off-campus site**
Via the Internet**
With an instructor at an off-campus site
67.1
11.3
51.8
15.6
65.6
7.3
56.9
13.6
Where did you take the majority of your
classes?**
On campus in Muncie
Via TV at an off-campus site
Via the Internet
With an instructor at an off-campus site
61.8
2.8
30.7
4.7
59.2
1.3
36.0
3.5
*Respondents were asked to mark all that apply.
**Statistically significant differences exist between survey year percentages on this item (p≤ .05).
•
At least 37% of respondents in both
survey years indicated that they
received a previous degree from Ball
State. (Table 6)
•
At least 94% of the respondents in both
survey years characterized their
previous education and training as
excellent or good preparation for
graduate study at Ball State. (Table 6)
•
More than half of the respondents in
both survey years indicated that they
first started taking courses at Ball State
for their graduate degree prior to the
last academic year before they
completed the survey. (Table 7)
•
At least 97% of respondents in both
survey years reported they expect to
graduate in the fall, spring, or summer
of the academic year they completed
the survey. (Table 7)
TABLE 6
Previous Education
2007-2008
2008-2009
Percentages
8
Did you receive a previous degree from Ball State?
Yes
No
37.7
62.3
38.7
61.3
How would you characterize your previous education and
training as preparation for graduate study at Ball State?
Excellent
Good
Fair
Poor
55.2
39.2
5.1
0.5
51.5
43.8
4.4
0.4
TABLE 7
Academic Time Line
2007-2008
2008-2009
Percentages
•
•
When did you first start taking
courses at Ball State for this degree?
Prior to last academic year
Last academic year
This academic year
54.9
37.5
7.6
51.6
41.4
7.1
When do you expect to graduate?
Fall of this academic year
Spring of this academic year
Summer of this academic year
Other
15.4
39.9
42.0
2.7
18.2
42.1
37.5
2.2
Approximately 52% of respondents in
both survey years indicated that they
plan to start a new job the next year.
(Figure 2)
Approximately 38% of respondents in
2007-2008 and 41% in 2008-2009
stated that they plan to return to or
continue their prior job. (Figure 2)
•
About 12% of respondents in both
survey years reported that they plan
to continue graduate study. (Figure 2)
Figure 2
Plans for the Next Year*
100%
2007-2008
2008-2009
80%
60%
52.0% 51.7%
38.3% 40.6%
40%
20%
11.8% 12.3%
5.4%
6.4%
0%
Start a New Job
Return to/Continue
Prior Job
Continue Graduate
Study
Other
*Respondents were asked to mark all that apply.
9
10
OVERALL OPINIONS ABOUT BALL STATE
Summary Exiting graduate students
were asked about their general attitude
toward Ball State, including whether they
would recommend Ball State to someone
who wanted to major in their field. In both
survey years, at least 95% of respondents
rated their general attitude toward Ball
State as very positive or positive. More
than 82% of respondents both years
indicated that they would recommend Ball
State to someone who wanted to major in
their field.
At least 88% of respondents both years
rated their academic experiences, their
personal enrichment, or the quality of their
graduate education as either excellent or
good overall. Of those who indicated they
had an assistantship, at least 55% of
respondents in both years rated the
experience as excellent.
•
At least 95% of respondents in both
survey years reported that their
general attitude toward Ball State is
very positive or positive. (Table 8)
•
Respondents in 2007-2008 were
significantly more likely to report that
they would recommend Ball State to
someone who wanted to major in their
field (89% of respondents in 20072008 compared to 83% in 2008-2009).
(Table 8)
TABLE 8
Overall Opinions of Ball State
2007-2008
2008-2009
Percentages
What is your general attitude
toward Ball State?
Very positive
Positive
Negative
Very negative
50.2
46.9
1.9
1.0
48.9
46.6
4.2
0.4
Would you recommend Ball State to
someone who wanted to major in
your field?*
Yes
No
Don’t know
88.5
5.5
6.0
82.9
8.2
8.9
*Statistically significant differences exist between survey year percentages on this item (p≤ .05).
11
•
At least 9 out of 10 respondents both
survey years rated their academic
experiences at Ball State as excellent
or good overall. (Table 9)
•
At least half of respondents both
survey years rated their personal
enrichment as excellent overall, and
at least 37% rated theirs as good.
(Table 9)
•
Approximately 90% of respondents in
2007-2008 and 88% in 2008-2009
rated the quality of their Ball State
graduate education as excellent or
good overall. (Table 9)
•
Of respondents with an assistantship,
about 60% in 2007-2008 and 56% in
2008-2009 rated their assistantship
experience as excellent. Nearly 27%
in 2007-2008 and 34% in 2008-2009
rated their experience as good.
(Table 10)
•
In 2007-2008, 6 out of 10 respondents
with an assistantship rated their
stipend as excellent or good,
compared to 2 out of 3 in 2008-2009.
(Table 10)
•
In both survey years, at least 78%
of respondents with an assistantship
rated the supervision and guidance
they received for their assistantship
activities as excellent or good.
(Table 10)
TABLE 9
Overall Ratings of Graduate Program
Excellent
N
12
Good
Fair
Percentages
Poor
Your academic experiences
2007-2008
2008-2009
622
698
53.7
51.9
39.9
38.7
5.6
8.3
0.8
1.1
Your personal enrichment
2007-2008
2008-2009
620
698
52.9
50.1
37.3
39.0
8.1
9.3
1.8
1.6
Quality of your
graduate education
2007-2008
2008-2009
621
698
52.8
49.0
37.4
39.3
8.1
10.3
1.8
1.4
TABLE 10
Assistantship Experience*
Excellent
N
Good
Fair
Percentages
Poor
Assistantship experience
2007-2008
2008-2009
284
315
60.2
55.6
26.8
34.0
8.5
8.9
4.5
1.6
Assistantship stipend
2007-2008
2008-2009
282
309
25.9
23.0
34.4
43.0
25.2
23.3
14.5
10.7
Supervision and guidance
for assistantship activities
2007-2008
2008-2009
283
310
51.2
44.8
26.9
35.2
14.5
13.9
7.4
6.1
*Of respondents who held an assistantship
13
14
REASONS FOR CHOOSING BALL STATE
Summary Exiting graduate students
were asked about the number of
universities to which they applied. In
addition, they were asked to rate the
importance of a list of reasons for enrolling
in graduate studies at Ball State and to
indicate their most important.
Approximately 8 out of 10 respondents
in both survey years reported that the
availability of a specific program was a
very important reason for choosing to
enroll in graduate studies at Ball State.
About 6 out of 10 respondents indicated
that Ball State having an outstanding
program in their field was a very important
reason, and more than half indicated the
reputation
of their department was a very important
reason. About 4 out of 10 respondents
considered location, receiving an
assistantship, Ball State’s reputation, or the
personal attention given to students as very
important reasons. The availability of
distance education was the most important
reason for choosing to enroll at Ball State
for at least 23% of respondents in both
survey years.
•
More than 61% of respondents in both
survey years reported that Ball State
was the only university to which they
applied. (Figure 3)
Figure 3
Number of Universities Applied to Besides Ball State
100%
2007-2008
2008-2009
80%
61.9%
62.6%
60%
40%
30.3%
27.5%
20%
7.8%
9.9%
0%
0 other schools
•
Approximately 8 out of 10
respondents in both survey years
reported that the availability of a
specific program was very important
in their decision to enroll in graduate
studies at Ball State. (Table 11)
1-3 other schools
4 or more other schools
• About 6 out of 10 respondents
indicated that Ball State having an
outstanding program in their field was
very important in their decision to
enroll. (Table 11)
15
• More than half of respondents both
years indicated that the reputation of
their department was a very important
reason to enroll. (Table 11)
• At least 4 out of 10 respondents in
both survey years indicated that a very
important reason for them was Ball
State’s location. (Table 11)
•
•
For approximately 8 out of 10
respondents in both survey years, a
very or somewhat important reason to
enroll was that Ball State gives
personal attention to students.
(Table 11)
In both survey years, 45% of
respondents reported that Ball State’s
relatively low cost was a very
important reason for enrolling; about
34% rated that reason somewhat
important. (Table 11)
•
At least 36% of respondents in both
survey years indicated that receiving
an assistantship or Ball State’s
reputation as very important reasons
for choosing to enroll. (Table 11)
•
At least 43% of respondents each
survey year stated that the reputation
of faculty in their department was a
very important reason for choosing to
enroll. (Table 11)
•
16
At least 45% of respondents in both
survey years indicated that the
availability of distance education was
a very important reason in their
decision to enroll. (Table 11)
•
About 7 out of 10 respondents in both
survey years indicated that a very or
somewhat important reason they
chose to enroll in graduate studies at
Ball State was its technology
resources. (Table 11)
•
Nearly 27% of respondents in both
survey years indicated that a very
important reason in their decision was
that Ball State was recommended to
them. (Table 11)
•
Nearly 3 out of 10 respondents in both
survey years reported that attending
Ball State as an undergraduate was
why they chose to enroll. (Table 11)
•
At least 1 out of 10 respondents each
survey year reported being personally
recruited as a very important reason
for choosing to enroll in graduate
studies at Ball State. (Table 11)
•
Respondents in 2007-2008 were
significantly more likely to indicate
that a friend or spouse attending was a
very important reason in their decision
to enroll (15% in 2007-2008
compared to 13% in 2008-2009).
(Table 11)
•
At least 18% of respondents in both
survey years indicated there were
other very important reasons for
choosing to enroll in graduate studies
at Ball State. (Table 11)
TABLE 11
Reasons for Choosing to Enroll in Graduate Studies at Ball State
I chose to enroll in graduate
studies at Ball State because…
Very
Important
Somewhat
Important
Percentages
Not
Important
N
of the availability of a
specific program.
2007-2008
2008-2009
616
695
81.5
79.7
14.4
15.5
4.1
4.7
Ball State has an outstanding
program in my field.
2007-2008
2008-2009
612
691
60.3
59.6
31.9
33.0
7.8
7.4
of the reputation of my department.
2007-2008
2008-2009
607
691
52.4
54.0
36.6
35.5
11.0
10.6
of location.
2007-2008
2008-2009
582
679
44.7
40.1
18.4
23.4
36.9
36.5
Ball State gives personal
attention to students.
2007-2008
2008-2009
592
685
41.6
37.5
38.0
42.5
20.4
20.0
of its relatively low cost.
2007-2008
2008-2009
589
679
45.0
45.2
33.6
34.2
21.4
20.6
I received an assistantship.
2007-2008
2008-2009
577
670
40.7
36.9
6.6
9.7
52.7
53.4
of the reputation of faculty
in my department.
2007-2008
2008-2009
601
686
44.9
43.7
38.3
39.7
16.8
16.6
of the availability of
distance education.
2007-2008
2008-2009
597
685
46.7
45.7
8.9
9.5
44.4
44.8
*Statistically significant differences exist between survey year percentages on this item (p≤ .05).
17
TABLE 11 (cont.)
Reasons for Choosing to Enroll in Graduate Studies at Ball State
I chose to enroll in graduate
studies at Ball State because…
Very
Important
N
Somewhat
Important
Not
Important
Percentages
of the reputation of Ball State.
2007-2008
2008-2009
616
693
38.6
36.8
45.0
50.2
16.4
13.0
of technology resources.
2007-2008
2008-2009
587
682
36.3
38.7
33.6
32.8
30.2
28.4
it was recommended to me.
2007-2008
2008-2009
583
671
26.6
26.7
25.6
26.5
47.9
46.8
I attended Ball State as an
undergraduate student.
2007-2008
2008-2009
573
666
29.3
27.5
8.2
9.8
62.5
62.8
I was personally recruited
by my department.
2007-2008
2008-2009
565
662
12.9
10.4
17.7
15.7
69.4
73.9
a friend or spouse
was also attending.*
2007-2008
2008-2009
569
665
14.9
12.8
9.7
14.6
75.4
72.6
other.
2007-2008
2008-2009
184
231
19.6
18.6
3.3
4.8
77.2
76.6
*Statistically significant differences exist between survey year percentages on this item (p≤ .05).
18
•
•
When asked about their most
important reason for pursuing
graduate studies at Ball State, nearly
one fourth of respondents in both
survey years indicated that it was
because of the availability of distance
education. (Table 12)
At least 16% of respondents in both
survey years indicated that receiving
an assistantship was the most
important reason, and for about 15% it
was the availability of a specific
program. (Table 12)
•
About 13% of respondents in both
survey years reported that their most
important reason was that Ball State
has an outstanding program in their
field. (Table 12)
•
At least 6% of respondents in both
survey years indicated that the most
important reason for them was that
they attended Ball State as an
undergraduate or because of the
location. (Table 12)
TABLE 12
Most Important Reason for Choosing Ball State
Which of the reasons was the most important
in pursuing graduate studies at Ball State?
2007-2008
2008-2009
Percentages
The availability of distance education
I received an assistantship.
The availability of a specific program
Ball State has an outstanding program in my field.
I attended Ball State as an undergraduate.
Location
The reputation of the faculty in my department
Its relatively low cost
The reputation of my department
The reputation of Ball State
It was recommended to me.
Ball State gives personal attention to students.
A friend or spouse was also attending.
Other
I was personally recruited by my department.
Technology resources
23.4
17.0
14.9
12.9
8.2
6.1
2.9
2.7
2.4
2.1
1.9
1.8
1.5
1.3
0.6
0.2
24.0
16.4
15.4
12.5
6.5
7.2
1.4
3.2
3.6
1.9
2.0
1.1
1.6
1.6
1.6
0.1
19
20
EVALUATION AND USE OF BALL STATE SERVICES
•
At least 87% of respondents in both
survey years indicated they used
Library Services. Of those, about 94%
reported they were satisfied with the
service. (Table 13)
•
More than 17% of respondents in both
survey years indicated they used the
Office of Academic Research for
grant support. Of those who did,
approximately 3 out of 4 in both
survey years reported they were
satisfied. (Table 13)
•
Approximately 4 out of 10
respondents in both survey years
indicated that they used Ball State
recreational facilities. At least 8 out
of 10 indicated they were satisfied.
(Table 13)
•
At least 91% of respondents both
survey years indicated they used the
Registration Procedure. Of those who
did, greater than 83% were satisfied.
(Table 13)
•
Nearly one fourth of respondents in
both survey years reported that they
used the Career Center; and of those
who did, at least 64% indicated that
they were satisfied. (Table 13)
In both survey years 7 out of 10
respondents reported using University
Computing Services; of those, at least
87% indicated that they were satisfied
with the service. (Table 13)
•
At least 12% of respondents in 20072008 and 2008-2009 indicated they
used Counseling and Psychological
Services; of those, 74% reported they
were satisfied. (Table 13)
Ninety-nine percent of respondents in
both survey years reported they used
the University Web Site, and at least
87% of those indicated they were
satisfied. (Table 13)
•
Greater than 8 out of 10 respondents
in both survey years reported they
used the Office of Graduate
Admissions; of those, at least 9 out of
10 indicated they were satisfied with
the service. (Table 13)
Summary Exiting graduate students
were asked whether they used certain Ball
State services and if they were satisfied
with them.
Respondents in 2007-2008 were
significantly more likely to indicate they
used the Ball State Bookstore and that they
were satisfied with its services. Of
respondents who reported using the
Graduate School Web Site, respondents in
2007-2008 were also significantly more
likely to indicate they were satisfied with
the service.
•
•
•
•
Nearly 3 out of 4 respondents in 20072008 and 7 out of 10 in 2008-2009
reported using the Ball State
Bookstore. Of those who used this
service, 79% in 2007-2008 and 76%
in 2008-2009 indicated that they were
satisfied. This difference was
statistically significant. (Table 13)
Ninety-two percent of respondents in
2007-2008 and 95% in 2008-2009
indicated that they used the Bursar’s
Office. At least 85% of these
respondents reported that they were
satisfied. (Table 13)
21
•
•
Nearly three fourths of respondents
both survey years used the Graduation
Office. Of those who did, about 9 out
of 10 reported they were satisfied with
the service. (Table 13)
Eighty-nine percent of respondents
both survey years indicated that they
used the Graduate School Web Site.
Of those who used it, approximately
86% in 2007-2008 compared with
81% in 2008-2009 were satisfied. This
difference was statistically significant.
(Table 13)
TABLE 13
Use of and Satisfaction With Ball State Services
Used the Service
N
University Services
Ball State Bookstore
2007-2008
2008-2009
Was Satisfied*
Percentages
620
695
**
74.8
69.6
**
79.1
76.0
Bursar’s Office
2007-2008
2008-2009
621
697
92.4
94.7
88.0
85.9
Career Center
2007-2008
2008-2009
620
697
23.5
24.5
65.8
64.3
Counseling and Psychological Services
2007-2008
2008-2009
621
696
12.6
12.2
74.4
74.1
Library Services
2007-2008
2008-2009
620
696
89.5
87.6
94.6
93.9
Office of Academic Research
(Grant Support)
2007-2008
2008-2009
619
696
17.6
19.4
74.3
75.6
Recreational Facilities
2007-2008
2008-2009
620
695
41.8
40.9
84.2
80.3
Registration Procedure
2007-2008
2008-2009
620
696
91.5
93.5
86.9
83.6
*Of those who used the service, percentage of respondents who were satisfied
**Statistically significant differences exist between survey year percentages on this item (p≤ .05).
22
TABLE 13 (cont.)
Use of and Satisfaction With Ball State Services
Used the Service
N
Was Satisfied*
Percentages
University Services (cont.)
University Computing Services
2007-2008
2008-2009
621
696
70.0
69.8
89.4
87.7
University Web Site
2007-2008
2008-2009
619
694
99.7
99.1
89.1
87.4
Graduate School Services
The Office of Graduate Admissions
2007-2008
2008-2009
616
691
83.3
82.1
91.4
90.2
The Graduation Office
2007-2008
2008-2009
618
691
74.5
73.2
90.0
87.9
The Graduate School Web Site
2007-2008
2008-2009
617
693
89.3
88.9
**
85.5
81.1
*Of those who used the service, percentage of respondents who were satisfied
**Statistically significant differences exist between survey year percentages on this item (p≤ .05).
23
24
ACADEMIC PROGRAM RATINGS
•
At least three fourths of respondents
in both survey years indicated that
opportunities for experiential learning
through internships, practicums, etc.
were excellent or good. (Table 14)
•
At least 4 out of 10 respondents in
both survey years indicated that the
availability of faculty as mentors was
excellent. (Table 14)
•
Eighty-seven percent of respondents
in both survey years indicated that
opportunities for interactions with
classmates in their academic program
were excellent or good. (Table 14)
Respondents in 2007-2008 were
significantly more likely to indicate
that consultations about a thesis,
dissertation, research paper, or
creative project were excellent (45%
in 2007-2008 compared to 35% in
2008-2009). (Table 14)
•
In 2007-2008, 87% of respondents
and 84% in 2008-2009 indicated that
opportunities for interactions with
faculty in their program were
excellent or good. (Table 14)
In both survey years more than 84%
of respondents reported that the
quality of teaching in their academic
program was excellent or good.
(Table 14)
•
At least 35% of respondents both
survey years rated their career
preparation as excellent. (Table 14)
Summary Exiting graduate students
were asked to rate a number of experiences
and opportunities in their respective
programs. Overall, the majority of
respondents in 2007-2008 and 2008-2009
gave ratings of excellent or good.
At least 45% of respondents in both
survey years indicated that opportunities
for interactions with classmates and faculty
were excellent. More than 54% of
respondents stated that the professional
expertise of faculty was excellent. At least
75% of respondents in both survey years
indicated that opportunities for experiential
learning were excellent or good.
•
•
•
The professional expertise of faculty
was rated as excellent or good by
about 9 out of 10 respondents in both
survey years. (Table 14)
•
The quality of courses they have taken
was rated as excellent or good by 90%
of respondents in 2007-2008 and 88%
in 2008-2009. (Table 14)
•
At least 41% of respondents in both
survey years indicated that
interactions with their faculty advisor
were excellent. (Table 14)
•
•
At least 81% of respondents in
both survey years reported that the
availability of courses needed for
graduation was excellent or good.
(Table 14)
Forty-one percent of respondents in
2007-2008 and 33% in 2008-2009
rated the academic ability of graduate
students in their program as excellent.
This was a statistically significant
difference. (Table 14)
25
•
•
•
•
Approximately three fourths of
respondents both survey years rated
the opportunities for research in their
academic program as excellent or
good. (Table 14)
More than 83% of respondents both
survey years rated the quality of
library holdings as excellent or good.
(Table 14)
At least 29% of respondents in both
survey years indicated that the
opportunities for teaching were
excellent; 33% rated theirs as good.
(Table 14)
the computer facilities as excellent.
(Table 14)
• Advice about their career plans was
rated as excellent by 27% of
respondents in 2007-2008 and 25% in
2008-2009. (Table 14)
•
Eighty percent of respondents in
2007-2008 and 71% in 2008-2009
rated the quality of studio facilities in
their academic program as excellent or
good. (Table 14)
•
Approximately three fourths of
respondents in both survey years rated
the quality of the non-computer
laboratory facilities as excellent or
good. (Table 14)
At least 4 out of 10 respondents in
both survey years rated the quality of
TABLE 14
Opportunities and Experiences in Respondents’ Academic Program
Excellent
N
Good
Poor
Percentages
Opportunities for
interactions with classmates
2007-2008
2008-2009
607
688
49.8
45.6
37.1
41.3
10.2
10.2
2.9
2.9
Opportunities for
interactions with faculty
2007-2008
2008-2009
618
696
50.8
47.2
36.4
36.6
10.5
12.5
2.3
3.7
Professional expertise
of faculty
2007-2008
2008-2009
621
698
58.4
54.4
34.3
35.4
6.0
9.5
1.3
0.7
Interactions with
faculty advisor
2007-2008
2008-2009
573
666
44.9
41.0
30.7
31.5
14.5
15.8
9.9
11.7
*Statistically significant differences exist between survey year percentages on this item (p≤ .05).
26
Fair
TABLE 14 (cont.)
Opportunities and Experiences in Respondents’ Academic Program
Excellent
N
Good
Fair
Poor
Percentages
Availability of courses
needed for graduation
2007-2008
2008-2009
622
697
48.7
45.6
36.5
35.4
12.1
13.8
2.7
5.2
Opportunities for
experiential learning
through internships,
practicums, etc.
2007-2008
2008-2009
464
536
42.3
39.7
34.9
36.0
16.8
17.0
6.0
7.2
Availability of faculty
as mentors
2007-2008
2008-2009
579
657
42.7
40.8
37.7
34.1
13.9
16.0
5.7
9.1
Consultations about thesis/
dissertation/research
paper/creative project*
2007-2008
2008-2009
415
478
44.8
34.9
29.6
35.2
16.2
18.6
9.4
11.3
Quality of teaching
2007-2008
2008-2009
621
699
42.0
38.8
46.4
46.1
10.3
12.9
1.3
2.3
Career preparation
2007-2008
2008-2009
577
659
35.5
35.2
40.6
37.0
17.9
19.3
6.0
8.5
The courses taken
2007-2008
2008-2009
614
690
45.6
38.6
44.8
49.3
9.1
11.4
0.5
0.7
The academic ability of
graduate students*
2007-2008
2008-2009
603
669
41.0
32.7
42.8
50.4
13.9
14.5
2.3
2.4
Opportunities for research
2007-2008
2008-2009
504
574
36.1
34.8
38.5
40.0
18.8
18.3
6.6
6.9
*Statistically significant differences exist between survey year percentages on this item (p≤ .05).
27
TABLE 14 (cont.)
Opportunities and Experiences in Respondents’ Academic Program
Excellent
N
Good
Poor
Percentages
Quality of library holdings
2007-2008
2008-2009
509
543
37.7
36.1
47.9
47.0
13.2
14.5
1.2
2.4
Opportunities for teaching
2007-2008
2008-2009
403
461
29.0
30.6
33.0
33.4
26.3
19.9
11.7
16.1
Quality of computer facilities
2007-2008
2008-2009
462
494
43.3
40.0
41.8
43.5
11.7
11.9
3.2
4.6
Advice about career plans
2007-2008
2008-2009
523
601
26.8
25.1
32.9
35.3
26.6
24.6
13.7
15.0
Quality of studio facilities
2007-2008
2008-2009
218
261
41.7
32.2
38.1
39.1
16.1
20.7
4.1
8.0
Quality of non-computer
laboratory facilities
2007-2008
2008-2009
343
369
35.3
28.2
42.6
46.6
19.5
19.2
2.6
*Statistically significant differences exist between survey year percentages on this item (p≤ .05).
28
Fair
6.0
GRADUATE PROGRAM OUTCOMES
Summary Exiting students were asked
about the outcomes of their graduate
program. About 97% of respondents in
both survey years strongly agreed or
agreed that as a result of their graduate
program they are committed to the
professional and ethical standards of their
discipline. Approximately 96% of the
respondents strongly agreed or agreed they
are able to communicate effectively in
ways that are appropriate to their
discipline; or they can analyze, synthesize,
and apply knowledge in their discipline.
About 9 out of 10 respondents strongly
agreed or agreed that as a result of their
graduate program they understand research
and scholarship in their discipline, or they
can engage in research or creative projects
in their discipline.
•
•
At least 63% of respondents in both
survey years strongly agreed that they
have extended their knowledge about
the discipline as a result of their
graduate program. (Table 15)
Approximately 97% of respondents
both survey years strongly agreed or
agreed that as a result of their
graduate program they are committed
to the professional and ethical
standards of their discipline.
(Table 15)
•
In both survey years, at least 6 out of
10 respondents strongly agreed that as
a result of their graduate program they
are able to communicate effectively in
ways that are appropriate to their
discipline. (Table 15)
•
Ninety-six percent of respondents
both survey years strongly agreed or
agreed that as a result of their graduate
program they can analyze, synthesize,
and apply knowledge in their
discipline. (Table 15)
•
At least 45% of respondents in both
survey years strongly agreed that as a
result of their graduate program they
understand research and scholarship in
their discipline. (Table 15)
•
At least 9 out of 10 respondents in
both survey years strongly agreed or
agreed that they can engage in
research or creative projects in their
discipline as a result of their graduate
program. (Table 15)
29
TABLE 15
Graduate Program Outcomes
As a result of my
graduate program, I…
Strongly
Agree
Agree
N
Undecided
Disagree
Strongly
Disagree
Percentages
have extended my knowledge
about the discipline.
2007-2008
2008-2009
620
697
66.8
63.0
30.0
33.6
1.9
2.2
0.8
0.9
0.5
0.4
617
696
69.2
66.4
27.6
30.3
2.1
2.9
0.8
0.4
0.3
0.0
618
696
64.1
60.3
32.2
35.3
2.8
3.2
0.6
1.0
0.3
0.1
620
696
57.7
56.9
38.7
39.1
2.4
3.4
1.1
0.6
0.0
0.0
620
697
51.1
45.9
39.8
43.5
7.1
8.6
1.1
1.9
0.8
0.1
619
696
51.1
47.4
38.9
43.8
7.8
6.8
1.5
1.9
0.8
0.1
am committed to the
professional and ethical
standards of my discipline.
2007-2008
2008-2009
am able to communicate
effectively in ways that
are appropriate to my
discipline.
2007-2008
2008-2009
can analyze, synthesize, and
apply knowledge in my
discipline.
2007-2008
2008-2009
understand research/
scholarship in my discipline.
2007-2008
2008-2009
can engage in research or
creative projects in my
discipline.
2007-2008
2008-2009
30
COMPARISON OF ENROLLMENT GROUPS
Summary Respondents in 2007-2008
and 2008-2009 were divided into three
enrollment groups: full time with an
assistantship (teaching, research, or other),
full time without an assistantship, and part
time. Significant differences that were
found between the groups with respect to
their demographic characteristics,
employment, reasons for choosing Ball
State, and use of Ball State services are
reported subsequently.
•
•
•
About 41% of respondents stated they
were enrolled full time and had an
assistantship. Approximately 17%
were enrolled full time but did not
have an assistantship. At least 42%
were enrolled part time. (Table 16)
Approximately 57% of full-time
respondents with an assistantship,
38% of full time without an
assistantship, and 6% of part-time
respondents stated that they were
between 21 and 25 years of age.
These differences were statistically
significant. (Table 17)
At least 99% of part-time respondents,
88% of full time with an assistantship,
and 91% of full time without an
assistantship stated that they were
U.S. citizens. These were statistically
significant differences. (Table 17)
•
Full-time respondents with an
assistantship were significantly more
likely than other enrollment groups to
indicate that they were completing
their doctorate (10% of full time with
an assistantship, compared to 7% of
full time without and 3% of part time).
(Table 17)
•
Full-time respondents were
significantly more likely to indicate
that they lived in Muncie most of the
time while working on their degree
(86% of full time with an assistantship
and 51% of full time without,
compared to 9% of part time).
(Table 17)
•
Sixty-two percent of part-time
respondents, 40% of full time with an
assistantship, and 56% of full time
without indicated they used a research
class to satisfy their research
requirement. This difference was
statistically significant. (Figure 4)
•
Twenty-nine percent of full-time
respondents with an assistantship,
12% of full time without, and 5% of
part-time respondents indicated they
used a thesis to satisfy their research
requirement. This difference was
statistically significant. (Figure 4)
31
TABLE 16
Enrollment Groups
Full time with an assistantship
Full time without an assistantship
Part time
N
Percentages
537
223
557
40.8
16.9
42.3
TABLE 17
Significant Differences in Demographics
by Enrollment Group
Full Time With
An Assistantship
Full Time Without
An Assistantship
Percentages
Part Time
Age*
21-25 years old
26-30 years old
31-35 years old
36-40 years old
41-45 years old
46-50 years old
More than 50
57.4
24.3
8.4
2.8
3.4
1.5
2.2
37.7
23.6
13.6
8.6
6.4
4.5
5.5
6.3
28.0
20.3
13.8
10.6
10.2
10.8
Gender*
Male
Female
42.5
57.5
31.8
68.2
30.5
69.5
Citizenship*
U.S. citizen
Not U.S. citizen
87.9
12.1
91.3
8.7
99.5
0.5
Degree*
Master’s
Doctorate
Specialist
88.5
9.8
1.7
92.7
6.8
0.5
95.9
2.5
1.6
Residence*
In Muncie
Outside of Muncie
86.4
13.6
51.2
48.8
9.4
90.6
*Statistically significant differences exist between enrollment group percentages on this item (p≤ .05).
32
Figure 4
Significant Differences in Method Used to Satisfy Research Requirement*
by Enrollment Group
100%
Full time with an assistantship
Full time without an assistantship
Part time
80%
55.9%
60%
39.8%
40%
29.4%
20%
61.9%
11.9%
5.0%
15.3%12.9%
8.7%
19.3%
15.5%
24.4%
0%
Thesis
Creative Project
Research paper
Research class
*Statistically significant differences exist between enrollment group percentages on this item (p≤ .05).
•
Part-time respondents were
significantly more likely to indicate
that they were employed while
working on their graduate degree at
Ball State (97% of part time,
compared to 32% of full time with an
assistantship and 74% of full time
without). (Table 18)
•
Of those who indicated they were
employed, part-time respondents were
significantly more likely to report they
were employed full time in offcampus jobs (90% of part time,
compared to 54% of full time without
and 20% of full-time with an
assistantship). (Table 18)
•
Of those who indicated they were
employed while working on their
degree, about 66% of full-time
respondents with an assistantship,
32% of full time without an
assistantship, and 8% of part-time
respondents reported they were
employed part time in off-campus
jobs. These were statistically
significant differences. (Table 18)
•
Of those who indicated they were
employed, 21% of full-time
respondents with an assistantship,
10% of full time without an
assistantship, and less than 1% of parttime respondents reported they were
employed part time in on-campus
jobs. These differences were
statistically significant. (Table 18)
33
TABLE 18
Employment
by Enrollment Group
Full Time With
An Assistantship
Full Time Without
An Assistantship
Percentages
Part Time
32.1
67.9
73.8
26.2
97.3
2.7
19.8
66.3
3.5
20.9
53.8
32.3
5.7
10.1
90.2
7.8
2.6
0.4
Employed while working
on degree**
Yes
No
Of those employed, type
of employment*
Full time off campus**
Part time off campus**
Full time on campus
Part time on campus**
*Respondents were asked to mark all that apply.
**Statistically significant differences exist between enrollment group percentages on this item (p≤ .05).
•
Full-time respondents with an
assistantship were significantly more
likely to indicate they received
funding (100% of full time with an
assistantship, compared to 62% of full
time without and 53% of part time).
(Table 19)
•
At least 28% of full-time respondents
with an assistantship reported their
type of funding is a teaching or
research assistantship, and 62%
indicated that theirs is an assistantship
other than one of these. (Table 19)
34
•
Of those who received funding, half
of full-time respondents without an
assistantship indicated they received
GSL/SLS loans. This percentage was
significantly higher than percentages
for the other enrollment groups (13%
of full-time respondents with an
assistantship and 31% of part time).
(Table 19)
•
Part-time respondents who received
funding were significantly more likely
to indicate that they received funding
from their employer (42% of part
time, compared to less than 1% of full
time with an assistantship and 21%
without). (Table 19)
TABLE 19
Financial Assistance
by Enrollment Group
Full Time With
An Assistantship
Full Time Without
An Assistantship
Percentages
Part Time
100.0
0.0
62.3
37.7
53.0
47.0
31.3
28.7
61.6
4.7
4.3
3.0
12.8
0.7
5.6
0.0
0.0
0.0
5.3
8.3
3.0
50.0
20.5
22.7
2.0
1.0
3.7
2.4
7.1
1.4
31.0
41.8
20.7
Received funding**
Yes
No
Of those funded, type of funding*
Teaching assistantship**
Research assistantship**
Other assistantship**
Scholarship from Ball State
Grant from Ball State
Fellowship from Ball State
GSL/SLS loan**
Funding from employer**
Other**
*Respondents were asked to mark all that apply.
**Statistically significant differences exist between enrollment group percentages on this item (p≤ .05).
•
Part-time respondents were
significantly more likely to have
started taking courses more than one
year prior to completing the survey
(80% of part time, compared to 30%
of full time with an assistantship and
43% of full time without). (Table 20)
•
Approximately 99% of full-time
respondents with an assistantship,
71% of full time without, and 34% of
part-time respondents indicated that
they took classes on campus in
Muncie. These differences were
statistically significant. (Table 21)
•
At least 96% of respondents from all
enrollment groups reported they
expect to graduate that academic year.
(Table 20)
•
•
Approximately 48% of full-time
respondents with an assistantship and
at least one third of part time or fulltime respondents without an
assistantship indicated they expect to
graduate in the spring of that
academic year. Differences in when
respondents expect to graduate were
statistically significant. (Table 20)
Part-time respondents were
significantly more likely to indicate
that they took classes via the Internet
(89% of part time, compared to 23%
of full time with an assistantship and
47% of full time without). (Table 21)
•
At least 15% of part-time respondents
reported they took classes via TV or
with an instructor at an off-campus
site. This was a significantly higher
percentage than reported by other
enrollment groups. (Table 21)
35
•
(approximately 99% of full time with
an assistantship and 68% of full time
without, compared to 21% of part
time). (Table 21)
Full-time respondents were
significantly more likely to indicate
that they took the majority of their
classes on campus in Muncie
TABLE 20
Academic Time Line
by Enrollment Group
Full Time With
An Assistantship
Full Time Without
An Assistantship
Percentages
Part Time
When did you first start taking courses
at Ball State for this degree?*
This academic year
Last academic year
Prior to last year
12.7
57.7
29.6
10.5
47.0
42.5
0.9
19.4
79.7
When do you expect to graduate?*
Fall of this academic year
Spring of this academic year
Summer of this academic year
Other
11.8
47.9
38.6
1.7
19.3
33.6
45.7
1.3
20.6
37.5
38.2
3.6
*Statistically significant differences exist between enrollment group percentages on this item (p≤ .05).
TABLE 21
Location of Classes
by Enrollment Group
Full Time With
An Assistantship
Full Time Without
An Assistantship
Percentages
Part Time
Where did you take your classes?*
On campus in Muncie**
Via the Internet**
Via TV at an off-campus site**
With an instructor at an
off-campus site**
98.5
23.3
3.4
6.5
71.3
46.6
6.7
13.0
34.1
88.5
15.8
23.2
Where did you take the majority of
your classes?**
On campus in Muncie
Via the Internet
Via TV at an off-campus site
With an instructor at an
off-campus site
98.5
0.9
0.2
0.4
67.6
30.1
1.8
0.5
20.5
66.6
3.8
9.1
*Respondents were asked to mark all that apply.
**Statistically significant differences exist between enrollment group percentages on this item (p≤ .05).
36
•
Four out of 10 full-time respondents
with an assistantship and 35% of full
time without indicated they received a
previous degree from Ball State.
(Table 22)
•
In regard to their previous education
and training as preparation for
graduate study at Ball State, more than
half of full-time respondents
characterized it excellent compared to
one third of the part-time respondents.
This difference was statistically
significant. (Table 22)
TABLE 22
Previous Education
by Enrollment Group
Full Time With
An Assistantship
Full Time Without
An Assistantship
Percentages
Part Time
Did you receive a previous
degree from Ball State?
Yes
No
40.5
59.5
35.4
64.6
0.0
100.0
How would you characterize your
previous education and training as
preparation for graduate study at
Ball State?*
Excellent
Good
Fair
Poor
51.0
42.0
6.3
0.7
56.3
41.0
2.6
0.2
33.3
66.7
0.0
0.0
*Statistically significant differences exist between enrollment group percentages on this item (p≤ .05).
•
•
When asked about their plans for the
next year, part-time respondents were
significantly more likely to indicate
that they plan to return to or continue
their prior job (72% of part time,
compared to 9% of full time with an
assistantship and 33% of full time
without). (Figure 5)
Full-time respondents were
significantly more likely to indicate
their plans include starting a new job
(75% of full time with an assistantship
and 57% of full time without,
compared to 29% of part time).
(Figure 5)
•
A significantly higher percentage of
full-time respondents with an
assistantship indicated that their plans
for the next year include continuing
graduate study (18% of full time with
an assistantship, compared to 11% of
full time without and 7% of part-time).
(Figure 5)
37
Figure 5
Significant Differences in Plans for the Following Year*
by Enrollment Group
100%
80%
71.5%
20%
Full time without an assistantship
57.4%
60%
40%
Full time with an assistantship
74.5%
33.2%
Part time
28.5%
18.2%
10.8%
6.8%
9.3%
6.1% 6.7% 5.6%
0%
Return to/continue
prior job**
Start a new job**
Continue graduate
study**
Other
*Respondents were asked to mark all that apply.
**Statistically significant differences exist between enrollment group percentages on this item (p≤ .05).
•
•
•
38
Fifty-nine percent of part-time
respondents, 55% of full time without
an assistantship, and 37% of full time
with an assistantship reported that
their general attitude toward Ball State
is very positive. These differences
were statistically significant.
(Table 23)
Ninety-four percent of part-time
respondents indicated that they would
recommend Ball State to someone
who wanted to major in their field,
compared to 76% of full time with and
87% of full time without an
assistantship. These were statistically
significant differences. (Table 23)
A significantly higher percentage of
part-time respondents rated their
academic experiences at Ball State as
excellent or good overall (97% of part
time, compared to 87% of full time
with an assistantship and 92% of full
time without). (Table 24)
•
Fifty-seven percent of part-time
respondents, 45% of full time with an
assistantship, and 53% of full time
without an assistantship rated their
personal enrichment at Ball State as
excellent overall. These differences
were statistically significant.
(Table 24)
•
Ninety-six percent of part time
respondents, 82% of full time with an
assistantship, and 90% of full time
without rated the quality of their Ball
State graduate education as excellent
or good overall. These differences
were statistically significant.
(Table 24)
TABLE 23
Significant Differences in Overall Opinions
by Enrollment Group
Full Time With
An Assistantship
Full Time Without
An Assistantship
Percentages
Part Time
What is your general attitude
toward Ball State?*
Very positive
Positive
Negative
Very negative
37.4
56.6
5.1
0.9
55.0
41.4
3.2
0.5
59.2
39.0
1.3
0.5
Would you recommend Ball State to
someone who wanted to major in
your field?*
Yes
No
Don’t know
76.4
12.3
11.3
86.8
4.5
8.6
93.7
2.9
3.4
*Statistically significant differences exist between enrollment group percentages on this item (p≤ .05).
TABLE 24
Significant Differences in Overall Ratings
by Enrollment Group
Excellent
Good
Fair
Percentages
Poor
Your academic experiences*
Full time with an assistantship
Full time without an assistantship
Part time
43.9
57.4
59.4
42.8
34.1
37.8
11.3
8.1
2.7
2.1
0.4
0.2
Your personal enrichment*
Full time with an assistantship
Full time without an assistantship
Part time
45.3
53.4
56.8
39.8
35.9
37.5
12.8
7.2
5.2
2.1
3.6
0.5
Quality of your graduate education*
Full time with an assistantship
Full time without an assistantship
Part time
38.5
57.4
60.0
43.2
32.3
36.0
15.6
8.5
3.6
2.8
1.8
0.4
*Statistically significant differences exist between enrollment group percentages on this item (p≤ .05).
39
•
Part-time respondents were
significantly more likely to indicate
that they did not apply to any other
universities besides Ball State (82% of
part time, compared to 55% of full time
without and 45% of full time with an
assistantship). (Figure 6)
•
At least 37% of full-time respondents
with or without an assistantship and
17% of part-time respondents indicated
they applied to 1-3 other universities.
Overall, the number of schools applied
to besides Ball State was significantly
different among enrollment groups.
(Figure 6)
Figure 6
Significant Difference in Number of Universities Applied to Besides Ball State*
by Enrollment Group
100%
82.2%
Full time with an assistantship
Full time without an assistantship
Part time
80%
60%
55.0%
44.7%
40%
37.2%38.1%
17.1%
20%
14.2%
5.5%
0%
0 other schools
1-3 other schools
0.7%
4-6 other schools
3.9% 1.4%
0.0%
7 or more other schools
*Statistically significant differences exist between enrollment group percentages on this item (p≤ .05).
•
•
40
Part-time respondents and full time
without an assistantship were
significantly more likely to indicate
that the availability of a specific
program was a very important reason
they chose to enroll in graduate studies
at Ball State (89% of part time and
83% of full time without, compared to
71% of full time with an assistantship).
(Table 25)
Sixty-eight percent of part-time
respondents, 64% of full time without
an assistantship, and 50% of full time
with an assistantship indicated a very
important reason they chose to enroll
was that Ball State has an outstanding
program in their field. These
differences were statistically
significant. (Table 25)
•
Half of full-time respondents with
an assistantship, 57% of full time
without, and 55% of part-time
respondents indicated that the
reputation of their department was
a very important reason in their
decision to enroll. These differences
were statistically significant.
(Table 25)
•
At least half of part-time respondents
reported its relatively low cost or
technology resources as very
important reasons for choosing to
enroll in graduate studies at Ball State.
This was significantly greater than the
percentage indicated by full-time
respondents with or without an
assistantship. (Table 25)
•
•
Nearly 36% of full-time respondents
with an assistantship, 47% of full time
without an assistantship, and 40% of
part-time respondents reported that a
very important reason they chose to
enroll is that Ball State gives personal
attention to students. These were
statistically significant differences.
(Table 25)
•
•
Twenty-six percent of full-time
respondents with an assistantship,
43% of full time without, and 46% of
part-time respondents indicated that
Ball State’s reputation was a very
important reason in their decision to
enroll. These differences were
statistically significant. (Table 25)
Full-time respondents with an
assistantship were significantly more
likely to indicate that being personally
recruited by their department was a
very important reason they enrolled
(18% of full time with an assistantship,
compared to 9% of full time without
and 6% of part time). (Table 25)
Part-time respondents were
significantly more likely to report that
a very important reason for enrolling
in graduate studies at Ball State was
the availability of distance education
(85% of part time, compared to 8% of
full time with an assistantship and
38% of full time without). (Table 25)
TABLE 25
Significant Differences in Reasons for Choosing
to Enroll in Graduate Studies at Ball State
by Enrollment Group
I chose to enroll in graduate
studies at Ball State because…
Full Time With
An Assistantship
Full Time Without
An Assistantship
Percentages
Part Time
I received an assistantship.*
Very important
Somewhat important
Not important
80.3
10.7
9.0
15.2
9.8
75.0
4.2
4.8
91.1
of the availability of a
specific program.*
Very important
Somewhat important
Not important
71.0
21.8
7.2
82.6
13.2
4.1
89.0
9.0
2.0
Ball State has an outstanding
program in my field.*
Very important
Somewhat important
Not important
50.2
38.8
11.0
63.6
27.6
8.8
67.8
28.2
4.0
*Statistically significant differences exist between enrollment group percentages on this item (p≤ .05).
41
TABLE 25 (cont.)
Significant Differences in Reasons for Choosing
to Enroll in Graduate Studies at Ball State
by Enrollment Group
I chose to enroll in graduate
studies at Ball State because…
Full Time With
An Assistantship
Full Time Without
An Assistantship
Percentages
Part Time
of the reputation of my
department.*
Very important
Somewhat important
Not important
49.9
36.8
13.3
56.9
31.7
11.5
55.1
36.6
8.2
of its relatively low cost.*
Very important
Somewhat important
Not important
41.1
34.0
24.9
42.6
34.0
23.4
50.2
33.9
15.9
Ball State gives personal
attention to students.*
Very important
Somewhat important
Not important
35.7
38.8
25.5
47.2
35.8
17.0
40.1
43.5
16.4
of the reputation of Ball State.*
Very important
Somewhat important
Not important
26.2
52.0
21.8
42.9
46.1
11.0
46.4
44.4
9.2
of technology resources.*
Very important
Somewhat important
Not important
22.6
38.0
39.4
37.7
32.1
30.2
52.2
28.9
18.9
I was personally recruited
by my department.*
Very important
Somewhat important
Not important
18.4
20.2
61.4
8.8
19.0
72.2
5.9
12.1
82.0
of the availability of
distance education.*
Very important
Somewhat important
Not important
8.4
11.5
80.1
38.3
10.3
51.4
84.7
6.6
8.7
*Statistically significant differences exist between enrollment group percentages on this item (p≤ .05).
42
•
•
Full-time respondents without an
assistantship were significantly more
likely to report that the most important
reason in their decision to enroll in
graduate studies at Ball State was the
availability of a specific program
(22% of full time without an
assistantship, compared to 16% of part
time and 11% of full time with an
assistantship). (Table 26)
State has an outstanding program in
their field (15% of full time with or
without an assistantship, compared to
9% of part time). (Table 26)
•
A significantly greater percentage of
full-time respondents reported that the
most important reason in their
decision to enroll was because Ball
Part-time respondents were
significantly more likely to indicate
that the availability of distance
education was the most important
reason in their decision to enroll in
graduate studies at Ball State (49% of
part time, compared to about 19% of
full time without an assistantship and
less than 1% of full time with an
assistantship). (Table 26)
TABLE 26
Most Important Reason for Choosing Ball State
by Enrollment Group
I chose to enroll in graduate
studies at Ball State because…
I received an assistantship.*
Ball State has an outstanding program
in my field.*
of the availability of a specific program.*
of location.
I attended Ball State as an undergraduate.
of the reputation of my department.*
of the reputation of faculty in my
department.*
of its relatively low cost.
a friend or spouse was also attending.*
it was recommended to me.
I was personally recruited by my
department.*
of the reputation of Ball State.
Ball State gives personal attention
to students.
Other
of the availability of distance education.*
of technology resources.
Full Time With
An Assistantship
Part Time
38.1
15.0
Full Time Without
An Assistantship
Percentages
4.9
15.2
11.3
7.1
6.0
4.1
3.8
21.5
9.4
8.1
4.5
2.7
16.3
5.1
8.3
1.5
0.4
2.4
2.4
2.3
2.1
1.8
1.8
2.2
0.9
4.0
0.5
1.6
0.4
1.9
1.5
1.8
3.1
2.2
0.7
1.5
0.4
0.2
3.1
18.8
0.0
0.7
48.5
0.2
0.7
8.9
*Statistically significant differences exist between enrollment group percentages on this item (p≤ .05).
43
•
Full-time respondents were
significantly more likely to indicate
that they used the Ball State
Bookstore. Of respondents who did,
72% of full time with an assistantship,
83% of full time without, and 82% of
part-time respondents indicated they
were satisfied with the services. These
differences were statistically
significant. (Table 27)
•
Of those who used the Bursar’s
Office, part-time respondents were
significantly more likely to report they
were satisfied with the service (92%
of part time, compared to 82% of full
time with an assistantship and 86% of
full time without). (Table 27)
•
Full-time respondents were
significantly more likely to report that
they used the Career Center (34% of
full time with or without an
assistantship, compared to 11% of part
time) or Counseling and
Psychological Services (19% of full
time with an assistantship and 11% of
full time without, compared to 6% of
part time). (Table 27)
•
•
44
Full-time respondents were
significantly more likely to indicate
that they used Library Services (98%
of full time with an assistantship and
90% of full time without, compared to
79% of part time). (Table 27)
A significantly higher percentage of
full-time respondents indicated that
they used the Office of Academic
Research for grant support (about 30%
of full time with an assistantship and
17% of full time without, compared to
9% of part time). (Table 27)
•
Approximately 73% of full-time
respondents with an assistantship
and 45% of full time without indicated
that they used Ball State recreational
facilities, compared to 10% of the
part-time respondents. These
differences were statistically
significant. (Table 27)
•
At least 94% of part-time respondents
and full time without an assistantship
indicated they used the Registration
Procedure, compared to 90% full-time
respondents with an assistantship. Of
respondents who used this service,
90% of part time, 84% of full time
without an assistantship, and 80% of
full time with an assistantship
indicated that they were satisfied.
These differences were statistically
significant. (Table 27)
•
Full-time respondents were
significantly more likely to report that
they used University Computing
Services. Of those who used this
service, part-time respondents were
significantly more likely to indicate
that they were satisfied (93% of part
time, compared to 85% of full time
without an assistantship and 87% of
full time with an assistantship).
(Table 27)
•
A significantly higher percentage of
part-time respondents and full time
without an assistantship who used the
University Web Site indicated that
they were satisfied with this service
(92% of part time and 90% of full
time without an assistantship,
compared to 84% of full time with an
assistantship). (Table 27)
•
•
likely to indicate they were satisfied
(92% of part time, 86% of full time
without an assistantship, and 73% of
full time with an assistantship).
(Table 27)
Part-time respondents who used the
services of the Graduation Office were
significantly more likely to indicate
that they were satisfied (92% of part
time, compared to 88% of full time
without and 86% of full time with an
assistantship). (Table 27)
•
Part-time respondents were
significantly more likely to indicate
they used the Graduate School Web
Site. Of respondents who indicated
they used this service, part-time
respondents were significantly more
Of those who stated they used the
Office of Graduate Admissions, about
96% of part-time respondents, 92% of
full time without an assistantship, and
85% of full time with an assistantship
indicated that they were satisfied.
These differences were statistically
significant. (Table 27)
TABLE 27
Significant Differences in Use of and Satisfaction With Ball State Services
by Enrollment Group
Used the Service
N
Was Satisfied*
Percentages
University Services
Ball State Bookstore
Full time with an assistantship
Full time without an assistantship
Part time
432
171
345
**
80.7
77.0
62.2
**
71.8
83.0
82.0
Bursar’s Office
Full time with an assistantship
Full time without an assistantship
Part time
507
209
515
94.6
94.1
92.5
**
82.2
86.1
91.8
Career Center
Full time with an assistantship
Full time without an assistantship
Part time
180
76
60
**
33.6
34.2
10.8
65.6
65.8
61.7
Counseling and Psychological Services
Full time with an assistantship
Full time without an assistantship
Part time
103
25
35
**
19.3
11.3
6.3
75.7
72.0
71.4
Library Services
Full time with an assistantship
Full time without an assistantship
Part time
524
200
439
**
97.8
90.1
79.1
93.9
94.5
94.8
*Of those who used the service, percentage of respondents who were satisfied
**Statistically significant differences exist between enrollment group percentages on this item (p≤ .05).
45
TABLE 27 (cont.)
Significant Differences in Use of and Satisfaction With Ball State Services
by Enrollment Group
Used the Service
N
Was Satisfied*
Percentages
University Services (cont.)
159
37
47
**
29.7
16.7
8.5
73.6
83.8
74.5
388
99
54
**
72.7
44.6
9.7
81.4
81.8
87.0
481
209
525
**
89.9
94.6
94.3
**
79.8
84.2
90.3
University Computing Services
Full time with an assistantship
Full time without an assistantship
Part time
457
158
303
**
85.4
71.2
54.4
**
86.7
85.4
92.7
University Web Site
Full time with an assistantship
Full time without an assistantship
Part time
532
219
551
99.3
99.1
99.6
**
84.0
90.4
91.7
400
159
404
75.3
72.3
72.9
**
86.0
88.1
92.1
463
188
513
**
87.0
85.1
92.6
**
73.0
85.6
91.6
81.8
80.9
84.1
**
85.3
91.6
95.5
Office of Academic Research (Grant Support)
Full time with an assistantship
Full time without an assistantship
Part time
Recreational Facilities
Full time with an assistantship
Full time without an assistantship
Part time
Registration Procedure
Full time with an assistantship
Full time without an assistantship
Part time
Graduate School Services
The Graduation Office
Full time with an assistantship
Full time without an assistantship
Part time
The Graduate School Web Site
Full time with an assistantship
Full time without an assistantship
Part time
The Office of Graduate Admissions
Full time with an assistantship
Full time without an assistantship
Part time
436
178
467
*Of those who used the service, percentage of respondents who were satisfied
**Statistically significant differences exist between enrollment group percentages on this item (p≤ .05).
46
•
Eighty-nine percent of part-time
respondents, 85% of full-time
respondents without an assistantship,
and 78% of full time with an
assistantship rated the academic
ability of graduate students in their
program as excellent or good. These
differences were statistically
significant. (Table 28)
•
Part-time respondents were
significantly more likely to rate the
availability of courses needed for
graduation as excellent or good (88%
of part time, compared to 79% of full
time with an assistantship and 80%
without). (Table 28)
•
A significantly higher percentage of
part-time respondents or full-time
respondents without an assistantship
rated career preparation in their
academic program as excellent or
good (82% of part time and 78% of
full time without an assistantship,
compared to 65% of full time with an
assistantship). (Table 28)
•
Part-time respondents were
significantly more likely to rate the
opportunities for research as excellent
or good (79% of part time, compared
to 72% of full time with or without an
assistantship). (Table 28)
•
Ninety-five percent of part-time
respondents, 93% of full time without
an assistantship, and 87% of full time
with an assistantship rated the
professional expertise of faculty in
their academic program as excellent or
good. These differences were
statistically significant. (Table 28)
•
Part-time respondents were
significantly more likely than other
enrollment groups to rate the quality
of Ball State computer facilities as
excellent or good (92% of part time,
compared to 80% of full time with an
assistantship and 83% of full time
without). (Table 28)
•
At least 88% of respondents who were
enrolled part time or full time without
an assistantship rated the quality of
library holdings or quality of teaching
as excellent or good. This was a
significantly higher percentage than
reported by full-time respondents with
an assistantship. (Table 28)
•
Ninety-six percent of part-time
respondents, 81% of full time with an
assistantship, and 90% of full time
without an assistantship rated the
courses they have taken as excellent
or good. These differences were
statistically significant. (Table 28)
•
Part-time respondents were
significantly more likely to strongly
agree that as a result of their graduate
program they are committed to the
professional and ethical standards of
their discipline (72% of part time,
compared to 67% of full time without
and 63% of full time with an
assistantship). (Table 29)
•
Nearly 69% of part-time respondents
strongly agreed that as a result of their
graduate program they are able to
communicate effectively in ways that
are appropriate to their discipline.
This was a significantly higher
percentage than reported by the other
enrollment groups (60% of full time
without and 56% of full time with an
assistantship). (Table 29)
47
TABLE 28
Significant Differences in Opportunities and Experiences
in Respondents’ Academic Programs*
by Enrollment Group
Full Time With
An Assistantship
Academic ability of graduate students**
Advice about career plans**
Availability of courses needed for
graduation**
Career preparation**
Consultations about thesis/dissertation/
research paper/creative project**
Courses taken**
Opportunities for research**
Professional expertise of faculty**
Quality of computer facilities**
Quality of library holdings**
Quality of non-computer labs**
Quality of studio facilities**
Quality of teaching**
Part Time
77.5
54.9
79.1
Full Time Without
An Assistantship
Percentages
85.0
66.7
80.1
65.0
68.3
77.5
72.4
82.3
77.5
81.4
71.7
86.6
80.4
79.4
71.8
68.1
79.9
90.0
71.7
93.2
83.2
88.0
72.8
74.4
90.5
96.0
79.4
95.1
91.8
89.2
88.0
85.2
91.5
89.0
63.3
87.9
*Of those rating excellent or good
**Statistically significant differences exist between enrollment group percentages on this item (p≤ .05).
TABLE 29
Significant Differences in Graduate Program Outcomes
by Enrollment Group
As a result of my graduate
program, I…
Strongly
Agree
Agree
N
Undecided
Disagree
Strongly
Disagree
Percentages
am committed to the professional and
ethical standards of my discipline.*
Full time with an assistantship
Full time without an assistantship
Part time
532
223
553
63.1
66.8
72.2
31.8
29.1
26.2
3.8
2.7
1.3
0.8
1.3
0.2
0.2
0.0
0.2
am able to communicate effectively in
ways that are appropriate to my
discipline.*
Full time with an assistantship
Full time without an assistantship
Part time
532
222
555
56.0
60.4
68.6
38.5
35.6
28.6
3.8
3.2
2.2
1.1
0.9
0.5
0.6
0.0
0.0
*Statistically significant differences exist between enrollment group percentages on this item (p≤ .05).
48
SUMMARY AND CONCLUSIONS
Overall, respondents to the 2007-2008 and 2008-2009 Graduate Student Exit Survey
had positive opinions about the University, their program, and their experiences. In both
years, at least 95% of respondents rated their general attitude toward Ball State as very
positive or positive, and at least 82% of respondents indicated that they would recommend
Ball State to someone who wanted to major in their field. At least 49% of respondents both
survey years rated their academic experiences, personal enrichment, or the quality of their
graduate education as excellent.
The majority of respondents in both survey years indicated they were satisfied with the
university services they used. Specifically, more than 87% of those who used the University
Web Site, Library Services, or University Computing Services were satisfied. At least 81% of
respondents who used the Office of Graduate Admissions, the Graduation Office, or the
Graduate School Web Site were satisfied.
At least 83% of respondents in both survey years rated their opportunities for
interactions with classmates or faculty in their program as either excellent or good, and
approximately 9 out of 10 rated the professional expertise of faculty as excellent or good.
At least 95% of respondents in both survey years strongly agreed or agreed that as a
result of their graduate program they have extended their knowledge about the discipline; are
committed to the professional and ethical standards of their discipline; are able to
communicate effectively in ways appropriate to their discipline; or they can analyze,
synthesize, and apply knowledge in their discipline.
During the two years surveyed, respondents in the three enrollment groups (full time
with an assistantship, full time without an assistantship, and part time) were significantly
different from each other in a number of demographic characteristics including age, gender,
citizenship status, type of degree, employment status, types of funding received, and the year
in which they started taking classes. Part-time respondents were significantly more likely to
report that they took classes via the Internet or at an off-campus site via television or with an
instructor. Full-time respondents were significantly more likely to indicate that they used
several Ball State services including the Career Center, Counseling and Psychological
Services, Library Services, the Office of Academic Research, University Computing Services,
and Ball State recreational facilities. Part-time respondents, however, were significantly more
likely to indicate they were satisfied with the Graduate School Web Site, Bursar’s Office,
Registration Procedure, or University Web Site.
49