ERIC Number: ED325026
Record Type: RIE
Publication Date: 1990
Reference Count: N/A
Choosing Futures: U.S. and Foreign Student Views of Graduate Engineering Education. IIE Research Report Number Twenty-one.
Barber, Elinor G.; And Others
The factors that come into play in the decisions of engineering seniors and undergraduate students to continue or not to continue to graduate study are presented based on data from a survey, conducted in the spring of 1988, of 22,836 full-time seniors and graduate students in U.S. engineering programs (of this total, 4,880 returned usable responses). The questionnaire's findings are broken down between the major headings of engineering seniors' responses and graduate students' responses. The report presents data on the influences on students deciding to attend engineering graduate programs for the following areas: (1) U.S. male versus female students (graduate and senior); (2) various U.S. racial/ethnic groups (Blacks, Hispanics, American Indian, Whites, and Asian-Americans); (3) foreign versus U.S. students, (4) masters degree versus doctoral degree graduate students; (5) U.S. seniors who plan to attend graduate school immediately versus those who plan to wait; and (6) graduate students who are academic-bound versus those going into other engineering disciplines. In addition, questionnaire responses cover the seniors' post-baccalaureate plans, their undergraduate education, their images of engineering their career aspirations, and whether the type of institution has any bearing on their decisions to attend engineering graduate school. Contains seven references. (GLR)
Descriptors: Career Choice, Career Planning, College Seniors, Comparative Analysis, Decision Making, Engineering Education, Foreign Students, Graduate Students, Graduate Study, Higher Education, Influences, Minority Groups, Questionnaires, Student Attitudes, Student Motivation, Student Reaction
Institute of International Education, 809 United Nations Plaza, New York, NY 10017-3580.
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: Institute of International Education, New York, NY.