ERIC Number: ED427577
Record Type: Non-Journal
Publication Date: 1998-Nov
Reference Count: N/A
Graduate Student Support and the Graduate Education Experience. ASHE Annual Meeting Paper.
Border, Charles B.; Barba, William C.
This study examined the relationship between the type, amount, and sequencing of institutional funding for graduate students and students' perceptions of the impact of such financial assistance in their persisting to the completion of degree requirements. A total of 295 Ph.D. recipients from the University of Buffalo in New York who received their degrees between 1975 and 1993 completed a 54-item questionnaire on the type of support received, the outcomes and experiences attributed to the graduate education experience, and opinions about those outcomes and experiences. It was found that financial support with a service commitment afforded graduate students the opportunity to have a much fuller graduate school experience. Students with a service requirement graduated sooner, had more traditional academic experiences during their graduate student careers, and felt that their graduate experiences as a whole were much richer than did students who received financial support without a service requirement. Eighty percent of the respondents reported that an assistantship or fellowship provided them with specific skills that they would not have obtained otherwise. Two appendixes contain a copy of the questionnaire and accompanying letter sent to prospective participants. (MDM)
Publication Type: Reports - Research; Speeches/Meeting Papers; Tests/Questionnaires
Education Level: N/A
Authoring Institution: N/A