Date of Award
Spring 5-2013
Degree Type
Dissertation
Degree Name
Doctor of Philosophy (PhD)
Department
Educational Studies and Research
Committee Chair
Thomas O'Brien
Committee Chair Department
Educational Studies and Research
Committee Member 2
J.T. Johnson
Committee Member 2 Department
Educational Studies and Research
Committee Member 3
Lilian H. Hill
Committee Member 3 Department
Educational Studies and Research
Committee Member 4
Amy C. Miller
Committee Member 4 Department
Anthropology and Sociology
Abstract
Doctoral education is an aspect of higher education that can be both rewarding and challenging for anyone who attempts the journey. Thelin (2004) stated many graduate students obtain the necessary skills that their individual fields of study require in their master’s and doctoral programs of study. Levine (2005), however, has found that the levels of satisfaction between what students expect and what they receive are at odds at many colleges and universities around the country. Thus, the need to assess graduate programs and services regarding satisfaction is warranted.
The purpose of this study was to compare the relationship of overall graduate program satisfaction between entering and advanced level doctoral students in relation to four dependent variables: race, gender, academic college, and attendance status (full-time or part-time). Using the modified survey developed by Nettles and Millett (2006), the researcher collected data at the selected university from 243 doctoral students. Upon analysis, the researcher found that none of the four dependent variables were statistically significant with the level of satisfaction at the selected university. However, the qualitative portion of the study revealed four categories of (dis)satisfaction: relationship with peers; relationship with faculty; program structure and organization; and support services. The researcher found multiple themes from the analysis: time-to-degree; departmental/administrative issues; satisfaction; alternative/course (delivery) format/course satisfaction; university/climate/support services; social/socialization; and, student’s knowledge/research/experience. With this, the researcher provided a list of action research projects for the university to consider for future improvement for their students.
Copyright
2013, Tiffany Nicole Labon
Recommended Citation
Labon, Tiffany Nicole, "The Effects of Race and Gender on the Satisfaction Levels of Entering and Advanced Level Doctoral Students" (2013). Dissertations. 432.
https://aquila.usm.edu/dissertations/432
Included in
Educational Leadership Commons, Other Teacher Education and Professional Development Commons, Scholarship of Teaching and Learning Commons