Ac a d e m i c S t u d e n t l i f e O v e r a l l Canadian Graduate and Professional Student Survey (CGPSS) Summary of Results Prepared by the Office of Institutional Analysis The CGPSS was administered to all graduate students registered in the Winter semester. In total, 883 students completed the survey including 181 Doctoral students, 282 students in research Master s programs and 420 in professional Master s programs. Professional Master s programs are those that are course-based and include the MBA, MEN, MM, MN, MED (course-based only) and MSW (off campus). The overall response rate for the CGPSS was with a margin of error of +/- 2.. This is somewhat less than the 41% response rate in and rate in. Overall Satisfaction Overall, just over 8 in 10 respondents (8) rated the quality of their academic experience in graduate studies as excellent, very good or good. Generally, those in the professional Master s programs gave the most positive ratings for their overall graduate experience, student life experience and academic experience (Figure 1). Figure 1: R a t e t h e q ua li ty o f t h e e xpe ri en ce Excellent Very good Good Fair Poor 1 3 1 4% 1 1 8% 1 1
Consistent with the CGPSS, about 8 in 10 (81%) respondents would choose UWindsor if they were to start their graduate studies again. Figure 2 shows that there has been a gradual increase in the definitely response category for those in professional Master s and doctoral programs. Figure 2: Wo u l d y ou se l e c t UW i ndsor i f y o u st a rte d y ou r g r a d uate c a re er a ga in? Definitely Probably Maybe Probably not Definitely not 2 1 4 8% 3 3 3 2 3 3 Program Satisfaction Students in the research and professional Master s programs were most satisfied with their relationship with faculty in their programs while Doctoral students gave the highest satisfaction rating for the quality of instruction (Figure 3). Overall, about 8 in 10 respondents scored their satisfaction as good or better for all aspects of their program with the exception of the quality of academic advising and the availability of required courses. In terms of program considerations, nearly half (4) of respondents said the structure of their program or its requirements were an obstacle to their academic progress; a positive shift from 5 in the survey. The decrease is a result of the response provided by both Doctoral and professional Master s students where 60% of them reported that program structure was an obstacle in compared to about half in (Figure 4). 2
Q u a l i t y o f a c a de mi c a d v i s i ng A v a i l a bi l i t y of r e q u i re d a re a c o u r s e s R e l ns h i p b / w f a c u l t y & s t u de nts Q u a l i t y o f i n s t r uc t i on R e l ns h i p o f p g m c o n t e nt t o c a re e r g o a l s O p p o r t uni t i e s f o r r e s e a rc h c o l l a bo ra t i on P r o g ra m q u a l i t y Figure 3: S a t i sfa cti on w i t h P ro gram Excellent Very good Good Fair Poor 3 4% 3 3 3 4% 3 4% P r o f M a s t e rs 2 2 1 3
O v e r a l l p e r f o rmed t h e r o l e w e l l W a s a v a i l a bl e f o r r e g u l a r m e e t i n g s G a v e c o n s t r uc ti ve f e e d b a c k p r o g r a m s t r u c t u re a v a i l a bi l it y o f f a c u l t y c o u r s e s c h e d u l in g Figure 4: O b st a cl es t o a c ade m ic p r ogre ss Major Minor 8% 3 3 3 3 Satisfaction with advisors remains high with more than 9 in 10 respondents in research Master s and Doctoral programs confirming that their advisors gave useful feedback and performed the role well (Figure 5). Figure 5: S a t i sfa cti on w i t h a d viso r Strongly agree Agree Disagree Strongly disagree 64% 6 1% 5 6 1% 58% 6 1% 4
P r o f M a s t e r ' s R e s Financial Support Regardless of level of study, work and financial commitments continues to be the greatest obstacle to academic progress with slightly more than 3 in 10 respondents declaring it to be a major obstacle (Figure 6). Figure 6: Wo r k & f i n a n cia l c o m mi tm ents a s o b sta cl es t o a c a d e m ic p r ogre ss Major Minor M a s t e r ' s 3 4 4 Figure 7 shows that graduate students use a variety of supports to finance their education. Reliance on loans, savings and family assistance has grown somewhat since the survey with the largest increase of 8% for those in professional Master s programs. As well, professional and research Master s respondents were more likely to be employed off campus and less like to have graduate or research assistantships or scholarships in. 5
Figure 7: Use o f f i n a n ci al su pp orts: 2 0 1 3 - L o a n s, s a vi n g s,f a m i l y E m p l o y m e n t GA RA F u l l /p a rt i a l s c h l sh i p G o v s c h l s hi p 3 1 80% 68% 8 61% 41% 7 6 5 68% L o a n s, s a vi n g s,f a m i l y E m p l o y m e n t GA RA F u l l /p a rt i a l s c h l sh i p G o v s c h l s hi p 4 7 44% 2 4 41% 68% L o a n s, s a vi n g s,f a m i l y E m p l o y m e n t GA RA F u l l /p a rt i a l s c h l sh i p G o v s c h l s hi p 58% 6 Satisfaction with University Resources Figure 8 shows that generally, students in the professional Master s programs responded most favourably when rating their experiences with specific resources they used in. Consistent with the survey, Doctoral respondents were less satisfied than their counterparts in the research Master s programs with the quality of their research lab facilities. 6
Figure 8: S a t i sfa cti on w i t h r e sourc es u se d i n t h e c ur rre nt y e a r Excellent Very good Good Fair Poor I n f o T e c h S e r v i c e s 3 3 2 1 R e g i s tra ri a l s e r v i c e s 3 1 G r a d u a t e s t u d y s pa c e P r o f M a s t e r s L a b f a c i l i t i e s 2 1 L i b r a r y 3 4% 4% 8% 7