> Assessment > 2007 Graduate Survey > 2003-2007 Graduate Survey Comparison

The results of the 2007 Graduate Survey were compared with the results of the 2006, 2005, 2004 and 2003 Graduate Survey. The comparison of the survey results provide a detailed view of selected areas that have improved and help identify areas that may need improvement. In analyzing the responses as to what degree the students will receive, the data indicated that the percentage of respondents earning an Associate degree has remained fairly consistent from 16% to 18% over the last five years although there was a decline to 14% in 2006. The number of Bachelor degrees received showed a steady increase from 58% in 2003 to 67% in 2006 although this percentage fell to 62% in 2007. The results of students receiving Masters Degrees showed a steady decrease over the last four years, from 26% in 2003 to 19% in 2006 but increased to 20% in 2007.

In order to establish an idea of the abilities students obtain from attending MSU, the students were asked to rate their abilities. In “the ability to organize ideas”, the results show an improvement in the “very satisfied” responses ranging from 40% in 2003 to 56% in 2006 but fell to 49% in 2007. The results of the respondents who were “satisfied” showed a decrease from 2003 to 2006 from 44% in 2003 to 37% in 2006 but increased to 44% in 2007. The results of the respondents who felt “neutral” in their ability to organize ideas decreased over the last five years, decreasing from 14% in 2003 to 6% in 2007. The number of respondents who felt “dissatisfied” with their ability to organize ideas tended to decrease over the last five years, decreasing from 2% in 2003 to 0% in 2007. As for the responses of the students who were “very dissatisfied” in the ability to organize ideas the number remained the same from 2003 to 2006 at 1% but fell to 0% in 2007.

In “the ability to write clearly”, the responses of the students who were “very satisfied” increased from 41% in 2003 to 52% in 2005 but fell to 50% in 2006 and 47% in 2007. The results of the respondents who were “satisfied” in their ability to write clearly appeared to decrease from 45% in 2003 to 37% in 2005 but rebounded in 2006 and 2007 to 42% and 44% respectively. The response “neutral” decreased over the last five years, from 11% in 2003 to 8% in 2007. The results for the “dissatisfied” response showed a decrease in the numbers over the last five years, decreasing from 3% in 2003 to 0% in 2007. After reviewing the results of the “very dissatisfied” responses, the number remained the same from 2003 to 2006 at 1% but fell to 0% in 2007.

In the “ability to think critically”, the data indicates an increase in the number of students who responded “very satisfied” in this area from 2003 (45%) to 2006 (61%) but fell to 54% in 2007. The responses for students being “satisfied” in the ability to think critically showed a decrease from 41% in 2003 to 31% in 2006 but rebounded to 39% in 2007. The response of students who felt “neutral” in the ability to think critically showed a decrease over the last five years, decreasing from 11% in 2003 to 6% in 2007. The number of students who responded “dissatisfied” decreased over the last five years, decreasing from 2% in 2003 to 0% in 2007. The results for the respondents who felt “very dissatisfied” in their ability to think critically remained the same from 2003 to 2006 at 1% but decreased to 0% in 2007.

Students were asked to rate their “ability to speak with clarity”. In analyzing the responses, it appears that there was an improvement in the “very satisfied” responses from 39% in 2003 to 47% in 2007. The results of students who were “satisfied” with their ability to speak with clarity showed some improvement, improving from 43% in 2003 to 48% in 2006 but falling to 43% in 2007. The results of the students who felt “neutral” tended to decrease from 14% in 2003 to 9% in 2006. The results for the respondents who felt “dissatisfied” in their ability to speak with clarity appeared to have decreased over the last five years, decreasing from 4% in 2003 to 0% in 2007. The response of “very dissatisfied” tended to remain the same at 1% in 2003 through 2006 but fell to 0% in 2007.

The students were to rate their “ability to solve problems”, the response rating for this selected category appears to have improved from 2003 to 2006 with the “very satisfied” response ranging from 40% in 2003 to 54% in 2006 but fell in 2007 to 49%. The results of those who were “satisfied” in their ability to solve problems tended to decrease from 2003 (44%) to 2006 (38%) then rebounded to 44% in 2007. The results of the respondents who felt “neutral” towards their ability to solve problems tended to decrease over the last five years, decreasing from 13% in 2003 to 6% in 2007. The results for the students who felt “dissatisfied” in their ability to solve problems tended to decrease from 2% in 2003 to 0% in 2007. The results for the “very dissatisfied” appear to remain the same from 2003 to 2006 at 1% and fell to 0% in 2007.

In the “ability to use computers”, the student’s responses appeared to have improved in the “very satisfied” responses from 2003 (31%) to 2006 (52%) but fell to 45% in 2007. The results of those students who were “satisfied” with their ability to use computers shows an up and down pattern from 2003 to 2007 with lows form 28% in 2004 to a high of 41% in 2007. The results of the respondents who felt “neutral” in the ability to use computers tended to decrease over the last five years, decreasing from 27% in 2003 to 11% in 2007. The results for those who were “dissatisfied” in the ability to use computers appeared to have remained the same in the years of 2003 and 2005 at 3% while both years were below the results of the 6% respondents in 2004 who were “dissatisfied” while only 2% responded to be “dissatisfied” in 2006 and 2007. After reviewing the results of the “very dissatisfied” responses the numbers appear to have decreased over the last five years from 2% in 2003 to 0% in 2007.

In “the ability to transfer what you learned”, the student’s response of “very satisfied” tended to show improvement over the last five years. The improvement of the students being “very satisfied” indicated an improvement from 45% in 2003 to 53% in 2007. The respondents who were “satisfied” in the ability to transfer what they have learned appeared to have remained about the same from 2003 to 2007 at 39-40% with a high of 44% in 2005. The results for the students who felt “neutral” towards their ability to transfer what they have learned tended to decrease from 12% in 2003 to 5% in 2007. The respondents who felt “dissatisfied” with their ability to transfer what they have learned tended to decrease over the last five years, decreasing from 3% in 2003 to 0% in 2007. The “very dissatisfied” results appear to have remained the same at 1% in 2003 through 2007.

When asked to rate “the ability to learn independently”, the students responses showed improvement in the “very satisfied” area, ranging from 55% in 2003 to 68% in 2006 before falling to 56% in 2007. The respondents who felt “satisfied” in the ability to learn independently appeared to have decreased from 2003 (36%) to 2006 (27%) before increasing to 37% in 2007. The respondents who felt “neutral” in their ability to learn independently appear to have decreased from 8% in 2003 to 4% in 2006 before increasing to 6% in 2007. Responses from the students who felt “dissatisfied” appeared to have remained the same over the years of 2003, 2005, 2006, and 2007 at 0-1% while all four years were below the 2% respondents of 2004. The responses of the students who were “very dissatisfied” in their ability to learn independently remained the same from 2003 to 2006 at about 1% before falling to 0% in 2007.

The students were asked to rate how well their program prepared them for employment. The results show that there was improvement in the “very well” responses from 2003 (28%) to 2006 (46%) before falling to 42% in 2007. In 2003, 44% of the respondents indicated that MSU prepared them “well” while 45% responded “well” in 2007. The results show a decrease in the number of the respondents who felt their degree prepared them “somewhat” from 23% in 2003 to 11% in 2007. The results indicate a slight decrease over the last five years in the number of respondents who felt that the program had not prepared them very well at preparing them for employment, decreasing from 2% in 2003 to 1% in 2007. The responses indicating that the program did not prepare them at all for employment has decreased from 3% in 2003 to 0% in 2007.

The students were asked to rate to what degree their educational goals had been met through MSU. The response for their goals being “completely met” showed an improvement from 2003 (64%) to 2005 (74%)but fell to 71% in 2006 and 67% in 2007. The response that their educational goals had been “partially” met decreased from 2003 (35%) to 2006 (26%) before rebounding to 29% in 2007. The results for the educational goals being “not met at all” show a slight increase from 1% in 2003 to 2% in 2006 before falling to 1% in 2007.

To determine the level of satisfaction of a program, the students were asked to “rate the overall quality of their Academic degree program”. Those students who felt that the overall quality of their academic degree program was "excellent" increased from 34% in 2003 to 47% in 2006 before falling to 39% in 2007. Those students who felt that the overall quality of their academic degree program was "good" has been increasing over the last five years from 40% in 2003 to 44% in 2007. Those students who felt that the overall quality of their academic degree program was "average" has decreased from 2003 (19%) to 2007 (10%). Those students that responded that the quality of their academic program was "poor" has decreased from 5% in 2003 to 2% in 2007. Those students that responded that the quality of their academic program was "very poor" has decreased from 2% in 2003 to 0% in 2007.

The students were asked, “if they were the first in their family to graduate from an institution of higher learning”. The responses indicated that there has been a steady decrease in the number of students who are the first in their family to graduate from 60% in 2003 to 42% in 2007. When asked if “the students plan to continue their education”, the response rate of those who do plan to continue decreased from 74% in 2003 to 71% in 2007. The number of students who did not plan to continue their education has remained somewhat constant fluctuating between 26% in 2003 to 25% in 2007.

Of those students who did plan to continue their education, information was solicited on “when they plan to begin in continuing their education, if they were planning to continue at all”. The results from those that have already begun shows a decrease from 2003 (11%) to 2007 (8%). The results show an improvement of the respondents planning to continue “within 1 year”, from 31% in 2003 to 39% in 2006 before falling to 31% in 2007. The responses of students who plan to continue their education “between one and five years” appear to have increased from 24% in 2003 to 30% in 2007. Those indicating more than five years remained fairly constant at about 2%.

To obtain an idea of the returning graduate’s expectations, they were to select “what degree they would be seeking”. The primary degree that respondents selected was the Master’s degree. The response towards planning to receive a Master’s degree when they return to further their education showed an improvement ranging from 42% in 2003 to 47% in 2007. The second most selected degree was a Doctorate degree. The results of those seeking a Doctorate degree appear to have increased over the last five years, increasing from 9% in 2003 to 11% in 2007.

The students that plan to continue their education were asked “where they will further their education”. In analyzing the results, 26% in 2003 responded that they planned to further their education at MSU improving to 36% in 2006 and 2007. The number of respondents that will further their education in another school in West Virginia increased from 14% in 2003 to 17% in 2007. The responses for students who plan to continue their education at a school outside of West Virginia appeared to have increased over the last three years, increasing from 16% in 2003 to 25% in 2005 and then dropped to 17% in 2006 and 2007.

The results of “how important web-based courses are in the student’s decision to pursue further education” indicated that those students who felt that web-based courses were "very important" appear to have increased from 2003 (26%) to 2006 (50%) before falling to 34% in 2007. The results of students who felt that web based courses were “important” tended to increase from 2003 (14%) to 2007 (20%). The results of students who felt that the web-based courses were “somewhat important” showed a decrease in the last five years, decreasing from 34% in 2003 to 18% in 2007. The number of respondents who felt that the web-based courses were “unimportant’ appears to have increased over the last five years, increasing from 5% in 2003 to 11% in 2007. In the results for the “very unimportant” response, the number appears to have decreased over the last four years decreasing from 22% in 2003 to 3% in 2007.

Students were asked if they "are or will be actively seeking employment”. The results indicated a slight decrease in the responses of those who were seeking employment ranging from 73% in 2003 to 58% in 2007. The results of those who will not be actively seeking employment increased slightly from 2003 (22%) to 2007 (24%). The number of respondents who selected “job offer pending” increased from 2003 (4%) to 2006 (8%) before falling to 5% in 2007.

When asked if the respondents that had "accepted employment or were currently employed (including military duty)" the responses indicated that the number increased from 47% in 2003 to 56% in 2007. Of the responses of the students who were employed, the survey asked if the job was “located in West Virginia”, the majority of the responses were “yes”, increasing from 38% in 2003 to 44% in 2005 and then decreasing to 33% in 2006 and 2007. The results for the job being located outside of West Virginia showed an increase from 2003 (17%) to 2006 (45%) before dropping to 21% in 2007. When asked if their job was “related to their field of study”, the number of “yes” responses showed an increase from 2003 (43% to 2005 (56%) before dropping to 52% and 44% in 2006 and 2007 respectively.

In the sources used area, in which the survey asked the graduates to select “which sources they were using to help them with their employment search”. The 2007 survey had "employer recruiting on campus", faculty/academic department, and family/friends as additional selection items. The responses indicated the most frequently used source was the "family/friends" (34%). The use of the “newspaper” seems to have declined from 2003 (34%) to 2007 (25%). "Networking/contact" (20-21%), "company websites" (16-24%), and "search engines" (23-24%) all seem to have consistent use over the last five years. The Career Planning and Placement Center's usage seems to have increased from 3% in 2003 to 6% in 2007. Practicum/internship have steadily increased from 2003 (8%) to 2007 (16%).

The survey asked the respondents “if MSU was instrumental in assisting them in their job search”. The number of respondents who felt that MSU was not instrumental in assisting in their job search showed a steady decrease over the last five years, decreasing from 73% in 2003 to 66% in 2007. The number respondents who felt MSU was instrumental in their job search showed an increase over the last five years, increasing from 13% in 2003 to 20% in 2007.

When asked, “If they believe MSU needs to do more in assisting graduates locate employment”. The results of the students who responded indicated that MSU did need to do more in assisting graduates locate employment appears to have increased from 2003 (65%) to 2005 (78%) before falling to 66% and 55% in 2006 and 2007 respectively. In the results of the respondents who felt that MSU did not need to more in assisting graduates, a steady increase appeared over the last five years, increasing from 14% in 2003 to 32% in 2007.

In an effort to determine “what services would be most helpful in preparing students for their careers in the future”, graduates were to select from the services provided. The responses indicated the primary service desired for 2003 through 2007 was “Job Fairs” although the selection has decreased from 47% in 2003 to 32% in 2007. The second most wanted service was “career counseling” which has also decreased from 2003 (38%) to 2007 (26%). The “resume writing assistance” has consistently been the third most wanted service which has decreased from 2003 (31%) to 2007 (27%). The remaining services selected were “Interviewing Skills” (30-22%) “On-campus Interviews” (30-20%) and “Expanded Career Services” (34-21%).

The responsiveness of these graduate surveys is of great importance, it assists MSU in preparing the adjustments that will ensure a unity of vision, and action that is necessary for a successful education environment. These responses offer support not only for the quality of an MSU education, but also for how successfully the University is achieving its mission by preparing its graduates to meet continued success long after they leave here.

Please review the detailed comparison charts at the following link:

• 2003-2007 Graduate Survey Comparison Charts