The Canadian Association of Graduate Studies (CAGS) published highlights from the latest Canadian Graduate and Professional Student Survey (CGPSS), administered in 2010. The Association has also indicated that researchers are permitted access to an anonymized survey dataset, “for purposes of improving graduate student experience in Canada.” Access requests, made through an online form, will be reviewed by the CAGS National CGPSS Steering Committee. Some key findings are captured below:
Doctoral, Master’s Students Are Generally Satisfied with Their University Experience
Among 13,400 doctoral students surveyed, 50% rated the relationship of their graduate program content to their research or professional goals as “very good” and “excellent” (30% thought it was “good,” while the rest rated it as “fair” or “poor”).
More than 60% rated similarly the quality of the support and opportunities received in conducting independent research since starting their graduate program. However, only 40% of doctoral students rated the opportunities for student collaboration or teamwork as “very good” and “excellent.” (The lower satisfaction scores for student collaboration/ teamwork among doctoral students should not come as a surprise, given the typical length of a doctoral program and the largely independent nature of the work).
Among 13,500 master’s students (with thesis), more than half rated the relationship of their graduate program content to their research or professional goals as “very good” and “excellent.” 56% said the same thing about the quality of the support and opportunities received. 48% thought the opportunities for student collaboration or teamwork were “very good” and “excellent.”
Drill Down Though and You’ll Find Differences: Sciences & Health Sciences vs. Non-Health Professions & Humanities
Mean scores by disciplines indicate that doctoral students in Business/Management valued more than all others the “program content” and “research collaboration” (but somewhat less “student collaboration” and “independent research”). On all these categories, doctoral students in Sciences, as well as those in Health Sciences had higher levels of satisfaction than students in other programs (students in Health Sciences were slightly less satisfied with “program content”).
The worst scores on “program content,” “student collaboration,” “independent research” and “research collaboration” were registered from doctoral students in Non-Health Professions (and from students in the Humanities relating to collaboration opportunities).
Master’s students (with thesis) present a more mixed picture. Students in Sciences were the most satisfied among their peers with “independent research” and “research collaboration.” Students in Education were among the most satisfied with “program content” and “student collaboration.”
Master’s students in the Humanities, Social Sciences, and Non-Health Professions were more likely to indicate they were less satisfied with these aspects of the student experience.
CAGS points out that “[b]reakdown by gender and immigration status also has been considered. Differences appear quite small, however. Since representation by gender and immigration status is highly non-homogeneous across disciplines, and disciplines have a significant influence, general breakdown by gender and immigration status does not seem to be relevant. This breakdown should be studied at the discipline level.”
Doctoral Students: Do It All Again? Same Field, Different Place…
Among doctoral students, just 31% answered “definitely” to the question “If you were to start your graduate/professional career again, would you select this same university?” However, 54% would select the same field of study and 50% would select the same faculty supervisor.
CAGS notes that doctoral students in Business/Management give on average higher marks for “research training and career orientation.” On the other hand, doctoral students in the Humanities give on average higher marks for “quality of teaching” but lower marks for ‘“research training and career orientation.” Engineering students give low marks for “supportive dissertation advisor” and for “quality of teaching.” A summary of benchmark scores by disciplines, at the doctoral and master’s level (with thesis), can be found on the CAGS website.
Survey responses were obtained in 2010 from 38,618 students at 38 Canadian universities (19,199 from Ontario, 10,208 from Quebec, and 9,211 from other provinces). “The survey originated from joint US/Canadian efforts to survey graduate students, parallel to the similar study of undergraduates, the National Survey of Student Engagement (NSSE).”