Factors Considered in Graduate School Decision‐Making: Implications for Graduate School Application and Acceptance

Abstract

The career gains of obtaining a graduate degree are well established, but those from lower socioeconomic status (SES) and underrepresented demographic backgrounds have persistently been disadvantaged in earning those degrees. We aim to contribute to research on enhancing access, diversity, and equity to graduate education by providing insights into what motivates individuals to pursue a graduate education across demographic and socioeconomic backgrounds. Using survey data collected from GRE ® test takers at two time points and exploratory structural equation modeling, we explore the factors that individuals consider to be important for pursuing graduate education and selecting graduate programs, along with subsequent application and acceptance outcomes. We identified three factors considered in deciding to pursue graduate school and six factors considered in selecting graduate school programs. Those who aimed to apply to graduate school for professional development considered an extensive set of factors in selecting programs. The factors considered varied by gender, ethnicity/race, and SES. These factors further varied in the extent to which they predicted graduate school application and acceptance outcomes.

Feasibility of Offering MS Nursing Program at Visayas State University

“…The findings are consistent with those of Baker, Kell, and Fishtein (2022) on the influence of graduate student decisions. The academic reputation of the school and of the program, the convenience of the schedule, the cost, student support services (Mohammed, 2021), faculty attitude (Mallek & El-Hosany, 2020), and class availability were all essential.…”

“…The respondents expressed strong interest in enrolling at VSU and moderate interest in private, non-religious HEIs. Convenient scheduling (Cho-Baker, Kell & Fishtein, 2022), cost (Mbombi & Mothiba, 2020), and class availability were factors taken into account wan choosing and HEI (Vazquez-Calatayud et al, 2021).…”

“…Lastly, according to the content analysis, nurses are investing in professional-related intellectual assets for knowledge development and advancement, boosting the competencies of Filipino nurses, and increasing outputs and productivity (Yeong Woo, Yu Lee & San Tam, 2017;Macdiarmid et al, 2021;Oldland et al, 2022;Cho-Baker, Kell & Fishtein, 2022).…”

“…Negative effects on nurses' motivation and knowledge development result from their propensity to disregard learning activities (Alavi, Nabizadeh Gharghozar & Ajorpaz, 2022). Oldland et al, (2022), Cho-Baker, Kell & Fishtein, (2022), and Kinsella, Fry & Zecchin, (2018) identified themes in nurses' learning goals and reasons for postgraduate programs, namely: knowledge and skill acquisition, personal outcomes, personal professional behaviors, and interpersonal professional behaviors. A variety of additional factors in the decision-making process are also suggested, particularly in relation to student support.…”

“…According to Cho Baker et al (2022), the graduate programs' small numbers of classes, cohort arrangements, administrative emphasis, and practical experience were essential elements. Geographical location, program characteristics, faculty and/or coordinator characteristics, academic concerns, work-related concerns, considerations for spouses, financial aid, and the learning environment were also found to be significant factors and have the greatest influence on student decisions (Pjesky, Spaulding & Wood, (2019).…”