A Study of Satisfaction with Education for Master’s Degree and an Analysis of the Factors Influencing the Choice of the Field of Study

Orientation: The retirement age of most of the academics currently in the workforce is approaching fast. To understand factors that would influence younger academics to leave the profession is becoming more important in order for institutions to avoid a knowledge gap and ensure information and skill transfer.Research purpose: The purpose of the study was to investigate factors influencing the intention to leave younger employees in an academic institution. The objective was to explore factors that would result in younger employees leaving the institution.Motivation for study: It is important to understand how younger employees experience the academic world in order to attract, develop and retain them within academia as employees.Research design, approach and method: Purposive sampling was utilised, which provided the researcher the opportunity to gain further understanding on participants whilst exploring their experiences. The participants were under the age of 35 years, either in possession of a master’s degree or in the process of obtaining a master’s degree. A thematic analysis was conducted after 17 semi-structured interviews were completed and transcribed.Main findings: The study revealed that employment practices are the leading reason for the intention to leave of younger academics followed by job satisfaction. Further reasons why employees considered leaving the institution were work engagement and well-being. These findings can assist in developing effective methods of attracting, managing, engaging and retaining these younger employees in the academic institution.Practical/managerial implications: The results of this study provide insights into human resource management practices to better manage and design methods to reduce younger academics’ intention to leave the institution.Contribution/value-add: Thoroughly exploring factors that can influence younger academics’ intention of leaving the profession, meaningful methods to encourage them to stay in these academic institutions could be designed.

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GLOBAL FACTORS INFLUENCING THE TRAINING OF TEACHERS OF HIGHER EDUCATION INSTITUTIONS IN THE CONTEXT OF A MASTER’S DEGREE

PSYCHOLOGY AND PEDAGOGY IN XXI CENTURY: METHODOLOGICAL FRAMEWORK OF THE ACTIVITIES OF PSYCHOLOGIST AND EDUCATOR ◽

10.36059/978-966-397-176-6/83-103 ◽

2019 ◽

pp. 83-103

Author(s):

T. I. Sushchenko ◽

Keyword(s):

Higher Education ◽

Master's Degree ◽

Higher Education Institutions ◽

Factors Influencing ◽

Master’S Degree

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Master’s degree graduates in Norway: field of study and labour market outcomes

Journal of Education and Work ◽

10.1080/13639080.2019.1708870 ◽

2020 ◽

Vol 33 (1) ◽

pp. 1-18

Author(s):

Terje Naess

Keyword(s):

Labour Market ◽

Master's Degree ◽

Field Of Study ◽

Market Outcomes ◽

Labour Market Outcomes ◽

Master’S Degree

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The formation of research skills of the master's degree students of choreographic art field of study within the framework of the study of "philosophy of dance" program

Journal For Educators, Teachers And Trainers ◽

10.47750/jett.2021.12.01.009 ◽

2021 ◽

Vol 12 (01) ◽

Keyword(s):

Master's Degree ◽

Field Of Study ◽

Research Skills ◽

Master's Degree Students ◽

Master’S Degree

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Student Experience Applying to Graduate School for Speech-Language Pathology

Perspectives of the ASHA Special Interest Groups ◽

10.1044/2019_persp-19-00102 ◽

2020 ◽

Vol 5 (1) ◽

pp. 192-205

Author(s):

Lesley Sylvan ◽

Andrea Perkins ◽

Carly Truglio

Keyword(s):

Graduate School ◽

Master's Degree ◽

Graduate Programs ◽

Student Experience ◽

Degree Programs ◽

Speech Language Pathology ◽

Application Process ◽

Master's Degree Programs ◽

Language Pathology ◽

Master’S Degree

Purpose The purpose of this study is to better understand the experiences faced by students during the application process for master's degree programs in speech-language pathology. Method Data were collected through administering an online survey to 365 volunteers who had applied to master's degree programs in speech-language pathology. Survey questions were designed to gain the student perspective of the application process through exploration of students' deciding factors for top choices of graduate programs, emotional involvement in the application process, biases/rumors heard, student challenges, advice to future applicants, and what students would change about the application process. Results Factors that influenced participants' reasoning for selecting their “top choice” programs were largely consistent with previous studies. Issues that shaped the student experience applying to graduate school for speech-language pathology included financial constraints, concern regarding the prominence of metrics such as Graduate Record Examinations scores in the admissions process, a perceived lack of guidance and advising from faculty, and confusion regarding variation among graduate program requirements. Conclusion Gaining insight into the student experience with the application process for graduate programs in speech-language pathology yields useful information from a perspective not frequently explored in prior literature. While the data presented in this study suggest the process is confusing and challenging to many applicants, the discussion highlights practical solutions and sheds light on key issues that should be considered carefully by individual graduate programs as well as the field as a whole.

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