Factors Influencing the Program Choice of Doctoral Students in Higher Education Administration

Poock, Michael C.; Love, Patrick

doi:10.2202/0027-6014.1136

Cited by 33 publications

(40 citation statements)

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“…The purpose of this research was to examine factors that influence students' decisions regarding enrollment in graduate-level counseling programs, with specific attention to students' knowledge of CACREP accreditation prior to and following enrollment. The findings of this study were congruent with previous research, indicating that counseling students deemed program location to be the most influential factor in their enrollment decision-making process (Poock & Love, 2001). A dearth of previous research existed on the role of program accreditation in enrollment decisions; the current study suggests that program accreditation status signifies the second most influential factor, reported by 14% of the participants surveyed.…”

Section: Discussionsupporting

confidence: 85%

“…Within a non-field-specific survey of 2,834 admitted graduate students, Kallio (1995) found the following factors to be most influential in participants' program selection and enrollment decisions: (a) residency status, (b) quality and other academic environment characteristics, (c) work-related concerns, (d) spouse considerations, (e) financial aid, and (f) campus social environment. A more recent examination of doctorallevel students within higher education administration programs (Poock & Love, 2001) indicated similar influential factors with location, flexibility of accommodations for work-school-life balance, reputation and friendliness of faculty of highest importance. Flexibility of program requirements and delivery format also were indicated.…”

Section: Graduate Program Enrollment Decisionsmentioning

confidence: 97%

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Factors Influencing Counseling Students’ Enrollment Decisions: A Focus on CACREP

Honderich¹,

Lloyd-Hazlett²

2015

TPC

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A purposeful sample of 359 graduate counseling students completed a survey assessing factors influencing program enrollment decisions with particular attention to students' awareness of and importance ascribed to accreditation from the Council for Accreditation of Counseling and Related Educational Programs (CACREP) prior to and following enrollment. Results indicated that accreditation was the second most influential factor in one half of the students' enrollment decisions; nearly half of participants were unaware of CACREP accreditation prior to enrollment. Accreditation was a top factor that students attending non-CACREP-accredited programs wished they had considered more in their enrollment decisions. Findings from the survey indicate that prospective counseling students often lack necessary information regarding accreditation that may influence enrollment decisions. Implications for counseling students and their graduate preparation programs, CACREP and the broader counseling profession are discussed.

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Section: Discussionsupporting

confidence: 85%

Section: Graduate Program Enrollment Decisionsmentioning

confidence: 97%

Factors Influencing Counseling Students’ Enrollment Decisions: A Focus on CACREP

Honderich¹,

Lloyd-Hazlett²

2015

TPC

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“…The survey items (including categories and factors) were developed based on a review of previous questionnaires (Austin 1988; Gagnon & Cocolas 1988;Neice & Braun 1977;Olson 1992;Poock & Love 2001;Webb 1993;Zikopoulos & Barber 1986). The survey questionnaire High Educ (2007) 54:759-780 761 followed the three-stage temporal flow of the synthesis model and the study abroad decision-choice of country, choice of institution/program, and future plans.…”

Section: Methods and Analysismentioning

confidence: 99%

Choosing Canadian graduate schools from afar: East Asian students’ perspectives

2006

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This study seeks to explain why and how international graduate students from East Asia choose to come to Canada to pursue advanced education. A synthesis model is developed to explain their decision-making process, while a push-pull model is used to understand the strengths of and relationships among various factors that influence the choice of a country, institution, program, and city. The research sample comprised 140 students from China, Hong Kong, Japan, Korea, and Taiwan who enrolled in graduate programs at two large Ontario universities. The research findings reveal the influence of Institutional Academic Pulling Factors, Institutional Administrative Pulling Factors, the Canadian Environment, the Economics of Canadian Education, and the ease of Visa/Immigration. The research shows a threestage process, guided first by the focus of the program (i.e., research-oriented vs. professional programs). Other factors-country, institution, and city-interplay simultaneously at the later two stages. 2006 international students. The main purpose of this study is to understand the process of deciding to undertake overseas graduate studies, and to develop a framework to explain the factors influencing international students' choice of a Canadian graduate school. Theoretical frameworkThe existing college choice literature gives little consideration to the unique characteristics of international graduate students. Typically the literature groups them with other graduate students or with undergraduate international students. Therefore, there was a need to develop a more comprehensive model to explain international graduate students' choice and decision-making process, building on existing ''conceptual'' (or structural/attribute, or causal) frameworks of college choice models and theories on factors or variables influencing students' choice of undergraduate and/or graduate programs. An extensive review of previous studies was conducted to build the Synthesis Model for this study. Three domains of literature were reviewed-covering undergraduate students, graduate students, and international students-as well as studies on college choice factors, such as location characteristics, economics of international graduate education, and education/ immigration/mobility. The synthesis modelBased on the previous literature, a Synthesis Model was developed in an attempt to explain how international graduate students decide to pursue overseas study, choose a host country and a host institution. This synthesis model incorporates the combined process models and important factors. Its process is based on Hossler, Braxton, and Coopersmith's (1989) and Neice and Braun's (1977) three-phase model, andMazzarol andSoutar's (2002) ''push-pull'' model. Its concept is rooted in econometric models, marketing models, and information-processing models. It also borrows the fundamentals from the sociological models and social capital theory at an early stage, and then moves on to the ''creative capital'' theory. Figure 1 shows the concept, process, and v...

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“…Researchers (Boyle & Boice, 1998;Golde, 2000;Poock & Love, 2001) have found that participating in orientation activities reduces graduate students' anxiety and increases persistence and retention among graduate students (Issac, 1993;Washburn, 2002). In addition, graduate students engage in socialization processes that begin to initiate them into the culture of their academic disciplines and the practices associated with their budding professional identities (Weidman, Twale, & Stein, 2001).…”

Section: The Need For a Multicultural-focused Orientation Graduate Stmentioning

confidence: 99%

Addressing Heterosexist Privilege During Orientation: One Program's Experience

Cannon

Wiggins

Poulsen

et al. 2012

Journal of LGBT Issues in Counseling

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Factors Influencing the Program Choice of Doctoral Students in Higher Education Administration

Cited by 33 publications

References 0 publications

Factors Influencing Counseling Students’ Enrollment Decisions: A Focus on CACREP

Factors Influencing Counseling Students’ Enrollment Decisions: A Focus on CACREP

Choosing Canadian graduate schools from afar: East Asian students’ perspectives

Addressing Heterosexist Privilege During Orientation: One Program's Experience

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