A recently released CGS publication is available online:

Graduate Education for Global Career Pathways

Global research and development networks, along with new technologies for communication and collaboration, make it essential for graduate students to develop global perspectives and skills. The Sixth Annual Strategic Leaders Global Summit on Graduate Education addressed this topic in the context of new patterns of mobility for graduate students and degree holders. This proceedings volume, a collection of essays by graduate leaders from 15 countries, offers new strategies for communicating the value of global careers across campus and examples of programs designed to equip graduate students with “global” skills.

A complimentary printed copy of the publication will soon be sent to member institutions. Electronic access to the publication is provided at the Member Library (login required), where members can share free electronic copies with their administrators, staff and faculty. This publication is an excellent resource for graduate program directors, International Offices, and Directors of Professional Development programs for graduate students.

Contacts:
Julia Kent, CGS: (202) 223-3791
John McCool, TIAA-CREF: (888) 200-4062

Washington, DC – The Council of Graduate Schools (CGS) today announced awards to 15 universities to develop financial education programs for graduate and undergraduate students. The grants were awarded as part of the groundbreaking CGS best practice program, Enhancing Student Financial Education, co-sponsored by TIAA-CREF, a leading financial services provider. The program comes at a time when public funding for higher education has declined, and the costs associated with higher education continue to rise.

Awardees will work in collaboration with CGS and TIAA-CREF to design programs that prepare students to play an active role in managing their personal finances and making informed decisions about saving, spending and borrowing. The institutions will address the needs of different groups of students, while considering factors such as their fields of study, degree levels and chosen career pathways, each of which has significant financial ramifications.

By surveying and measuring the effectiveness of each school’s programming, the project will enable CGS to develop best practices for improving financial education among college students and graduate students. These findings will be made widely available to the higher education community through interactive tools and resources over the next two years.

The selection of awardees was made through a competitive proposal process involving an independent selection committee of experts in higher education reforms and financial education. The institutions selected to receive funding are:

• Arkansas State University
• Cornell University
• Eastern Illinois University
• Florida A&M University
• Iowa State University
• Kansas State University
• Loyola University Chicago
• Mississippi State University
• The Ohio State University
• University of Colorado System
• University of Illinois at Urbana-Champaign
• University of Kentucky
• University of Maryland, Baltimore County
• University of South Florida
• Winthrop University

An additional 19 universities will participate in the project as affiliate partners.

CGS President Debra W. Stewart lauded the field of proposals, noting that the project addresses an area of leading concern for graduate deans, according to an annual survey of CGS members. “In collaboration with a range of stakeholders at their institutions, the graduate community is stepping up to help students prepare for the financial challenges of college life and beyond,” Stewart said. “Universities recognize that money management skills are no longer optional. They’re essential for academic success as students work more, borrow more, and balance more family obligations with their studies.”

“By working together, universities and the private sector are uniquely well-positioned to provide students with the tools and resources they need to effectively manage their financial futures,” said Roger W. Ferguson, Jr., President and Chief Executive Officer of TIAA-CREF. “Working with CGS, we are proud to partner with schools across the nation to help put students on a path toward fiscal responsibility and financial well-being.”

Proposal evaluation took into consideration the innovations each university will develop to engage and address the needs of different groups of students and considered factors such as degree level, field of study, chosen career path and student demographics. A project’s potential to successfully engage students was also key. Institutions that submitted proposals were asked to provide detailed plans for using online tools, social media, digital solutions and face-to-face interaction to foster student participation.

“Sharing sound advice isn’t enough to help students gain confidence in their financial skills,” said Daniel Denecke, principal investigator for the project and CGS Associate Vice President of Programs and Best Practices. “Undergraduate and graduate students, especially those in the millennial generation, are more likely to respond to personally relevant information than generic advice. This project will make an impact by engaging students and helping them to develop financial strategies to achieve their career goals. And the variety of institutions taking the national lead on this issue, both as awardees and as affiliates, ensures that successful strategies will be relevant and replicable across the higher education community.”

Data collection for the project will begin October 2013 with a baseline survey of student financial knowledge, attitudes and behaviors. A control group of students will be surveyed to measure the effectiveness of interventions, and a post-program survey will examine the progress made by students who participated in the project curriculum and outreach. A survey of financial standing will gather information about household income, savings and borrowing to study how these factors influence students’ financial skills.

More information about the project is available at Enhancing Student Financial Education.

A recently released CGS publication is available online:

Guide to Advocacy for Graduate Education Leaders
In today’s environment of constrained public resources and political flux, graduate leaders are actively communicating the value of graduate education and research with key stakeholders. This guide provides a variety of principles, practical strategies, and adaptable examples to use in advocating for graduate education on campus, in the local community, and at the state and federal levels. 54 pages. June 2013.

CGS provides free electronic access to all our publications at the Member Library. Any administrator, faculty, or staff member of a CGS member institution may view, download, or print copies of CGS titles in PDF format (login required).

Print copies of this publication are also available for purchase in the Online Store. CGS members receive discounted rates. To order, access the publication in the Member Library. For complete details on CGS publications, visit cgsnet.org/publications. 

Contact:
Julia Kent
jkent@cgs.nche.edu
(202) 223-3791

Washington, DC — The Council of Graduate Schools (CGS) today released the results of its pilot study of completion and attrition trends in master’s programs in the fields of science, technology, engineering, and mathematics (STEM). The CGS study, which was made possible by a grant from the Alfred P. Sloan Foundation, is the largest of its kind, using data from five institutions to describe completion and attrition rates in STEM master’s programs and MBA programs, and investigating the factors that contribute to the successful completion of the degree. The findings of the project are documented in a new CGS publication, Completion and Attrition in STEM Master’s Programs: Pilot Study Findings.

According to the study, 41 percent of STEM master’s students completed their program of study within two years, while 60 percent completed within three years, and 66 percent completed within four years. With respect to attrition rates, 10 percent of STEM master’s students left their program of study after six months; 17 percent left after one year; and 23 percent left after two years. The median time-to-degree for students in STEM programs was 23 months, and median time-to-attrition was eight months.

Completion rates are on the rise

Completion rates in STEM master’s programs improved gradually between the academic years of 2003-04 and 2006-07. As shown in Figure 1 below, cumulative rates of completion by individual student cohorts increased by six to eight percentage points during the period studied.

According to CGS President Debra W. Stewart, the steady climb in completion rates should be applauded by graduate education stakeholders, but she cautioned that work remains to be done. “Students are investing several years of their lives in graduate programs in order to develop their potential and become leaders in the workforce,” Stewart said. “In turn, graduate schools are making commitments to support their students with academic and career advising programs; employers are providing incentives and financial resources to develop their human capital; and family members are offering emotional support to keep their students on track throughout the rigors of graduate coursework. And yet completion rates in STEM fields, as they appear in this pilot study, are far from optimal, as compared, for example, to MBA completion rates.”

Figure 1. Cumulative Completion Rates by Student Cohort, STEM

Comparisons between STEM, MBA

STEM fields were chosen as the focus of the study due to their close association with innovation, job creation, and positive employment outcomes for degree holders. Masters of Business Administration (MBA) programs were also included in the study as a basis of comparison.

According to the study, 67 percent of MBA students completed their program after two years, compared with 41 percent of STEM students. By years three and four, STEM students continued to trail behind the MBA students, completing at the rates of 60 percent by year three (as compared to 81 percent for the MBA), and 66 percent by year four (compared to 86 percent). The median time-to-degree is almost identical for both types of programs: 23 months for STEM master’s programs and 21 months for MBA programs.

Factors contributing to completion and attrition

The most important factor identified as contributing to the successful completion of a master’s program were motivation and determination, cited by 92 percent of graduating students surveyed. Non-financial family support and pursuing graduate study full-time were tied for second at 82 percent each.

The factor most likely to lead to the inability of a student to earn a master’s degree was interference from employment, cited by 40 percent of respondents. When asked about their future plans, 62 percent of students who had stopped out or dropped out of their programs said they intended to continue working in their current jobs.

Among students who reported having concerns about their ability to complete the degree, the most frequently mentioned source of concern was finding the time required to manage school, work and family commitments. Eighteen percent of first-year students cited concerns with their school/work/life balance. With respect to employment in particular, respondents were worried about balancing work priorities with the demands of schoolwork, noting that job responsibilities received the highest priority.

About the Master’s Completion Project

CGS began an exploratory study on the topic of master’s completion and attrition in 2009 and launched the current pilot study in November 2010 with funding provided by the Alfred P. Sloan Foundation.  Elizabeth Boylan, Program Director at the Alfred P. Sloan Foundation commented, “This pilot study is a milestone in understanding master’s education in STEM fields. It represents the Foundation’s commitment to assisting institutions to better understand the progress of students to their degrees, and then into the STEM workforce that is essential to America’s economic and scientific competitiveness.”

Five institutions were selected through a competitive process to participate as research partners for the study: Loyola University Chicago, Purdue University, Southern Illinois University Edwardsville, Texas A&M University, and Wright State University. For more about the Master’s Completion Project, please visit http://www.cgsnet.org/masters-completion-project.

Contact:
Julia Kent
jkent@cgs.nche.edu
(202) 223-3791

The Council of Graduate Schools (CGS) is reporting that the number of applications from prospective international students to U.S. graduate schools increased a mere 1% in 2013, following a 9% gain in 2012 and an 11% increase in 2011.

The initial snapshot of international graduate applications for fall 2013, released today, marks the smallest growth in applications over the past eight years. The slowdown in international applications was driven primarily by the decline in applications from China that was offset, in part, by an increase in applications from India. Chinese students constitute roughly one-third of all international graduate students in the United States, and their large numbers have helped to mitigate recent declines in first-time enrollment among all graduate students attending U.S.-based institutions.

The survey collects data on all international graduate applications, and detailed information on international applications from seven countries (China, India, South Korea, Taiwan, Canada, Mexico, and Brazil) and three regions (the Middle East, Africa and Europe). China, India, South Korea, Taiwan and Canada are the top five countries of origin for international graduate students in the United States. Altogether, the seven countries and three regions highlighted in the CGS International Graduate Admissions Survey are home countries to about 86% of all international graduate students in the United States.

This reduced growth in overall international applications was primarily the result of the five percent decline in applications from China, the source country of 29% of international graduate students at U.S. institutions. Chinese applicant declines were offset by a 20% increase in applications from India, which accounts for 20% of all international graduate students at U.S. institutions. Applications from Brazil, having increased by 9% in 2012, grew markedly this year, by 24%. Applications in 2013 also increased from Africa (6%), which saw a 3% decline last year, and the Middle East (2%), whose increase follows a more substantial jump of 11% last year. Applications across the other countries and regions covered by this survey (i.e., South Korea, Taiwan, Canada, Mexico, and Europe) decreased between fall 2012 and fall 2013. 

Just over half (52%) of institutions reported an increase in applications over last year with an average increase of 9% at these institutions, while 48% of responding institutions reported a decrease, averaging 7%. 

“The overall slowed growth in international applications merits serious attention from policymakers as well as universities,” said CGS President Debra W. Stewart. “While the large increases in applications from India and Brazil are encouraging, the decrease in Chinese applicants needs attention. As a country, we simply can’t afford to maintain obstacles to international graduate study, especially as other countries are decreasing these barriers for highly qualified students.”

Application trends by field of study

Increases in applications were minimal (1% to 4%) in all broad fields, with the exception of education and the life sciences, which saw declines (3% and 7%, respectively). The three most popular fields of study—engineering, physical and earth sciences, and business—experienced increases in international applications of 2% to 3%. The arts and humanities and social sciences and psychology, fields in which few international students enroll, saw the largest increases in applications at 4%.

Application trends by institutional characteristics

CGS also analyzed changes in international applications by various institutional characteristics. On average, applications increased in public institutions (3%), but declined at private, not-for-profit institutions (-4%) in 2013. Additionally, applications from prospective international graduate students increased 18% on average at master’s-focused institutions in 2013, a sharp jump from the 5% decline that occurred in 2012, while international applications remained flat at doctoral institutions in 2013, following a 10% increase in 2012.

Application trends by region

Applications from international students increased minimally in all regions of the U.S., except for the Northeast. Increases were largest in the West (2%) and South (2%), while the Midwest increased only by 1%, and the Northeast declined by 1%.

About the report

Findings from the 2013 CGS International Graduate Admissions Survey, Phase I: Applications is based on the first phase of a three-part annual survey of international graduate student applications, admissions, and enrollment among CGS U.S. member institutions. The analysis includes responses from 276 schools, including 80% of the 25 institutions that award the largest number of degrees to international graduate students, and 88% of the top 50 institutions. Collectively, the 276 respondents to this year’s survey award about 64% of the degrees granted to international graduate students in the U.S.  The report is available at www.cgsnet.org.

Deadline:  March 1, 2013

Eligibility: Eligible candidates will need to have received the doctoral degree by June 1, 2013.

Duration: 12-18 months

The Council of Graduate Schools (CGS) invites applications from social sciences and educational research scholars who have been awarded the PhD or equivalent in the past two to three years. The fellowship is designed to provide a highly accomplished early career professional with research and communications experience in the area of graduate education. Specific responsibilities and opportunities will be tailored to the field expertise and the career ambitions of the successful candidate, but will be divided across existing CGS research projects, such as those concerning attrition and completion, financial education, enrollment and degrees, and research ethics, among others.

The postdoc will have opportunities to attend meetings and conferences relevant to his or her work at CGS. Salary will be competitive for the Washington, DC area.

The Council of Graduate Schools, the national voice for the graduate dean community, is the only organization in the United States that is dedicated solely to the advancement of graduate education and research. CGS accomplishes its mission through advocacy in the policy arena, innovative research, and the development and dissemination of best practices. CGS also acts as a convening authority, organizing major events that bring together graduate deans and other stakeholders to discuss and take action on a broad range of issues affecting graduate education today. CGS membership includes over 500 universities in the United States and Canada, and 25 universities outside the U.S. and Canada. Collectively, CGS institutions annually award more than 92 percent of all U.S. doctorates and over 81 percent of all U.S. master's degrees.

Application and Nomination Process

Applications must be emailed to Keith Peregonov at kperegonov@cgs.nche.edu or submitted through the CGS Career Portal. Please include a letter of interest, a resume or c.v., and three references with an email address and telephone numbers. Electronic submissions (MS Word or Adobe PDF) are strongly preferred. For full consideration, please ensure that your application is received by March 1, 2013. To learn more about CGS, please visit www.cgsnet.org.

Contact:
Julia Kent
jkent@cgs.nche.edu
(202) 223-3791

Washington, D.C. (February 7, 2013) – The Council of Graduate Schools (CGS) today released the results of its third annual Professional Science Master’s Enrollment and Degrees Survey documenting applications, enrollments, and degrees awarded in Professional Science Master’s (PSM) programs. The PSM is an innovative graduate degree designed to allow students to pursue advanced training in science or mathematics, while simultaneously developing workplace skills highly valued by employers.

Total Enrollment:

• Total enrollment in PSM programs topped 5,800 students in 2012.
• Total enrollment increased by 22% overall between 2010 and 2012 and by 10% at the PSM programs that responded to the 2010, 2011, and the 2012 surveys.
• Men comprised 55% of all PSM students and women made up 45%.
• 15% of total PSM students enrolled in U.S.-based institutions were temporary residents.
• Among U.S. citizens and permanent residents, 25% of enrollees in the fall of 2012 were underrepresented minorities.
• Total PSM enrollment in fall 2012 was dominated by four fields of study: computer/information sciences (21%), biotechnology (16%), environmental sciences and natural resources (14%), or mathematics and statistics (14%).

• Just over 1,750 PSM degrees were awarded in academic year 2011/12.
• 52% of PSM degrees awarded by respondents in academic year 2011/12 were awarded to men and 48% to women.
• 17% of graduates of U.S.-based PSM programs were international students.
• Among U.S. citizens and permanent residents, 23% of PSM graduates in 2011/12 were underrepresented minorities.
• Biotechnology and computer/information sciences awarded 42% of all PSM degrees awarded: 22% and 20%, respectively.
• Men earned the majority of the PSM degrees awarded in chemistry and physics, geosciences and GIS, other interdisciplinary sciences, bioinformatics/computational biology, and mathematics and statistics.
• Women earned the majority of the degrees granted in medical-related sciences, biology/biotechnology, and “other interdisciplinary” fields.

The report is available in pdf format at cgsnet.org and at sciencemasters.com.

CGS prepares publications on issues of fundamental importance to graduate education. These reports and policy statements are made available to CGS members and non-members.

Online Access

Digital versions of all CGS publications are available through the member library at no cost to members.* Any student, faculty or staff member of a CGS member institution may access our publications in PDF format** (login required). Take advantage of this benefit by viewing, downloading, printing, or sharing PDFs of your favorite titles with other individuals at your member institution.

Ordering

Hardcopies of CGS publications are available for purchase using our Online Store. Members receive discounted pricing, including bulk discounts on most publications. CGS publications are shipped via UPS; please provide a physical street address when placing your order. For international shipping (e.g. outside of US and Canada), please contact the CGS office to request pricing options.

Note: The Council of Graduate Schools (CGS) has implemented a credit card usage convenience fee effective as of January 1, 2020 in the amount of 4% of the transaction price when paying obligations to the Council. Although this fee is designed to defray the increasing costs of accepting credit cards for payments of dues, meeting registrations, sponsorships, publications and other items, our desire is not to charge the fee at all, but to change member and non-member behavior to employ different payment methods such as ACH, Wire transfer and good old fashioned checks when they conduct business with CGS. CGS does not intend to record revenue from this change, but instead, be able to re-deploy the member dues funds previously used for credit card acceptance towards additional graduate education programming needs. The Council thanks you for your ongoing support for the enterprise of graduate education.

Contact Us

For questions about CGS publications, please contact us at publications@cgs.nche.edu.

* This service is provided for institutional members (US, Canada and International) and sustaining members.

** Copyright restrictions apply. See Terms of Use, Electronic Publications. Please do not distribute copies outside of your member institution.

Each year CGS and our sponsors recognize the outstanding achievements of graduate education scholars, through several awards. The awards were presented during the 52nd CGS Annual Meeting, December 6, 2012, in Washington, DC. 

Monica Popescu wins 2012 Gustave O. Arlt Award in the Humanities

Winners of 2012 CGS/ProQuest Distinguished Dissertation Awards Announced

University of Illinois at Chicago Wins ETS/CGS Award for Innovation in Promoting Success in Graduate Education

Now you can check out the latest CGS happenings via social media.

'Like' us on Facebook.

Follow us on Twitter, @CGSGradEd.
December 5-8, use this Twitter hashtag at the 52nd Annual Meeting to join the conversation about the event: #CGS52