Assessing Graduate Students' Needs: The Role of Graduate Student Organizations

The purpose of this study was to assess the academic needs of graduate students and to determine how students perceive the role of a departmental graduate student organization (GSO) in meeting expressed needs. Respondents included 31 masters and doctoral students enrolled in a child and family studies graduate program at a southern land-grant institution. A 30-item questionnaire was developed by GSO officers to assess needs related to professional development, orientation to graduate life, and social activity. Study findings indicated a need among students for (a) better orientation upon entry into graduate school and general information pertaining to campus resources, (b) professional development workshops and job-search strategies, (c) a graduate student lounge, and (d) a more efficient system for communicating academic programs and activities. Highlighting how GSO may serve its constituents, information gleaned from this study was used to implement a comprehensive orientation program, locate a central meeting space for students, and establish sound methods for disseminating relevant information to students. Assessing Graduate Students' Needs: The Role of Graduate Student OrganizationsNeeds assessment has an important place in higher education. Graduate students are consumers of a unique service designed to foster intellectual growth, build expertise through a concentrated area of study, and provide enriching and relevant professional experiences. Soliciting feedback directly from graduate students is a viable method for monitoring and improving the quality of students' educational experience, particularly when one considers the diverse student body that comprises many graduate programs. Graduate schools attract a considerable number of international and nontraditional students (e.g, older, part-time, fully employed, etc.) (Globetti, Globetti, & Smith, 1991). Such diversity is likely to produce varying needs among students. A review of literature indicates that needs assessment is an established method for determining the effectiveness of service delivery in higher education settings (Rimmcr, 1980). Motives for conducting these assessments vary across studies, demonstrating the flexibility in which student reports may be used to inform graduate program administrators. For instance, Belchair ( 1996) identified several barriers to graduate school enrollment, including personal finances, employment schedules, and course availability. In contrast, Lacefield and Mahan (1988) used student assessments to determine doctoral students' level of satisfaction with their current graduate program. They discovered that program satisfaction was significantly lower among non-traditional Hispanic students compared to Anglo students, a finding that was highly useful to faculty members in making program modifications. Student assessments also are used to identify needs of specific populations of graduate students. Using this approach, Reisman and colleagues discovered a desire among part-time evening students for greater integration into the educational system and larger academic community (Reisman, Lawless, & Robinson, 1983). Deressa and Beavers (1988) found that effective use of the English language and relevant coursework were priorities among international students adjusting to a graduate program in a College of Home Economics. Other researchers have randomly surveyed the graduate student population of a college or university. In an investigation of a rapidly expanding graduate program at a southern college, Diket and Lockley (1997) found that students were generally satisfied with the program. However, students expressed a need for an updated library facility and projected class schedules. Using a similar approach with a sample of graduate students from a Midwestern university, Rimmer, Lammert, and McClain (1982) discovered that students were interested in better career planning services and professional development workshops. …