GRADUATE STUDENT EXIT · Graduate Student Exit Report – Spring 2019 | 3 01 – EXECUTIVE SUMMARY GRADUATE STUDENT REPRESENTATION Demographics Students sampled in this Spring 2019

GRADUATE STUDENT EXIT

SURVEY REPORT

Spring 2019

THE OFFICE OF STRATEGY MANAGEMENT AND INSTITUTIONAL EFFECTIVENESS

Graduate Student Exit Report – Spring 2019 | 2

STUDY OVERVIEW INTRODUCTION The Graduate Student Exit study is administered every semester to all graduating students from MA/MS and PhD programs. The study aims to ensure the continuing quality of education provided by AUC to its graduate students, as well as get a feel for future graduate enrollments whether through student recommendations or pursuits of further post-graduate studies. The Graduate Student Exit study is typically mandatory to all students expecting to graduate each semester.

METHODOLOGY This survey has been designed and administered by the Office of Strategy Management and Institutional Effectiveness in cooperation with the Office of the Dean of Graduate Studies. All 143 students on the expected to graduate list for Spring 2019 were invited to participate in the survey on the 26th of May, followed by two reminders every week the survey was open on June the 3rd, 9th, 11th, 13th, and finally the 19th. The survey was closed on the 25th of June, yielding a total response rate of 74.1%. Findings from this achieved sample size can be applicable to the total intended population with a ±5% margin of error at a 95% confidence level.

REPORT STRUCTURE This report is divided into the following sections:

01 – EXECUTIVE SUMMARY A brief summary of the main take-away messages and evaluations in this report as a quick preview of the data, which goes into greater detail in the subsequent sections.

02 – ANALYSIS OF FINDINGS Divided into the following sub-sections:

2.1 Student Information An overview of represented schools, academic programs, and undergraduate backgrounds.

2.2 Overall Graduate Experience on Campus An evaluation of the overall graduate student quality of experience, with PhD potential among MA/MS students.

2.3 Academic Experience An in-depth assessment of all factors governing academics at AUC, including thesis and workshops.

2.4 Student Recommendations & Suggestions A presentation of student recommendations of AUC and suggestions for improvement.

03 – TRENDS Student evaluations trended over past Fall semesters on key metrics

04 – APPENDIX


01 – EXECUTIVE SUMMARY

GRADUATE STUDENT REPRESENTATION Demographics Students sampled in this Spring 2019 survey were mostly graduating from HUSS and GAPP programs, namely Counseling Psychology, Teaching English as a Second Language, and International and Comparative Law. Around 67% are first-time AUC graduates, the majority having obtained their undergraduate degrees from other universities in Egypt. 65% have had less than six years of work experience at the time they began their program. Around 54% have continued to work full-time.

Future Plans Almost 50% indicate an intention to enroll in a doctoral program, specifically in the US (40%) or in the UK (36%). Out of these 43 students, only 10% are considering AUC, mostly coming from science backgrounds (Nanotechnology and Biotechnology). Still, 18% are undecided about institution and/or program despite their PhD plans. While institutions reported are quite fragmented, Cairo University, AUC, and Harvard top the list at an institutional level (9% each of responses), where the latter is considered for MBA and MGA. An equivalent 43% are still undecided about whether to pursue a doctoral program, which presents a conducive opportunity for AUC to target and attract its own students. Undecided students come from these top three programs: ECID – Economics in International Development (11%) and ICED – International and Comparative Education (11%).

EVALUATION OF GRADUATE EXPERIENCES AT AUC Recommendations of AUC 84% of graduate students sampled would definitely or probably recommend AUC to colleagues considering graduate degrees in their respective fields of study, driven mostly by holistic experiences at AUC, followed by overall quality of education and other program-specific factors such as curriculum or interdisciplinary courses and expert faculty.

Strengths & Weaknesses Most open-ended feedback about graduate experiences cite an outstanding learning experience and quality of education as the main strength of their time at AUC, complemented by a supportive environment and expert faculty in their respective fields. Students specifically mention the value derived from their interdisciplinary courses, which have added to their exposure in their careers as well as their ability to develop research and other soft skills. Weaknesses reported, on the other hand, revealed several areas surrounding learning environment (mainly from strength of program), quality of professors, and new mentions for financial difficulties faced – either from low stipends or value for money. In addition, some students expressed workload was too high and expressed a wish to have been able to participate in student life or activities. Improvement areas focus mostly on strength of program specifically through offering more courses that are technically advanced, as well as caliber and diversity of faculty. There are also several calls for improved work-study opportunities, as well as improved hours and more involved student activities.

Campus Life Graduate students have reported remarkably high satisfaction with their overall experience at AUC at 89%, driven by widely-used elements of their life on campus such as email and internet services (5.27/6.00), Wi-Fi connectivity (5.03), and photocopying/printing (4.90). Satisfaction with the athletics department is also among the highest (4.94), along with extended learning services such as seminars (4.86), workshops (4.75), and support grants (4.54), and. The lowest rated services, however, is internship opportunities (3.67), followed by social activities for graduates (4.15) and the student mentoring unit (4.19). These findings remain the same from the previous Fall 2018 semester.


Academic Experience Graduate students found their overall academic experience to be good, particularly feeling enabled to conduct their research through availability of resources (average: 4.05/5.00) made possible through convenient library hours, which is the highest rated factor at 4.19. In addition, they have found value in quality interactions with faculty (4.08) and academic advising (3.94). However, students have found some difficulty with finding available courses they need, rating this factor the lowest (3.30).

Thesis With 62% of graduate students enrolled in master’s programs with a thesis option, the process contributes a major role in their overall academic experience. All steps in the process of thesis development and submission appear to have been smooth as students reported an average of 4.2 satisfaction across factors. This is led by positive experiences with their supervisors in terms of timely feedback (4.38/5.00) and availability for consultation (4.36) as the highest rated factor. Lowest rated factors, while still high, pertain to execution, namely support in data collection (3.97) and information about copyright (4.06). Students nevertheless have reported they did feel supported by their supervisors despite a slight drop for support in finding IRB information: 3.21/4.00).

Workshops Workshop attendance was reportedly the highest at 60% for the academic integrity and research ethics workshop, followed by library research guidance at 52%. On the other hand, workshops on survey design, grant proposal writing, and how to apply to PhD were the lowest attended, reported at 20%, 11%, and 10%, respectively. Graduate students have found all sessions attended to have been quite useful, yet ratings noticeably drop for the lowest attended sessions, specifically how to apply for a PhD (2.73/4.00), which may have been due to students not finding this relevant to them during that time. Most students recommended the library research guidance workshop (40%), followed by research methodology (32%).

Skill Enhancement While students reportedly felt AUC enhanced most skills pertaining to academia and research to a great extent, skills involving interaction with juniors such as teaching and supervising, in addition to writing grant proposals were the lowest rated.

RECOMMENDATIONS Ensure required courses are available for each student to avoid disturbances to schedule planning

Hire more experienced faculty, with focus on giving constructive feedback and mentorship

Improve strength of some programs (comments mostly came from ECID in BUS and SSE), as well as

redesign programs to include in-depth learning of courses

Ensure fellowship and work-study payments are being made in time

Consider working on attracting more diversified faculty, specifically with the redefined market landscape

where several new universities are opening in the region that may quickly become competition


02 – ANALYSIS OF FINDINGS 2.1 ADMINISTRATIVE DATA Glossary GAPP: School of Global Affairs and Public Policy GSE: Graduate School of Education HUSS: School of Humanities and Social Sciences BUS: School of Business SGS: School of Graduate Studies SSE: School of Sciences and Engineering IRB: Institutional Review Board GSA: Graduate Students Association

Student Information School GAPP and HUSS graduates constitute more than half of the sample, followed by SSE at 21%.

Single Degrees by School Out of 106 respondents, 99 have obtained one degree.

Primary Program Count Percentage

GAPP 30 30% LLM: International & Comparative Law 6 6%

MGA: Global Affairs 5 5%

MPP: Public Policy 5 5%

MPA: Public Administration 5 5%

JRMC: Journalism & Mass Communication 4 4%

CMRS: Migration and Refugee Studies 2 2%

IHRL: International Human Rights Law 1 1%

MEST: Middle East Studies 1 1%

GMNA: Gender & Women's Studies in MENA 1 1%

HUSS 25 25% CNPS: Counseling Psychology 9 9%

TESL: Teaching English as a Second Language 6 6%

POLS: Political Science 2 2%

TAFL: Teaching Arabic as a Foreign Language 2 2%

ARBS: Arabic Studies 2 2%

EGCO: Egyptology & Coptology 1 1%

CMES: Comparative ME Politics & Society 1 1%

CMPS: Community Psychology 1 1%

ECLT: English & Comparative Literature 1 1%

SSE 20 20% ECNG: Electronics & Communications Engineering 6 6%

BIOT: Biotechnology 4 4%

30% 25% 21% 14% 8% 4%

GAPP HUSS SSE BUS GSE SGS

Schools Representedn=106


CENG: Construction Engineering 3 3%

PHYS: Physics 2 2%

RCSS: Robotics, Control, & Smart Systems 2 2%

NANO: Nanotechnology 1 1%

MENG: Mechanical Engineering 1 1%

ENVE: Environmental Engineering 1 1%

BUS 15 15% MBA: Business Administration 6 6%

ECID: Economics in International Development 6 6%

FINC: Finance 2 2%

ECON: Economics 1 1%

GSE 9 9%

ICED: International & Comparative Education 7 7%

EDUL: Educational Leadership 2 2%

SGS 4 4% SSDV: Sustainable Development 4 4%

Dual Degrees Only seven graduate students obtained a dual degree:

Serial Program 1 Program 2 1 TV & Digital Journalism Journalism & Mass Communication

2 Counseling Psychology Community Psychology

3 PhD in Engineering Construction Engineering

4 Counseling Psychology International & Comparative Law

5 Migration & Refugee Studies International Human Rights Law

6 International & Comparative Education Philosophy

7 PhD in Engineering Construction Engineering

Undergraduate Degree 90% of graduate students have obtained their Bachelor’s from institutions in Egypt, the majority of which were from other universities in Egypt. 82% hail from public u niversities, whereas only 15% are from priva te universities.

Status at AUC Furthermore, 88% are reportedly students only, and have not joined as AUC staff or faculty. Around 8% have

reported that they are AUC Staff, whereas 5% are Faculty.

33%

57%

10%

Universities for Bachelor Degreesn=106

Universities abroad

Other universities inEgypt

AUC

Public Universities

Private Universities

n=60 37% 25%

3% 5% 3%


2.2 OVERALL GRADUATE EXPERIENCE ON CAMPUS Overall Satisfaction Close to 90% of graduate students are very satisfied or satisfied with their overall experience at AUC, for a 4.2 average rating. Students report positively on several aspects of academia, including personal and professional development and mentorship. Ratings for the following statements follow a 5-point scale, where 5-Excellent, 4-Very good, 3-Good, 2-Fair, 1-Poor.

Quality of Support Services A list of 19 support services classified into the following categories were rated on a 6-point scale.1

1 Questions rated on a scale from 1 – 6: 6-Excellent, 5-Very Good, 4-Good, 3-Average, 2-Fair, 1-Poor

Student life experience

Personal development opportunities

Professional development opportunities

Academic mentoring support 3.84

4.05

4.08

4.09

1 2 3 4 5

Average Ratingn=106

49%

40%

6%

3% 3%

Overall Satisfactionn=106

Very satisfied

Satisfied

Neutral

Dissatisfied

Very dissatisfied

Support Services

n=106

Extended Learning

Social & Mentoring

Employment Campus Life

Combined Satisfaction

89%


Incidence of Service Use Aside from services directly pertaining to student life such as Wi-Fi and photocopying/printing, graduate students reported some exposure to academic and extended learning services led by lectures and seminars. They appear, however, largely uninvolved with student life support services such as the Counseling Center and Mentoring Unit.

Graduate students find their overall experience on campus to have been very good, particularly pertaining to widely used services such as Wi-Fi and internet, photocopying, athletics, food services, all of which have the highest ratings among sampled students. Positive evaluations follow for extended learning opportunities, led by public lectures & seminars, whereas internship opportunities are the lowest rated.

4.674.27 4.19 4.15

Studentcounseling center

Graduate StudentAssociation

Studentmentoring unit

Social activitiesfor Graduate

students

Social & Mentoring

5.27 5.03 4.94 4.90 4.90 4.62 4.33 4.29

E-mail &internet

WiFi Athleticsdept.

Photocopy& printing

Busschedule

Medicaldept.

Fellowstipend

payment

Foodservice

Campus Life

4.36 4.35 4.283.67

Teachingassistantshipopportunities

Career Center Work studyopportunities

Internshipopportunities

Employment

4.86 4.75 4.54

Public lecturesand Seminars

GraduateStudentsAcademic

Workshops

Conference,Research andStudy Abroad

Support Grants

Extended Learning

100%100%

97%94%

81%79%

72%71%71%

65%65%

64%61%

60%59%

58%53%

43%35%

Email & internetWiFi

FoodPhotocopy & printing

Fellow stipend paymentsLectures & seminars

Support grantsAcademic workshops

TA opportunitiesBus schedule

Career CenterAthletics Dept.Social activities

Work-study opportunitiesMedical Dept.

Internships opportunitiesGSA

Counseling CenterMentoring Unit

% Students Able to Assess Servicesn=106


Employment Impact Around 65% of graduate students had 5 years of work experience or less at the time of joining the program. More than half of students continued to pursue their graduate studies while working full time. As sweeping majority expect their AUC degree to have a positive impact on their salaries.

Work Experience at Program Start (n=106)

Current employment status (n=106)

Salary impact (n=106)

PhD Outlook Intention to Enroll in PhD Program While almost half of MA/MS students plan to pursue a PhD degree, an almost equivalent percentage are still undecided, which still indicates potential for consideration.

Among students planning to pursue a postdoctoral degree, 18% are still undecided about institution and/or program, whereas US- and UK-based universities take the lead at 40% and 36%, respectively, followed by AUC at 10%.

Primary MA/MS Program Intended PhD Program Intended Institution

GAPP CMRS: Migration & Refugee Studies

Development Studies Education

-

GMNA: Gender & Women’s Studies in MENA

- Tulane University (US)

University of Chicago (US)

JRMC: Journalism & Mass Communications

- Cairo University (Egypt)

University of Texas – Austin (US)

LLM: International & Comparative Law

-

AUC (Egypt) Cairo University (Egypt) Cornell University (US)

Queen Mary University of London (UK) Free University (Germany)

Hombult University (Germany) Essex University (UK)

Law LSE (UK)

40% 25% 20% 8% 8%

< 3 years 3 - 5 years 6 - 10 years 11 - 15 years > 15 years

54% 14% 31% 1%

Employed full time Employed part time Seeking employment Unemployed

80% 20%

Yes No

48%

9%

43%

n=104

Yes

No

Don't know


University of Birmingham (UK)

International Law University of Alexandria (Egypt)

MGA: Global Affairs -

Harvard (US) Sorbonne (France)

University of Glasgow (UK) Sussex University (UK)

MPA: Public Administration

Business Administration Public Administration

-

Social Policy Public Administration

UK Germany

MPP: Public Policy

Children Developmental Media Programming

Children Media Policies -

PPAD AUC (Egypt)

UN University, Maastricht (Netherlands)

HUSS

ARBS: Arabic Studies - Cairo University (Egypt)

Texas University (US)

CMES: Comparative Middle East Politics & Society

Sustainable Development Policy Making

USA

CNPS: Counseling Psychology

- UK

USA

PsyD Couple & Family Therapy Alliant University (US)

- UK

Europe

ECLT: English & Comparative Literature

- The New School (US)

UCL (UK)

EGCO: Egyptology & Coptology

- Cambridge University (UK)

UCL (UK)

TAFL: Teaching Arabic as a Foreign Language

- Bamberg University (Germany)

Harvard (US)

TESL: Teaching English as a Second Language

Neurolinguistics Sociolinguistics

NYU (US) Oxford (UK)

- University of Wisconsin (US)

Cairo University (Egypt) George Washington University (US)

SSE

BIOT: Biotechnology

- Arizona State University (US)

Texas A&M (US)

Pharmaceutical Sciences Biochemistry & Biomedical Sciences

University of Toronto (Canada) McMaster University (Canada)

Biotechnology AUC

ECNG: Electronics & Communications

- AUC

Electrical & Electronics Engineering School of Computing

University of Manchester (UK) Queen’s University (Canada)

NANO: Nanotechnology Nanotechnology AUC

Abroad

PHYS: Physics - AUC

AUK (Kuwait)

BUS

ECID: Economics in International Development

- Cornwell University (US)

McGill University (Canada)

ECON: Economics - LSE (UK)

University of Cambridge (UK)

FINC: Finance - ESADE (Spain)


MBA: Business Administration

DBA IESE (Spain) Harvard (US)

Business School Harvard (US)

LBS (UK)

2.3 ACADEMIC EXPERIENCE Quality of Academic Factors Overall ratings for factors2 pertaining to the academic journey of graduate students were good, particularly with regards to library hours and resources available for research as well as other academic interactions through advising, faculty, and peers. Nevertheless, course availability falls considerably behind this trend.

Skill Enhancement While students reportedly felt AUC enhanced most skills pertaining to academia and research to a great extent3, skills involving interaction with juniors such as teaching and supervising, in addition to writing grant proposals were the lowest rated.

2 Questions rated on a scale from 1 – 5: 5-Excellent, 4-Very Good, 3-Good, 2-Fair, 1-Poor 3 Questions rated on a scale from 1 – 3: 3-To a great extent, 2-To some extent, 1-Not at all

Library hours

Opportunities for interaction with faculty

Resources for research

Your academic advising

Opportunities to do research in your area of interest

Scheduling of your graduate courses

Academic standard of your peers in the program

The graduate program curriculum

Opportunities to work with diverse groups in team projects

Availability of courses you needed 3.30

3.69

3.71

3.74

3.85

3.86

3.94

4.05

4.08

4.19

1.00 2.00 3.00 4.00 5.00

Average Ratingsn=106

1.99

2.26

2.28

2.31

2.42

2.48

2.49

2.52

2.53

2.54

2.71

Write grant proposals

Become a qualified teacher

Supervise others

Become a team leader

Be up to date with the latest research methods

Write quality papers ready for publication

Keep up with current advances in your field

Collaborate with a team

Present research results to an audience of peers or at a conference

Become an expert in your field

Understand the principles of ethical conduct in research


Thesis Writing a thesis is largely a requirement for the degree program among this semester’s sample, where 62% have reported pursuing a thesis track for their graduate studies.

Satisfaction Graduate students report no dissatisfaction4 with factors surrounding their thesis requirement. In fact, almost all steps in the process appear to have gone by smoothly, particularly with supervisor availability and feedback, including resources needed for thesis writing.

Helpful supervisors Further deep diving into supervisor helpfulness5 revealed graduate students felt supported throughout their thesis submission, despite a slight drop with regards to provision of information about the IRB.

Submission Support As for submission support, almost all had submitted a pre-final draft at the time this survey was taken, yet turnitin.com submissions are significantly lower.

4 Questions rated on a scale from 1 – 5: 5-Very satisfied, 4-Satisfied, 3-Neutral, 2-Dissatisfied, 1-Very dissatisfied 5 Questions rated on a scale from 1 – 4: 4-Very helpful, 3-Helpful, 2-Not very helpful, 1-Not helpful at all

3.97

4.06

4.14

4.20

4.27

4.32

4.33

4.36

4.38

Support in data collection

Information about copyright

Availability of suitable thesis supervisors

Information about IRB for the Protection of Human subjects requirements

Quality of thesis supervision

Availability of readers

Resources availability

Availability of your thesis supervisor for consultation

Supervisor feedback provided in a timely manner

3.21

3.39

3.44

3.45

3.53

3.55

Information about IRB

Support in writing a thesis/dissertation proposal

Identification of a thesis/dissertation research topic

Support in research methodology

Evaluation of thesis progress

Mentoring and academic advising

100%Submitted Copies of Pre-final Draft

n=54

98%Uploaded to

AUC DARn=54

72%Submitted to

turnitinn=54


Workshops The most attended workshops were academic integrity and research ethics and library guidance. Interestingly only 11% attended grant proposal writing workshops, which explains the low reported rating for this skill.

Usefulness Understandably, the most attended workshops were deemed more useful6, whereas the bottom three workshops in terms of attendance were also rated noticeably lower than the rest. Nevertheless, students still found the workshops they attended useful overall.

6 Questions rated on a scale from 1 – 4: 4-Very useful, 3-Useful, 2-Not useful, 1-Not useful at all

Library research guidance

Thesis proposal writing

Presentation skills

Literature review and abstract

Research methodology

Academic integrity and research ethics

Survey design & data analysis

Statistical package (SPSS, survey monkey, etc ...)

Grant proposal writing

How to apply for Ph.D 2.73

3.00

3.00

3.14

3.17

3.25

3.28

3.30

3.31

3.33

1.00 2.00 3.00 4.00

Average Ratingsn=106

60%

52%

38%

37%

34%

28%

23%

20%

11%

10%

Academic integrity and research ethics

Library research guidance

Research methodology

Literature review and abstract

Thesis proposal writing

Presentation skills

Statistical package (SPSS, SurveyMonkey, etc)

Survey design & data analysis

Grant proposal writing

How to apply for Ph.D

% of Students Attending Workshopsn=106


Workshop Recommendation Most students recommended the library research guidance workshop, followed by research methodology and academic integrity and research ethics workshops, in addition to thesis proposal writing and literature review abstract.

Students were also given the chance to suggest workshops they would like to see that are not currently provided:

Workshop Suggestions Count

Time management 2

Thesis writing (choosing a topic) 2

Stress management 1

Verbatim: - How to choose a research topic, how to choose a work that has high impact while considering the available

resources and experiences that are available to you including the travel abroad grant, and how to plan for the travel abroad)

- in general planning your thesis workshops + introducing students to the resources and rules workshops especially for fresh graduates that are being introduced to research for first time.

- workshops including peer advising may enhance the performance of the students - the presentation skills workshop to be an interactive one, or to be a training workshop not only a lecture by

a lecturer

Recommended Workshops In descending order of recommendation (n=74)

29% Academic Integrity

& Research Ethics

29% Thesis Proposal

Writing

29% Literature Review

& Abstract

32% Research

Methodology

8% Statistical Package

(SPSS, SurveyMonkey)

18% Presentation

Skills

40% Library

Research Guidance

6% How to Apply

for a PhD 10% Survey design

& data analysis


2.4 STUDENT RECOMMENDATIONS AND SUGGESTIONS Recommendations of AUC for Graduate Studies Almost 85% of graduate students sampled would definitely or probably recommend7 AUC to colleagues considering graduate degrees in their respective fields of study, an outstanding feat.

When asked to elaborate, students mostly referred to overall AUC experience, followed by quality of education and other program-specific positives. Despite the high recommendation rate, students who would probably recommend mostly cite program-specific improvement areas, whereas those who would definitely recommend focus more on the holistic experience and aspects of their time at AUC, namely quality of education. As for bottom raters, reasons vary, but mostly remain with program design and quality of education.

Strengths, Weaknesses, and Improvement Areas

Strengths Most open-ended feedback about graduate experiences cite an outstanding learning experience and quality of education as the main strength of their time at AUC, complemented by a supportive environment and expert faculty in their respective fields. Students specifically mention the value derived from their interdisciplinary courses, which have added to their exposure in their careers as well as their ability to develop research and other soft skills.

7 Would you recommend AUC to a friend or colleague considering your field of study? (n=106)

63% 21% 12% 4%

Definitely Probably Maybe Definitely not

66%

48%

24%12%

Quality of Education Faculty, Students, Staff Facilities / Resources Other

Strengths of AUC Grad Experiencen=67


Weaknesses Weaknesses reported, on the other hand, revealed several areas surrounding learning environment (mainly from strength of program), quality of professors, and new mentions for financial difficulties faced – either from low stipends or value for money. In addition, some students expressed workload was too high and expressed a wish to have been able to participate in student life or activities.

Suggestions for Improvement Improvement areas focus mostly on strength of program specifically through offering more courses that are technically advanced, as well as caliber and diversity of faculty. There are also several calls for improved work-study opportunities, as well as improved hours and more involved student activities.

48%

24% 24%

12% 9% 9% 6%

Quality ofEducation

Faculty Facilities /Resources

Network /Engagement

Financials Other Positive

Improvement Areas for the AUC Grad Experiencen=33

50%

22% 21%12% 10% 14%

9%

Quality ofEducation /

Courses

Workload / Hours /Time to Complete

Faculty / ThesisSupervision

Students / Network/ Student Life

Facilities /Resources

Financials Other

Weaknesses of AUC Grad Experiencen=58


03 – TRENDS ON KEY METRICS

Overall Student Satisfaction8

Recommendation

8 Reported “Very satisfied” + “Satisfied”

88.9% 87.1% 88.0% 84.6% 84.6%88.7%

Spring 2014 Spring 2015 Spring 2016 Spring 2017 Spring 2018 Spring 2019

Overall Combined Satisfaction with Graduate Experience

62.5% 59.0%

71.2%

57.9%62.3% 63.2%


I would definitely recommend AUC to my friends considering my field of study


Employment Status

Intention to Pursue a PhD

52.3%

54.5%

58.7%

68.4%

63.2%

53.8%

11.7%

9.9%

12.7%

10.5%

8.8%

14.2%

27.3%

26.4%

21.4%

17.5%

21.9%

31.1%

8.6%

9.1%

7.1%

3.5%

6.1%

0.9%

Spring 2014

Spring 2015

Spring 2016

Spring 2017

Spring 2018

Spring 2019

Employment Status

Employed full-time Employed part-time Seeking employment Unemployed

36.6%42.0%

57.5%

46.3% 48.2% 48.1%


% Students Intending to Pursue PhD


03 – APPENDIX Demographics Gender (n=106) Citizenship (n=106)

School-related Information Degree

Primary Program Count Percentage

TOTAL 106 100%

MASTER OF ARTS 51 48.1% Counseling Psychology 9 8.5%

International and Comparative Education 7 6.6%

Teaching English as a Second Language 6 5.7%

Economics in International Development 6 5.7%

Journalism and Mass Communications 4 3.8%

Political Science 2 1.9%

Migration and Refugee Studies 2 1.9%

Teaching Arabic as a Foreign Language 2 1.9%

Arabic Studies 2 1.9%

Educational Leadership 2 1.9%

Community Psychology 1 0.9%

Economics 1 0.9%

Middle East Studies 1 0.9%

Comparative Middle East Politics and Society 1 0.9%

TV and Digital Journalism 1 0.9%

International Human Rights Law 1 0.9%

Gender and Women’s Studies in the Middle East 1 0.9%

English and Comparative Literature 1 0.9%

Egyptology & Coptology 1 0.9%

MASTER OF SCIENCE 22 20.8%

Sustainable Development 4 3.8%

Biotechnology 4 3.8%

Electronics and Communications Engineering 4 3.8%

Construction Engineering 2 1.9%

Robotics, Control, and Smart Systems 2 1.9%

Physics 2 1.9%

Finance 2 1.9%

Environmental Engineering 1 0.9%

69%

31%

Male

FemaleEgypt, 92%

USA, 4%

Uganada, 2% Ghana, 1% Other, 2%


Nanotechnology 1 0.9%

MASTER OF LAWS 6 5.7% International and Comparative Law 6 5.7%

MASTER OF BUSINESS ADMINISTRATION 6 5.7% Business Administration 6 5.7%

MASTER OF PUBLIC POLICY 5 4.7% Public Policy 5 4.7%

MASTER OF PUBLIC ADMINISTRATION 5 4.7% Public Administration 5 4.7%

MASTER OF GLOBAL AFFAIRS 5 4.7% Global Affairs 5 4.7%

MASTER OF ENGINEERING 4 3.8% Electronics and Communications Engineering 2 1.9%

Mechanical Engineering 1 0.9% Construction Engineering 1 0.9%

PhD 2 1.9% PhD in Engineering 2 1.9%

Semester of Graduation (n=106)

Tuition Coverage (n=106)

99%

1%

Spring 2019 Winter 2019

61%57%

14% 10% 8%2% 6%

AUC Fellowship Personal fund AUC Financial aid(work

study/assistantshipsor tuition discount)

Outside donor (FordFoundation,

Fulbright, youremployer, etc.)

AUC Staff/FacultyScholarship

Federal Student AID(FAFSA)

Other (pleasespecify)

Documents

GRADUATE STUDENT EXIT · Graduate Student Exit Report – Spring 2019 | 3 01 – EXECUTIVE SUMMARY GRADUATE STUDENT REPRESENTATION Demographics Students sampled in this Spring 2019