Methodology
IN-DEPTH INTERVIEWS WITH GRADUATE SCHOOL ADMINISTRATORS
This study's findings are based on interviews with graduate school administrators from 11 institutions, initiated by the University of Delaware's list of 25 aspirational peer institutions, mainly large public research universities in the Association of American Universities (AAU) To enhance the sample size for quality interviews, Hanover Research expanded the list to include an additional 14 public AAU universities, resulting in a total of 39 institutions examined Figure 1.1 details the selection criteria, AAU membership status, and the names of the respective graduate colleges, schools, or offices for each institution considered in this study.
Figure 1.1: Peer Institutions Contacted for In-Depth Interviews
I NSTITUTION S ELECTED B Y AAU G RADUATE S CHOOL
Boston University Delaware Private Graduate School of Arts and Sciences Case Western Reserve University Delaware Private School of Graduate Studies
Georgia Institute of Technology Delaware Public Office of Graduate Studies
Indiana University Delaware Public The University Graduate School
Iowa State University Delaware Public Graduate College
Michigan State University Delaware Public Graduate School North Carolina State University Delaware No The Graduate School
Ohio State University Delaware Public Graduate School
Pennsylvania State University Delaware Public The Graduate School
Purdue University Delaware Public Graduate School
Rutgers-New Brunswick Delaware Public Graduate School
Stony Brook University Delaware Public Graduate School
Texas A&M University Delaware Public Office of Graduate and Professional Studies
University of Arizona Delaware Public Graduate College
University of Buffalo -SUNY Hanover Public The Graduate School
University of California Berkeley Hanover Public Graduate Division
University of California Irvine Hanover Public Graduate Division
University of California Los Angeles Hanover Public Graduate Division
University of California San Diego Hanover Public Graduate Division
University of California Santa Barbara Hanover Public Graduate Division
University of Connecticut Delaware No The Graduate School
University of Florida Hanover Public Graduate School
University of Illinois Urbana-Champaign Delaware Public The Graduate College
University of Iowa Hanover Public Graduate College
1 “Member Institutions and Years of Admission.” Association of American Universities https://www.aau.edu/about/default.aspx?id710
I NSTITUTION S ELECTED B Y AAU G RADUATE S CHOOL
University of Kansas Hanover Public Office of Graduate Studies University of Maryland Delaware Public The Graduate School University of Massachusetts Amherst Delaware No Graduate School
The University of Michigan's Rackham Graduate School, the University of Minnesota's Graduate School, the University of Missouri's Office of Research and Graduate Studies, and the University of North Carolina at Chapel Hill's Graduate School are all esteemed institutions offering advanced degrees and research opportunities in Delaware.
University of Oregon Hanover Public Graduate School
University of Pittsburgh Delaware Public Graduate and Professional Studies University of Texas at Austin Hanover Public Graduate School
University of Utah Delaware No The Graduate School
University of Virginia Delaware Public Office of Graduate and Postdoctoral Affairs
University of Washington Hanover Public Graduate School
University of Wisconsin-Madison Hanover Public Graduate School
Virginia Polytechnic Institute Delaware No Graduate School
Specifically, Hanover reached out to senior administrators at these peer and aspirant institutions Illustrative job titles include:
Assistant Dean for Academic Affairs Assistant Dean for Programs, Policy, and Diversity Initiatives Associate Dean for Strategic Planning
Dean/Associate Dean of the Graduate School/College Director of Graduate Education Administration Vice Provost for Graduate Studies/Education
INFORMATION GATHERED FROM INSTITUTIONAL SOURCES
Section III of this benchmarking study presents detailed snapshots of graduate school operations at 11 institutions interviewed by Hanover Each snapshot includes essential information such as graduate student enrollment, governance structure, mission overview, faculty and staff details, and other significant aspects The data was sourced from graduate school websites, staff directories, organizational charts, faculty handbooks, and interview content Additionally, Hanover highlights unique insights from each interview that align with the research questions For further reference, Appendix A provides verbatim transcripts of each interview.
When interpreting the information in the graduate school snapshots, the reader should be aware of the following considerations
The article analyzes the degree of centralization or decentralization within graduate schools, categorizing them as either "decentralized" or "centralized" based on interviewee perspectives Centralized institutions often grant their graduate schools greater authority over crucial processes such as admissions decisions, program approvals, and faculty appointments.
Graduate enrollment and degree completions are analyzed using data from annual institutional reports or the office of institutional research To ensure consistency, enrollment figures reflect headcount enrollment rather than full-time equivalent (FTE) numbers, as institutional websites often do not differentiate between the two Additionally, the data may encompass professional and continuing education graduate students outside the graduate school's jurisdiction Each snapshot clearly specifies which graduate students are included in the enrollment figures for calculating the student-to-staff ratio.
Hanover sourced the number of graduate school staff from staff directories and departmental contact pages, ensuring that the provided figures represent those responsible for various functions within the graduate school.
The reported staff counts for graduate schools exclude centralized functions, such as graduate school coordinators within individual colleges, as well as graduate assistants, student workers, statewide system employees, and vacant positions Therefore, the total staff figures should be viewed as headcount rather than full-time equivalent (FTE) values Additionally, the Student-to-Staff ratio should be interpreted carefully due to the varying organizational structures of the graduate schools analyzed in this report.
Each graduate school snapshot may differ by institution due to variations in their websites and the availability of publicly reported data When certain information is lacking, the snapshot indicates this with "Information not available" for descriptive categories or uses " " to denote missing quantitative data.
Summary Analysis
This report section summarizes insights obtained from institutional websites and interviews with graduate school administrators, focusing on key trends in governance and staffing It identifies challenges faced in graduate program administration and highlights common initiatives and services offered by various graduate schools.
Of the 39 institutions examined in this study, the majority offer graduate programs through established graduate schools, with 23 institutions having their own graduate schools Additionally, six institutions manage their graduate programs through dedicated administrative offices, while five institutions, all part of the University of California System, feature a centralized graduate division Notably, the six institutions lacking a graduate school or college include Georgia Institute of Technology, Texas A&M University, and the University of Kansas.
The University of Missouri, University of Pittsburgh, and University of Virginia were highlighted in the study, with Hanover identifying four institutions that feature graduate colleges This organizational structure is the least common among the reviewed institutions, including Iowa State University.
University, University of Arizona, University of Illinois Urbana-Champaign, and University of
Many peer institutions interviewed by Hanover have separate graduate schools or colleges, yet administrators frequently describe their graduate program operations as decentralized For instance, an administrator from Anonymous University A indicated that the Graduate School establishes general policies and minimum standards, while individual programs manage many operational aspects independently.
Dean of the Graduate School at the University of Massachusetts describes the Graduate
School’s decentralized approach by noting “bureaucratic administration of the graduate programs is done in the graduate school, but admissions are done by the individual departments.”
Even among institutions that described their model as centralized, some responsibilities appear to remain with individual departments or programs For example, Senior Assistant
Dean of Finance and Administration at Stony Brook University explains:
All graduate programs operate under the governance of the Graduate School while being managed independently within their respective departments Each program has a Graduate Program Director who is responsible for reporting on various aspects and must submit necessary forms through the Graduate School to facilitate progress for their students.
Graduate schools at peer institutions serve various essential functions, including academic affairs, finance, admissions, career development, and diversity and inclusion Among the 11 institutions reviewed, all manage admissions, while nine focus on diversity and inclusion Other responsibilities are less common, with four institutions handling information technology, two engaged in institutional research and development, and only one offering interdisciplinary graduate programs.
Notably, the University of Delaware is the only institution that does not have a Dean to serve as the leadership for the graduate programs
Figure 2.1 summarizes the organizing offices or units within graduate schools at peer institutions, based on organizational charts and staff directories
Figure 2.1: Summary of Offices or Units at Peer Graduate Schools
Graduate Student Development and Postdoctoral Affairs
Ombudsperson and Graduate Student Experience
Office of Academic Planning and Assessment
2 “Staff Directory.” University of Delaware http://grad.udel.edu/about/staff-directory/
Office for the Integration of Research, Education and Professional
Academic Support and Student Services
Student Service Center Professional Development
University of Minnesota Not Specified
The University of Delaware's Office of Graduate and Professional Education is staffed at lower levels compared to its peers, employing only 13 staff members and maintaining a high student-to-staff ratio of 374:1 In contrast, similar institutions have between 23 and 41 staff members, with a median of 28 employees Their student-to-staff ratios vary from 99:1 to 379:1, with a median ratio of 228:1, highlighting the disparity in staffing levels and support for graduate students at the University of Delaware.
Not surprisingly, centralized graduate schools tend to have higher staffing levels
Figure 2.2 summarizes the student-to-staff ratios for each institution, detailing the calculation methods used The staff headcount is based on institutional directories as of January 2017, while student enrollment figures reflect the most recent data available from each institution.
(typically fall 2016) Individual institutional snapshots in Section II of this report provide further details about each institution’s available data
Figure 2.2: Governance and Staffing at Peer Graduate Schools
H EADCOUNT R ATIO S TUDENT E NROLLMENT N OTES University of
Delaware Decentralized 13 3,930 374 Fall 2016 headcount enrollment reported to CGS 3
Headcount enrollment excludes School of Veterinary Medicine, Lifelong Education, and online students
Headcount enrollment reflects on-campus and non-professional programs only Online enrollment is excluded
Enrollment includes distance enrollment (the data could not be disaggregated) but excludes professional schools
Boston University* Decentralized 10 1,762 176 Enrollment includes Arts and
Purdue University Centralized 39 9,461 243 All on-campus and online graduate students are included
Enrollments exclude the school of professional development and health professionals program, which are administered separately
Centralized 38 5,784 152 Enrollment excludes medical school students
Centralized 28 2,772 99 All graduate students are included
Maryland Decentralized 28 10,611 379 Enrollment excludes law students and online programs
Enrollment excludes Continuing and Professional Education students
Enrollment excludes professional graduate program and College of Continuing Education students
*Note: Staffing numbers and ratios for Boston University are based on the Graduate School of Arts and Sciences only
3 Data provided to Hanover Research by the University of Delaware
Hanover's analysis reveals that five peer graduate schools maintain documentation of their annual operating budgets, with three institutions reporting budgets around $15 million Significantly, two of these schools utilize a centralized operational model Additionally, information on two other institutions, including Anonymous University C, has been gathered.
The University of Massachusetts Amherst reports operating budgets of $2.5 million and $3.9 million for its graduate education programs, which are managed under a decentralized administration model This information is summarized in Figure 2.3 for the institutions with available data.
Figure 2.3: Graduate School Operating Budget at Peer Institutions
University of Massachusetts Amherst Decentralized 6,033 $3,909,146
The Graduate School at Purdue University uniquely manages both online and on-campus graduate programs through a centralized administration model While some institutions, like Anonymous University C and the University of Massachusetts Amherst, utilize a collaborative approach involving graduate schools, individual departments, and distance education divisions, most others tend to manage online programs through their schools of continuing studies or similar divisions Figure 2.4 illustrates the involvement of the graduate schools reviewed in this report concerning online program management.
Figure 2.4: Governance of Online Graduate Programs at Peer Institutions
I NSTITUTION M ODEL O NLINE G RADUATE P ROGRAMS
University of Delaware Decentralized No
Anonymous University A Decentralized Distance programs are managed by the distance education branch
Anonymous University C Decentralized Responsibility for online programs is shared with Division of
Continuing Studies and individual programs
Stony Brook University Centralized The School of Professional Development manages online programs
I NSTITUTION M ODEL O NLINE G RADUATE P ROGRAMS
Diego Centralized Institution does not offer online graduate programs University of California Santa
Barbara Centralized Institution does not offer online graduate programs
University of Maryland Decentralized No
Amherst Decentralized Continuing and Professional Education and individual departments share responsibility with the Graduate School
University of Minnesota Decentralized Online programs are administered through the College of
Graduate school administrators face numerous challenges in the current higher education landscape, as highlighted by a 2016 Council of Graduate Schools (CGS) survey Key issues include securing funding for stipends and research, effective student recruitment, enhancing career preparation and professional development, and obtaining financial support for graduate programs These challenges are consistent across various institutional models, emphasizing the need for strategic solutions in graduate education administration.
Figure 2.5: Top 5 Most Pressing Issues for Graduate Schools at Doctoral Institutions, 2016
Source: Council of Graduate Schools 4
4 Allum, J “Data Sources: Highlights from the 2016 CGS Pressing Issues Survey.” Council of Graduate Schools http://cgsnet.org/data-sources-highlights-2016-cgs-pressing-issues-survey-0
Securing funds for the graduate school itself
Promoting career preparation of students, professional development, etc.
Recruiting students, enrollment management, etc.
Securing funds for stipends, research, etc.
A DDITIONAL F UNDS FOR G RADUATE S UPPORT
Graduate school administrators have identified funding-related challenges as a significant issue, echoing the findings of the CGS survey They emphasize the need for competitive stipends, the establishment of financially sustainable models, and the pursuit of external funding sources to address these challenges effectively.
The University of California Santa Barbara emphasizes the need for enhanced financial support for students, aiming to improve their experience and success throughout their graduate programs.
Anonymous University A manages a graduate student support plan that provides tuition and healthcare for graduate assistants One of the primary challenges faced by the university is securing sufficient funding to meet its enrollment goals.
Graduate School Snapshots
Figure 3.1: Graduate School Snapshot, Anonymous University A
Year Total Master’s Doctoral Other Graduate
Graduate School Oversight Dean of the Graduate School
History Has offered graduate programs for over 100 years
Operating Budget Information not available
The Graduate School plays a crucial administrative role by establishing overarching policies and procedures, enforcing minimum program standards, and offering support to graduate program directors across various colleges and departments.
Faculty members at the assistant professor rank or above can attain associate or full-time graduate faculty status through recommendations from department heads or graduate program directors, pending approval from the Dean of the Graduate School However, visiting and adjunct professors do not qualify for full-time status Currently, there are more than 3,000 Graduate Faculty members listed in the Graduate School’s directory.
39 staff including the Dean, Associate Deans, program evaluation, professional development, admissions, records, operations and finance, communication, diversity, development, and information technology
Student-to-Staff Ratio 228 (Enrollment excludes the School of Veterinary Medicine, Lifelong Education, and online students.)
Is the Graduate School all inclusive? No
Does the Graduate School manage online programs? No, distance programs are managed by the distance education branch
Does the Graduate School coordinate support services?
Some, professional development and career services Academic and Student Affairs oversees Graduate Student
The Dean of the Graduate School reports to the Provost
Figure 3.2: Graduate School Staff, Anonymous University A
Dean of the Graduate School
Associate Dean of Program Evaluation
Assistant Dean of Student Administration and Academic Affairs
Assistant Dean, Outreach and Diversity
Assistant Dean, Finance and Operations
Executive Assistant to the Dean
Director of Admissions and Enrolled Students
Electronic Thesis Reviewer and Graduation Coordinator
Graduate Student Support Plan and Appointments Coordinator
Director, Graduate Student Support Plan
Manager of Graduate Appointments, Fellowships, Postdocs
Communications Director of Marketing and
Postdoctoral Affairs Postdoctoral Affairs Assistant
Director of Student Diversity Initiative
Student Diversity Initiative Program Associate
Thesis & Dissertation Support Services Program Coordinator
Development Director of Development Development Associate
Technology Business Applications Designer Applications Analyst Programmer
Overview of how the graduate school operates:
Graduate schools establish overarching policies and minimum standards, while individual programs manage specific details independently Our system includes four liaisons who maintain regular communication with directors of graduate programs and graduate services coordinators, ensuring effective administration of graduate education at the program level.
Benefits of a more decentralized approach to managing graduate programs:
Graduate education should be highly personalized, making it challenging for a central office to oversee the specific needs of each discipline This flexible structure empowers individual programs to tailor their curricula to best meet the academic requirements of their students.
The disadvantages of a decentralized approach for interdisciplinary programs:
Interdisciplinary programs face challenges when funding is abundant, but they struggle under financial constraints These programs often lack clear ownership, leading to difficulties in management and support.
The graduate student support plan is essential for providing tuition and healthcare for graduate assistants, but securing adequate funding to meet the university's enrollment goals remains a significant challenge.
Figure 3.3: Graduate School Snapshot, Anonymous University B
Year Total Master’s Doctoral Other Graduate
Operating Budget Graduate College Budgeted Expenditures FY 2015 total $15 million (including $3.8 million on admin and $6.2 million on fellowships)
Master’s Programs 140+ The graduate college works in collaboration with more than
100 graduate programs around the campus to provide support to students, faculty, and staff including admissions, fellowship administration, and professional development
Graduate Faculty All tenure track faculty are automatically on the graduate faculty Non-tenure track faculty, instructors, and emeritus professors follow an application process
Number of Staff Approximately 41 employees including student records, admissions, communications, diversity, and fellowships
Student-to-Staff Ratio 254 (Headcount enrollment reflects on-campus and non-professional programs only
Is the Graduate School all inclusive? Yes (except Law and Veterinary Medicine)
Does the Graduate School manage online programs? No
Does the Graduate School coordinate support services? Yes, including admissions, records, fellowships, tuition, and career services
The Dean reports to the Provost for Academic Affairs
Figure 3.4: Graduate School Staff, Anonymous University B
Academic Affairs Director, Academic Programs, Policy, & Academic Services
Office Support Specialist (4) Communications Communications Specialist
Associate Director, Educational Equity Programs
Fellowship Office Assistant Director, External Fellowships (2) Director, External Fellowships and Campus
Assistant Dean, Graduate Student Development & Postdoctoral Affairs
Assistant Director for Employer Outreach
Assistant Director for Student Outreach
Director, Sloan University Center of Exemplary Mentoring
Master’s Director, Professional Science Master's Visiting Assistant Director, PSM
Student Experience Assistant Dean, Graduate Student Experience & Graduate College Ombudsperson
The advantages of a centralized approach to administering graduate programs:
Centralizing processes related to record keeping, graduation checks, and certifying student qualifications offers significant advantages This approach not only streamlines operations but also enhances the efficiency of services provided to graduate students, particularly in wellness and professional development Distributing these services across campus would be inefficient and could result in duplicated efforts.
The distribution of responsibilities for support services:
Graduate student professional development, wellness services, and student conduct issues are crucial areas of support The graduate college offers valuable resources, while individual departments also provide their own services to enhance student experience and well-being.
So it's once again a shared model
Graduate education at the institution in the past 10-15 years:
The fundamental framework of graduate education has largely stayed consistent, collaborating with over 100 graduate programs across the campus However, a significant shift has occurred with a rise in self-supporting graduate degrees, particularly at the master's level These degrees, primarily professional and predominantly offered online, do not allow for tuition waivers.
The most impactful initiative of the graduate program:
This initiative aims to equip graduate students and programs with essential resources to enhance their competitiveness in securing externally-funded fellowships It also seeks to offer financial support for graduate education, particularly for underrepresented students, those in need, and exceptionally qualified individuals.
To transition to a model in which there is substantially less self-paid support for graduate education to a model in which graduate education is more financially sustainable
Strategies to overcome this challenge:
We are collaborating with various departments to create business plans and strategies aimed at enhancing the development of graduate programs that students find valuable and are eager to invest in for their future through tuition.
Figure 3.5: Graduate School Snapshot, Anonymous University C
Year Total Master’s Doctoral Other Graduate
The graduate school sets minimum program standards, provides professional development opportunities for graduate students, supports some fellowships, and evaluates graduate programs on a 10-year cycle
Graduate faculty are members who hold full-time faculty appointments in programs offering advanced degrees To be part of the graduate faculty, one must have a tenure-track position The promotion and tenure process starts at the departmental level, progresses through the divisional level, and ultimately reaches the provost.
Number of Staff Central administration includes 30 employees
Student-to-Staff Ratio 281 (Student enrollment includes distance enrollment (the data could not be disaggregated) but excludes professional school enrollment.)
Is the Graduate School all inclusive? No (professional programs such as law, medicine, and public health are administered by the home school)
Does the Graduate School manage online programs? Partly, responsibility is shared with Division of Continuing
Studies and individual programs Does the Graduate School coordinate support services? Mainly just professional development
The graduate school is located within the division of research and graduate education
Figure 3.6: Graduate School Staff, Anonymous University C
Senior Associate Dean, Graduate School
Office of Academic Planning and Assessment
Academic Planner for Program Evaluation
Assistant Dean, Academic Planning and Assessment
Admissions and Academic Services Coordinator
Assistant Dean, Diversity, Inclusion and Funding
Fellowship, Funding and Diversity Initiatives Coordinator
Assistant Dean, Office of Professional Development and Communications
Assistant Director of Professional Development
Higher Education Leadership Project Assistant (3) Source: Anonymous University C
Encouraging academic programs to minimize the time to degree can be challenging, as enforcing compliance often requires significant rule violations While programs may not always adopt optimal practices, there are limited strategies available to influence their adherence to this goal effectively.
The graduate school’s role in career services:
Our career services program focuses on professional development, equipping students with essential skills for both academic and non-academic job markets.
Career development initiatives are implemented at the program level, focusing on fostering community among graduate students, especially those from diverse backgrounds These efforts primarily occur at the local level, enhancing connections and support within the academic environment.
Changes in graduate program administration in the past 10 to 15 years: