The Question of Obtaining a Degree by Students - Research Paper Example

? Senior In Business Major With Higher GPA Pursue Their Masters Degree Senior in Business Major with Higher GPA Pursue Their Masters Degree The higher education in the world since the 20th century has created wide access to various opportunities and a network of numerous colleges and universities. However, these achievements are considered no longer robust enough for the learners. This is due to the status quo in higher education being unacceptable for various reasons. One of these reasons is that a university degree is no longer considered adequate for work in the competitive economy. It is not also sufficient to supporting a family and meeting of the full responsibilities involved in citizenship. In various countries, students are beginning to attain and surpass this educational achievement. Therefore, they aim at pursuing a Masters degree after attaining high GPA in their major. There is also the issue related to fast growing segments of the population in the world. This is where minorities and low-income students have been the least successful through the educational system. Therefore, there is the need for improved performance in order to sustain the health of the society and meeting aspirations and hopes for a satisfying life. This calls for the students that have attained higher GPA to be among the best educated people in the world through pursuing the Masters degree. Additionally, the students that have the desire to achieve the best in their lives do not set the limits for their success. They tend to continue to the achievement of their full potential. These are substantial for students to continue with the Masters degree in order to achieve in their lives. These students understand what they need to achieve from the education systems. This is just like the way all high school students aspire to attain postsecondary credential while eighty percent probably obtain at least a degree. However, two thirds of high school graduates the chance of enrolling immediately in postsecondary education. Therefore, it is in the same rationale that the students in business major are likely to pursue the Masters degree after achieving higher GPA. Business-Higher Education Forum (2004) explains that the businesses leaders have been persistently urging more attention to education, asserting the knowledge and skill of the workforce. This is considered to determine the economic future. This is In order to meet these expectations; nearly every student with the higher GPA is encouraged to enroll for the Masters degree. Different people have been dependent on university faculty for the discovery of new knowledge, in order to be applied it to solving the practical problems. This facilitates enhancing the community and peoples living standards. In these universities, students that have the perfect contribution to the provision of knowledge are those that are Mastering. Therefore, it would be in the desires of every student who is achieving to be associated with the effort of providing the knowledge. According to Business-Higher Education Forum (2004), researchers in the field of education propose that among the American degree holders from the business schools foreign-born individuals’ account for 16 percent of bachelor’s degrees, 30 percent of Masters Degrees, and 29 percent of doctoral degrees (Business-Higher Education Forum, 2004). Business-Higher Education Forum (2004) explains that the immigrant students in the United States in business schools have been beneficial for their countries and the rest world. This is because many of them seek the Masters Degree programs for the U.S and longer rely on the imported brainpower in their countries. Therefore, there is a growing need of the students in their degree programs in various universities around the world to pursue the Masters degree after achieving higher GPA. The students with the higher GPA are also encouraged to pursue the Master degree by the availability of the Financial Aid Offices that offer assistance. This is in order for them to reach their educational goals through the provision of financial resources. The objectives of these Financial Aid Offices are to meet students needs in an efficient, timely, and equitable way by providing to them exceptional service and information. Therefore, more than 80% of undergraduate students with outstanding performance receive the federal aid. According to Boyer (1990), the students are also motivated by the programs range from merit to need-based awards. The awards are received in forms of scholarships, grants, scholarships, students’ loan employment opportunities. The students are also aware that hometown of clubs, churches, professional organizations, and civic groups offer scholarships. They offer the scholarship to the students that have performed well in there degree and willing to continue with pursuing their Masters degree. U.S. Department of Education (2004) explains that there is a potential influence on these students that could result to a delay of their entry into Masters Degree programs. There is also a subsequent delay involved in their program completion and graduation if they choose to pursue their Masters degree by a scholarship. However, students sometimes find themselves with substantially reduced choices once they are closed out of Masters Program that eventually meet their career interests. They may also end up consuming additional time in shifting from one program to the other. Being in the advanced level of students without Mastering is not their wish. In other cases, it appears that students are unable to enter into various professional programs due to the lack of the desired credentials. It is considered difficult making the estimate of the number of students that are affected and switch to other programs without deciding to take the Masters degree. This is due to the increased knowledge where the students are fully aware of their objectives in life. However, there are others that decide to leave the university and the number is insignificant. They also leave the university due to various unavoidable circumstances. The situation concerns securing a job, they later decide to enroll for a part time program in the Mastering degree program. There is also reliable information on the problems encountered in the economic world for a number of reasons. After conducting a research survey with ten senior business students at Kean University, I collected some information relevant information through an interview. The response rates were effective, and coding student answers were difficult. The information that was provided by the senior students interviewed indicated that most of students with high GPA tend to pursue their Masters degree. The students with below 3 GPA have no interest in pursuing a further degree. Therefore, there are small numbers of students leaving because they are unable to enter the Masters program. Furthermore, there are those surprised by being allowed to pursue other program at another institution. There are governors who are responsible in the articulating of state priorities and pursuing them through executive actions to shape public policies related to higher education. Numerous governors coordinate a board of members making policy with personnel decision to give advice to the elected officials on higher education issues (Boyer, 1990). The appointments are considered crucial in terms of the judgment, integrity, and credibility by the students. It also demonstrates the board’s commitment to offering support to the students that have performed well and seeking to pursue their Masters degree (National Science Board, 2004). The local districts legislators have the effort to reflect public priorities on the issue of higher education that also motivates these students. This is through taking the responsibility of allocating budgets, revenue establishment policies, and enacting laws the framework of higher education policy and rules operating ground for public institutions. This ensures the students that if they are willing to pursue the Masters degree, there is the relevant support facilitating the accomplishment of their goal. The process of legislation helps to articulate in aggregation and balancing for local and the regional needs concerning the formation of state priorities for higher education and students. According to Burke (2004), the policy boards also played a substantial role in expansion of public higher education facilities since early in the 1960s-1970s with subsequent achievements. This coordination of the boards is principally responsible for the increased understanding of the student in need of pursuing the Masters degree after attaining the required credentials. There are other goals in higher education that recommend strategies for achieving the set objective. In pursuing the Masters degree, students are recognized and utilized as crucial the resources of all sectors: public, not-for-profit, independent, and profit organizations (Boyer, 1990). There are well structured and staffed statewide boards that add expertise and continuity in the provision of a buffer from politics. This is in order to facilitate collaborative development and sound policies that enable students to have the accessibility to the relevant resources. The students always remain focused on their educational priorities even in the situation where the political leadership is changing (C.f., 2004). The board also assists the students through collecting and analyzing substantial data, facilitating working relationships with various campus leaders, and provision of an institutionalized way for leaders in the private sector. Leaders also have the role of advising the elected officials on matters concerning the higher education (U.S. Department of Education, 2004). American Council on Higher Education (2004) suggest about the other thing that influences them is the preparation for pursuing the Masters degree. The improved student preparation for the Masters program is considered essential for the purpose of improving knowhow. The universities assist through clarification of the requirements for success in Masters Degree and with relevant elementary. This also involves working with the instructors with the leaders to enable students easily meet them. The improved preparation of the student makes them agree in mastering the curriculum and skills required for successful collegiate career. There are abundant student learning assessments within higher education to prepare them for progression in their education. According to American Council on Higher Education (2004), there are various courses assess the process of learning in the context of explicit goals, as the programs make the relevant preparations to the students for their professional practice and mastering levels. The main objectives of the general education and degree programs are a times considered to be vague. There are explicit instructional disciplines, goals, and learning assessment that are transparent with the likelihood of enhancing the student learning, confidence, and institutional practice. Therefore, this also contributes to the factors that make the students decide on taking the Masters Degree program (National Science Board, 2004). There have also been supports from the commission concerning reports on the higher education forum. This included the recommendations of a decentralized and accountability that is based institutionally for the student in their Mastering degree (National Science Board, 2004). These forums urge the universities to have the definitions of the expectations for learning in various academic programs. They should also provide the relevant evidence of success in understandable terms. These forums also encourage students to articulate the clear expectations appropriate to various degree levels. The communication of these expectations and the results form substantial recommendations students to pursue the Masters degree. There is also flexibility and decentralized approach to the objectives of learning and assessment. This is considered desirable and necessary in higher education, but it is not sufficient. Therefore, the academic community improves the student learning through the clarification of the standards for level of college-level and the designing a curricula that coherent. This also entails the systematically assessment of the instructions. There are numerous collages that have managed to establish a systematic assessment of learning by student during their higher education. This provides the basis on which the lectures identify the students with the potentiality of achieving high GPA and thus make the effort of advising them to aim at pursuing a Masters degree. There is various project aimed at employing portfolio of instruments like exams in order to certify the professionals. This encourage students to take the Masters degree in order to gather ample knowledge and through the assessment in preparation workplace skills. The project also focuses on critical thinking and the dimensions of knowledge and skills and knowledge acquired by the students Burke (2004). The students that are in their Masters degree perform exceptionally well in this projects and have the greatest chance to acquire the provided vacancies for employment. However, these exams that assess the general skills and knowledge are administered to random samples of students in a given university. The other reason that propels the students to pursue the graduate courses in the level of the Masters Degree program is that they are offered on a rotation. This allows them to plan their programs in advance. Some of the graduate courses in the Masters level and various concentration areas are provided in two ways. One of them is a face to face courses with the instructor are of the campus. The other courses are offered via different online formats without the requirement to visit the campus. The senior students consider this to be flexible for them in a way that they can manage other activities and at the same time continue with their Masters degree comfortably. Therefore, the students that have performed well and attained higher grades have the numerous things that are motivating them. This is in order to encourage them to continue with pursuing the Masters degree. References Boyer E. (1990). Scholarship Reconsidered: Priorities of the Professorship, Carnegie Foundation for the Advancement of Teaching. Jossey-Bass. Print Business-Higher Education Forum. (2004). Public Accountability for Student Learning in Higher Education: Issues and Options, American Council on Education (February, 2004) 23. Burke J. (2004). Achieving Accountability in Higher Education: Balancing Public, Academic, and Market Demands. New York. Jossey-Bass. Print C.f.(2004). A Shared Agenda: A Leadership Challenge to Improve College Access and Success, Pathways to College Network. Retrieved on 24 April 2012 from U.S. Department of Education. (2004) The Condition of Education 2004, Indicator 15, Postsecondary Expectations of 10th Graders. NCES 2004-77. U.S. Department of Commerce, Bureau of the Census, Current Population Survey. American Council on Higher Education. (2004). The recent report of the Business Higher Education Forum, Public Accountability for Student Learning in Higher Education,22-25 National Science Board. (2004). National Science Foundation, Division of Science Resources Statistics. Science and Engineering Indicators 2004. Arlington, VA (NSB 04-01) pp. O-3 to O-19. Read More