INTERNATIONAL RELATIONS PROGRAM EXIT INTERVIEW: ANALYSIS OF STUDENT RESPONSES. By: Meghan I. Gottowski and Conor N. Rowell

Transcription

1 INTERNATIONAL RELATIONS PROGRAM EXIT INTERVIEW: ANALYSIS OF STUDENT RESPONSES By: Meghan I. Gottowski and Conor N. Rowell Supervised by Dr. Diane E. Schmidt, California State University, Chico July 12, 2012

2 Table of Contents Introduction... 1 Question Question Question Question Question Question Question Question Question Question Question Question Question Question Question Question Question Question Question Question Question Question Question Question Question

3 1 INTRODUCTION This analysis examines student s responses for questions pertaining to the International Relations (IR) Program at California State University, Chico. The IR Program Exit Interview Survey was conducted by professors in the IR program and given to their courses during the Spring 2012 semester. The purpose of this IR exit interview is to identify major strengths and weakness of the program as identified by student s taking courses within the IR program. Furthermore, this exit interview examines how the IR program relates to student s educational and future career goals. The analysis also examines the difference in responses from those in the IR program, and students who are not a part of the IR program. There are 214 respondents from this survey, with 30-percent reporting that they are IR Majors. The IR Program Exit Interview Survey includes yes and no questions and some open-ended questions that were classified and organized according to patterns identified in the student s responses. The data taken from the respondent s answers reflect the overall design of the survey. The designation 77 found on a number of charts refers to a follow-up question that asks for either clarification or specificity to the previous question. The question with this label is technically part of the previous question, so it is labeled with a 77. Similarly, letters, such as a, b, c, d, or e, designate the question as having multiple sections or multiple respondent answers. For example, Figure 1a asks students what their major is while Figure 1b asks students what their minor is. The latter usage is specific to only four questions on the survey (Questions 8, 11, 12 and 20) and exists because of the list-quality of these questions. Question 8 asks what the strengths of the program are. The respondents identified multiple strengths in the program, so the figures are split into 8a, 8b, 8c, and 8d, indicated the first to last strengths listed. After the initial data was logged, crosstabs were created to show the variety of responses per program. These figures will have the designation of IR vs. Other. Another note on the open-ended questions is the classification of respondents answers. Due to the variance in answers written by respondents, the data for Questions 8, 11, 12, and 20 have all been classified into a set of categories. For Question 11, for example, respondents were asked to write down observable weaknesses in the IR Program. No two students wrote the same answer, so a category was made that took similarly worded answers and placed them into a simplified list, making the question easy to graph. The original responses from students are still available in the data set.

4 2 QUESTION 1 Question 1: Are you an IR major? Are you an IR minor? If not, what is your major? The data expressed in Figures 1a shows that 30 percent of respondents are IR majors, while 70 percent of respondents are non-majors. Figure 1b shows that of the 70 percent of respondents that are non-majors, 10 percent are IR minors.

5 Figure 1.77 identifies the majors respondents gave, who choose the response non-majors. The most commonly identified majors are: Business Administration (11 percent), Criminal Justice (5 percent), Legal Studies (16percent), and Political Science (16 percent). 3

6 Figure 1 Index takes the self-reported data from Question 1 and creates an index that shows the program differences of respondents. The data is organized into three categories: IR Major (29 percent), IR Minor (11 percent), and Other Program (60 percent). 4

7 5 QUESTION 2 Question 2: Are you a graduating senior? According to Figure 2, a minority of respondents (31 percent) are graduating seniors. Figure 2 - IR vs. Other shows that of the majority of students in the IR Program are graduating seniors (30 percent of Majors and 14 percent of Minors). This graph also indicates that a majority of respondents outside of the IR program are not graduating seniors (61 percent).

8 6 QUESTION 3 Question 3: What year did you begin the IR program? Figure 3 shows the years in which respondents began the IR program. The majority of respondents (29 percent) indicated that they began the program in 2011, while 28 percent began in Less than 10 percent began in 2008, 2009, or 2012.

9 Figure 3 IR vs. Other shows that the majority of IR majors began the program in 2010 and 2012 (88 percent). IR minors, however, began mostly in 2011 (42 percent) followed by 2008 (about 33 percent). 7

10 8 QUESTION 4 Question 4: Did you transfer to CSUC? Figure 4 shows that the majority of respondents did not transfer to California State University, Chico (58 percent) while 42 percent did transfer.

11 Figure 4 IR vs. Other shows that a majority of IR majors did transfer (33 percent) while a majority of IR minors did not transfer (14 percent). Responses from those in Other Programs are split evenly, with a small majority reporting that they did transfer to CSUC. 9

12 10 QUESTION 5 Question 5: When is your graduation date planned? Figure 5 shows that 38 percent of respondents are set to graduate in 2012, while 2 percent plan on graduation after 2015.

13 Figure 5 IR vs. Other indicates that the majority of IR Majors (36 percent) are poised to graduate in 2013, while a smaller majority (30 percent) is graduating in 2012; IR Minors are graduating within the next two years as well, with a majority graduating in This graph indicates that about two-thirds of IR Program respondents are graduating in the next two years. 11

14 12 QUESTION 6 Question 6: What are you taking a double major? If so, which ones? Figure 6 shows that a large majority of respondents is not taking an additional major, with 88 percent of respondents answering no when asked. Figure 6 IR vs. Other indicates that a large number of IR Majors (56 percent) have an additional major along with the IR Program.

15 Figure 6.77 indicates that the majority of respondents that are double majors are as follows: Economics (16 percent), German (8 percent), Latin American Studies (8 percent), Political Science (28 percent), and Spanish (8 percent). 13

16 Figure 6.77 IR vs. Other shows that the majority of IR Majors with an additional major take the following: Anthropology, Economics (16 percent), German (8 percent), Latin American Studies (8 percent), Political Science (8 percent). It is notable that Political Science is a popular second major for respondents in all three Programs (8 percent of Minors and 12 percent in Other Programs). 14

17 15 QUESTION 7 Question 7: Are you taking a minor? If so, which ones? Figure 7 shows that 51 percent of survey respondents have a minor. Figure 7 IR vs. Other reveals that while students enrolled in the IR Program do take a minor, a majority of students in Other Programs do not have a minor (75 percent).

18 Figure 7.77 shows that the majority of respondents have the following minors: Business Administration (10 percent), Criminal Justice (6 percent), International Relations (18 percent), and Psychology (7 percent). 16

19 Figure 7.77 IR vs. Other shows the variety of different minors taken by those in the IR Major and those in Other Programs. The largest minor listed for IR Majors is Spanish/Latin American Studies (4 percent) and the largest for Other Programs is Business Administration (11 percent). 17

20 18 QUESTION 8 Question 8 is: What did you see as strengths of the IR program? Please be as specific as possible. Figure 8a shows the first strength listed by all respondents. The majority of students (58 percent) listed Topics as a strength of the IR Program. For the full list of responses, please see q8a through q8d in the collected data.

21 19 Figure 8a IR vs. Other represents the first strength listed by those in IR and Other Programs. Respondents across all programs listed that the Topics covered in IR is the biggest strength (24 percent of Majors, 8 percent of Minors and 26 percent of other respondents). Figure 8 Index lists the number of strengths each respondent found. This graph indicates that the majority of survey respondents (37 percent) found No Strengths in the IR Program while 31 percent found One Strength in the program.

22 Figure 8 Index IR vs. Other indicates that while the overall responses indicated No Strength in Figure 8 Index, students in the IR Program listed a number of strengths. IR Majors markedly listed Two Strengths (11 percent) and One Strength (9 percent) in the survey; IR Minors, however, listed One Strength (6 percent) and Two Strengths (3 percent) in the survey. 20

23 21 QUESTION 9 Question 9 is: Did you participate in the Model U.N.? If so, how many times? If so, which years? If so, was this experience valuable for your career development? Figure 9a indicates that the majority of respondents have never participated in the Model United Nations (MUN) (85 percent).

24 22 Figure 9a IR vs. Other indicates that the majority of both IR Major (18 percent) and IR Minor respondents (9 percent) have not participated in MUN. Figure 9.77a shows that respondents overall have only participated in the MUN either Once (52 percent) or Twice (45 percent).

25 23 Figure 9.77ax indicates that the majority of IR Majors participated in MUN Once (48 percent) while the majority of Minors have participated Twice (13 percent). Figure 9.77a (Years) indicates that the majority of survey participants were in MUN during these years: 2010 (14 percent), 2011 (17 percent), and (41 percent).

26 24 Figure 9.77a (Years) IR vs. Other shows that while IR Majors participated various years in MUN, students in all various programs share participatory years of (24 percent for Majors, 10 percent for Minors and 7 percent for Minors). Figure 9.77b shows that all of those that participated in MUN, with the exception of those that did not answer (6 percent), reported that Yes, MUN was a valuable experience (94 percent).

27 25 Figure 9.77b IR vs. Other shows that, as stated above, all participants in MUN, with the exception of those who did not answer, reported MUN as a valuable experience. Figure 9.77c shows that a majority of respondents identified Skill Improvement (86 percent) and Career Preparation (14 percent) as reasons why MUN was a valuable experience.

28 Figure 9.77cx shows that for IR majors, Skill Improvement (56 percent) was the majority response for why MUN was valuable. The same reason is the majority for Minors (8 percent) and those in Other Programs (8 percent) as well. 26

29 27 QUESTION 10 Question 10 is: Did you participate in the Study Abroad program? If so, how long did you study abroad? (Circle one) One semester Two semesters Other If so, which program: (Circle all that apply) USAC IP or Individual Figure 10 shows that a majority of respondents (81 percent) did not study abroad while only 19 percent of survey respondents did.

30 28 Figure 10 IR vs. Other shows that a majority of respondents in all programs has not studied abroad: 20 percent for Majors, 7 percent for Minors, and 55 percent for Non-IR students. Figure 10.77a indicates that, for the respondents that have studied abroad, 56 percent of them did so for One Semester.

31 29 Figure 10.77a IR vs. Other replicates the findings in Figure 10.77a in each program, thus the majority of respondents in all programs reported studying abroad for One Semester (33 percent for Majors, 9 percent for Minors and 13 percent for Other Programs). Figure 10.77b (USAC) indicates the number of respondents that did study abroad whether or not they did so with the USAC program. According to the data, 56 percent of respondents answered that Yes they did study with USAC.

32 30 Figure 10.77b (USAC) - IR vs. Other classifies the responses from Figure 10.77b (USAC) into the three academic programs identified in the survey. The data indicates that 35 percent of IR Majors studied abroad with the USAC program while IR Minors were evenly split on travelling with USAC (9 percent for Yes and 9 percent for No). Figure 10.77b (IP) indicates the number of respondents that did study abroad whether or not they did so with the IP program. The graph below indicates that the majority of survey respondents did not study abroad with IP (83 percent).

33 31 Figure 10.77b (IP) - IR vs. Other classifies the responses from Figure 10.77b (IP) into the three academic programs identified in our survey. The data shows that a low percentage of respondents across the various programs did not use IP when travelling abroad (10 percent of Majors, 5 percent of Minors, and 2 percent of Other Programs). Figure 10.77b (Individual) indicates the number of respondents that did study abroad whether or not they did so with an individual program. The data below indicates that 17 percent of survey respondents studied abroad with an individual program while 83 percent did not.

34 32 Figure 10.77b (Individual) - IR vs. Other classifies the responses from Figure 10.77b (Individual) into the three academic programs identified in our survey. Across the three academic programs, the majority of respondents answered that No they did not study abroad with an individual program (45 percent of Majors, 17 percent of Minors and 21 percent of Other Programs). Figure 10.77b (Other) indicates the number of respondents that did study abroad whether or not they did so with an program other than the ones listed on the survey. According to the data, 4 percent of respondents answered that Yes they did use another program.

35 33 Figure 10.77b (Other) - IR vs. Other classifies the responses from Figure 10.77b (Other) into the three academic programs identified in our survey. The graph below indicates that only respondents in the IR Major (1 percent) and those in Other Programs (2 percent) used another outlet to study abroad. Figure 10.77b (Other) is the second part of Question 10.77b (Other), in which respondents are asked to write the specific other study abroad program they used. According to the data, 38 percent of respondents chose Direct Exchange as the study abroad program they used. The second program chosen most by respondents was Forspro with 25 percent.

36 34 Figure 10.77b (Specify) - IR vs. Other classifies the responses from Figure 10.77b (Specify) into the three academic programs identified in our survey. This graph indicates that the majority of respondents in Other Programs used Direct Exchange (13 percent), Forspro (25 percent), and ISA (13 percent). IR Majors listed using Direct Exchange (25 percent) and Rotary (13 percent), while IR Minors listed Faculty-Led and Unaffiliated Programs (13 percent). Figure 10.77c asks respondents about the locations of their study abroad excursions. The data shows that the most common locations among all respondents were: Germany (14 percent), Italy (12 percent), Spain (10 percent) and Two or More (12 percent).

37 Figure 10.77c - IR vs. Other classifies the responses from Figure 10.77c into the three academic programs identified in our survey. The data indicates that each academic program listed a different location for its survey: Germany (14 percent) for Majors, China (5 percent) for Minors and Italy (7 percent) for Other Programs. 35

38 36 QUESTION 11 Question 11 is: What did you see as weaknesses in the IR program? Figure 11a represents the first weakness of the IR program listed by all respondents. According to the responses, the majority of students identified Lack of Courses (47 percent) as the most identifiable weakness. The second most identifiable weakness is some of the professors Teaching Styles (32 percent).

39 37 Figure 11a IR vs. Other indicates that the majority of respondents in the IR Major and Minor reported that the Lack of Courses (35 percent and 4 percent). The majority of students in Other Programs listed Teaching Styles (15 percent) as IR s most identifiable weakness. Figure 11 Index lists the number of weaknesses each respondent found. The majority of respondents, 59 percent, reported finding No Weaknesses in the IR program. The second largest was One Strength with 26 percent of respondents reporting.

40 Figure 11 Index IR vs. Other separates the Index by academic program. IR Majors report that the IR program has One Weakness (13 percent) and Two Weaknesses (9 percent). The majority of both IR Minors (6 percent) and students in Other Programs (49 percent) found No Weaknesses in the IR Program. 38

41 39 QUESTION 12 Question 12 is: What changes would make the IR program better? Figure 12a represents the first change to the IR program recommended by all respondents. The most prominent change listed by students is More Courses (53 percent), while the second is More Teaching Styles (20 percent).

42 40 Figure 12a IR vs. Other indicates that all three academic programs list More Courses as the most recommended change to IR (33 percent of Majors, 12 percent of Minors and 8 percent in Other Programs). The second majority answer for only Majors is More Faculty (10 percent). Figure 12 Index lists the number of changes each respondent listed. The majority of survey respondents recommended No Changes (67 percent).

43 Figure 12 Index IR vs. Other separates the Index by academic program. IR Majors report that the IR program requires One Change (13 percent) and No Changes (9 percent). The majority of both IR Minors (5 percent) and students in Other Programs (52 percent) recommended No Changes to the IR Program. 41

44 42 QUESTION 13 Question 13 is: Were there courses you wanted to take but were not offered in the IR program? If so, please provide the name or subject matter According to Figure 13, 80 percent of respondents answered No while 20 percent of students reported that Yes there were courses they wanted to take but were not available.

45 43 Figure 13 IR vs. Other shows that students in all programs found that No, there were not any IR courses they wanted to take but were not offered (17 percent of Majors, 9 percent of Minors and 54 percent in Other Programs). The closest margin is IR Majors where 15 percent reported Yes. Figure lists courses that were identified by students that answered Yes to Question 13. The most frequently listed POLS (Political Science) courses were: 415C (15 percent), 415E (20 percent), 443 (15 percent) and 446B (15 percent).

46 Figure IR vs. Other shows that only one course was listed by students in all three programs: POLS-443 (5 percent in all three programs). IR Majors and Minors both listed POLS-415C (10 percent of Majors and 5 percent of Minors). The other courses listed are specific to one program, as the graph below indicates. 44

47 45 QUESTION 14 Question 14 is: Do you feel you became a stronger writer over the years? If so, please provide specific examples. If not, then why do you think so? Figure 14 indicates that 85 percent of respondents feel that Yes they did become better writers over the years.

48 46 Figure 14 IR vs. Other shows that a larger ratio between the answers to Question 14 is found with students in the IR program than those in other programs (Yes-30 percent and No-1 percent of Majors; Yes-10 percent and No-2 percent of Minors; Yes-44 percent and No-13 percent in Other Programs). Figure 14a.77 graphs the answers given by respondents that answered Yes to Question 14 as to the ways they became better writers. The majority of respondents listed Developed Writing Skills as their reason (47 percent).

49 47 Figure 14a.77-IR vs. Other shows that IR Majors and Other Program students listed Developed Writing Skills (23 percent and 18 percent) as the reason for becoming better writers. The reason listed by IR Minors was High Standards of writing by their professors (8 percent). Figure 14b.77 lists the reasons students did not become better writers over the years. The results are inconclusive due to their only being three respondents and each choosing a different answer.

50 Figure 14b.77 IR vs. Other lists the reasons IR and Other students did not become better writers over the years. The results are inconclusive due to their only being three respondents and each choosing a different answer as well as each being from a separate academic program. 48

51 49 QUESTION 15 Question 15 is: Do you feel comfortable giving oral presentations? If so, why. And if not, then what made you uncomfortable with oral presentations. Figure 15 indicates that 75 percent of respondents feel that Yes they are comfortable with giving oral presentations.

52 50 Figure 15 IR vs. Other indicates that the majority of students in all three academic programs reported yes that they are comfortable with giving oral presentations (25 percent of Majors, 9 percent of Minors and 41 percent in Other Programs). Figure 15a.77 applies to students that answered Yes to Question 15 and asks the ways that respondents became comfortable with oral presentations. According to the data, respondents answered that Practice (71 percent) and Developed Presentation Skills (29 percent) were the ways they became comfortable with presentations.

53 51 Figure 15a.77 IR vs. Other classifies the responses from Figure 15a.77 into the three academic programs identified in our survey. In concurrence with Figure 15a.77, this graph indicates that the majority of students in all programs listed Practice as the method employed in becoming comfortable with oral presentations (27 percent of Majors, 14 percent of Minors and 29 percent in Other Programs). Figure 15b.77 applies to students that answered No to Question 15 and asks the ways that respondents did not become comfortable with oral presentations. Respondents indicated that they did not become comfortable with giving presentations because of having No Practice (56 percent) or they Did Not Develop Skills (44 percent).

54 Figure 15b.77 IR vs. Other classifies the responses from Figure 15b.77 into the three academic programs identified in our survey. The majority of IR Majors reported that they Did Not Develop Skills for giving presentations (22 percent). Both IR Minors and students in Other Programs answered No Practice by the majority (22 percent for Minors and 22 percent in Other Programs). 52

55 53 QUESTION 16 Question 16 is: Would you recommend the IR program to other students? If so, please specify why you would recommend it? If not, please specify why you would not recommend it? Figure 16 indicates that 84 percent of respondents feel that they would recommend the IR program to other students.

56 54 Figure 16 IR v. Other indicates that students in all academic programs would recommend the IR program: 31 percent of Majors, 12 percent of Minors, and 40 percent in Other Programs. Figure 16a.77 applies to students that answered Yes to Question 16 and asks the reasons why students would recommend the IR program. The majority of respondents answered Topics (55 percent), while the least answered reason was the Model U.N. (4 percent).

57 55 Figure 16a.77 IR vs. Other classifies the responses from Figure 16a.77 into the three academic programs identified in our survey. In concurrence with Figure 16a.77, this graph indicates that the majority reason in all programs is Topics (23 percent for Majors, 10 percent for Minors, and 23 percent in Other Programs). Figure 16b.77 applies to students that answered No to Question 16 and asks the reasons why students would not recommend the IR program. The majority reason indicated by the data is that respondents are Unaware of Program Details at 45 percent, while the second most-chosen reason is Low Career Preparation (27 percent).

58 Figure 16b.77 IR vs. Other classifies the responses from Figure 16b.77 into the three academic programs identified in our survey. Among IR Majors, the two reasons for not recommending the program are Low Career Preparation (27 percent) and Few Courses (18 percent). 56

59 57 QUESTION 17 Question 17 is: Did the IR major help you clarify whether you wanted to work in an IR-related field? If so, how? If not, then why not? Figure 17 indicates a close margin between students that respond that the IR major did or did not clarify their future career goals (57 percent for Yes and 43 percent for No).

60 58 Figure 17 IR vs. Other indicates that the majority of both IR Majors (33 percent) and IR Minors (9 percent) indicate that the IR major did clarify their career goals. Students in Other Programs identified that the IR major did not clarify their career goals (28 percent). Figure 17a.77 applies to students that answered Yes to Question 17 and asks the reasons why the IR major clarified their career goals. The most checked reasons are: Considering IR Career Path (29 percent), Do Not Want to Work in IR (31 percent), and Inspired by Courses (26 percent).

61 59 Figure 17a.77 IR vs. Other classifies the responses from Figure 17a.77 into the three academic programs identified in our survey. Respondents in the IR Major and IR Minor answered concurrently with the top answers in Figure 17a.77. Students in Other Programs listed the main reason as Do Not Want to Work in IR (10 percent). Figure 17b.77 applies to students that answered No to Question 17 and asks the reasons why the IR major did not clarify their career goals. The majority of respondents chose that they are Unsure of Career Goals (45 percent), while 35 percent have Chosen Other Career Field.

62 Figure 17b.77 IR vs. Other classifies the responses from Figure 17b.77 into the three academic programs identified in our survey. Respondents in the IR Programs identified that they are Unsure of Career Goals (20 percent of Majors and 15 percent of Minors), while students in Other Programs identified that they have already Chosen Other Career Path (25 percent). 60

63 61 QUESTION 18 Question 18 is: Did you do an internship? If so, please specify the name of the organization and the place you worked. Figure 18 indicates that the majority of survey respondents have not completed an internship (80 percent).

64 62 In concurrence with Figure 18, Figure 18 IR vs. Other indicates, in all academic programs, the majority of respondents have not completed an internship (25 percent for Majors, 9 percent for Minors and 46 percent in Other Programs). Figure shows the locations where students took internships, if applicable. To have measurable results, responses were recoded into broader sectors. The data indicates that the majority of respondents have taken internships at either the Community Legal Information Center or CLIC (37 percent) or in the Government (27 percent).

65 Figure IR vs. Other classifies the responses from Figure into the three academic programs identified in survey. According to the graph, the majority of IR Majors interned at CSU, Chico (13 percent) while the majority of IR Minors interned with the Government (7 percent). 63

66 64 QUESTION 19 Question 19 is: What are your career plans for the future? Respondent answers for Question 19 have been recoded into broader categories and Figure 19 represents respondent s career goals by sector. The most-chosen career sectors are: Abroad (17 percent), Law (19 percent), Private Sector (23 percent) and Public Sector (24 percent).

67 Figure 19 IR vs. Other indicates that the majority of those in the IR Program chose one of three career paths to pursue: Abroad (71 percent of Majors and 24 of Minors), Non-Profit (67 percent of Majors and 33 of Minors) or Public (48 percent of Majors and 17 of Minors). 65

68 66 QUESTION 20 Question 20 is: Which classes did you find particularly informative or helping in shaping your career plans (POLS)? Figure 20a shows the first class listed for Question 20. The four most checked classes that inspired respondents are: 302 (10 percent), 340 (12 percent), 341 (22 percent), 344 (13 percent) and 448 (10 percent).

69 67 Figure 20a IR vs. Other indicates that IR Majors chose 340 (10 percent) and 341 (10 percent). IR Minors chose 341, 344, and 448 (3 percent for each). Figure 20 Index takes the self-reported data from Question 20 and creates an index that shows the program differences of respondents. The majority of respondents listed No Courses (50 percent).

70 Figure 20 Index IR vs. Other takes the self-reported data from Question 20 and creates an index that shows the program differences of program respondents. Those in the IR Program listed Three or More Courses (9 percent of Majors and 3 percent of Minors). 68

71 69 QUESTION 21 Question 21 is: Do you plan on getting a master s degree? Do you plan on getting a Ph.D.? If so, what field of study are you considering? Please specify. Is this an IR graduate field? Figure 21 indicates that the majority of respondents are planning on getting a Master s degree (55 percent).

72 70 Figure 21 IR vs. Other indicates that the majority of IR Majors and students in Other Programs plan to attain a Master s Degree (19 percent and 30 percent). Figure 21a indicates the number of survey respondents that plan to get a PhD. The majority of respondents do not plan to attain a PhD (83 percent).

73 71 Figure 21a IR vs. Other indicates, in concurrence with Figure 21a, that respondents in all programs do not plan to get a PhD (27 percent for Majors, 10 percent for Minors and 47 percent in Other Programs). Figure 21a indicates the majors listed by respondents that plan to get a graduate degree. The top listed majors are: Business Administration (12 percent), International Relations (15 percent), Law (18 percent), and Political Science (9 percent).

74 72 Figure 21a IR vs. Other shows that IR Majors plan on a graduate degree in International Relations (14 percent) while IR Minors plan on a degree in Political Science (3 percent). Figure 21b indicates the survey respondents that are currently in the IR Graduate Program. The graph indicates that 83 percent of respondents are not in the graduate program.

75 Figure 21b IR vs. Other indicates that the majority of IR Majors are in the IR Graduate Program (14 percent). 73

76 74 QUESTION 22 Question 22 is: If you plan on getting a master s degree, do you plan on getting your master s degree at CSU, Chico? Why or why not? Chico. Figure 22 indicates that 85 percent of survey respondents do not plan to get a Master s at CSU, Figure 22 IR vs. Other shows that the data is concurrent with Figure 22.

77 75 Figure shows survey respondents plan on doing after graduation. The majority of respondents plan to get a graduate degree from a different institution (59 percent). Figure IR vs. Other shows that the data is concurrent Figure

78 76 QUESTION 23 Question 23 is: If you are planning on graduate school, are you planning to attend graduate school right after graduation? Figure 23 indicates that the majority of students do not plan to go to graduate school right after graduation (64 percent).

79 Figure 23 IR vs. Other also indicates that the most of students do not plan to go to graduate school right after graduation. 77

80 78 QUESTION 24 Question 24 is: If you are not planning on graduate school, are you planning on graduate school at any time in the future? If not, why not? Figure 24 indicates that a majority of respondents do plan on graduate school some time in the future (56 percent).

81 79 Figure 24 IR vs. Other indicates that respondents in the IR Program do plan on graduate school in the future (19 percent for Majors and 7 percent for Minors). Figure lists the reasons students do not plan to attend graduate school in the future. According to the data, 52 percent of respondents answered Unsure and 30 percent answered Unnecessary.

82 Figure IR vs. Other indicates that those in IR Program are Unsure about going to graduate school (26 percent for Majors and 11 percent for Minors). 80

83 81 QUESTION 25 Question 25 is: Is there anything else you wanted to say about the IR program? Respondent answers for Question 25 have been recoded into broader categories and Figure 25 represents respondent s final comments on the IR Program. The majority of students listed either Enjoy Program Overall (35 percent) or Needs Improvement (27 percent).

84 82 Figure 25 IR vs. Other indicates that for students in the IR Program, most of students listed either Enjoy Program Overall or Needs Improvement. CONCLUSION (Written by Dr. Diane Schmidt) The data from the 2012 International Relations Student Survey provide insight into how IR- Majors and Non-IR students taking International Relations (IR) courses value the International Relations Program and its course offerings. The survey asked students a variety of questions about their impressions of the IR program, status as students, the activities they engaged in that are associated with the IR program, what benefits they received from taking IR courses, the problems they perceive with the program, suggestions for improvement, how confident they are in the skills learned, and how their career plans have been shaped by IR courses and activities. In general, a large proportion of the students responding to these questions indicate the following: General Impressions: Of the student respondents answering the survey, 84% said they would recommend the IR program to others, and 35% said they enjoy the program. Status: 30% of the respondents were IR-Majors, 15% have IR-Minors, 56% of the IR Majors have a double major. Activities: 40% of the IR Majors participated in the Model UN and 32% of the IR Majors participated in the Study Abroad Program. For the full set of respondents, 15% participated in the Model UN and 19% participated in the Study Abroad Program. Of those who participated in the Model UN, 94% said this experience was valuable for their career development. Benefits of IR Program: Students identified many strengths of the IR Program. Of the full sample who answered 24% of the respondents said the strength was Faculty, 18% said Skill Improvement, and 58% said the IR Topics in the first strength mentioned.

85 83 Problems of IR Program: Students identified a few weaknesses of the IR Program. Of the full sample who answered 46% of the respondents said the weakness was Lack of Courses, 10% said Lack of Faculty, and 32% said Lack of Diversity in Teaching in the first weakness mentioned. Suggestions for Improvement: Students identified a numerous improvements for the IR Program. Of the full sample who answered 53% of the respondents said More Courses, 12% said More Faculty, and 20% said More Diversity in Teaching in the first suggestion mentioned. Skills: Of the full sample, 85% of the respondents feel they have become a better writer and the reasons include that it was due to Developed Writing Skills (47%), High Standards (24%), and Practice (28%) in their IR courses. Of the full sample, 75% of the respondents said they feel comfortable giving oral presentations and of the IR-Majors, 92% said they were comfortable. The reasons they were comfortable include Developed Presentation Skills (29%) and Practice (71%) in their IR courses. Career Development: Of the full sample, 57% of the respondents said that IR helped them define their career paths, particularly the POLS 341 course, and 55% plan on getting a Master s Degree and 56% plan on attending graduate school in the future. In sum, the students answering the survey are very supportive of the IR program. They appreciate the faculty, the skills they learn, the rigor of the course tasks, and the subject matter of the IR program. The students feel they are learning skills in writing and presentation through the high standards and the practice they experience in the IR courses. They recognize that the IR program needs more faculty and more courses, and identify these as suggestions for improvement. Most of the students are oriented to post-graduate work and feel the IR program activities help them in their career development.