STUDENTS
by
Jerry
D. Saye and Katherine M. Wisser
Part Two of the ALISE statistical questionnaire requested schools
provide data dealing with student enrollment and characteristics, class size,
degrees awarded, financial aid, and tuition and fees. This part of the questionnaire collected
primarily aggregated data reported on 11 data input tables. These data input tables were used to generate
the tables that constitute the core of this chapter.
In working with the data reported by
the schools, some incomplete or inconsistent data were encountered. In a few cases, errors were recognized by
schools soon after mailing the data and revised figures were submitted. In the later stages of data entry and
analysis, schools were contacted by email, fax, and phone to resolve what
appeared to be either inconsistencies or reporting errors. In some cases, data requested were not in the
possession of schools (this is particularly true for the program categories
“Other Undergraduate” and “Other Graduate”) or the schools elected not to
provide the requested data for a variety of reasons. Footnotes have been provided whenever
possible to explain inconsistencies.
Although no guarantee can be made that all errors have been identified
and corrected, it is believed that the accuracy of the data reported by the
schools as reflected in the tables that follow is high.
The fact that data for similar data
elements, e.g., enrollment by program level or degree, international student
enrollment, etc., were submitted by schools on separate tables, it is possible
that some subtotals and totals vary slightly from table to table due to
differences in data supplied. To
minimize this problem every effort has been made to make these data agree, but
it is recognized that inconsistencies have not been totally removed from the
tables. In a few cases, editorial
changes were made to tables to obtain agreement among them. These editorial changes have been footnoted. This inconsistency should not cause major
problems in that the numbers usually vary only slightly.
Allof the 56 schools with ALA‑accredited
master’s programs (LS and/or IS) participated in the survey (7 Canadian and 49
All data submitted by the schools
are represented in the relevant tables unless the data were clearly
inconsistent with the data requested. In
these latter cases, a footnote is provided explaining the situation and giving
the data reported by the school. A dash
“-----” has been used throughout this chapter to indicate no response. In a number of cases no data were reported by
a school when a “0” would have been the more appropriate response; conversely,
in other situations a “0” was reported when no input would have been
appropriate. In preparing the tables,
the context of the data to be reported was evaluated against the data schools
submitted and, in some cases, zeros were changed to “-----“ and “-----“ changed
to zeros.
Consideration has been given to the
meaning conveyed by the numbers in the tables.
Totals for rows and columns were calculated and checked against the
totals provided by the schools. When a
discrepancy was encountered, the person reporting that data for the school was
contacted to try to resolve the difference.
In a number of cases the total number of schools reporting will be
different from the number used to calculate the mean. For example, if it is known that not all
schools provided ethnic data, then in calculating the mean for any ethnic
group, the number of students in any particular ethnic category was divided by
the number of schools reporting ethnic data rather than dividing by the number
of schools offering that program. When
totals and means are calculated, the number of schools included in the calculation
is stated, and a footnote is provided indicating which schools were excluded,
or in some cases included.
In order to make data in the tables
understandable, particularly when a school’s submission provided an explanation
of the data or an explanation of how the data reported differed from the data
requested, footnotes have been provided liberally with the tables. Additionally, some general comments have been
made at the beginning of a section of tables if those comments are pertinent to
all tables in that section.
Enrollment
by Program and Gender (Table II-1)
Enrollment figures for the 2003 Fall term were requested for each of
eight program levels:
·
Bachelor’s
·
ALA‑accredited
Master’s – Library Science
·
Master’s
– Information Science
·
Other
Master’s
·
Post-Master’s
·
Doctoral
·
Other
Undergraduate
·
Other
Graduate
To ensure that each
school interpreted the program levels the same way, the following program
definitions and instructions for their use were provided:
Bachelor's: Include here only those students who are
working toward a bachelor's degree in library and information science,
regardless of whether offered on or off campus.
Do not include students
taking courses as cognate or service courses.
Report them as “Other Undergraduate.”
ALA‑accredited
Master's -- Library Science:
Include here only those students working towards a separate master's degree in library
science or a combined library
and information science degree accredited
by
Master's
-- Information Science:
Include here only those students working towards a separate master's
degree in information science, whether accredited
by
Other
Master’s: Include here
those students working towards a separate master's degree other than the ALA‑accredited Master’s
-- Library Science or Master’s -- Information Science (either ALA‑accredited
or not) offered by your school, regardless of whether offered on or off
campus. Do not include students taking courses as cognate or service
courses. Report them as “Other
Graduate.”
Post-Master's: Include here only those students who are
working toward a post-master's degree or certificate in library and information
science, regardless of whether offered on or off campus. Do
not include students taking courses as cognate or service courses. Report them as “Other Graduate.”
Doctoral: Include here only those students who are
working toward a doctoral degree in library and information science, regardless
of whether offered on or off campus. Do not include students taking courses
as cognate or service courses. Report
them as “Other Graduate.”
Other
Graduate: Include here
students taking library and information science courses as cognate or service
courses or for professional development, regardless of whether offered on or
off campus.
Other
Undergraduate: Include here
students taking library and information science courses as cognate or service
courses for undergraduate credit, regardless of whether offered on or off
campus. Do not include students who are in an established undergraduate
program in library and information scienc
Schools were requested to provide
separate counts for full‑time and part‑time students,
differentiated by gender. For part‑time
students, FTE (Full Time Equivalent) figures were also requested. The directions instructed each school to use
its institution’s method for computation of FTE or, if no such method existed,
to use the following formula:
Consider a student full‑time if the
course load will enable requirements for the degree to be completed within the
normal length of time. For example, if
the normal time to complete the degree is 12 courses in 4 quarters, a student
carrying 3 courses during the quarter should be counted as 1.00 FTE; a student
carrying 2 courses during the quarter should be counted as 0.67 FTE (2/3 =
.067). Students carrying an overload
should be counted as only 1.00 FTE. In
the space below, continue on the back if necessary, please supply the formula
you used to compute the FTE. If the FTE
formula is differs by program level please give each formula used and the
program level with which it is associated.
Although
on-campus and off-campus students were to be included in the enrollment data
submitted, the questionnaire also asked for separate FTE data for off-campus
students.
Table
II-1-a-1 is a summary table that presents total enrollment figures for Fall
2003 as well as the number and percentage of full‑time and part‑time
students, divided by gender, for each of the eight program levels. The total Fall 2003 enrollment of 26,521 is
up 10 percent from the 24,112 reported last year. Total enrollment for the 6 degree programs
was. 22,786. This represents an
enrollment increase of 7.4 percent increase over the 21,212 reported for Fall
2002. ALA‑accredited master’s – LS
programs account for the majority (74.1 percent) of total degree
enrollment. Master’s – IS enrollment
represents 4.9 percent of total enrollment while “other master’s” is 3.1
percent. Bachelor’s degree witnessed a
decline of 3.3 percent from that of Fall 2002.
This follows a number of years of increases. Bachelor degree enrollment now constitutes
12.8 percent of degree program enrollment.
The 29 schools reporting doctoral enrollment (up from 28 last year)
indicate of 920 students are seeking that degree. This is a 13.6 percent
increase over Fall 2002 doctoral enrollment.
Doctoral students constitute 4 percent of total degree enrollment. Post-master’s students comprise but 1.1
percent of enrollment. Overall, only the
ALA‑accredited master’s – LS and doctoral programs increased their
percentage of total program enrollment.
All degree levels, except
bachelor’s, master’s – IS, and doctoral degrees, had the majority of their
students in a part‑time status. At
the bachelor’s degree level, 81 percent of the students are full‑time. Doctoral programs have 60 percent of their
students in a full‑time students status.
This year the percentage of master’s – IS who are full‑time rose
to 53.3 percent from the 50.3 percent reported last year. Over two-thirds (68.6 percent) of all ALA‑accredited
master’s – LS students are part‑time as are 56.8 percent of “other
master’s” degree and 89.2 percent of post-master’s students. The percentage of part‑time students
for all three degree programs increased in Fall 2003.
When distribution by gender is
examined, female students are found to comprise 79 percent of ALA‑accredited
master’s – LS enrollment. Gender
distribution is equal for the master’s – IS degree, at 50 percent for males and
females. Female doctoral students are in
the majority at 56.1 percent as they are for “other master’s” degrees where
they comprise 55.2 percent of the enrollment..
Sixteen of the 56 schools (28.6
percent) currently offer a bachelor’s degree.
This is the same number of schools reporting bachelor’s degree
enrollment in Fall 2002, although
Table
II-1-c-2a-LS reports 16,876 students enrolled for the ALA‑accredited
master’s – LS degree at the 55 schools offering that degree. This represents an increase of 11.6 percent
over Fall 2002 enrollment for that degree.
The table illustrates the wide range of program sizes across the schools
– from the five largest programs,
The distribution of
full‑time to part‑time students reported for the ALA‑accredited
master’s – LS degree shows wide variation among the schools. Five schools (9 percent) have more than
three-fourths of their ALA‑accredited master’s – LS students in a full‑time
status:
The variation in full‑time
versus part‑time enrollment can have a considerable impact on a school’s
enrollment figures when enrollment is viewed in terms of FTE (Full‑time
Equivalent). From that perspective who
the largest schools are changes somewhat.
Four of the five ALA‑accredited master’s – LS programs with the
highest head count enrollments are also the schools with the highest FTE
enrollments although their rank order changes slightly:
Table
II-1-c-2a-IS reports Fall 2003 master’s – IS enrollment for the 7 schools
that offer that degree -- four of those degrees are accredited by ALA and three
are not. The total enrollment for this
degree numbers 1,114 students, compared to 1,156 students in Fall 2002 – a 3.6
percent decline. This compares to the
11.6 percent increase for the ALA‑accredited master’s – LS degree.
Four of the schools offering the
master’s – IS degree have the majority of their students in a full‑time
status – Montréal (90.4 percent), North Carolina – Chapel Hill (77.7 percent),
Albany (64.9 percent), and Syracuse (57.6 percent). Conversely, Drexel and
Seventeen schools (30.4
percent) of the 56 schools reporting indicated enrollment for “other master’s”
degrees (Table
II-1-c-3a)
for Fall 2003 in addition to their ALA‑accredited master’s – LS and or
master’s – IS enrollments.
Post-master’s programs
historically have had comparatively low enrollments. Table
II-1-c-4a confirms that this continues.
Total post-master’s enrollment in Fall 2003 was 249 students This is a decline of 34.6 percent from Fall
2002 post-master’s enrollment. Of the 25
schools (44.6 percent) reporting Fall 2003 enrollment data for their
post-master’s program eight schools (32 percent) had had enrollments of 10 or
more students. By far the highest
enrollment is at
Slightly more than half
(29) of the 56 schools offer a doctoral program (Table
II-1-c-5a). The 29 schools reporting
doctoral enrollment for Fall 2003 is an increase of one school (
Table II-1-e
provides the number of FTE off-campus students each school had registered for
the 2003 Fall term. Thirty-three, or
slightly more than three-quarters (58.9 percent), of the 56 schools reported
having off‑campus enrollment using
one of several approaches to delivery available. This number is an decrease from the 42 schools
reporting off‑campus enrollment for Fall 2002. At several schools off-campus FTE enrollment
was very sizeable. By far the largest
off-campus enrollments are at
Course Enrollments (Table II-2)
Schools were requested to report the number of students enrolled in
courses or sections of courses during the 2003 Fall term. Enrollments were reported in increments of
five students. Independent study and
reading courses were not to be included in those counts. Data are reported for all
56 schools with accredited-ALA master’s programs.
Table
II-2-a-1 reports course and section enrollment distributed across the 11
enrollment groups for courses offered in Fall 2003 by each school. The number of courses/sections offered that
term ranged from 11 (Dalhousie) to 143 (
The majority of courses/sections
offered in Fall 2003 have enrollments of 6-10,11-15, 16-20, and 21-25. These four course/section enrollment groups
account for 60.3 percent of all courses/sections offered. The course/section size with the highest
frequency was the 16-20 students group followed by the 6-10 group. The total number of courses/sections offered
with large enrollments, i.e., 36-40, 41-45, and 46-50 students, was relatively
small (108, 43, and 24 respectively) in comparison to the frequencies of the
other enrollment groups.
Courses/sections offered in these three larger enrollment groups account
for only 6.7 percent of all courses/sections offered. This is down from the 7.9 and 7.3 percent
reported for Fall of 2002 and 2001 respectively. The number of courses/sections offered with
more than 50 students in Fall 2003 was 87.
This is an increase from the 69 such courses/sections offered in Fall
2002. The questionnaire requested
schools to comment on courses with enrollments of over 50 students. From these comments (Table
II-2-a-2), it is apparent that courses with enrollments of over 50 students
continue to be used primarily to present core material, distance education or
undergraduate courses.
Schools were asked not to include
independent studies or individual reading courses in their submission of course
enrollment data. Rather they were
requested to report separately the total number of students enrolled in those
courses. Table
II-2-a-3 shows the number of students enrolled in independent study or
reading courses reported by each school.
More than one student can be enrolled in this kind of course. A total 1,350 students were enrolled in Fall
2003. The table reveals the wide
variation in the number of students enrolled in independent study or reading
courses from none at six schools (Dalhousie,
For Table II-3 schools were asked to
report the total number of degrees and certificates awarded during the
2002-2003 academic year, including summer sessions, for the six degree
categories:
·
Bachelor’s
·
ALA‑accredited
Master’s -- Library Science
·
Master’s
-- Information Science
·
Other
Master’s
·
Post-Master’s
·
Doctoral
In supplying these data, schools were requested to report the number of
degrees and certificates aggregated by the gender and ethnic origin of their
graduates. In reporting ethnic origin
the following five categories, as defined by the US Department of Labor, were
to be used. [1]
AI American
Indian or Alaskan Native -- a person having origin in any of the original
peoples of North America, and who maintains cultural identification through
tribal affiliation or community recognition.
AP Asian
or Pacific Islander -- a person having origin in any of the original peoples of
the Far East, Southeast Asia, the Indian subcontinent, or the
B Black,
not of Hispanic Origin -- a person having origin in any of the black racial
groups of
H Hispanic
-- a person of Cuban, Central or South American, Mexican, Puerto Rican, or
other Spanish culture or origin, regardless of race. Only those persons from Central and South
American countries who are of Spanish origin, descent, or culture should be
included in this category. Persons from
W White,
not of Hispanic origin -- a person having origin in any of the original peoples
of Europe, North America, or the
Additionally,
two other reporting categories were also used:
I International
students -- all students who are not
NA Information
not available. Please use this category
sparingly. Where at all possible, report
ethnicity.
Canadian schools were not required to provide
ethnic data, although they could elect to do so. They were required, however, to provide
totals.
Table II-3-a
reports the number of degrees awarded for each of the six degrees distributed
by gender and ethnic origin for the 2002-2003 academic year. Table
II-3-a-1 reports these same data by school.
A total of 7,247 bachelor’s, ALA‑accredited master’s -- LS,
master’s -- IS, “other master’s”, post-master’s, and doctoral degrees were
awarded by schools during 2002‑2003.
This is an increase of 7.7 percent (515 degrees) over the number awarded
the previous academic year. While female
graduates accounted for 70.9 percent of all degrees awarded, the male/female
distribution varies considerably among the different degrees. Females are in the majority for five of the
six degrees. This ranges from highs of
82.8 percent for the post-master’s and 80.8 percent for ALA‑accredited
master’s – LS degree to 55.3 and 53.1 percent for master’s -- IS and “other
master’s” degrees respectively. The only
degree where males are the majority of graduates is the bachelor’s degree (63.6
percent). It is perhaps noteworthy that
this degree is closely associated with information science. Similarly one of the two degrees that has the
smallest female majority is the master’s – IS.
Table II-3-a
also reveals that graduates of 2002-2003 continue to be predominately White
(68.9 percent). Blacks are the most
represented non-White ethnic group (5.8 percent). Asian or Pacific Islanders represented 4.3
percent of graduates followed by Hispanics at 3 percent. Native Americans constitute less than
one-half percent (0.3) of all graduates of the six degrees. All minority groups except Asian and Pacific
Islanders are underrepresented as graduates in relation to their percentage of
the
Black graduates accounted for 11.1
percent of bachelor’s degrees awarded in 2002-2003. Blacks were 10.9 percent of graduates of the
“other master’s” degrees. The degrees in
which Black graduates had the lowest representation in 2002-2003 were doctoral
(2.4 percent) and ALA‑accredited master’s – LS (4.5 percent) followed by
the master’s -- IS (4.7 percent). Black
representation in the 2000
Hispanic representation was lower
than that of Blacks for five of the six degree fields. The one exception is the post-master’s where
Hispanics received 9.4 percent of the degrees awarded in 2002-2003. While this might seem worthy of praise the
percentage is greatly influenced by the small number of post‑master’s
graduates (6). Five of the 6 post-master’s degrees awarded were bestowed
by
While constituting only 6 percent of
all degrees awarded in 2002-2003 international students represent a
considerable percentage of graduates for three of the six degree programs. They received more than a third (35.4
percent) of the doctoral degrees and 25.5 percent of the master’s -- IS
degrees. Their representation as
graduates of “other master’s” follows at 15.9 percent. These figures are in marked contrast to
international student graduation figures for the bachelor’s and ALA‑accredited
master’s – LS degrees. For these
programs international students represent only 6.2 and 2.8 percent respectively
of graduates.
A total of 1,037 bachelor’s degrees
were awarded during the 2002-2003 academic year (Table
II-3-c-1). This is a notable
increase (19.1 percent) over the 871 awarded in 2001-2002. For each degree the number of degrees and
certificates awarded varies widely from school to school. Fourteen of the 16 schools (87.5 percent)
that reported bachelor’s degree enrollment for Fall 2003 awarded degrees at
that level in 2002-2003.
Fifty-four of the 55 schools with
ALA‑accredited master’s – LS programs reported graduates for 2002-2003 (Table
II-3-c-2-LS).
A total of 587 master’s – IS degrees
were awarded during the 2002-2003 academic year. This is a notable increase (13.1 percent)
over the 510 awarded in 2001-2002 (Table
II-3-c-2-IS). Of this total, 224–
were awarded by the four schools with ALA‑accredited IS master’s degree (
A total of 339 other master’s
degrees were awarded during the 2002-2003 academic year (Table
II-3-c-3). This is very similar to
the 303 degrees conferred in 2001-2002.
Eleven of the 14 schools (78.6 percent) reporting enrollment in “other
master’s” degrees in Fall 2003 awarded degrees the preceding academic year.
A total of 64 post-master’s degrees
were awarded during the 2002-2003 academic year (Table
II-3-c-4).
A total of 82 doctoral degrees were
awarded by 20 of the 28 schools with doctoral programs in the 2002-2003
academic year. This is a notable
increase (26.2 percent) over the 65 awarded in 2001-2002. For the schools with doctoral graduates this
year the number of graduates ranges from ten to one.
Enrollment
by Gender and Ethnic Origin (Table II-4)
Enrollment figures for the 2003 Fall term were requested for each of the
degrees defined for Table II-1 divided by gender and ethnic origin using the
ethnic origin classifications used for Table II-3. Data are reported for all 56 schools with
accredited-ALA master’s programs. Table
II-4 is similar to Table II-3 in that both deal with distributions by gender
and ethnic origin. However, Table II-3
addressed these distributions for graduates of degrees, while Table II-4
reports enrolled students.
Table II-4-a
indicates the number of students enrolled in Fall 2003 in schools for each
degree level distributed by gender and ethnic origin categories. These figures show that enrollments remain
predominately White (68.8 percent) [2]. The 1,133 Black students represent the next
largest ethnic group (5.6 percent).
Hispanic enrollment remains low at 3.7 percent, as does Asian or Pacific
Islander representation at 4.4 percent. The
83 American Indian students constitute 0.4 percent of total enrollment.
Table
II-4-a-1 reports student enrollment by ethnic origin for all degrees by
school. In viewing these data one can
observe that
While these raw numbers are
interesting, it is perhaps more informative and meaningful to look at what
percentage students of a particular ethnic group constitute of a school's total
enrollment. This might more effectively
indicate how a school is meeting its obligation to provide diversity in its
student enrollment. When viewed as a
percentage of total enrollment, the two HBUs, Clark Atlanta and North Carolina
Central, are found to have the largest percentage of Black students at 81.5 and
41.4 percent respectively. Pratt follows
distantly at 15.9 percent Black enrollment followed by
The 2000 census data for the
Hispanic population in the
Enrollment at the bachelor's degree
level (Table
II-4-c-1) represents the most even distribution of students across the
different ethnic categories in terms of their percentages in the 2000
The ethnic distribution of students
pursuing the ALA‑accredited master’s – LS degree in Fall 2002 is
presented for each school in Table
II-4-c-2-LS. For the 48 schools
reporting ethnic data, their 11,127 White students constitute 78.2 percent of
the students in those programs.[5] Black students comprise 4.8 percent of that
enrollment, roughly two-fifths of their 12.3 percent of the 2000
When the ethnic composition of each
school’s ALA‑accredited master’s – LS enrollment is examined (Table
II-4-c-2-LS), some interesting distributions become evident. Schools with a higher number of Black
students (more than 25) are primarily programs located at historically Black
universities and at universities situated in large metropolitan areas.
The two HBUs that have ALA‑accredited
master's programs (Clark Atlanta and North Carolina Central) also have the
highest percentage of Black students in their student body although there is a
wide difference in those percentages (85.6 and 28.1 percent respectively). It is interesting to note that, although an
HBU, North Carolina Central has a White student enrollment of 60.8
percent. In terms of Black students
constituting a percentage of total enrollment, following the two HBUs, the next
highest percentages are at
Figures for the 659 Hispanic
students pursuing the ALA‑accredited master’s – LS degree reveal that
Puerto Rico (104) has the largest number of Hispanic students followed closely
by
When
viewed in terms of percentage of total
The distribution of the percentage
of White students enrolled for the ALA‑accredited
Master’s – LS degree
at the 49 schools reporting ethnic data ranges from 95.8 percent (
All seven schools offering the master’s – IS degree, including the one Canadian school,
Montréal, reported ethnic data for Fall 2003 (Table
II-4-c-2-IS). The percentage that
Whites, Blacks, and Hispanics constitute of the student population for this degree
is lower than it is for the ALA‑accredited master’s – LS (Whites: 59.6
vs. 73.3 percent; Blacks: 3.0 vs. 4.4 percent; and Hispanics: 1.4 vs. 3.9
percent). This variation compared to the
ALA‑accredited master’s – LS is attributable somewhat to the higher
Asian/Pacific Islander percentage (6.2 vs. 3.0 percent), but primarily to the
much larger international student presence (22.5 vs. 3.1 percent). These enrollment comparisons are consistent
from the data reported in Fall 2002.
Black enrollments for the master’s –
IS degree is somewhat evenly distributed across 3 of the 7 schools (
The 402 White students constitute
43.7 percent of doctoral student enrollment (Table
II-4-c-5) in Fall 2003 at the schools reporting ethnic data. [6] This percentage is down from the 44 percent
reported for Fall 2002 and 50.7 percent reported for Fall 2001. The continued lower percentage of White
student enrollment for this degree is not accounted for by increased enrollment
of other
Considerable caution must be
exercised when evaluating the percentages of ethnic minority doctoral students
given the number of doctoral programs that are relatively small in size. In smaller programs the presence of one or
two students within an ethnic minority can greatly change a school's ethnic
distribution. The following analysis is
thus limited to schools with ten or more doctoral students.
In-State/In-Province and Out-of-State/Out-of-Province
Students (Table II-5)
For Table II-5 schools were
requested to report the number of students officially enrolled in the Fall 2002
term relative to the students’ in-state/in-province and
out-of-state/out-of-province status for each degree defined for Table
II-1. Data are reported for the 56 schools
with accredited-ALA master’s programs.
Tables II-5-c-1 to
II-5-c-5 report enrollments for each degree on a school-by-school basis. The information for the bachelor’s degree (Table
II-5-c-1) is less than ideal because, as has been the case in the past, two
of the schools with largest programs did not identify the status of their
bachelor’s degree students. Not
reporting were
At the ALA‑accredited
master’s – LS level the data reveal the local or regional nature of enrollments
at most schools (Table
II-5-c-2-LS). For the 51 schools
that reported in-state/in-province requested data, a mean 79.3 percent of their
students are from in-state/in-province.
Five schools (Catholic (60.9 percent),
Two schools offering
the master’s – IS degree (
Table
II-5-c-5 reports the in-state/in-province status of doctoral students. As has been true for other degrees a few
schools,
International Students (Table II-6)
For Table II-6 schools were
requested to indicate the number and gender of their international students
officially enrolled in the Fall 2003 term for each degree defined for Table
II-1. Data are reported for all 56
schools with accredited-ALA master’s programs.
The 1,329 international
students seeking any of the six degrees in Fall 2003 nearly identical to the
number present in Fall 2002 (1,335).
When compared with the enrollment figures reported in Table II-1,
constitute 5.9 percent of the 22,786 students enrolled in the six degree
levels at the 56 schools. Although
the greatest number of international students (516) are enrolled in the ALA‑accredited
master’s – LS degree level, they constitute only 3.1 percent of the total
enrollment of that degree. By contrast,
international students are a very notable component of master’s – IS and “other
master’s” degrees (22.5 percent and 19.7 percent respectively). The presence of international students is
even more pronounced at the doctoral level where the 316 international students
comprise more than a third (34.3 percent) of doctoral student enrollment. International student enrollment in bachelor’s
degrees remains minimal at 3.2 percent.
International student participation in post-master's programs is
similarly low at 4.8 percent.
Several schools stand
out for the total number of international students enrolled in the degrees they
provide (Table
II-6-a-1) –
When examined at the
degree level, some noticeable differences in international student
representation exist. Only half (8) of
the 16 schools with enrollment in bachelor’s degree programs have international
student representation in them (Table
II-6-c-1). For those with such
enrollment the distribution of the 94 international bachelor’s degree students
is in rather unevenly distributed. The
46 international students at Drexel constitute 48.9 percent of all
international enrollment for that degree. The 23 international students at
Fifty-three of the 55
schools (96.4 percent) offering the ALA‑accredited master’s – LS degree
have international student enrollment (Table
II-6-c-2-LS).
One of the three
non-ALA accredited master’s – IS programs (Table
II-6-c-2-IS) has by far the largest international student enrollment –
Only 10 of the 17
schools (58.8 percent) reporting enrollment for an “other master’s” degree have
international student enrollment in that degree (Table
II-6-c-3).
Historically, and
understandably given the relative small size of their post-master’s programs,
schools have had very modest representation in these programs by international
students. This continues to be the case
in Fall 2003 (Table II-6-c-4). Only six of the 25 schools (24 percent)
reporting post-master’s student enrollment indicated having international
students registered for the degree. None
of the schools having international enrollment for this degree had five or more
international students. One school had
four international students (
Twenty-six of the 29
schools (89.7 percent) with doctoral programs report having international students
enrolled in those programs (Table
II-6-c-5).
International Students’
Country of Origin (Table II-7)
For Table II-7 schools were
asked to report the country of origin of their international student enrollment
for the 2003 Fall term for each of the six degrees defined for Table II-1. The data in Table II-7-a
are arranged first by continent, and then sub-arranged alphabetically by
country name. Asia, which covers a wide
area of the world ranging from the Middle East to the
As might be expected,
international students represent all continents except
When the number of
students from individual countries is examined, it becomes readily apparent
that
Given the relatively
small international student enrollment in bachelor's degrees (94), it is not
surprising that no country has a large number of students represented in these
programs. It should be noted that 32 (34
percent) of the 94 international bachelor’s degree students are categorized as
“unknown” in terms of country of origin.
A similar high percentages of unknowns was reported in previous
years. This very likely may be due to
student record access limitations by schools for their undergraduate
students. The country with the largest
representation was
In Fall 2003
International doctoral
student enrollment is led by
Enrollment
by Age and Gender (Table II-8)
For Table II-8 schools were asked to report Fall 2003 enrollment divided
by gender across nine age groups for each of the degree levels defined for
Table II-1. Data are reported for all 56
schools with accredited-ALA master’s programs.
Table II-8-a
provides a summary for all degree levels by age group and gender. For the ALA‑accredited master’s – LS,
the Master’s – IS, and “other master’s” programs, the 25-29 age group had by
far the greatest percentage of students (22.8, 28.4, and 23.7 percent
respectively). As one might expect for a
program that is focused on the further education of practicing professionals,
the post-master’s, the highest frequency of students was for a higher age
group, 50-54 (18.5 percent) followed closely by the 45-49 age group (16.5
percent). Prior to 2002, doctoral
students had rather evenly distributed among the four groups that cover ages
25-44. This year, that has changed. This year the 36.2 percent of doctoral
students are in the 30-34 and 25-29 age groups (19.3 and 16.8 percent
respectively). The 45-49 and 35-39 still
constitute the next age cluster with 12.8 and 12.3 percent of all doctoral
students.
Students by Gender and
Highest Degree Held (Table II-9)
This table is not currently
in use. The table was last used in 1980.
Students by Undergraduate
Major, Gender, and Program Level (Table
II-10)
This table is not currently
in use. The table was last used in 1980.
Scholarship and Fellowship
Aid (Table II-11)
Data for the number and
amount of scholarship or other non-work-related financial aid awarded in fiscal
year 2002-2003 were requested for each of the six degrees as defined for Table
II-1. Each school was asked to separate
the data by the gender of awardee. The
instructions for compiling the data stated that awards directly administered by
the school (regardless of whether the funds were from the school, the parent
institution, federal or non-federal external sources) were to be included in
the report, but awards (including assistantships and work/study) made by
outside sources directly to the student were to be excluded. Additionally, schools were asked to indicate
whether they offered scholarship and fellowship aid to part‑time
students. Data are reported for all of
the 56 schools with accredited-ALA master’s programs.
Given the difference in
the value of Canadian and US dollars, separate means are provided for Canadian
and US schools. In comparing Canadian
and US figures it may be convenient to use the exchange rate given in the
footnote below.[7]
Similarly, with the costs associated with attending a public university
generally being quite different from those at a private university, it is reasonable to suspect that the amount
of financial aid awarded by these different types of schools would also
differ. Accordingly, for US schools,
separate means are reported for public and private universities as well as a
combined mean. [8]
Table II-11-a
provides a summary of aid awarded for each of the six degrees for fiscal year
2002-2003. The total value of awards,
$8,245,259, represents a 25.1 percent decrease ($1,653.193) in funding over
2001-2002. The total value of awards for
the ALA‑accredited master’s – LS degree funding increased 22.5 percent
($1,109,243) from the level of funding the previous fiscal year. Funding for the master’s – IS degree increased but at a lower rate than for
the ALA‑accredited master’s – LS.
The master’s – IS increased 8.8 percent ($26,965). “Other master’s” programs also experienced a
healthy increase of 15.5 percent ($69,881) in scholarship funding this past
year. The amount of money invested in
doctoral students this year ($1,313,221) represents a 55.9 percent increase
($471,139). This is only the second
year, the other being 1999-2000, in which doctoral scholarship funding
increased since 1997-1998. Even in the
one other year in which funding increased, that increase was small – 2.9
percent. It is likely the IMLS funding
has played a role in this year’s improvement.
Hopefully it is the beginning of a positive trend.
Schools were asked
whether they provided scholarship and fellowship aid to part‑time
students. This was a general question
not limited to any specific degree.
Thirty of the 53 schools (56.6 percent) that responded to this question
indicated that scholarships are available for part‑time students
(Table-II-11-a-2). None of the seven
Canadian schools provide this type of aid for part-time students compared to
65.2 percent of US schools. Private
Table
II-11-c-2-LS reports scholarship and fellowship aid for the ALA‑accredited
master’s – LS degree. The mean number of
awards given by Canadian and US schools was 40 and 33.6 respectively. The mean amount awarded was $3,162 per
Canadian school ($2,389 USD). This
compares to $3,135 per US public university and $3,323 per
All seven schools (85.7
percent) offering the master’s – IS degree reported that they had provided
scholarship and fellowship aid to the students seeking that degree in 2002-2003
(Table
II-11-c-2-IS). The size of the mean
award at the one Canadian school offering this degree was $1,088 ($822 USD)
compared to a mean of $7,659 at the four
The figures in Table
II-11-c-3 for “other master’s” is informative in that only nine of the 17
schools (52 percent) offering those programs provided any scholarship or
fellowship aid for students pursuing these degrees. This form of assistance is even scarcer for
students pursuing the post-master’s degree (Table
II-11-c-4). Only two of the 25
schools (8 percent) that have post-master’s enrollment indicate that they
provided scholarship or fellowship aid to students pursuing this degree in
2002-2003.
Table
II-11-c-5 reports on scholarship and fellowship aid for doctoral students
for the 2002-2003 fiscal year. On
average the scholarship and fellowships aid for a doctoral student at Canadian
and US schools is considerably different.
At a Canadian university the mean award is greatly different, $13,111
($9,907 USD), compared to $6,171 for the mean doctoral award at a
Assistantships (Table II-12)
Data were requested for the number and value of assistantships awarded
in fiscal year 2002-2003 by each school, divided by the gender of the awardee,
using the degree definitions of Table II-1.
Data are reported all of the 56 schools with accredited-ALA master’s
programs.
Similar to the reporting for Table
II-11 the presentations of Table-II-12 include a calculation of separate means
for Canadian and US schools, with a further division of US schools into public
and private institutions. In comparing
Canadian and US figures it may be convenient to use the exchange rate given in
the footnote below.[9]
Table II-12-a
provides a summary of assistantships awarded for each of the six degrees. The total value of awards, $18,682,406,
represents a 5.5 percent decrease ($1,084,835) in funding from that reported
for fiscal year 2001-2002. This follows
upon an increase in assistantship funding of 29.4 and 21.2 percent the previous
two years. ALA‑accredited master’s
– LS assistantship funding also increased by 7.3 perecent. Master’s – IS funding decreased greatly by
64.6 percent, bachelor’s students funding decreased by.45.4 percent, “other
master’s” down 35.4 percent , but doctoral down only 1.9 percent.
As was the case for
scholarships and fellowship aid, schools were asked whether they provided assistantships
to part‑time students. This was a
general question not limited to any specific degree. Nineteen of the 48 schools that responded to
this question (39.6 percent) that reported that assistantships were available
for part‑time students (Table-II-12-a-2).
The availability of assistantships for part‑time students is not
nearly as plentiful as it is for scholarship and fellowship aid for
these students (56.6 percent) noted previously (Table
II-11-a-2). Assistantships are
available to part‑time students at two Canadian schools (28.6
percent). The awarding of assistantships
to part‑time students at US private and public universities varies (57.1
vs. 38.2 percent respectively) as it did for scholarship and fellowship aid for
these students.[10]
Table
II-12-c-2-LS reports assistantships awarded in fiscal year 2002-2003 for
the ALA‑accredited master’s – LS degree.
The mean number of awards given by Canadian and US schools continues to
be very different (8 vs. 28.3 respectively).
While scholarships and fellowships
on average were awarded in far greater numbers at US private universities
(68.8) compared to US public universities (25.5), that relationship was
reversed for assistantships. US
public universities awarded an average of 20.4 assistantships per school compared to 7.4 by US private
schools. The great difference in the
mean amount of assistantships awarded by a Canadian school ($2,629 (USD
$1,986)) versus a
Five of the seven
schools offering the master’s – IS degree (71.4 percent) reported that they had
provided assistantship aid to the students seeking that degree in Fall 2003 (Table
II-12-c-2-IS). The size of the mean
award at the one Canadian school, Montréal, was $1,626 ($1,229 USD) compared to
a mean of $9,485 at the four US public universities. The
Only 9 of the 17
schools (52.9 percent) reported awarding any assistantship aid for students
pursuing these degrees (Table
II-12-c-3). That form of assistance
is even more scarce for students pursuing the post-master’s degree. Only four of the 25 schools (16 percent)
having post-master’s enrollment indicate that they provided assistantship aid
to these students (Table
II-12-c-4).
Table
II-12-c-5 reports the number and value of assistantships awarded doctoral
students in 2002-2003. A difference
exists in the mean number of assistantships awarded by Canadian versus US
universities (11.5 and 12.3 respectively).
That difference very large, however, in terms of the average amount of
an assistantship award -- $3,813 Canadian ($2,881 USD) vs. $28,545 for the
Tuition and Fees (Table II-13)
Tuition and fee data for the 2003 Fall term were requested. These data included
·
total cost of a degree obtained without transfer
credit
·
cost of tuition only for one credit
In reporting fees schools were asked not to include those fees
associated with individual courses or labs.
Data were requested separately for in-state/in-province and
out-of-state/out-of-province students for each of the six degrees defined for
Table II-1. Data are reported for the 56
schools with accredited-ALA master’s programs.
Given the difference in
the value of the Canadian and US dollars, separate means are provided for
Canadian and US schools. In comparing
Canadian and US figures it may be convenient to use the exchange rate given in
the footnote below.[11] Differences between in-state and out-of-state
charges are valid only for public universities in the
Table
II-13-c-2-LS presents the full degree costs and tuition for one-credit for
the ALA‑accredited master’s – LS degree.
As one would expect, the cost for the full degree in the
One public
Out-of-state students
are able to obtain the ALA‑accredited master’s – LS degree for under
$11,000 at one public
The cost of obtaining
the master’s – IS degree at Albany, Drexel, North Carolina – Chapel Hill, and
Pittsburgh (Table
II-13-c-2-IS) is identical with the
cost for the ALA‑accredited master’s–LS at those schools. However, at
Table
II-13-c-5 provides 2003 tuition and fee information for the doctoral
degree. Schools were requested to report
only the cost for course work. The mean
cost to an in-state doctoral student at a
Doctoral programs at private
[1]
For ease of reading the following terms are used in
this chapter: White, Black, Hispanic,
Asian or Pacific Islander, and American Indian.
[2]
The total enrollment figure of 20,033 in Table II-4-a
includes data reported by the 6 of the 7 Canadian schools that did not report
ethnic data. Only Montréal elected to
provide those data. In calculating
percentages in this paragraph the data of the other 6 schools were not
included. Thus a divisor of 20,033 was
used in the calculation rather than the total enrollment of 21,212.
[3] U. S. Census Bureau. United States Census 2000. Population and Housing Tables (PHC-T Series). Available: http://www.census.gov/population/www/cen2000/tablist.html
[4]
The total enrollment figure of 3,015 in Table II-4-c-1
includes data reported by the 1 Canadian school offering the bachelor’s degree,
Dalhousie. It did not, however, report
ethnic data. In calculating percentages
in this paragraph Dalhousie’s data were not included. Thus a divisor of 2,905 was used in the
calculation rather than the total bachelor’s enrollment of 3,015.
[5] The total enrollment figure of
15,117 in Table II-4-c-2 includes data reported by all 6 Canadian schools
offering the ALA‑accredited master’s – LS degree. Those schools, however, did not report ethnic
data. In calculating percentages in this
paragraph those data were not included.
Thus a divisor of 14,220 was used in the calculation rather than the
total ALA‑accredited master’s – LS degree enrollment of 15,117.
[6] The total enrollment figure of
810 in Table II-4-c-5 includes data reported by all 4 Canadian schools offering
the doctoral degree. Three of these 4,
however, did not report ethnic data.
Montréal was the sole school electing to report these data. In calculating percentages in this paragraph
the data for the 3 schools not reporting were not included. Thus a divisor of 744 was used in the
calculation rather than the total doctoral enrollment of 810.
[7] Exchange Rate
1
Canadian Dollar = 0.75560 US Dollar
[8]
The following nine universities
were defined as private: Catholic, Clark
Atlanta, Dominican, Drexel, Long Island, Pratt,
[9] Exchange Rate
1
Canadian Dollar = 0.75560 US Dollar
[10]
The following nine universities
were defined as private: Catholic, Clark
Atlanta, Dominican, Drexel, Long Island, Pratt,
[11]
Exchange Rate
1
Canadian Dollar = 0.75560 US Dollar
[12]
The following nine universities
were defined as private: Catholic, Clark
Atlanta, Dominican, Drexel, Long Island, Pratt,
[13]
The difference in the total and mean for private