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dc.contributor.authorFahy, Patrick J.
dc.contributor.authorSpencer, Bob
dc.contributor.authorHalinski, Tara
dc.identifier.issnQuarterly Review of Distance Education, 9(1), pp. 51 - 71.
dc.description.abstractAbstract The Centre for Distance Education, Athabasca University, commenced a survey of all graduates of its two programs, the Master of Distance Education (MDE) degree, and the Graduate Diploma (GD) in Technology, in late 2006. Alumni were asked how program completion had affected their careers, and their plans for the future. A total of 84 graduates (28.3% of all graduates) responded, two-thirds from graduating classes of 2004 or later. Using an online survey and telephone interviews, the study found that 56% of the respondents were employed in distance education (DE), in a variety of areas. The major impact of program completion was on personal confidence, credibility as seen by others, and promotion potential. Those working in distance education were much more involved with distance education issues, including new job responsibilities, and perceived themselves to have more job autonomy and project management duties, and more potential for promotion. Those employed in the field were also much more likely to read the DE literature, and to attend conferences and other DE-related events.en
dc.titleThe Self-Reported Impact of Graduate Program Completion on the Careers and Plans of Graduatesen

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