STUDENT SATISFACTION AND PRIORITIES SURVEY …The Noel-Levitz Student Satisfaction and Priorities...

STUDENT SATISFACTION AND

PRIORITIES SURVEY

RESULTS

SPRING 2015

LANE COLLEGE

Prepared by:

Office of Institutional Research

May 27, 2015

2 Student Satisfaction Survey, Spring 2015

TABLE OF CONTENTS

INTRODUCTION………………………………………………………………………………… 3

SECTION 1: DEMOGRAPHICS………………………………………………………………… 4

SECTION 2: THE ACADEMIC ENVIRONMENT……………………………………………… 7

SECTION 3: CAMPUS CLIMATE……………………………………………………………… 9

SECTION 4: INSTITUTIONAL SUMMARY…………………………………………………… 14

SECTION 5: STUDENTS’ OVERALL SATISFACTION……………………………………… 17

SECTION 6: ENROLLMENT FACTORS……………………………………………………… 18

SECTION 7: AREAS OF STRENGTHS AND CHALLENGES………………………………… 19

SECTION 8: NEXT STEPS……………………………………………………………………… 21

APPENDIX………………………………………………………………………………………… 22


Introduction

Student perceptions of the quality of their learning experience represent a very important element

of effective assessment, particularly when they are systematically collected from a representative

sample of students. Dr. Laurie Schreuber’s (2009) study of satisfaction and retention found that

student satisfaction is the greatest known predictive variable in student retention.

Every day college students make value judgments not just about their overall educational

experience, but the elements that contribute to it as well. Financial aid policies, academic

advising, the ability to register for classes, faculty interaction, campus culture and climate; these

and many other factors contribute to overall student satisfaction.

Definition of Satisfaction:

“When expectations are met or exceeded by the student’s perception of the campus reality.”

Schreiner & Juillerat, 1994

Methodology

The Noel-Levitz Student Satisfaction and Priorities Survey (SSI) was commissioned by the Vice

President for Academic Affairs with the intention of collecting representative data about

students’ satisfaction with their experiences at Lane College. The survey was generated and

administered by the Office of Institutional Research in collaboration with academic leaders

across the campus. In spring 2015, enrolled students received an e-mail which provided both an

invitation to participate in the SSI as well as an individual link to the survey itself. Reminder e-

mails were sent to non-respondents two weeks following the initial e-mail. The online

administration yielded a 13% response rate representative of the campus population. A total of

149 students completed the survey which contained 73 items where respondents rated

importance and satisfaction, 6 items pertaining to diverse populations rating their satisfaction,

and 9 items rating importance on factors which affected their decision to enroll (Appendix A).

Students responded twice to each of the 73 items – first by indicating how important it is that the

expectation be met, and then again to indicate how satisfied they are that the expectation is being

met. These are indicated on a 1 to 7 scale with 7 being high. A performance gap is then

calculated, which is importance minus satisfaction. The smaller the performance gap, the better

the college is doing at meeting students’ expectations; the larger the performance gap, the more

room for improvement there is to meet students’ expectations.

Importance Satisfaction Performance

Gap


SECTION 1:

DEMOGRAPHICS

The specific characteristics of survey participants consisted of 60% female and 40% male. The age of

participants was ranged from 18 and under to 25 and older with 84% being 24 and younger and 16% 25

and older. Of the total respondents, 31% were freshmen, 19% sophomore, 23% junior and 27% senior.

In addition, 98% were full-time, 22% part-time; 92% day students and 8% evening students. Residential

status identified by participants was 55% on-campus; 45% off-campus; 63% in-state; 36% out-of-state

and 1% international.

Key finding: Thirty-nine percent (39%) of respondents indicated Lane College was their 1st choice; 35%

indicated Lane College was their 2nd

choice and 26% indicated Lane College as their 3rd

choice.

Other demographical response options selected by survey participants are indicated in the following

figures:

92%

1%

1% 4% 2%

Ethnicity/ Race

African-American

American Indian orAlaskan Native

Caucasian/White

Other race

Race prefer not torespond


4% 3%

8%

19%

32%

34%

Current GPA

No Credits Earned

1.99 or below

2.0-2.49

2.5-2.99

3.0-3.49

3.5 or above


6%

9% 1%

4%

43%

2%

0%

1%

6% 2%

1%

1% 7%

1%

1% 16%

Major

Biology Business

Chemistry Computer Science

Criminal Justice English

French History

Interdisciplinary Studies Mass Comm

Mathematics Music

Physical Education Physics

Religion Sociology

25%

17%

13% 6%

39%

Employment

Full-time off campus

Part-time off campus

Full-time on campus

Part-time on campus

Not employed


SECTION 2:

THE ACADEMIC ENVIRONMENT

Students were asked to rate the importance of and their satisfaction with faculty and instruction, advising,

and other aspects of their academic experience at Lane College. The items on the SSI form

comprehensive scales. Section 2 lists, in descending order, scale areas where students placed the highest

value, i.e., greatest interest/priority to student. For each scale area, the importance, satisfaction and

performance gap is presented.

Academic Advising – Five survey items assess the comprehensiveness of the academic advising program.

Academic advisors are evaluated on the basis of their knowledge, competence, and personal concern for

student success, as well as on their approachability.

For items that contributed to the scale, an average of 81% of respondents rated academic advising as very

important or important, and an average of 62% were very satisfied or satisfied.

Campus Support Services – Seven survey items assess the quality of support programs and services

which students utilize to make their educational experiences more meaningful and productive. This scale

covers a variety of areas.

For items that contributed to the scale, an average of 79% of respondents rated campus support services as

very important or important, and an average of 51% of respondents were very satisfied or satisfied.

Item Importance % Satisfaction % Gap

Major requirements are clear and reasonable. 85% 69% 16%

My academic advisor is approachable. 82% 62% 20%

My academic advisor is concerned about my success as an

individual.81% 59% 22%

My academic advisor is knowledgeable about requirements in

my major.80% 63% 17%

My academic advisor helps me set goals to work toward. 79% 57% 22%


Library resources and services are adequate. 80% 55% 25%

Bookstore staff are helpful. 84% 62% 22%

Computer labs are adequate and accessible. 78% 51% 27%

There are adequate services to help me decide upon a career. 80% 46% 34%

Tutoring services are readily available. 77% 46% 31%

Academic support services adequately meet the needs of

students.77% 48% 29%

Library staff are helpful and approachable. 74% 50% 24%


Instructional Effectiveness – Fourteen survey items assess students’ academic experience, the

curriculum, and the college’s overriding commitment to academic excellence. This comprehensive scale

covers areas such as the effectiveness of faculty in and out of the classroom, content of the courses, and

sufficient course offerings.

For items that contributed to the scale, an average of 79% of respondents rated instructional effectiveness

as very important or important, and an average of 58% were very satisfied or satisfied.

Registration Effectiveness – Five survey items assess issues associated with registration and billing. This

scale also measures the college’s commitment to making this process as smooth and effective as possible.

For items that contributed to the scale, an average of 78% of respondents rated registration effectiveness

as very important or important, and an average of 57% were very satisfied or satisfied.


The instruction in my major field is excellent. 84% 71% 13%

The quality of instruction I receive in most of my classes is

excellent.85% 62% 23%

The content of the courses within my major is valuable. 85% 71% 14%

Nearly all of the faculty are knowledgeable in their field. 81% 68% 13%

I am able to experience intellectual growth here. 82% 58% 24%

There is a commitment to academic excellence on this

campus.83% 55% 28%

Faculty provide timely feedback about student progress in a

course.80% 54% 26%

There is a good variety of courses provided on this campus. 80% 56% 24%

Faculty are fair and unbiased in their treatment of individual


Faculty are usually available after class and during office

hours.78% 57% 21%

Faculty take into consideration student differences as they

teach a course.78% 57% 21%

Adjunct faculty are competent as classroom instructors. 77% 53% 24%

Graduate teaching assistants are competent as classroom

instructors.74% 54% 20%

Faculty care about me as an individual. 71% 48% 23%


I am able to register for classes I need with few conflicts. 83% 62% 21%

Class change (drop/add) policies are reasonable. 79% 58% 21%

The personnel involved in registration are helpful. 81% 64% 17%

The business office is open during hours which are convenient

for most students.78% 59% 19%

Billing policies are reasonable. 70% 41% 29%


SECTION 3:

CAMPUS CLIMATE

Students were asked to rate the importance of and their satisfaction with various aspects of campus life at

Lane College. The items on the SSI form comprehensive scales. Section 3 lists, in descending order, scale

areas where students placed the highest value, i.e., greatest interest/priority to student. For each scale area,

the importance, satisfaction and performance gap is presented.

Campus Climate – Seventeen survey items assess the extent to which the institution provides experiences

that promote a sense of campus pride and feelings of belonging. This scale also assessed the effectiveness

of the college’s channels of communication for students.

For items that contributed to the scale, an average of 77% of respondents rated campus climate as very

important or important and average of 49% were very satisfied or satisfied.


Tuition paid is a worthwhile investment. 80% 59% 21%

This institution shows concern for students as individuals. 83% 53% 30%

There is a commitment to academic excellence on this

campus.83% 55% 28%

Students are made to feel welcome on this campus. 82% 55% 27%

I generally know what's happening on campus. 83% 54% 29%

This institution has a good reputation within the community. 79% 43% 36%

Freedom of expression is protected on campus. 77% 55% 22%

I seldom get the "run-around" when seeking information on

this campus.78% 42% 36%

It is an enjoyable experience to be a student on this campus. 76% 50% 26%

There is a strong commitment to racial harmony on this

campus.75% 51% 24%

Channels for expressing student complaints are readily

available.75% 45% 30%

Administrators are approachable to students. 75% 54% 21%

I feel a sense of pride about my campus. 77% 50% 27%

The campus is safe and secure for all students. 76% 33% 43%

The campus staff are caring and helpful. 69% 43% 26%


Most students feel a sense of belonging here. 68% 47% 21%


Recruitment and Financial Aid – Six survey items assess the college’s ability to enroll students in an

effective manner. This scale covers issues such as competence and knowledge of admissions counselors,

as well as the effectiveness and availability of financial aid programs.

For items that contributed to the scale, an average of 77% of respondents rated recruitment and financial

aid as very important or important, and an average of 51% were very satisfied or satisfied.

Service Excellence – Eight survey items assess the perceived attitude of staff toward students. This scale

pinpoints the areas of the campus where quality service and personal concern for students are rated most

and least favorably.

For items that contributed to the scale, an average of 76% of respondents rated service excellence as very



Admissions counselors accurately portray the campus in their

recruiting practices.80% 50% 30%

Adequate financial aid is available for most students. 77% 51% 26%

Admissions counselors respond to prospective students'

unique needs and requests.77% 44% 33%

Admissions staff are knowledgeable. 74% 55% 19%

Financial aid awards are announced to students in time to be

helpful in college planning.75% 44% 31%


The personnel involved in registration are helpful. 81% 64% 17%

I generally know what's happening on campus. 83% 54% 29%

Counseling staff care about students as individuals. 79% 54% 25%

I seldom get the "run-around" when seeking information on

this campus.78% 42% 36%

Channels for expressing student complaints are readily

available.75% 45% 30%

Library staff are helpful and approachable. 74% 50% 24%

The staff in the health services area are competent. 72% 55% 17%


Institution’s Concern for the Individual –Six survey items assess the institution’s commitment to

treating each student as an individual. Those groups who frequently deal with students on a personal level

(e.g., faculty, advisors, etc.) are included in this assessment.

For items that contributed to the scale, an average of 76% of respondents rated institution’s concern for

the individual as very important or important, and an average of 52% were very satisfied or satisfied.

Student Centeredness – Six survey items assess the campus’s efforts to convey to students that they are

important to the college. This scale measures the extent to which students feel welcome and valued.

For items that contributed to the scale, an average of 76% of respondents rated student centeredness as

very important or important, and an average of 50% were very satisfied or satisfied.



My academic advisor is concerned about my success as an

individual.81% 59% 22%

Counseling staff care about students as individuals. 79% 54% 25%

Faculty are fair and unbiased in their treatment of individual



Residence hall staff are concerned about me as an individual. 67% 43% 24%



Students are made to feel welcome on this campus. 82% 55% 27%

It is an enjoyable experience to be a student on this campus. 76% 50% 26%

Administrators are approachable to students. 75% 54% 21%

The campus staff are caring and helpful. 69% 43% 26%

Most students feel a sense of belonging here. 68% 47% 21%


Campus Life – Fifteen survey items assess the effectiveness of student life programs offered by the

college, covering issues ranging from athletics to residence life. This scale also assessed campus policies

and procedures to determine students’ perception of their rights and responsibilities.

For items that contributed to the scale, an average of 76% of respondents rated campus life as very

important or important, and 46% were very satisfied or satisfied.


I can easily get involved in campus organizations. 79% 58% 21%

The student handbook provides helpful information about

campus life.80% 59% 21%

New student orientation services help students adjust to

college.79% 59% 20%

Freedom of expression is protected on campus. 77% 55% 22%

There is an adequate selection of food available in the

cafeteria.80% 33% 47%

The student center is a comfortable place for students to

spend their leisure time.76% 45% 31%

Males and females have equal opportunities to participate in

intercollegiate athletics.77% 60% 17%

The intercollegiate athletic programs contribute to a strong

sense of school spirit.78% 48% 30%

Student disciplinary procedures are fair. 76% 47% 29%

Residence hall regulations are reasonable. 77% 45% 32%

There are a sufficient number of weekend activities for


Student activities fees are put to good use. 75% 40% 35%

Living conditions in the residence halls are comfortable

(adequate space, lighting, heat, air, etc.)73% 37% 36%

A variety of intramural activities are offered. 69% 31% 38%

Residence hall staff are concerned about me as an individual. 67% 43% 24%


Safety and Security – Four survey items assess the college’s responsiveness to students’ personal safety

and security on your campus. This scale measures the effectiveness of both security personnel and

campus facilities.

For items that contributed to the scale, an average of 74% of respondents rated safety and security as very



Parking lots are well-lighted and secure. 75% 44% 31%

Security staff respond quickly in emergencies. 74% 39% 35%

The campus is safe and secure for all students. 76% 33% 43%

The amount of student parking space on campus is adequate. 70% 49% 21%


SECTION 4:

INSTITUTIONAL SUMMARY

The following tables present, for each scale area of academic environment and campus climate, the

importance and satisfaction mean score (7-point Likert scale) and performance.

Table 1

Scales Rated in Terms of Importance

By Classification

Scale Freshman Sophomore Junior Senior

Importance Satisfaction Gap Importance Satisfaction Gap Importance Satisfaction Gap Importance Satisfaction Gap

Academic Advising 5.87 5.45 0.42 6.11 5.26 0.85 6.58 5.7 0.88 6.68 6.03 0.65

Instructional

Effectiveness5.88 5.38 0.5 6.03 5.24 0.79 6.56 5.59 0.97 6.54 5.81 0.73

Campus Support

Services5.91 5.51 0.4 6.03 5.09 0.94 6.49 4.98 1.51 6.45 5.18 1.27

Registration

Effectiveness5.85 5.41 0.44 6.08 5.27 0.81 6.47 5.44 1.03 6.41 5.67 0.74

Campus Climate 5.81 5.27 0.54 5.89 4.75 1.14 6.48 5.09 1.39 6.44 5.38 1.06

Service Excellence 5.88 5.44 0.44 5.96 4.94 1.02 6.36 5.02 1.34 6.38 5.22 1.16

Recruitment and

Financial Aid5.78 5.34 0.44 5.97 4.88 1.09 6.4 5.17 1.23 6.38 5.48 0.9

Concern for the

Individual5.74 5.28 0.46 5.94 4.88 1.06 6.32 5.18 1.14 6.48 5.56 0.92

Student Centeredness 5.74 5.19 0.55 5.89 4.77 1.12 6.47 5.29 1.18 6.42 5.53 0.89

Campus Life 5.77 5.07 0.7 5.84 4.77 1.07 6.36 4.79 1.57 6.42 5.00 1.42

Safety and Security 5.62 5.09 0.53 5.85 4.44 1.41 6.09 4.21 1.88 6.24 4.98 1.26


Table 2

Scales Rated in Terms of Importance

Institution

Lane College - SSI

Scale Importance Satisfaction /

SD

Performance

Gap

Academic Advising 6.31 5.60 / 1.28 0.71

Instructional Effectiveness 6.25 5.50 / 1.16 0.75

Campus Support Services 6.23 5.20 / 1.29 1.03

Registration Effectiveness 6.20 5.43 / 1.20 0.77

Campus Climate 6.16 5.15 / 1.28 1.01

Service Excellence 6.16 5.18 / 1.27 0.98

Recruitment and Financial Aid 6.14 5.23 / 1.28 0.91

Concern for the Individual 6.13 5.23 / 1.35 0.90

Student Centeredness 6.12 5.20 / 1.36 0.92

Campus Life 6.11 4.94 / 1.27 1.17

Safety and Security 5.98 4.71 / 1.52 1.27

NOTE: Importance – Satisfaction = Performance Gap. The smaller the performance gap, the better the college is

doing at meeting students’ expectations; the larger the performance gap, the more room for improvement there is to

meet students’ expectations.


Figure 1

Performance Gap

NOTE: Importance – Satisfaction = Performance Gap. The smaller the performance gap, the better the college is

doing at meeting students’ expectations; the larger the performance gap, the more room for improvement there is to

meet students’ expectations.


SECTION 5:

STUDENTS’ OVERALL SATISFACTION

The following scores provide a bottom line on students’ perception of their experience at Lane

College, as well as the percentage of responses for each of the possible indicators. Overall, 81%

responded positively that their college experience so far has met their expectation, 65%

responded they are satisfied overall with their experience at Lane College thus far, and 59%

positively responded they would enroll here again if they had to do it over.

Table 3

Students’ Overall Satisfaction

Summary Response

So far, how has your college

experience met your expectations?4.63

1=Much worse than expected 2%

2=Quite a bit worse than I expected 3%

3=Worse than I expected 11%

4=About what I expected 32%

5=Better than I expected 22%

6=Quite a bit better than I expected 11%

7=Much better than expected 14%

Rate your overall satisfaction with

your experience here thus far.4.97

1=Not satisfied at all 1%

2=Not very satisfied 7%

3=Somewhat dissatisfied 8%

4=Neutral 16%

5=Somewhat satisfied 24%

6=Satisfied 25%

7=Very satisfied 16%

All in all, if you had to do it over,

would you enroll here again?4.97

1=Definitely not 8%

2=Probably not 5%

3=Maybe not 4%

4=I don't know 20%

5=Maybe yes 13%

6=Probably yes 16%

7=Definitely yes 30%


SECTION 6:

ENROLLMENT FACTORS

Despite continuous efforts to increase retention, dropout rates remain high at colleges and

universities. Nine items on the survey established what students perceive as important factors to

enroll at Lane College. Eighty-one percent of respondents reported academic reputation as factor

in decision to enroll, 77% reported financial aid as a factor, 75% reported cost as a factor, and

60% indicated the opportunity to play sports as factor in decision to enroll.

Table 4

Factors in Decision to Enroll

Item Importance %

Cost as factor in decision to enroll. 75%

Financial aid as factor in decision to enroll. 77%

Academic reputation as factor in decision to enroll. 81%

Size of institution as factor in decision to enroll. 69%

Opportunity to play sports as factor in decision to

enroll.60%

Recommendations from family/friends as factor in

decision to enroll.67%

Geographic setting as factor in decision to enroll. 69%

Campus appearance as factor in decision to enroll. 70%

Personalized attention prior to enrollment as factor in

decision to enroll.72%


SECTION 7:

AREAS OF STRENGTHS AND

OPPORTUNITIES FOR IMPROVEMENT

The following tables serve as a list of all items rated as areas of strength or opportunities for

improvement from the Student Satisfaction and Priorities Survey. Areas of strength are survey

items ranked high in terms of both importance and satisfaction, i.e. survey items which received

a score of 6.20 and higher and a satisfaction rating of 5.51 or higher. Opportunities for

improvement are survey items ranked high in importance and low in satisfaction or high

performance gaps between importance and satisfaction ratings, i.e. survey items which received

a score of 6.20 and higher and a satisfaction rating of 5.04 or lower or a performance gap of 1.06

or higher.

Table 5

Strengths

Strengths

Major requirements are clear and reasonable.

The instruction in my major field is excellent.

The quality of instruction I receive in most of my classes is excellent.

I am able to register for classes I need with few conflicts.

The content of the courses within my major is valuable.

Tuition paid is a worthwhile investment.

Nearly all of the faculty are knowledgeable in their field.

My academic advisor is approachable.

My academic advisor is concerned about my success as an individual.

Bookstore staff are helpful.

My academic advisor is knowledgeable about requirements in my major.

Class change (drop/add) policies are reasonable.

The personnel involved in registration are helpful.

New student orientation services help students adjust to college.

There is a good variety of courses provided on this campus.

Faculty are usually available after class and during office hours.


Table 6

Opportunities for Improvement

Opportunities for Improvement

On the whole, the campus is well-maintained.

Computer labs are adequate and accessible.

There are adequate services to help me decide upon a career.

This institution has a good reputation within the community.

There is an adequate selection of food available in the cafeteria.

The student center is a comfortable place for students to spend their leisure time.

I seldom get the "run-around" when seeking information on this campus.


SECTION 8:

NEXT STEPS….RESPOND TO THE DTA

The Student Satisfaction and Priorities Survey was designed to collect representative data about

students’ satisfaction with their experiences at Lane College. It is recommended administration

celebrate strengths and communicate and share positive feedback with all areas of the campus

community and use in college recruitment/marketing materials to attract more students who

value where the college is performing well. In addition, in response to identified challenges,

incorporate identified opportunities for improvement into the college’s long-term, strategic plan,

create focus groups to discuss and communicate to student population how the campus has or

will respond to key issues. It is further recommended, the survey be repeated in 2016-2017.


APPENDIX A

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