Student Satisfaction Inventory Executive Summary Spring 2005

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1 Student Satisfaction Inventory Executive Summary Spring 2005 About The Student Satisfaction Inventory The Student Satisfaction Inventory measures students satisfaction with a wide range of college experiences. Principles of consumer theory serve as the basis for the inventory s construction. Therefore, students are viewed as consumers who have a choice about whether to invest in education and where to enroll. In addition, students are seen as individuals who have definite expectations about what they want from their campus experience. From this perspective, satisfaction with college occurs when an expectation is met or exceeded by the institution. Students rate each item in the inventory by the importance of the specific expectation as well as their satisfaction with how well that expectation is being met. A performance gap is then determined by the difference in the importance rating and the satisfaction rating. Items with large performance gaps indicate areas on campus where students perceive their expectations are not being met adequately. Noel Levitz allows the individual institution to customize and localize the survey by including ten tailored questions that rate the students level of satisfaction. These questions are attached for your review. Limitations of the SSI Although the SSI provides useful information, like any survey instrument, there are some sources of bias for consideration. Social desirability has a tremendous impact on survey responses. Students often rate importance based upon what they think they should value rather then what they individually believe is important. The length of the survey may cause students to become careless near the end, selectively reducing the validity of some items. Many items concern issues where action change cannot easily be administered by this institution. These questions not only lengthen the survey, but also raise students expectations of potential change. The absence of open-ended questions does not allow students to record their own thoughts and allows Noel Levitz and Rider to control the agenda. We lose information about what students find to be especially important because they can only rate the importance of items chosen. The SSI report claims to tell us how we are meeting our students expectations ; however, the SSI does not measure expectation but rather importance and satisfaction.

2 SSI Procedures An invitation to complete the Student Satisfaction Inventory survey was ed to 3,080 undergraduate students at the Rider address. All Lawrenceville undergraduate students received the SSI survey, excluding those enrolled in the College of Continuing Studies. The Office of Institutional Research set up laptop kiosks at Daly s during lunch and dinner hours to solicit student responses. A series of reminder announcements were distributed and advertisements appeared in the Rider News. Students completing the survey were entered into a drawing for ipods and bookstore gift certificates. Six winners were awarded in total. Students were asked to rate the importance of many aspects of Rider life to them, as well as the satisfaction they have achieved with each item. Both were measured with a Liekert scale from 1 through 7 where 1 denotes the lowest importance and lowest satisfaction and 7 denotes the highest importance and highest satisfaction. A Not Applicable choice was also provided for each item. Importance, Satisfaction, and Priorities for Change There are many approaches to setting priorities for action based on survey data. The most viable ones for the Student Satisfaction Inventory are as follows: 1. Selecting the items with the highest rated importance and the lowest rated satisfaction as the highest priority for change while maintaining the strength of the areas where both importance and satisfaction are high. This is indicated in the table below. Low Satisfaction High Importance Highest Priority for Change Low Importance Secondary Priority for Change High Satisfaction Maintain Satisfaction Less important, but requires maintenance As per the Noel Levitz, high importance/low satisfaction pinpoints areas in need of immediate attention. High importance/high satisfaction showcases areas of strength that should be highlighted in promotional materials. Low importance/high satisfaction suggests areas where it might be beneficial to redirect institutional resources to areas of higher importance. Low importance/low satisfaction presents an opportunity to examine those areas that have low status with students. 2. Selecting items where the difference between rated importance and rated satisfaction is highest. This is what Noel Levitz recommends. However, they do not offer any support for its viability. 3. Ignoring importance ratings and working to improve low satisfaction items while maintaining high satisfaction items. This avoids the biases of the importance scale.

3 4. Determine those items that relate to the strategic agenda and develop plans to improve satisfaction. Major Items Measured The Student Satisfaction Inventory measure items in terms of the following major areas: Student Centeredness Campus Life Instructional Effectiveness Recruitment and Financial Aid Campus Support Services Academic Advising Registration Effectiveness Safety and Security Concern for the Individual Service Excellence Campus Climate

4 Survey Results Please note: Percentages have been rounded and, therefore, totals may not equal 100%. Respondent Demographics The response rate is 28%. The response rate goal was 30%. Sixty-four percent of the respondents were female. More than three-quarters (76%) reported that they are Caucasian, followed next by African-American at nearly 8%. Ninety-seven percent of respondents are less than 25 years of age. Seventy-four percent of respondents are employed in some capacity most part-time. Approximately 72% of respondents reside within New Jersey; 72% reside on campus (7% in fraternity or sorority houses). Nearly 18% reside with their parents and commute to campus. The remaining 10% own a home, reside off campus, or report another type of residence. Ninety-nine percent of respondents are day students and 98% are enrolled full-time. A reasonable cross section of students was obtained across class levels and academic programs, as follows: Class Level % of Responses Freshman 27% Sophomore 20% Junior 29% Senior 23% Academic Program % of Responses Business 38% Liberal Arts 34% Sciences 10% Education 18% Most respondents, 33%, reported a current grade point average between 3.00 and 3.49, inclusive; More than 58% of respondents report a cumulative grade point average of at least Five percent of respondents report that they have some sort of disability. Students realize the need for post baccalaureate education as a means of future success. While more than 60% of undergraduates strive to attain a Bachelor s degree, 36% hope to attain a Master s degree and beyond. Therefore, it is important to continually assess the prospective graduate programs of current undergraduate students in order to create thriving graduate programs. Half of all respondents report that Rider University was their first choice for pursuing their postsecondary education; 34% report that Rider was their second choice. This reiterates the

5 importance that the perception obtained through admission marketing must match the reality of what the University has to offer in order to retain qualified and successful students. Additionally, students that are satisfied with their undergraduate experience become a profitable graduate market for the University. Factors in Enrollment Financial aid was the most important factor when students made the initial decision to enroll at Rider. Academic reputation followed as a close second, with total cost and institutional size as other important factors. The freshman subgroup reported that financial aid was most important in their decision to enroll, followed by academic reputation. They are influenced more by the opportunity to participate in sports, family recommendations, and personalized attention prior to enrollment. This is valuable since freshman have only recently experienced the impact of the admission process and it is a fresh recollection compared to the upperclassmen. While minority students report a higher importance in all factors when making their enrollment decision, they report the influence of family significantly more often that the entire group of undergraduate respondents. Financial aid was the most significant enrollment factor for resident students, followed by academic reputation. Academic reputation was the primary factor for commuters, followed by financial aid. Results Summary Rider students are more demanding than the national norm. Of the 11 broad categories studied through this instrument, Rider students rated importance higher than the national benchmark in 9 categories. (Recruitment and Financial Aid were equivalent and Campus Support Services differed by 0.02). Rider students rated their satisfaction higher in all of the major areas, as cited above, than the national average in other 4-year private institutions, with the exception of Safety and Security. Most areas showed a significant difference from the national norm. Among the major categories, Rider achieved the highest satisfaction ratings in Academic Advising, Instructional Effectiveness, Campus Support Services, and Student Centeredness. The largest gaps in importance and satisfaction, with a minimum difference of 1.00, occurred in Campus Life, Recruitment and Financial Aid, Registration Effectiveness, and Safety and Security, which are areas for improvement. Among individual survey items, the item with the largest gap between importance and satisfaction is the living conditions in the residence facilities. The only item whereby the

6 University is maximizing the importance to students is the helpfulness of the library staff where there exists no difference between the importance and satisfaction ratings. The following pages address specific survey items.

7 STRENGTHS AND WEAKNESSES High Importance High Satisfaction Items (Strengths) Item Importance Satisfaction 16 The instruction in my major field is excellent Nearly all of the faculty are knowledgeable in their field My academic advisor is knowledgeable about requirements in my major The content of the courses within my major is valuable The quality of instruction I receive in most of my classes is excellent Major requirements are clear and reasonable I am able to experience intellectual growth here * There are adequate internship opportunities offered My academic advisor is approachable Faculty are usually available after class and during office hours Students are made to feel welcome on this campus * I am greatly anticipating the opening of the new residence facilities My academic advisor is concerned about my success as an individual The campus staff are caring and helpful Faculty care about me as an individual Class change (drop/add) policies are reasonable This institution has a good reputation within the community *Items are institutional items. The above high importance, high satisfaction items need to be a focus for maintenance. Additionally, these items, which are predominantly academic, need to be continually highlighted in admission materials and during student recruitment. High Importance Low Satisfaction Items (Challenges and Weaknesses) Item Importance Satisfaction 34 I am able to register for classes I need with few conflicts Living conditions in the residence halls are comfortable (adequate space, lighting, heat, air, etc.). 66 Tuition paid is a worthwhile investment Security staff respond quickly in emergencies It is an enjoyable experience to be a student on this campus On the whole, the campus is well-maintained Faculty are fair and unbiased in their treatment of individuals Adequate financial aid is available for most students * I tend to remain on campus most weekends (at least 10 weekends each semester). 12 Financial aid awards are announced to students in time to be helpful in college planning. 28 Parking lots are well-lighted and secure There is an adequate selection of food available in the cafeteria Student activities fees are put to good use I seldom get the run around when seeking information on this campus Faculty take into consideration student differences as they teach a course Financial aid counselors are helpful The amount of student parking space on campus is adequate *Items are institutional items.

8 The above items important to Rider students and are challenges and weaknesses that, within reason and fiscal restraints, should be the highest priority for change. It is interesting that while most students cite academic items dominate the strengths, student life concerns dominate the challenges; since value for the tuition paid is a challenge, we can hypothesize that students expect a certain level of extracurricular experiences as a major component of their education. The fact that students are not satisfied with the strategic use of their activities fees is a supporting statement. Since the University s Student Activities Fee was increased for the upcoming year, careful planning should occur for strategic use of these funds and planning for events. Rider received the lowest satisfaction rating among one of the institutional-defined items: In general, I am pleased with the facilities on campus. Satisfaction among some items, such as facilities and residence hall conditions, may improve upon a subsequent implementation of the survey as a result of construction and improvement of the University s residence halls and other facilities. As Rider begins to implement the Rider Advantage, financial aid leveraging (a net tuition revenue model for managing financial aid expenditures), and strategic use of institutional loans, satisfaction among financial aid availability may also increase. Some resolutions that can be addressed immediately are: A one-stop model for student services (Registrar, Bursar, Student Financial Services) More effective communications from Student Financial Services and Bursar Student centered planning of social and cultural activities Flexibility in menus at Daly s and the Cranberry Cafe

9 OPPORTUNITIES AND THREATS High Satisfaction Items vs. 4-Year Private Institutions (Opportunities) Item Rider Benchmark 16 The instruction in my major field is excellent Nearly all of the faculty are knowledgeable in their field My academic advisor is knowledgeable about requirements in my major The content of the courses in my major is valuable There is a good variety of courses provided on this campus Major requirements are clear and reasonable My academic advisor is approachable This institution shows concern for students as individuals Faculty are usually available after class and during office hours There are adequate services to help me decide upon a career Students are made to feel welcome on this campus Faculty provide timely feedback about students progress in a course The assessment and course placement procedures are reasonable My academic advisor is concerned about my success as an individual The campus staff are caring and helpful Financial aid awards are announced to students in time to be helpful in college planning. 3 Faculty care about me as an individual Adjunct faculty are competent as classroom instructors Freedom of expression is protected on campus There is an adequate selection of food available in the cafeteria Student activities fees are put to good use Computer labs are adequate and accessible Class change (drop/add) policies are reasonable The above items reflect Rider s performance against other 4-year private institutions that also implement the Student Satisfaction Inventory, where Rider performs at a higher level. Although some of these items appear on both the strengths and weaknesses lists, Rider has the marketing advantage over other institutions with respect these items. Characteristics such as the dedicated Rider community, course variety, stellar faculty and instruction, and excellent advisement should be continually highlighted. Services such as Career Services and computer facilities, especially the new laptop program, should be promoted. Low Satisfaction Items vs. 4-Year Private Institutions (Threats) Item Rider Benchmark 23 Living conditions in the residence halls are comfortable (adequate space, lighting, heat, air, etc.). 66 Tuition paid is a worthwhile investment Security staff respond quickly in emergencies On the whole, the campus is well-maintained The campus is safe and secure for all students Financial aid counselors are helpful

10 The above items reflect Rider s performance against other 4-year private institutions that also implement the Student Satisfaction Inventory, where Rider performs at a lower level. Most of these items also appear on the list of weaknesses. These are items where the competitor has the leading advantage especially in terms of recruitment efforts and word-of-mouth advertising. The benchmark should be Rider s minimum goal. Rider s performance against the benchmark may improve with respect to the residence facilities as the new facilities are opened and current facilities are improved. THE RIDER STUDENT There are several items that are more important to Rider students than those from other 4-year private institutions. These are characteristics that are important to the students that Rider attracts; they should be continually monitored and addressed. Living conditions in the residence halls are comfortable (adequate space, lighting, heat, air, etc.). On the whole, the campus is well-maintained. Security staff respond quickly in emergencies. There are adequate services to help me decide upon a career. The assessment and course placement procedures are reasonable. Financial aid as a factor in decision to enroll. Adjunct faculty are competent as classroom instructors. There is an adequate selection of food available in the cafeteria. Student activities fees are put to good use. Female students demand a greater educational experience than their male counterparts on campus. In fact female students rated the importance of all items higher than male students with the exception of intramural activities, opportunity to play sports, and the comfort of the student center. Interestingly, female students are more likely to report that intercollegiate athletics contributes to a sense of school spirit. Furthermore, female students are more satisfied with their educational experience; however, there exists some large differences in satisfaction among the two groups. Female students are much less satisfied with all aspects of Safety and Security than male students including adequate student parking, well-lit parking, emergency response, and overall safety. Although females tend to have higher satisfaction levels, the higher importance ratings create larger gaps in performance for female students. However, female students satisfaction exceeds their expectation with respect to the variety of intramural sports available. Male students expectations are exceeded with respect to the helpfulness of the library staff and the equal opportunity across gender to participate in athletics. Students report that billing policies need improvement. Male students are less satisfied than females. Male students are less satisfied with computer lab facilities, available tutoring services, academic support services, and assessment and course placement procedures.

11 Most notably, males are less satisfied with disciplinary policies and procedures, weekend campus activities, and academic excellence. Freshman students are generally more satisfied compared to the larger group of undergraduate students. Freshman students have a slightly more difficult time getting involved on campus than the larger group, though not a very drastic difference. Compared to the overall group, freshman are not as satisfied with many aspects of academic advising. Perhaps as they build relationships with their advisors, the satisfaction level increases. On a broad level, freshman rate Academic Advising the most important. Freshman are more satisfied with the variety of food, but less with the flavor of it. Interestingly, freshman students are less likely to report that they new Rider was the right University for them upon seeing the facilities than the total undergraduate respondents. Overall, Academic Advising is the most important characteristic noted by minority students, and receives the group s highest satisfaction. Among minority students, satisfaction exceeds expectation for the variety of intramural sports available. Minority students rated Rider s commitment to racial harmony high. However, they are much less satisfied with this characteristic of campus life. Additionally, these students rated reasonable billing policies and services, financial aid availability, library staff and resources, support services, and computer facilities more important than the larger group of undergraduate respondents. This group is more satisfied with library staff and facilities, security, financial aid staff, major instruction, computer facilities, Bursar office hours, registration procedures, and the comfort of the student center. However, Rider must communicate with minorities more effectively. Students of color are less satisfied with knowing what s going on on campus. They also report needing more help making a career decision. Overall, commuters are more satisfied than residents perhaps because they are touched by so many more aspects of the higher education experience. Instructional Effectiveness is most important to both resident and commuter students. Safety and Security ranks lowest among satisfaction for both groups. Aspects of Campus Life, particularly weekend activities, food service, security, and residence facilities are clearly more important to residential students. Residential students are less satisfied, overall, with all major areas measured by the Student Satisfaction Inventory, compared to commuting students, with considerable differences in satisfaction in Instructional Effectiveness, Recruitment and Financial Aid, Concern for the Individual, and Campus Climate. Although both groups are not satisfied, in general, with the campus facilities, the gap between importance and satisfaction among residents is larger than that of commuters. Commuters rated the importance of the new residence facility higher than residential students.

12 The availability of student parking is more important to commuters, but they are less satisfied than residents. The gap between importance and satisfaction for this item among commuters is the greatest. Another concern for both residential and commuting students is parking lot lighting. Rider exceeds the expectations of commuters with respect to the availability of intramural programs and the helpfulness of the library staff. Resident students are mostly satisfied with these characteristics. The role of intercollegiate athletics and its contribution to school spirit is more important, and rated higher, by resident students. Technology is more important to commuters and tutoring is more important to residents. It is more important to commuters that the student center is a comfortable space. Commuters also cite that it is more important not to get the run-around on campus, and they rate their satisfaction higher than residents. Resident students are less likely to be satisfied with the competency of the staff in health services than commuter students. A likely reason is that this office is their primary point of medical service, compared to commuters that more likely use off-campus services. Commuters are more satisfied with the availability of financial aid, the University s commitment to excellence, and the unbiased treatment from faculty than residents. They are also more satisfied with the level of intellectual challenge in the classroom and the availability of internships. Resident students are more likely to rate importance of information dissemination on campus higher than commuters (i.e. know what s going on ). Commuters report a lower satisfaction than residents, but they do not experience the impact of constant on-campus exposure to information. Resident students are less satisfied with the value of tuition paid compared to commuter students. Since both groups receive the same classroom education, we can assume that the additional cost of the residence facilities compared with the extracurricular activities available is not a valuable investment for them. COMMITMENT TO STUDENT GROUPS The Student Satisfaction measures student satisfaction with regard to the University s commitment to the following interest groups: part time, evening, older/returning, minority, commuter, and disabled students. Rider received the highest marks for its commitment students with disabilities, commuters, and evening students. In all categories, Rider s scores are higher than the national group.

13 Freshman are less likely to report satisfaction with the University s commitment to older, returning students; however, they have much less exposure to this at this point in their academic experience. Minority students report less satisfaction with the University s commitment to the various student groups when compared against the overall undergraduate respondents, particularly with respect to evening students, commuters, and students with disabilities. Resident students rated Rider s commitment to students higher than the total undergraduates for students with disabilities and commuters. Commuting students rated Rider s commitment to students higher than the total undergraduate for all areas except for its commitment to commuters. INSTITUTIONAL SUMMARY The following tables summarizes the overall satisfaction among all Rider respondents and the various subgroups, compared to all 4-year private institutions administering the Student Satisfaction Inventory. Overall Experience vs. Expectation Rider Males Females Freshman Minorities Residents Commuters Benchmark UG A rating of 4 is About what I expected. A rating of 5 is Better than I expected. Overall Satisfaction Rating Rider Males Females Freshman Minorities Residents Commuters Benchmark UG A rating of 5 is Somewhat satisfied. A rating of 6 is Satisfied. I d do it all again Rider Males Females Freshman Minorities Residents Commuters Benchmark UG A rating of 4 is I don t know. A rating of 5 is Maybe yes. A rating of 6 is Probably yes.

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