mr hj visser (senior specialist: information and strategic analysis) (department of information and...
TRANSCRIPT
Mr HJ Visser (Senior Specialist: Information and Strategic Analysis)
(Department of Information and Strategic Anslysis)&
Prof DH Tustin(Executive Research Director, Bureau of Market Research)
22 September 2009University of South Africa (UNISA)
STUDENT SATISFACTION MODELLINGAN IDEAL TOOL TO LOOPHOLE POTENTIAL THREATS AND WEAKNESSES
Southern African Association for Institutional Research (SAAIR) – Forum 2009
Prologue
Customer satisfaction surveys
Company mergers, restructuring and branding initiatives
Technology
Expansion of the higher
education system
More informed, brand-conscious and high-income
consumers
Diverse student corps
Student Satisfaction Surveys
Challenges
Stronger customer-oriented philosophy
Ensure student readiness
Develop retention strategies
Vigilant management approach: satisfaction-intention-retention link
CHE - 56 % of South African students drop out
NCES - 58 % of students are likely to complete qualification
3 million young South Africans between 18 and 24 years of age are neither in employment, education or training
Student satisfaction modelling
Identify aspects of educational experience that are associated with students' overall
expression of satisfaction…
2
Research methodology…
3
Meta-analysis Research results of previous student satisfaction studies were combined
with selected Student Information System (SIS) data 5 823 student data records
Descriptive analysis Mean satisfaction index scores
Multivariate analysis Correlation analysis (Bivariate) ANOVA-test
Examines ‘internal factors’ impacting on students satisfaction across the various pre-defined engagement areas and student biographics
Investigates ‘external’ factors that impact on student success across the various pre-defined student biographics
4
Student registration Student
support
AdministrativeAcademic services/products
Internal factorsEngagement areas
Hypotheses…
5
Successful students are more satisfied with services than unsuccessful students Successful students’ satisfaction levels differ by gender group Successful students’ satisfaction levels differ by population group Successful students’ satisfaction levels differ by age group Successful students’ satisfaction levels differ by guardian qualification level Successful students’ satisfaction levels differ by employment status Successful students’ satisfaction levels differ by geographic location Successful students’ satisfaction levels differ by entrance category Successful students’ satisfaction levels differ by IT skills category
SATISFACTION SCORES OF SUCCESSFUL AND UNSUCCESSFUL STUDENTS
6
Dimension
Unsuccessful students Successful students Total
Index Index Index
Registration 74 74 74
Student Support 65 64 65
Admin and Professional 71 69 70
Academic 70 70 70
Average 71 70 70
BIVARIATE CORRELATION ACROSS ENGAGEMENT AREAS
7
Dimensions Registration Student support
Administration and professional
Academic Total
Registration 1.000 0.631 0.627 0.606 0.828
Student support 0.631 1.000 0.552 0.614 0.792
Administration 0.627 0.552 1.000 0.591 0.775
Academic 0.606 0.614 0.591 1.000 0.890
Total 0.828 0.792 0.775 0.890 1.000
How strong do student success and satisfaction correlate across a selection of biographic variables and how significant is such correlation?
BIVARIATE CORRELATION ANALYSIS
8
Variable Correlation SigGenderMale - -0.039 0.060Female - -0.006 0.710PopulationAfrican + 0.012 0.492Coloured - -0.037 0.538Indian (Asian) + 0.037 0.426White + 0.032 0.241Age15-23 years - -0.041 0.11824-30 years - -0.046 0.07731-38 years - -0.041 0.12539+ years + 0.008 0.756
0
9
Employment Correlation Sig
Full-time - -0.033 0.875
Part-time - 0.064 0.111
Unemployed - -0.020 0.533
Full-time student - -0.084 0.204
Geographic area
Towns - -0.004 0.884
Metro/city - -0.030 0.085
Entrance category
Previous ODL -0.007 0.650
Previous residential - -0.021 0.502
No previous experience - -0.064 0.226
IT literacy
Less IT literate - -0.004 0.852
More IT literate -0.031 0.063
Overall - -0.024 0.069
0
STATISTICAL SIGNIFICANT DIFFERENCES IN SATISFACTION RATINGS
10
Biographic variableRegistration Student Support
Administration services Academic Average
Index Index Index Index IndexGenderMale 75 64 71 71 71Female 73 64 69 70 70Total 74 64 69 70 70Population groupAfrican 77 67 74 73 73Coloured 69 59 65 66 65Indian 69 57 62 66 65White 69 61 64 68 67Total 74 64 69 70 70Age group15-23 72 63 69 68 6824-30 73 63 69 68 6931-38 74 64 70 71 7139-77 76 66 70 73 73Total 74 64 69 70 70
Statistically significant at a 95% level of confidence
11
Biographic variableRegistration Student Support
Administration services Academic Average
Index Index Index Index IndexMale guardian qualificationDegree 69 60 65 68 66Diploma/certificate 72 64 67 70 69Grade 1 - 12 & ABET 73 62 69 69 69No qualification 79 68 75 74 75Total 73 63 69 70 70Male guardian qualificationDegree 68 61 64 66 66Diploma/certificate 70 62 66 69 68Grade 1 - 12 & ABET 73 63 69 70 70No qualification 78 68 74 73 74Total 73 64 69 70 70Employment categoryEmployed full-time 73 64 69 70 70Employed part-time 71 61 67 69 68Unemployed 76 65 72 72 72Full-time student 73 65 73 70 71Total 74 64 69 70 70
Statistically significant at a 95% level of confidence
12
Registration Student SupportAdministration
services Academic Average
Geographic area
Towns 77 66 73 73 73
Metro/city 72 63 68 69 69
Total 74 64 69 70 70
Entrance category
Previously ODL 73 63 68 70 70
No previous university 75 68 73 75 73
Previously residential 72 66 72 69 71
Total 74 64 69 70 70
IT literacy levels
More advanced IT skills 71 62 67 69 68
Less advanced IT skills 75 65 71 71 71
Total 74 64 69 70 70
Student success
Unsuccessful students 74 65 71 70 71
Successful students 74 64 69 70 70
Total 74 65 70 70 70
Statistically significant at a 95% level of confidence
Hypotheses…
13
Research dimension
Student success Accepted
Gender group Accepted
Population group Rejected
Age group Rejected
Guardian qualification level Rejected
Employment status Rejected
Geographic location Rejected
Entrance category Rejected
IT literacy Rejected
MOST AND LEAST SATISFIED STUDENT GROUPS
14
Biographic variable Most satisfied Least satisfiedGender Males FemalesPopulation African Asian (Indian)Age Older students Younger studentsGuardian qualification No qualification Degree qualificationEmployment Unemployed Part-time studentsGeographic Towns Metro/cityEntrance category No previous higher education experience Previous ODL students
‘External’ factors
15
Work related(ie stress at work, relevancy of study to workplace)
Financial and nonfinancial support and guidance Home environment
(ie stress from family and household) Social life
(ie sports/spiritual events) Study environment
(ie access to library, study space and support) Workload and length of study
(ie hours required for studies, period of completion of studies)
External factors
16
Biographic variable Least satisfied Inhibiting factors(Priority ranking)
Gender Females Work stress, Family stressFinance
Population Asian (Indian) Work stress, Family stressAge Younger students Finance , Work stress
Lack of support/guidance
Guardian qualification Degree qualification Work stress, Family stressEmployment Part-time students Finance, Work stress
Geographic Metro/city Work stress, FinanceEnrolment status Part-time younger students Work stress, FinanceEntrance category Residential university
studentWork stressLack access to libraryFamily stress
CONCLUSION
17
STUDENT SATISFACTION MODELLINGAN IDEAL TOOL TO LOOPHOLE POTENTIAL THREATS AND WEAKNESSES