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College A Division Y Student Satisfaction KPI Analysis Date Prepared by: CCI Research Inc.

College A Division Y Student Satisfaction KPI Analysis Date Prepared by: CCI Research Inc. Introduction. Introduction. Analysis performed to summarize learning from the KPI Student Satisfaction Survey for College A, Division Y over the past 8 years Objectives:

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College A Division Y Student Satisfaction KPI Analysis Date Prepared by: CCI Research Inc.

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  1. College A Division Y Student Satisfaction KPI Analysis Date Prepared by: CCI Research Inc.

  2. Introduction

  3. Introduction • Analysis performed to summarize learning from the KPI Student Satisfaction Survey for College A, Division Y over the past 8 years • Objectives: • Explain differences in results over time • Determine the extent to which each element measured by the KPI Student Satisfaction Survey drives KPI and Capstone satisfaction • Identify main findings from KPI survey to direct decision-making

  4. Methodology • Data sources and methods include: • KPI Survey frequency results • Enrolment data • Correlation and multiple regression analysis • Gap analysis (Satisfaction - Importance) • Analysis of facilities and services according to usage and satisfaction • Demographic analysis • Overview of Department results • Data is from past 8 years of KPI Student Satisfaction Survey

  5. Data Considerations • KPI Survey satisfaction results = “Very Satisfied” + “Satisfied,” unless otherwise noted • Benchmark 1 includes: [criteria specified by College A] • The standard KPI filters were used for analysis: • Students could not be in semester 1 of their program • For analysis of Capstones and KPI, the “KPI-eligible” filter was used; responses for any item were only counted if the student answered all 4 capstones, and therefore contributed to KPI results • All responses for which N/A was selected were not included in any analysis of satisfaction data

  6. Data Considerations • All results are rounded to the nearest whole number • The correlation and regression analysis reported use collapsed results, i.e., “Very Satisfied” + “Satisfied,” etc. • Statistically significant differences over time, based on confidence intervals at the 95% confidence level, are denoted within charts using arrows • Priorities for improvement were chosen based on the following considerations within schools: • Correlations with capstones over 8 years • Satisfaction over 8 years • Derived importance and rated importance • Gap analysis (importance – satisfaction) • Usage over time and current year

  7. Overall Summary

  8. Summary – Priorities for KPI Improvement = highest priorities Comfort/cleanliness/accessibility Facility Issues: library/resource centre, open access computer labs/resources, space for individual/group study, recreation/athletics Knowledge and Skills:develops your ability to solve problems using math techniques Division Y KPI Learning Experiences:feedback, quality of classroom learning, quality of other learning, course materials Service Issues: safety/security services, co-op/field placement, employment/placement/ career services Overall College Experience Staff Concernfor Students safety/security services, quality of classroom learning, comfort/cleanliness/access college support (coursework, person to rely on, financial information, non-academic responsibilities)

  9. KPI Trends

  10. College A overall shows declining KPI results since 2004, while Division Y experienced a decline over the past 3 years Division Y currently has a KPI of 81%, down from high of 91% in 2007 and 2008; Division Y was higher than the overall College from 2007-2010 but is now similar KPI Trends –College A and Division Y

  11. Different pattern across Benchmark 1 and College A’s Division Y Benchmark 1 KPI has increased while College A’s Division Y has declined, closing the gap so that results are now similar KPI Trends – Benchmark 1

  12. For Division Y, the Very Satisfied responses fluctuated, with a high in 2008 and subsequent decline, corresponding to the overall Division KPI pattern Neither Satisfied nor Dissatisfied responses appear to be increasing somewhat over time Dissatisfied and Very Dissatisfied are not changing over time KPI Response Scale Trends

  13. Results for Knowledge & Skills (Capstone 14) and Learning Experiences (Capstone 26) fluctuated, but did not experience a large decrease Results for Facilities/Resources (Capstone 44) and Services (Capstone 45) are lower by 11% and 12%, respectively, over 8 years Capstone Trends

  14. KPI and Enrolment Trends

  15. Enrolment For current programs for Division Y, there was a decrease in KPI satisfaction from 2008-2011, while enrolment increased in most years (total enrolment increase was about one-third over 8 years)

  16. Enrolment has fluctuated for Division Y over time; positive changes in enrolment appear to be negatively related to changes in Facilities/Resources and Services Enrolment Year-to-Year % Change

  17. A less-pronounced pattern with Knowledge and Skills and Learning Experiences Enrolment Year-to-Year % Change

  18. Division Y KPI

  19. KPI Top Drivers 2011 The following drivers of KPI for Division Y have been among the top 10 drivers for 6 of the past 8 years: Q.43 ‘comfort/cleanliness/accessibility of college facilities’, and Q.3 ‘provides you with skills and abilities specific to your chosen career’ Of the top drivers for 2011, these 6 have shown the largest declines over time (>10% from highest satisfaction to current year) * * * * * * * Denotes aspects that were not used by/not available to >50% of students at this division

  20. KPI Opportunities The top drivers of KPI for Division Y for 2011 are Q.43 comfort/cleanliness/accessibility and Q.42 employment/placement services High Importance, Low Satisfaction High Importance, High Satisfaction Q.43 Q.42 Q.20 Q.32 Q.29 Q.3 Q.39 Q.35 Q.4 Q.16 Q.21 Q.15 Q.13 Q.9

  21. KPI Opportunities Opportunities for improvement include comfort/cleanliness/access, quality of classroom learning, and several services (recreation/athletics, safety/security, counselling, employment, and peer tutoring) High Importance, Low Satisfaction High Importance, High Satisfaction Q.29 peer tutoring services (84% not used/avail.) Q.42 employment/placement/career services (69% not used/avail) Q.32 counselling/native counselling/advising services (78% not used/avail.) Q.39 safety and security services (61% not used/avail.) Q.35 recreation/athletics (68% not used/avail.) Q.20 quality of classroom learning Q.43 comfort/cleanliness/accessibility of college facilities Q.3 career-specific skills/abilities Q.15 teachers’ knowledge of subjects Q.4 topics relevant to future success Q.16 teachers up-to-date/current in field Q.9 develops your ability to work with others Q.13 provides you with experience that will be useful to your future life outside of work Q.21 quality of lab/shop learning Q.19 feedback about your progress Q.23 field placement, clinical experiences or co-op work terms Q.7 develops your speaking skills Q.34 bookstore Q.5 has teachers who help you to understand your chosen career Q.17 teachers’ presentation of the subject material Low Importance, Low Satisfaction Low Importance, High Satisfaction

  22. Student Engagement Items as Drivers • Analysis of the Student Engagement results indicates that some items were drivers of KPI, Capstone satisfaction, perceived concern of people at college for your success (Q.46), or overall college experience (Q.47); particularly Q.49 • The correlations highlighted in yellow below can be considered drivers: College support to deal with coursework can be considered a driver of KPI, Capstones 44 & 45, and perceived concern of people at college for your success (Q.46), as well as overall college experience (Q.47) Most of the college support engagement questions above can be considered drivers of KPI Having at least one person to rely on for useful information, student financial aid services information, and support for non-academic responsibilities are also related to perceived concern of people at college for your success (Q.46)

  23. Student Engagement • Q.49 ‘provides support to deal with your coursework’ was a driver of KPI, Facilities/Resources and Services (Capstones 44 & 45), concern of people (Q.46), and overall college experience (Q.47)

  24. Knowledge & Skills

  25. Knowledge & Skills Trending Large net decline in results over 8 years for Q.11 ‘develops your computer skills’ (by 14%) and Q.8 ‘develops your ability to solve problems using math techniques’ (by 17%) ; the largest differences are identified below Q.11, computer skills declined by 14% Q.8, math techniques declined by 17%

  26. Knowledge & Skills – Top Drivers Over Time Q.3 has consistently been the top driver for Knowledge & Skills (Capstone 14) over the past 8 years; Q.4 and Q.13 also among the top drivers over time

  27. Knowledge & Skills – Current Year Drivers Q.3, Q.4, and Q.13 were the strongest drivers of Knowledge & Skills (Capstone 14) in 2011, both in terms of correlation and regression analysis * * * * Denotes aspects that were not used by/not available to >50% of students at this school

  28. Knowledge & Skills Gaps Gap between importance and satisfaction for all questions; the three strongest drivers have relatively smaller gaps Drivers

  29. Knowledge and Skills Opportunities Skills/abilities specific to career, includes topics relevant to future success, experience useful to future life outside work High Importance, Low Satisfaction High Importance, High Satisfaction Future career Skills Math techniques, writing skills, speaking skills, computer skills

  30. Learning Experiences

  31. Learning Experiences Trending The largest net decline in results for Q.22 ‘quality of other learning experiences’ (by 15%) and Q.24 ‘course materials’ (by 16%) over 8 years, identified below Q.22, quality of other learning experiences declined by 15% Q.24, course materials declined by 16%

  32. Learning Experiences – Top Drivers Over Time Q.20, Q.3, Q.4, and Q.17 among the top drivers over 8 years, although there was some fluctuation

  33. Learning Experiences – Current Year Drivers Q.3, Q.21, and Q.20 emerge as the strongest drivers in 2011 considering both correlation and regression analysis * Denotes aspects that were not used by/not available to >50% of students at this school * * * * * *

  34. Learning Experiences Gaps Gap between importance and satisfaction for all questions. Q.20 has a large gap and is a top driver Top Drivers of Capstone 26

  35. Learning Experiences Opportunities High Importance, Low Satisfaction High Importance, High Satisfaction Teachers up-to-date/current Quality of lab/shop learning Quality of classroom learning Teachers knowledgeable Course materials, quality of other learning experiences, feedback Teachers presentation Lab/shop facilities/equip., helpfulness of teachers outside of class

  36. Facilities & Resources

  37. Facilities and Resources Trending Net decline in results for all Facilities and Resources items over 8 years (by 5%-15%). The three largest declines were Q.27, ‘library/resource centre’, Q.35 ‘recreation/athletics’, and Q.34 ‘bookstore’, identified below Q.35, recreation/athletics declined by 13% Q.34, bookstore declined by 11% Q.27, library/resource centre declined by 15%

  38. Facilities and Resources – Top Drivers Over Time Q.43 consistently the top driver for Facilities/Resources (Capstone 44) over 8 years; the remaining top drivers fluctuate year-to-year * * * * * * * Denotes aspects that were not used by/not available to >50% of students at this division

  39. Facilities and Resources – Current Year Drivers Q.43 was the top driver of Facilities/Resources (Capstone question 44) in 2011 followed by Q.35 and Q.39 * * * * * * * * * * Denotes aspects that were not used by/not available to >50% of students at this division

  40. Facilities and Resources Gaps Gap between importance and satisfaction for all questions, except Q.35, which is a top facilities/resources driver Top Drivers of Capstone 44 *Usage is not asked for Q44 (overall quality of facilities/services) or Q43 (comfort/cleanliness/accessibility) .

  41. Facilities and Resources Opportunities High Importance, Low Satisfaction High Importance, High Satisfaction Comfort/cleanliness/ accessibility Library/resource centre Recreation/athletics Space for individual /group study Open access computer labs/resources Bookstore

  42. Usage of Facilities/Resources Over Time Fluctuation in usage over time for library/resource centre and recreation/athletics, while open access computer labs/resources has declined in usage since 2008

  43. Services

  44. Services Trending Net declines for all Services items over 8 years (by 9% to 21%), with the exception of Q.30 (special skills) and Q.38 (cafeteria/food), which fluctuated over 8 years but did not have an overall net decrease; the largest differences are identified below Q.29, peer tutoring declined by 21% (84% not used) Q.41, co-op field placement declined by 18% (65% not used)

  45. Services – Top Drivers Over Time Q.43 and Q.42 most consistent among the top drivers for Services (Capstone 45) over 8 years; fluctuation in the remaining top drivers * * * * * * * * * * * Denotes aspects that were not used by/not available to >50% of students at this division

  46. Services – Current Year Drivers Q.43 was the top driver of Services (Capstone 45) in 2011 * * * * * * * * * * Denotes aspects that were not used by/not available to >50% of students at this division

  47. Services Gaps Gap between importance and satisfaction for most services Top Drivers of Capstone 45 *Note that usage is not asked for Q45, overall quality of services.

  48. Services Opportunities High Importance, Low Satisfaction High Importance, High Satisfaction Safety/security, registration/records, counselling, employment /placement/career Cafeteria/food Special skills Peer tutoring Co-op/field placement Health Services Financial Aid Services Special Needs/Disability Services

  49. Usage of Services Over Time Higher usage over time for co-op/field placement and safety and security services, while cafeteria/food services experienced lower usage over time Note that satisfaction with co-op/field placement has declined substantially as usage has increased

  50. Staff Concern and Overall College Experience

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