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This survey was done on Bachelor of Int'l Business students at the HTW-Berlin (College of Applied Sciences, Berlin) about their satisfaction with the programme and possible areas of difficult / improvement. Alina Sachapow, Vanessa Günther, Kasey Navita Phifer.
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Student Satisfaction with theInternational Business B.A. Programme
Vanessa Günther - K. NaviPhifer - AlinaSachapow
3 February 2011
Applied Statistics & Research Methods – Mr. HolgerLütters – HTW Berlin
2.3 Research Design
3. Topic Relevance
4.2 Best SubjectsandWhy
4.4 Satisfactionand Education
4.5 Satisfactionand Age
4.6 Satisfactionand Job Experience
4.7 Teachers´ Abilities
4.8 Programme Criticism
4.9 Programme Improvements
4.10 Positive Remarks
7.1 Survey Design
Teachers Held Largely Responsible for Student Satisfaction,
concludes an independent study of Berlin’s College of Applied Science (HTW) students.
The push for international competitiveness is becoming stronger and more intense in Germany, forcing universities to rise up to the challenge in order to stay on top. The implementation of completely internationally oriented study programmes are met with a chorus of praise from both political and academic circles.
But just how effective are these programmes? By measuring student satisfaction, a study completed by HTW students explores the practical application of international courses at the HTW both in the classroom and in real life – and the results were quite unexpected: regardless of age or prior life experience, TEACHERS were mainly responsible for student satisfaction and the necessary skills they gained (or did not learn) for their future careers.
Overall, HTW Studentswerepleasantlysatisfiedwiththeir BIB programme; muchcriticismforimprovement was given, alongwithfeedbackthatsatisfactionwithteachersplayedthelargestrole in satisfactionwiththeprogramme (theteachers‘ abilitytoteach, varietyof material andmethodsoftesting, practicalapplicationofsubject, etc.)
Factors such asageandpreviouslycompleteddegreesofhighereducation, surprisinglyplayednoconclusiverole in determiningstudentsatisfactionwiththeHTW‘s BIB programme.
Find out about:
Gender of HTW StudentsSurveyed
No. of Student Responses
Top 5 Expectationsoftheprogramme:
Our hypotheses: After thinking more thoroughly about their expectations and satisfaction, students would change their opinion (namely, that they would be less satisfied).
Question #2: Overall, how well have your expectations for this programme been met?
Questions #11: Generally speaking, what is your level of satisfaction with your study programme?
Student Satisfaction with the HTW BIB Programme
Our hypothesis: Students who have completed study programmes (either Bachelor‘s or Master‘s degrees) are less satisfied with the programme than students with no prior university experiences (since they with no experience have nothing to compare with).
The relative frequencyis not large enoughtoprovide an accurate, unbiasedanswertoourhypothesis.
*Weusedthe total numberofstudentsratherthanthosewhomarked „BA, MA, school,“ becauselogically ALL students must haveattendedschoolandreceivedtheir A-levelsbeforebeingadmittedtothe HTW – despitethefactthatonly 63 studentsmarked „school“.
Our hypothesis: Age and therefore different life experiences could influence how satisfied people are with the programme.
Conclusion: too difficult to measure
Our hypothesis: Students with job experience might have higher expectations for the programme and thus a resulting lower level of satisfaction.
Are students whose mother tongue is English more or less satisfied with their teachers‘ language abilities?
Surprisingly, German students held a more negative opinion of their teachers‘ English abilities. This could be due to the fact that most English-speaking students come from African countries, or that most of the native English speakers are in the first and second semester. Or perhaps English-speaking students are just nicer.
→ subjectsfrom 5th and 7th semestershavelesschancestobechosen due tothefactthatlesspeopleattendedtheseclasses so far
(e.g. Business Ethics)
→ sometimes we just didn't know which teacher taught when...(e.g. if a seventh semester student says that they liked marketing most, that is hard to find out which teacher they had AND it is also not really comparable to later marketing classes because of the different teacher)
→ toofewstudentswhowentthrough all ofit (7th semesteroralumnis)
→ resultsconcerningthelevelofsatisfactionwouldbecompletely different if
answering (theprogrammeisverynewandfaced a lotofproblems in the
earlystages; manypeopleworkedhard on theimprovementofitalready)
survey on the next couple of slides)
→ but whenweoriginallywantetdtodistributethe same surveysto HWR students, theycouldhavefeltthatthissurveyhas a competitivecharacterandstudentscouldbeafraidofansweringhonestly ( nobodywouldwanttodowngradehisprogramme)
→ but thatwould still causecompetitionbetweenthetwo.
- Illegible handwriting - Not all questions answered
→ (otherwise they could not have been reached) + Easier data compilation (Questfox)
+ 0-drop-out rate from online survey
- Not in school environment
- Easier to just “click away” - Possible fraud
- Time consuming to create an online survey additionally
Of both forms, overall...
thisfromhappening (age 20 andunder, ages 21 –
24, ages 25 – 28, etc.)
→Weshouldhaveusedagebracketsinsteadtoavoidthisfromhappening (age 20 andunder, ages 21 – 24, ages 25 – 28, etc.)
studyingat HTW in order to find out, ifthatmighthaveinfluencedtheirexpectationsandthereforetheirlevelofsatisfactionwiththeprogramme
→ wedid not offerenoughchoiceslikeDiplomaorstudies
thatwere not finished
→ peoplehadtocrossother, eventhoughthey
mightbehighlyqualified in someotherfieldsofstudy
→ we should have contacted them much earlier
(as soon as we decided on the topic)
College of Applied Sciences, Berlin
Kasey Navita Phifer