Preliminary Research Findings

PRELIMINARY RESEARCH FINDINGS

TRANSITION AND ENGAGEMENT ASSESSMENT

CRISTHA SINDEN-MASSSON, RESEARCHER JEREMY MCQUIGGE, TRANSFER STUDENT COORDINATOR

23 April 2013 Table of Contents

2 1.0 Executive Summary

In the initial scoping for data on Canadian transfer students, it became evident that the task would not yield the type of data beneficial to better understanding the transition that these learners experience. In fact, the driving reason to collect this data came from something L. Ron. Hubbard said, “The mind when it has an old experience will add that data into its current experience, and it keeps coming up with wrong answers.” Are we, as a college, meeting the needs of these students while providing no dedicated programming or supports?

It was the curiosity to find an answer that lead to the development of the Transition and Engagement Assessment pilot study. This study provides the first insights into better understanding the transition and engagement levels of transfer students who had already been here for more than one academic term.

Prior to establishing the final indicator (8.0 Appendix B: Transfer & Engagement Assessment) the following

Indicators and assessments were reviewed:

Algonquin College First Year Student Survey;

BCCAT Survey of Movers;

BCSSE Beginning College Survey of Student Engagement;

CCSSE Community College Survey of Student Engagement.

NSSE National Survey of Student Engagement;

OCAAT KPI Student Satisfaction Survey; and

UCLA Your First College Year Survey

The data set consists of 33 questions examining the behaviours, psychographics, demographics and media preferences or interactions of the approximate 1,2001 transfer students who are studying at Algonquin College.

Transfer students at Algonquin College predicate they will graduate (94%); have not engaged in job placement assistance or skills labs (+90%). These learners also deeply value their relationships with fellow students and faculty (+90%) although 24% described the relationship with administrators as ‘Unsupportive, Unavailable, Inconsiderate.’ With this more than half of transfer students on campus are not connecting with colleagues and staff outside of the classroom learning experience.

If as a college we are to improve the overall experience and affinity amongst our transfer students, we need to continue to survey and understand if social connectedness is something the transfer student is seeking.

1 This number is based on a combination of tracking codes and estimates through consultation with the Algonquin College Registrars’ Office.

3 2.0 Background Overview

2.1 Target Audience

The target audience consisted of those that have earned at least one credit from another college or university within the last five-years and have complete at least one-full academic term at Algonquin College in September 2013 for the first time.

2.2 Primary Research Decision

The decision to collect primary data is based on the absence of transfer student data in the Canadian landscape, and the recent availability of a no cost collection tool through Algonquin College to collect meaningful data. This combined with a new strategic focus by the Ministry of Training Colleges and Universities (MTCU) to better understand the behaviours, attitudes, and opinions of transfer students and their credit mobility in the province of Ontario.

3.0 Research Objectives and Hypothesis

3.1 Research Objectives

The Assessment consists of behavioural objectives such as the amount of time dedicated to academics and daily life in addition to participation in co-curricular activities. Psychological objectives focus on students’ Activities, Opinions, Interests, Attitudes; demographic objectives seek to determine key indicators such as age, gender, and level of financial independence; while media and technology objectives focus on identifying students’ use of social media, the Internet, and their expected use of technology in and out of the classroom. (Please see Appendix A for detailed objectives).

3.2 Research Hypothesis

Data collected will show that transfer students are committed to achieving and exceeding the academic expectations of Algonquin College while showing indicators of social isolation and apathy to institutional choice.

4 4.0 Research Design and Methodology

4.1 Research Design

Both exploratory and descriptive research methods were employed. Exploratory research is preliminary research that is used to identify areas of interest, or used to further develop an understanding2, this exploratory research was conducted in the form of secondary data analysis. Descriptive research on the other hand was used to answer specific questions such as who, what, when, where, and why3 and was conducted through primary research in the form of the Assessment survey.

4.2 Research Methodology

Research collected was qualitative in nature; this strategy was used to establish a clear and concise understanding of the behaviours, attitudes and opinions of the target audience while establishing statistical and benchmarking information for future reference. Research methods included the use of online surveys that were completed through self-administered formats (See Appendix B for a copy of the General Transfer/ Graduate Certificate Student Assessment), hosted on FluidSurveys.com, and deployed to the students through the college Microsoft Outlook email system. In addition to direct e-mail invitations, social media platforms such as the official Algonquin Facebook and Twitter were used to deploy the link to the online survey.

4.3 Sample Plan

Population definition:

A population can be defined as the entire set of subjects including all people or items with the characteristic one wishes to identify or understand, where the goal becomes finding a representative sample (or subset) of that population.4 5 In this study all students intending to attend Algonquin College are the population.

2 Retrieved from Retrieved from: McDaniels. Gates. Sivaramakrishna. (2009). Marketing Research Essentials. (Canadian ed.). Mississauga, ON: John Wiley & Sons Canada Ltd. Pg 32

3 Retrieved from Retrieved from: McDaniels. Gates. Sivaramakrishna. (2009). Marketing Research Essentials. (Canadian ed.). Mississauga, ON: John Wiley & Sons Canada Ltd. Pg 32

4 Retrieved from http://en.wikipedia.org/wiki/Sampling_(statistics)

5 Retrieved from http://www.marketresearchterms.com/p.php

5 Probability sampling:

Probability sampling is a method used in which every unit in the population has a chance (greater than zero) of being selected in the sample.6 In this study probability sampling has been used in the form of a direct email list sent to 85 students who qualify for the assessment survey as part of the target audience.

Non-Probability sampling:

Non-probability sampling was used in the form of posting to Algonquin College social media channels such as the official Facebook page with a reach of 15,833, and official Twitter account with a reach of 11,087 as of April 16, 2013. This particular method means that all respondents self-administered the assessment survey from an invitation sent out through the social media platforms, and would have been screened out of the survey if they did not fit the target audience. Non-probability sampling is suitable for qualitative research and is useful when descriptive comments about the sample itself are desired7

5.0 Research Limitations

5.1 Anticipated Research Limitations

The first anticipated limitation includes students’ inability to recognize they are transfer students. Direct email distribution to qualifying students was used to mitigate this limitation. The second limitation is that students may also be exposed to ‘noise’ such as saturation of surveys in the college environment that could make it difficult to acquire students to fill out the Assessment, as it will be competing for their attention.

The third limitation is the possibility of a high abandonment rate. The assessment is approximately 20 minutes in length and consists of 33 questions; respondents may suffer from fatigue in filling out the survey. This limitation was mitigated through the use of a substantial incentive of a $150.00 gift certificate to the college bookstore.

The fourth identified limitation is regarding the use of non-probability sampling; essentially there is ‘no definitive method to estimate the probability of any one element being included in the sample, or assurance given that each item has a chance of being included.’8 It is difficult to either to estimate sampling variability or to identify possible bias.9 To mitigate this limitation or threat, the use of strategic screener questions have been implemented to ensure respondents ‘fit’ the target audience.

6 ibid

7 Retrieved from http://www.statcan.gc.ca/edu/power-pouvoir/ch13/nonprob/5214898-eng.htm

8 Retrieved from http://www.statcan.gc.ca/edu/power-pouvoir/ch13/nonprob/5214898-eng.htm

9 Retrieved from http://www.statcan.gc.ca/edu/power-pouvoir/ch13/nonprob/5214898-eng.htm

6 5.2 Contingency

The contingency plan if an insufficient number of respondents are accessed is to increase direct email distribution by sending reminders to provided list, to intensify the social media presence and promotion, and to mention the incentive being offered at the beginning of the survey, and in the direct emails sent out to students.

6.0 Preliminary Research Findings

6.1 Pre-testing Methods and Results

Pre-testing consisted of review from department heads, the coordinator of the Marketing Research Graduate Certificate program, and the Manager of Algonquin College’s Institutional Research and Planning.

6.2 Preliminary Survey Results

Preliminary survey results show that 21 students fully completed, of those 56% identified themselves as general transfer students, and 26% identified as graduate certificate transfer students, and 18% as dual credit transfer students. The top disciplines being studied include Business (32%), Health and Community Studies (19%), Media and Design (10%), and part-time studies/continuing education (10%)

From the students surveyed 39% indicated transferring from a college, and 61% from a university. Transfers were predominately from public colleges (91%) and public universities (100%). When asked the highest level of education they intended to obtain; 23% of students indicated an Ontario College Diploma, followed by an Honours Bachelor Degree/Bachelors Degree (10%), uncertain (13%), an Ontario College Certificate (10%), and a Master’s Degree (10%)

When asked if they intended to graduate from Algonquin College 94% of students responded with a ‘yes’. In their current academic term (during a 7-day week) 63% of students spent 1-15 hours preparing for class while 36% indicated spending over 16 hours. 41% of students did not participate in co-curricular activities while 50% spent 1- 5 hours. Students spent between 1-5 hours commuting to class (55%), 91% indicated they did not work for pay on campus, 50% indicated they did not work for pay off campus, and 59% spent between 1-10 hours relaxing and socializing.

55% students indicated that they did not tutor another student, 68% said they frequently studied with other students, and 50% indicated they occasionally asked a professor for advice after class. 82% indicated that they frequently socialized with someone of another racial or ethnic group, however, 59% did not perform community service, and 55% did not discuss religion or politics (59%). 50% of students indicated they did not help raise money for a cause, and 68% said they did not attend an organized student club.

Students indicated not using the following services at all; academic advising and planning (64%), career counseling (86%), peer or other tutoring (82%), childcare (100%), computer labs (45%), transfer credit assistance (64%), job placement assistance (91%), skills labs (95%), financial aid advising (45%), student organizations

7 (59%), and services to students with disabilities (82%). When students were asked to indicate which statement best described the quality of their relationships at their current institution, students surveyed described their relationships with other students (90%), instructors (100%), and administrative personnel and offices (76%) as supportive, helpful, and flexible.

For the current academic term students indicated that they were ‘prepared to very prepared’ to do the following: speak (91%) and write (96%) clearly and effectively, to think critically and analytically (95%), to analyze math or quantitative problems (63%), and/or use computing and information technology (82%). Students indicated they are ‘prepared to very prepared’ to work effectively with others (91%), and learn effectively on their own (96%). When asked what most of their grades were in the current academic term 90% of students indicated between a A- and an A+.

When students were asked to indicate which statement best described the quality of their relationships in the current academic term, 90% described their relationships with other students, instructors (100%), and administrative personnel and offices (76%) as supportive, helpful, and flexible. When asked how supportive their immediate family is of their decision to attend Algonquin College 71% indicated extremely supportive, while 67% of students indicated that their friends were extremely supportive of their decision to attend.

During the current academic term 48% of students took a course entirely online. Students used the following often to very often in their courses: electronic textbooks (38%), mobile computing devices (76%), collaborative editing software (28%), multimedia software (24%), and online portfolios (5%). Students used technology often to very often to communicate with other students (90%), academic advisors (43%), faculty (81%), student services staff (24%), and other administrative staff (39%).

The most frequently activities for students who use the Internet are checking email (100%), visiting a social networking site (95%), seeking information or doing research for homework (95%), watching, listening, or downloading videos (86%), posting videos, pictures, or messages to a blog or website (52%), and video chatting (43%). 100% of students indicated they use social media including Facebook (90%), Instagram (33%), Twitter (52%), and Foursquare (0%). Students indicated their preferred method of communication for receiving information about campus services and events includes email (62%) and via Facebook (14%).

Students surveyed consisted of 90% females and 10% males, with 67% single/never married, 14% living with partner, and 10% married. 90% are Canadian citizens, who primarily speak English (90%). Of those surveyed 81% consider themselves to be a member of a visible minority.

8 7.0 Preliminary Conclusions

7.1 Preliminary Primary Research Conclusions

There were a number of internal barriers to reaching this population on-campus. Through a partnership with the Registrars’ Office an email dataset was ultimately achieved. Although a small sample size was reached the results are indicative of results and reports from other institutions. Here are a few things we can hypothesize at the end of the pilot study:

 Transfer students tend to be female, single, Canadians and a visible minority

 Actively use social media tools like Facebook and Twitter for their social connections but prefer email when communicating about education

 Want to engage student services and academic staff in the face-to-face environment

 Have strong affinity relationships with classmates and faculty but not with administrators

 Experience more support from family than friends about transferring to Algonquin College

These statements profiling the average transfer student – based on data – only begin to assist with the programming and social cohorting these students need to benefit from the holistic higher education experience. Through an expanded survey and more data points the story will become even clearer. There will be stronger evidence of the work that can be celebrated and the work that is needed to be done in supporting transfers students.

7.2 Unique Discrepancies

A total of 21 completed surveys were collected out of 68 total surveys that were begun, this represents a 31% completion rate. None of the incomplete surveys were filled in up to the end of Section Two: Previous Academic year (end of question 17) therefore none were included in the data, and were terminated. OBJECTIVE TYPE OBJECTIVE DETAILS

1. To determine the quantity of time students spent doing the following within a 7-day period, and the quantity of time they expect to spend doing the following within a 7-day period:

 Preparing for Class

 Participating in co-curricular activities

 Commuting to class

BEHAVIOURAL  Working for pay (on or off campus)

 Relaxing and Socializing

2. To determine students’ type and frequency of participation in co-curricular activities in the past.

3. To determine students’ current level of academic performance.

4. To determine students’ frequency of use for essential services at their previous institution. 1. To determine students’ opinion of their previous institution.

2. To determine students’ perceived level of: preparedness, difficulty of academic activities, and future academic achievement.

3. To determine students’ expectation level of their experience at Algonquin College contributing to their knowledge, skills, and personal development.

PSYCHOGRAPHIC 4. To determine students’ intent to graduate from Algonquin College. Activities, Opinions, 5. To determine students’ perceived level of future academic performance.

Interests, Attitudes 6. To determine the highest level of education students’ intend to achieve.

7. To determine the type of co-curricular activities and the level of frequency students’ expect participate in them.

8. To determine the importance of socialization within the Algonquin College community.

9. To determine the students’ expected level of support from Algonquin College community. DEMOGRAPHICS 1. To determine student’s current living situation. 2. To determine demographic identifiers including gender, age, income, marital status, cultural identity, and language. 3. To determine level of students’ financial independence.

4. To determine the highest level of academic achievement in students’ immediate family.

Academic 1. To determine type of institution the student transferred from. Institution 1. To determine students’ current use of social media, and their expected use of social media in the upcoming academic term. Media 2. To determine the type of devices students use to access social media. Technological 3. To determine students’ current Internet usage behaviour, and their expected use of Internet in their upcoming academic term. e) WORKING FOR PAY OFF CAMPUS (before or after 9) Please indicate your frequency of use for the school, weekends) following services at Algonquin College for the current academic term. (SELECT ONE FOR EACH) Number of Hours

0 1-5 6-10 11-15 16-20 21-15 26-30 30+ r e

h t e f) RELAXING AND SOCIALIZING (watching TV, partying, k

n e y m o e

reading, etc.) a e d w m s

a a a a

Number of Hours e e e e c c c c

n n n n

0 1-5 6-10 11-15 16-20 21-15 26-30 30+ O O O O Academic advising/planning o o o o

Career counseling o o o o 8) In the current academic term, how often did you do ! the following? (SELECT ONE FOR EACH) Peer or other tutoring o o o o

l l y a l

t l Childcare n o o o o l

n o a i

e t s u a a

c t Computer lab o o o o e c o r F O N Transfer credit assistance o o o o Tutor another student o o o

Job placement assistance o o o o Study with other students o o o

Skill labs (writing, math, etc.) o o o o Perform volunteer work o o o

Financial aid advising o o o o Ask a professor for advice after class o o o Vote in a student election o o o Student organizations o o o o

Socialize with someone of another o o o Services to students with o o o o racial/ethnic group disabilities

Come late to class o o o

Post on a course-related on-line o o o 10) During the current academic term, how discussion board prepared were you to do the following? (SELECT ONE FOR EACH) Perform community service o o o

Financial aid advising o o o d

r d a

Student organizations o o o e p r d e a

r e

r p p d a e

n l e Services to students with disabilities o o o r p r a U P e r a

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Skill labs (writing, math, etc.) n e e r /

o o o e V U N P V N

Discuss religion o o o Write clearly and effectively o o o o o o Discuss politics o o o Speak clearly Help raise money for a cause or o o o and effectively o o o o o o campaign Think critically Participate in a social club or o o o and analytically o o o o o o community

Attend an organized student club o o o Analyze math or quantitative

problems o o o o o o

Use computing and information

technology o o o o o o

Work effectively with others

o o o o o o

Learn effectively on your own

o o o o o o

11) During the current academic term, how certain are 15) How supportive are your friends of your attending you that you did the following? Algonquin College? (SELECT ONLY ONE) (SELECT ONE FOR EACH)

t i a y

l b

h y

e l r a w a

m r Support Level e v t e n e t i r i t u m

t a u o e t o x n i r N S N Q

E a e

t n c r i

n l e a

t n o o o o o a i U r C r

a t e t

y c u r r r A n e e e / e V U N C V N

16) Did Algonquin College provide each of the Write clearly and following during the current academic term? effectively o o o o o o (SELECT ONE FOR EACH)

Speak clearly and n a t

effectively t

o o o o o o o t n p n a t a r m t

I r t o Think critically o y n p

r l p and analytically a t m e a I r

m r

o o o o o o V I t o

y t t u r p o o e e m N N N I V

Analyze math or quantitative Challenging academic o o o o o

problems o o o o o o experience

Use computing Support to help you succeed o o o o o and information o o o o o o academically technology ! Work effectively Opportunities to interact with o o o o o with others students from different o o o o o o economic, social, and racial or ethnic backgrounds Learn effectively on your own Assistance coping with your o o o o o o o o o o o non-academic responsibilities (work, family, etc.)

12) During the current academic term, what are most Support to help you thrive o o o o o of your grades? (SELECT ONLY ONE) socially

Opportunities to attend o o o o o o A+ o B- campus events and activities o A o C+ o A- o C o B+ o C- or lower o B o Grades were not used! 17) To what extent did your experience at Algonquin College contribute to your knowledge, skills, and personal development in the following areas? (SELECT ONE FOR EACH) 13) Which statement best represents the quality of your relationships at Algonquin College for the

current academic term? (SELECT ONE FOR EACH) n o

t n

n a o n t i o t n o i c i t a t o

YOUR RELATIONSHIP WITH: e t i a t a t p c t a c x

e c t e p c e E

p x

Other Students: e p x x p m E

E x l Supportive, Helpful, Flexible u E

o i

a E h d

c Unsupportive, Unavailable, Inconsiderate w g o i e o i t o i r N L M H Instructors: C Learning effectively on your o o o o o o Supportive, Helpful, Flexible own Unsupportive, Unavailable, Inconsiderate o Understanding yourself o o o o o

Administrative Personnel & Offices: ! o Supportive, Helpful, Flexible Understanding people of o o o o o o Unsupportive, Unavailable, Inconsiderate other racial and ethnic backgrounds

Solving complex real-world o o o o o 14) How supportive is your immediate family of your problems attending Algonquin College? (SELECT ONLY ONE) Developing a personal code o o o o o of values and ethics

t i a y

b Contributing to the welfare of

h o o o o o y

e l r a w a

m your community r Support Level e v t e e t r i t u m

t u o e o x N S N Q E Developing a deepened o o o o o

sense of spiritualty o o o o o

9.0 Source Citing GMI Market Research. (n.d.). Glossary of Terms. Retrieved April 20, 2013, from GMI Market Research: http://www.marketresearchterms.com/p.php

McDaniels, G. a. (2009). Marketing Research Essentials (Canadian Edition ed.). Mississauga, ON: John Wiley & Sons Canada Ltd.

Statistics Canada. (2009, April 20). Non-probability sampling . Retrieved April 15, 2013, from Statistics Canada: http://www.statcan.gc.ca/edu/power-pouvoir/ch13/nonprob/5214898-eng.htm

Wikipedia: The Free Encyclopedia. (2013, April 19). Sampling Statistics. Retrieved April 20, 2013, from Wikipedia: The Free Encyclopedia: http://en.wikipedia.org/wiki/Sampling_(statistics)