DOCUMENT RESUME ED 388 139 HE 028 681 AUTHOR Mazelan, Patti; And Others TITLE The 1994 Report on the Student Experience at UCE and Statistical Supplement. INSTITUTION Univ. of Central England, Birmingham. REPORT NO ISBN-1-85920-002-8; ISBN-1-85920-003-6 PUB DATE Sep 94 NOTE 208p. AVAILABLE FROMCentre for Research into Quality, University of Central England in Birmingham, Perry Barr, Birmingham B42 2SU, England, United Kingdom (20 British pounds). PUB TYPE Reports Research/Technical (143) Tests/Evaluation Instruments (160) Statistical Data (110) EDRS PRICE MF01/PC09 Plus Postage. DESCRIPTORS College Faculty; College Instruction; *College Students; Computers; Courses; Educational Environment; Financial Needs; Food Service; Foreign Countries; Higher Education; Library Services; *Satisfaction; Social Life; *State Universities; *Student Attitudes; Student Evaluation; Student School Relationship; Student Surveys; Teaching Methods; Travel IDENTIFIERS *University of Central England ABSTRACi This report presents the results of an annual survey of student satisfaction and dissatisfaction conducted at the University of Central England (UCE) in Birmingham. The survey polled 1,753 students in 16 classes about travel to UCE, library and computing services, refectories, student services; course organization and assessment, teaching methods and student workloads. teaching staff and teaching style, social life and self-development, financial circumstances, and the UCE environment. Results are reporte,' by faculty, type of course, mode of attendance (full- or part-time) , and location. A copy of the survey form is included in the report. A separate statistical supplement contains data tables related to patterns of use and student activities, along with tables about students' ratings of satisfaction and importance.(MDM) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** UCE University of Central England in Birmingham Centre for Research into Quality Student Satisfaction The 1994 Reporton The Student Experience at UCE September 1994 STUDNT SATI.ACTION BEST COPY AVAILABLE U.S. DIPARTMENT OF EDUCAYPON 'PERMISSION TO REPRODUCE THIS Educatamo Remorct and Imploweenient MATERIAL HAS BEEN GRANTED BY EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) University of Central (.1.Tim--decumnt ns bwOn reproduoodse 'scimItO I Ion, In. PriOn or omanizatoon or.ginohng d England in Birmingham 0 Almor clittnimi hays boOn mde to !mom,* moroduchon quality Pomts of now or ocan.ons steed in true docu. TO THE EDUCATIONAL RESOURCES mord do not nocesurily roomoint official OE RI posthon or pohcy INFORMATION CENTER (ERIC) The 1994 Report on The Student Experience at UCE The 1994 Report on the Student Experience at UCE Dr Patti Maze lan Professor DianaGreen ProfessorChris Brannigan ProfessorLee Harvey @ Centre for Research into Quality 1994 The Universi: of Central England in Birmingham, Perry Barr, Birmingham B42 2SU All rights reserved. No part of this publication may be reproduced, stored in a retrieval s_wem, or transmitted, in any form or by an means, electronic, mechanical, photocopying, recording or otherwise, without the prior permission of the publisher British Library Cataloguing-in-Publicaion Data. A catalogue record for this book is available from the British Library ISBN 1-85920-002-8 Printed by Design and Print Unit. University of Central England in Birmingham UCE Contents Page 1: This Year's Approach 1 1.1: Introduction 1 1.2: The Continuing Commitment to a Student Based Questionnaire 1 1.3: The Student Sample 2 1.4: The PLAN (Perceptions Linking to Action Notification) Grid 4 1.5: A Note on Acronyms, Abbreviations and Terminology 5 1.6: The Structure of the Report 7 2: Students' Overall Evaluation 8 2.1: Choosing UCE and Selecting a Course 8 2.2: Benefits of a UCE Education 10 2.3: Students' Impressions of UCE 11 2.4: Overall Satisfaction 12 3: Patterns of Use and Student Activities 13 3.1: Information Services - Library Services 14 3.2: Information Services Computing Services 18 3.3: Refectories 20 3.4: Student Services 23 3.5: Accommodation 25 3.6: Course Organisation 28 3.7: Teaching Staff and Teaching Style 31 3.8: Teaching Methods and Student Workload 35 3.9: Social Interaction 37 3.10:Self-Development . 39 3.11 Financial Circumstances 41 4: Current Student Perceptions and Patterns of Change 44 4.1: Information ServicesLibrary Services 47 4.2: Information Services - Computing Services 49 4.3: Refectories 51 4.4: Student Services 53 4.5: Accommodation 55 4.6: Course Organisation 57 4.7: Teaching Staff and Teaching Style 59 4.8: Teaching Methods and Student Workload 61 4.9: Social Interaction 63 4.10:Self-Development 65 4.11 Financial Circumstances 67 4.12 UCE Environment 69 5: Conclusions and Recommendations 70 Contents Page Figure 1: The PLAN Grid 4 Figure 2: Mapping of Ratings to Verbal Descriptions 6 Figure 3: Sources of Information and their Usefulness 9 Figure 4: Average Number of Books Borrowed Since September 15 Figure 5: Number of Books Borrowed Since September (1992 to 1994) 16 Figure 6: Amount Fined Since September (1992 to 1994) 17 Figure 7: Average Length of Visit (1992 & 1994) 17 Figure 8: Percentages of Students Using 'Traditional' Software 19 Figure 9: Pattern of Students' Purchases 21 Figure 10: Pattern of Students' Purchases by Time of Day 21 Figure 11: Present Accommodation of Students 25 Figure 12: Previous Accommodation of Students 26 Figure 13: Length of Time in Present Accommodation 26 Figure 14: Students Receiving 'No' or 'Hardly Any' Information 29 Figure 15: Topics of Conversations 32 Figure 16: Number of Staff Spoken to INSIDE Classes (1992 to 1994) 33 Figure 17: Number of Staff Spoken to OUTSIDE Classes (1992 to 1994) 33 Figure 18: Duration of Conversations (1992 to 1994) 34 Figure 19: Student Learning Activities and Ratings 36 Figure 20: Social Activities Engaged In 38 Figure 21: Extent of Self-Development Activities 39 Figure 22: Extent of Grant (1992 to 1994) 43 Figure 23: Financial Difficulties as a Result of Attending UCE 43 Table 1: Response Rate for 1991 to 1994 by Faculty 3 Table 2: Benefits of a UCE Education (1992/19931994) 10 Table 3: Percentage of Students Using Refectories 22 Table 4: Most Used Service for Each Faculty 23 Table 5: Amount of Information Received (1992, 1993 and 1994) 30 Table 6: Amount Spent on Books and Course Related Materials 42 Table 7: Students' Perceptions of Library Facilities for 1994 46 Table 8: Students' Perceptions of Computing Facilities for 1994 48 Table 9: Students' Perceptions of ReIxtories for 1994 50 Table 10: Students' Perceptions of Student Services for 1994 52 Table 11: Students' Perceptions of Accommodation for 1994 54 Table 12: Students' Perceptions of Course Organisation for 1994 56 Table 13: Students' Perceptions of Teaching Staff for 1994 58 Table 14: Students' Perceptions of Teaching & Learning Methods 60 Table 15: Students' Perceptions of Social Facilities for 1994 62 Table 16: Students' Perceptions of Opportunities for Self-Development 64 Table i 7: Students' Perceptions of Their Financial Situation for 1994 66 Table 18: Students' Perceptions of UCE Environment for 1994 68 Preface This is the sixth annual report on student satisfaction and dissatisfaction basedon students' own assessment of what they consider to be the most important aspects of their educational experience at UCE. As in previous years, the survey methodology rests on a systematic and structured approach so that the main data-gathering instrument, the student satisfaction questionnaire, can be 'tailored' to students' views in order to best represent current concerns. This year, a much larger sample of students has been surveyed not only to increase the reliability of the results but more importantly, to provide a future option for detailed disaggregation of the data at the sub-faculty level. In total, 1753 questionnaires were completed by UCE students during the latter part of the spring term 1994, a 250% increase over the previous year. The report is in two parts, the first part contains all the students' ratings of satisfaction and importance; the second part is a separate statistical supplement* containing detailed breakdowns on which the results are based. The value of surveying students on an annual basis is twofold. The rollingprogramme enables the survey methodology to be developed whilst at the same time providing the opportunity to analyse changing perceptions over time. This year is the first year in which it has been possible to examine changes over a three year period so that trends and patterns of change can be revealed. *Available on request 1: This Year's Approach 1.1: Introduction The Centre for Research into Quality is continuing to develop its role as a provider of reliable and valid management information. The importance of understanding how students receive and react to their educational provision is a priority which is at the heart of the Student Satisfaction approach. The hallmark of every Student Satisfaction investigation is to ensure that the opinions of students are sampled, presented Pnd interpreted in a fair and unbiased fashion. Since 1989 a growing body of data has been systematically accumulated about how students view their educational experience at UCE. The purpose of collecting and collating information of this type is to provide a means of informing management about user assessments of