DOCUMENT RESUME ED 467 334 HE 035 132 National Adult Student Priorities Report, 2002. TITLE USA Group Noel-Levitz, Iowa City, IA. INSTITUTION 2002-00-00 PUB DATE NOTE 7p. For full text: http://www.noellevitz.com/pdfs/ AVAILABLE FROM Report.pdf. 2002_ ASPS _ PUB TYPE Reports Research (143) EDRS PRICE EDRS Price MF01/PC01 Plus Postage. Academic Advising; *Adult Students; Educational Environment; DESCRIPTORS Higher Education; Instructional Effectiveness; Needs Assessment; *Satisfaction; *Student Attitudes; Student Financial Aid; Surveys ABSTRACT This report describes the third annual National Adult Student Priorities Study (ASPS), an attempt to determine the areas of highest importance to students aged 25 and older. The 2002 ASPS represents data from 78 colleges and universities representing four-year public, four-year private, and two-year community, junior, and technical institutions. The adult student population in the national sample included 18,704 students. The ASPS consists of 50 items, each of which is expressed as a statement of expectation. Students rate the importance they assign to the expectation and the level of satisfaction that the expectation is being met. The scales of (1) Academic Advising Effectiveness; (2) Academic Services; the ASPS are: (3) Admissions and Financial Aid Effectiveness; (4) Campus Climate; (5) Instructional Effectiveness; (6) Registration Effectiveness; (7) Safety and Security; and (8) Service Excellence. A performance gap score is calculated by subtracting the satisfaction score from the importance score. A large performance gap score indicates that the institution is not meeting the expectation. A table presents mean findings from the ASPS for all institutions in the survey. Reasons for using the ASPS are discussed. (SLD) Reproductions supplied by EDRS are the best that can be made from the original document. National Adult Student Priorities Report, 2002 Noel-Levitz, Inc. July 2002 U.S. DEPARTMENT OF EDUCATION PERMISSION TO REPRODUCE AND Office of Educational Research and Improvement DISSEMINATE THIS MATERIAL HAS EDUCATIONAL RESOURCES INFORMATION BEEN GRANTED BY CENTER (ERIC) This document has been reproduced as J. Bryant received from the person or organization originating it. Minor changes have been made to improve U TO THE EDUCATIONAL RESOURCES reproduction quality INFORMATION CENTER (ERIC) Points of view or opinions stated in this o document do not necessarily represent official OERI position or policy. 2 copy AVAILABLE REST 2002 National Adult Student Priorities Report Study Conducted by Noel-Levitz representing four-year public, four-year private, and Rationale for Satisfaction Measurement two-year community, junior, and technical institutions Student satisfaction studies are self-examinations that that utilized the Adult Student Priorities Survey. enable institutions to measure their students' satisfac- The adult student population in the national sample tion with a wide range of college experiences. By taking includes 18,704 students. "soundings" of student satisfaction, institutions are able to pinpoint their institutional strengths as well as areas The Instrument in need of improvement. Traditionally, colleges and universities have mea- The Adult Student Priorities Survey, from which the sured one dimension of student satisfaction only. data were collected for this report, consists of 50 items However, for greatest impact and accuracy, satisfaction that cover the full range of college experiences. Each should be viewed within the context of student expecta- item is expressed as a statement of expectation. Each statement includes a rating scale of 1 to 7. Students are tions (levels of importance). For example, the quality of food service and the use of student activity fees repeat- asked to rate the level of importance they assign to the edly surface as areas of high dissatisfaction for students. expectation as well as their level of satisfaction that the But when asked to indicate the importance of these expectation is being met. areas to their overall educational experience, students The inventory findings are then presented with three rate food service and activity fees relatively low. scores for each item: an importance score, a satisfaction score, and a performance gap score, which is calculated by subtracting the satisfaction score from the impor- The Study tance score. A large performance gap score on an item This report reveals the results of the third annual indicates that the institution is not meeting the expecta- National Adult Student Priorities Study by Noel-Levitz tion; a small gap score indicates that the institution is to determine the areas of highest importance to students close to meeting the expectation; and a negative gap 25 years and older, the areas of greatest and least score indicates that the institution is exceeding the satisfaction to these students, and the greatest perfor- students' expectations. mance gaps between levels of importance and levels of A sample of the ASPS items representing a broad satisfaction. This two-dimensional approach uses the array of issues relating to campus programs and services new Adult Student Priorities Survey." (ASPS) to is presented at the end of this report. identify student concerns that are truly affecting student success. [This survey is similar in structure to the Noel- Levitz Student Satisfaction Inventory' (SSI).] By The Scales revealing which aspects of campus students consider most and least important, along with how satisfied The items on the Adult Student Priorities Survey have students are, this survey provides a vehicle for institu- been analyzed statistically and conceptually to create tions to set priorities that are closely aligned with those scales. The scales provide composite scores that allow of their adult students. for an overview of the data. The scales are as follows: This year's report looks at the combination of the Academic Advising Effectiveness assesses the data to identify strengths (high importance and high comprehensiveness of the academic advising pro- satisfaction) and challenges (high importance and low gram, evaluating advisors' knowledge, competence, satisfaction) for adult students. approachability, and personal concern for students. Academic Services assesses services students utilize The Source of Data to achieve their academic goals. These services The 2002 National Adult Student Priorities Report include the library, computer labs, tutoring, and study represents data from 78 colleges and universities areas. 3 www.noellevitz.com Noel- Levitz, Inc. All rights reserved. 1 2002 Adult Student Priorities Report Admissions and Financial Aid Effectiveness Safety and Security measures the institution's measures the extent to which admissions counselors responsiveness to students' personal safety and are competent and knowledgeable, along with security on the campus. students' perceptions of the effectiveness and Service Excellence measures the areas of campus availability of financial aid programs. where quality service and personal concern for Campus Climate measures the extent to which the students are rated most and least favorably. institution provides experiences that promote a sense of campus pride and belonging. Analysis of the Scales Instructional Effectiveness measures students' The best place to begin is by looking at the big picture academic experience, the curriculum, and the and understanding the areas on campus that matter most campus's overriding commitment to academic to students. The following table summarizes the impor- excellence. tance, satisfaction, and performance gap findings for the Registration Effectiveness assesses issues associated 8 scales on the Adult Student Priorities Survey. They with registration and billing and the extent to which are listed in order of importance. the registration process is smooth and effective. Adult Student Priorities Report 2002 Scales: Importance Performance Gap Satisfaction Mean Scale Mean Mean Instructional Effectiveness 6.44 0.89 5.55 Academic Advising 5.40 6.31 0.91 630 Registration Effectiveness 5.38 0.92 Campus Climate 6.29 5.44 0.85 Service Excellence 6.22 5.11 1.11 Safety and Security 6.12 5.12 1.00 Admissions and Financial Aid 6.09 1.03 5.06 Academic Services 1.07 6.05 4.98 (7 = very important /very satisfied 1 = not important /not satisfied at all) 4 2 © Noel-Levitz, Inc. All rights reserved. www.noellevitz.com 2002 Adult Student Priorities Report Analysis of the ASPS Data These are the key areas that the campus needs to address to improve retention of adult students on It is important that the analysis of the data includes a campus. These are the items where students expect a lot, combination of the importance, satisfaction, and but where the institution is currently failing to meet the performance gap scores. A combination of scores student expectations. The areas of dissatisfaction are provides the most dynamic information for institutions prioritized by their importance score so that the institu- to consider when developing an action agenda. tion knows that it is working in the areas that matter the Using the matrix below permits the institution to most to students. Challenges are defined as being above conceptualize its student satisfaction data by retention the median in importance and in the bottom quartile of priorities (challenges) and marketing opportunities satisfaction and/or the top quartile of performance (strengths). In addition, it allows the institution to gaps. pinpoint areas where resources can be redirected from Following are the strengths and challenges for adult areas of low importance to areas of high importance. students. They are listed in order of importance. Strengths and Challenges Strengths (high importance/high satisfaction): The individual items on the inventory can be analyzed The quality of instruction I receive in most of my to determine strengths (high importance and high classes is excellent. satisfaction) which are the items that the institution can The content of the courses within my major is incorporate into their marketing activities for adult valuable. students, their recruiting materials, internal and external Nearly all faculty are knowledgeable in their field. public relations opportunities, and to provide positive feedback to the faculty, staff, administration, and There is a commitment to academic excellence at this students on campus. Strengths are defined as being institution. above the median in importance and in the top quartile Major requirements are clear and reasonable. of satisfaction. Faculty are usually available for adult students The items can also be analyzed to determine the key outside the classroom. challenges (high importance and low satisfaction). High importance/low satisfaction Matrix for Prioritizing Action pinpoints areas that should claim the institution's immediate attention, i.e. Very retention agenda /priorities Important High importance/high satisfaction showcases the institution's areas of strength that should be highlighted in Very Very promotional materials Dissatisfied Satisfied X Low importance/low satisfaction presents an opportunity for the institution to examine those areas that have low X status with students Very * Low importance/high satisfaction Unimportant suggests areas from which it might be beneficial to redirect institutional re- sources to areas of higher importance www.noellevitz.com © Noel-Levitz, Inc. All rights reserved. 3 2002 Adult Student Priorities Report Registration processes are reasonable and convenient Enhancing total quality management for adults. Participating institutions report that a more complete I am able to complete most of my enrollment tasks in view of their adult students' concerns enables them to one location. achieve significant gains in their institution's effective- The staff at this institution are caring and helpful. ness more quickly with this special population because they know precisely whereand where notto focus This institution has a good reputation within the their time, money, and effort. As community. many of these institu- tions have learned already, the results of the inventory My academic advisor is accessible by telephone and serve as a blueprint for initiating change. The ASPS electronic mail. data are allowing them to move ahead confidently, Classroom locations are safe and secure for all avoiding the mistake of relying on traditional, incom- students. plete measures of student satisfaction. Challenges (high importance/low satisfaction): Reasons for Surveying Annually Classes are scheduled at times that are convenient To get the most value from student satisfaction studies for me. requires that institutions compare their students' Tuition paid is a worthwhile investment. perceptions over time. Therefore, more and more institutions are making the decision to I am able to register for classes I need survey their with few conflicts. students on an annual basis in order to provide system- atic and immediate feedback to their internal and I seldom get the "run-around" when seeking informa- external constituents on the effectiveness of all campus tion at this institution. programs and services. There are sufficient options within my program of In addition, institutions report their primary reasons study. for assessing adult student satisfaction annually include: I am aware of whom to contact for questions about Establish annual local benchmarks of their own adult programs and services. student population Track the impact of new initiatives on adult student satisfaction Uses of Satisfaction Data Identify new areas for further improvement, based on The primary uses of the results from the ASPS are the concerns of the current adult student body similar to the ones that campuses indicate for their SSI Track expectations of adult students as they progress results. These include developing awareness and through class levels readying campuses for institutional planning. Some other specific uses include: Identify current strengths for recruitment activities Setting a retention agenda for adult students Marketing the institution to adult Summary populations Strategic planning for non-traditional programs Successful institutions tend to share three basic at- Pinpointing the specific expectations of different tributes: they focus on the needs of their students, they demographic groups among adult students continually improve the quality of the educational Providing direction to individual departments/majors/ experience, and they use student satisfaction assessment programs results to shape their future directions. Providing feedback to faculty, staff, and students Making the decision to regularly assess student Preparing self-study for accreditation expectations and levels of satisfaction can provide institutions with the insurance policy they need Influencing budget decisions to maintain their edge in the academic marketplace. 6 4 © Noel-Levitz, Inc. All rights reserved. www.noellevitz.com 2002 Adult Student Priorities Report Students whose needs are actively addressed by their For more information: institution are more likely to be successful in achieving Contact Julie Bryant, Program Consultant their educational goals and more likely to persistand Noel-Levitz ultimately become the institutions' best ambassadors and future benefactors. 1-800-876-1117 319-337-5274 (fax) [email protected] The Adult Student Priorities SurveyTM was developed and is published by Noel-Levitz, Inc. The pilot study was completed in Spring 2000. Importance to me... ...My level of satisfaction Sample Adult Student Priorities 1 = not important at all Items = not satisfied at all 2 = not very important 2 = not very satisfied 3 = somewhat unimportant 3 = somewhat dissatisfied 4 = neutral 4 = neutral 5 = somewhat important 5 = somewhat satisfied 6 = important 6 = satisfied 7 = very important 7 = very satisfied 0 0 0 CO 0 Adult students are made 0 to feel welcome at this institution. CD 0 00%66 CO 0 ® 0 © CO 8,0 Faculty care about me as an individual. 6 0 0 © Classroom locations are safe and secure for all students. CO ® CO © (2), 00006 CO ® CO (Deo © The content of the courses within my major is valuable. C)Ct) 00006 CO 0 CO 0 © 01 Career services are adequate and 00) accessible for adult students. CO 0 CO 0 6 0 Adequate financial aid is available ® CO 0 0 CD 0 ® for most adult students. CO 0 CO 0 CO 0 0 0 6 This institution offers 01 0 a variety of payment plans CD for adult students. CO 0 0 0 0 0 My academic advisor is accessible (1) by telephone CO CDCDCDCDCD O and electronic mail. 0 ® 0 ® 0 0 0 6 0 CD My classes provide opportunities to improve my O C.) 0 technology skills. CD 0 0 ® 0 0 O 0 0 0 6 a) I am able to register for classes I need with few conflicts. 8 CD :EST COPY AVAILABLE 7 www.noellevitz.com © Noel-Levitz, Inc. All rights reserved. 5 Page 1 of 3 Reproduction Release U.S. Department of Education Office of Educational Research and Improvement (OERI) National Library of Education (NLE) Educational Resources Information Center (ERIC) Intormatial Center Educational Resources Reproduction Release (Specific Document) I. DOCUMENT IDENTIFICATION: Title: .2P02- NIATMA-1- AbtAcr Author(s): Publication Date: Corporate Source: Jury 2002- 1\10a.--LEviTZ, II. 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