mec_nb_report
DESCRIPTION
http://www.cphbusiness.dk/images/stories/pdfer/ennovakvalitet/uddannelserne/NBudbud/mec_nb_report.pdfTRANSCRIPT
Student Satisfaction Survey 2010Business academies and university colleges
December 2010
Copenhagen Business AcademyMarkedsføringsøkonom (UK) (Niels Brock)
Education report
Response rate: 72% (121 answers out of 167 possible)
®
Introduction
Purpose 1. Introduction and Conclusion2. Student Satisfaction, Programme Outcomes and Loyalty3. Overall focus areas and priority map: prioritising future work4. Specific questions under each action area (Programme Management, The Instruction, Social environment, Physical environment, Equipment & Materials, Placement/Internship)5. Image/Relevance and Usefulness of the Degree, Own Effort and Examinations and Tests6. Rating of educational environment (only included if the institution has selected these questions)7. Background results: results distributed according to demographics (only included in the Institution Report)8. Tables: results for similar courses at other institutions (benchlearning)9. Appendix
About the survey This report describes Student Satisfaction, Programme Outcomes and Loyalty for the students at Markedsføringsøkonom (UK) (Niels Brock), and indicates where work on development will be most effective.
A total of 167 students received a questionnaire, and 121 of these chose to respond. Markedsføringsøkonom (UK) (Niels Brock) has thereby obtained a response rate of 72.
To ensure respondent anonymity no individual responses have been handed out at any time, nor have any reports been prepared from which individual responses can be deduced.
Purpose The overall objectives of this report are to support Markedsføringsøkonom (UK) (Niels Brock) in:
• Ensuring that resources are used efficiently at the school.• Ensuring that the courses are of satisfactory quality.• Creating decentralised dialogue and learning across areas of the institution regarding
ongoing improvement work.
A dialogue tool The analyses contained in the report help the educational institution to discuss issues relating to:
• Early warning: "Do we have a problem?"• Identifying changes in the students' experiences: "Are we doing the right thing?"• Identifying the areas that MEAN something to the students' Student Satisfaction,
Programme Outcomes and Loyalty: "How can we progress?"• Evaluating improvement initiatives: "Did we do this right?"
Results of the report The report contains the following results, each of which offers different answers:
• The overall results for the year. What is the status?• Comparison with the results from last year (if possible). Have we improved?• Comparison with other results. Do we stand out from the average?• Results for similar courses at other educational institutions.
Basis for data Data was collected in autumn 2010. A total of 22.719 students at business academies and professional colleges took part in the survey, distributed across 13 institutions and 50 courses.
Project management Ennova was responsible for the analysis, reporting and (in the case of certain educational institutions) data collection.
We hope that you enjoy this process!
[2]
Basis for data
Possible answers Answers Responserate
Response rate
Copenhagen Business Academy 2832 2056 73%
Markedsføringsøkonom 849 608 72%
Finansøkonom 612 447 73%
Serviceøkonom 406 317 78%
Datamatiker 160 102 64%
Multimediedesign AK 127 87 69%
Professionsbachelor Int. handel & markedsføring 141 114 81%
Sportsmanagement 39 32 82%
Professionsbachelor webudvikling 62 27 44%
Professionsbachelor i softwareudvikling 53 30 57%
Handelsøkonom 94 94 100%
Transportlogistiker 70 48 69%
Finansbachelor 101 69 68%
Professionsbachelor Int. Hospitality Management 53 30 57%
Laborant AK 65 51 78%
Markedsføringsøkonom on Copenhagen Business Academy
Markedsføringsøkonom (København Nord) 139 104 75%
Markedsføringøkonom (UK) (København Nord) 112 85 76%
Markedsføringsøkonom (Niels Brock) 431 298 69%
Markedsføringsøkonom (UK) (Niels Brock) 167 121 72%
Markedsføringsøkonom at other Institutions
Erhvervsakademi Lillebælt 202 201 100%
Erhvervsakademi SydVest 208 160 77%
Copenhagen Business Academy 849 608 72%
Erhvervsakademi Dania 219 193 88%
Erhvervsakademi Kolding 245 245 100%
Erhvervsakademi Aarhus 515 455 88%
Erhvervsakademi Sjælland Ikke oplyst 150
[3]
Student Satisfaction, Programme Outcomes and Loyalty
Student satisfaction
Student Satisfaction is an expression of how well the students are thriving on their course, how they rate the course in comparison with an ideal course and their motivation in regard to their course.
[ ] = Development in relation to the previous survey. If this is less than +/- 1, it is expressed as [0].
57[+6]
62[+12]55
[+7]
62[+7]59
[+8]
61[+4]
64[+5]60
[+6]
68[+6]63
[+5]
64[+4]
67[+4]60
[+2]
67[+2]
65[+4]
5761
58
6560
0
20
40
60
80
100
Student satisfaction 1. How satisfied areyou all in all with the
programme?
2. Imagine the perfectprogramme. How closeto this ideal is the pro-
gramme?
3. I feel motivated onthe programme
4. Mostly, I look for-ward to getting started
with the day’s studywork
Asse
ssm
ent
Markedsføringsøkonom samletErhvervsakademier samlet
Copenhagen Business AcademyMarkedsføringsøkonom (UK) (Niels Brock)
Programme Outcomes
Programme Outcomes is an expression of how satisfied the students are with their programme outcomes, the standard of the course and whether the types of training provided are good.
59[+7]56
[+6]
60[+8]
58[+7]
64[+2]
66[+5]
65[+5]
65[+4]
64[+3]
65[+2]
65[+3]
65[+3]
63626162
0
20
40
60
80
100
Programme Outcomes 5. How satisfied are you all inall with your academic out-
comes from the programme?
6. How satisfied are you all inall with the academic level on
the programme?
7. The chosen teachingmethods are generally the
best for my learning
Asse
ssm
ent
Markedsføringsøkonom samletErhvervsakademier samlet
Copenhagen Business AcademyMarkedsføringsøkonom (UK) (Niels Brock)
Loyalty
Loyalty is expressed through the students' selection and recommendation of the course, along with whether they expect to complete the course. Loyalty is also an expression of whether the students contribute to a good study environment.
87[-2]
64[0]61
[+5]58[+1]
68[+3]
91[0]
72[+4]69
[+6]63[+3]
74[+4]
91[0]
73[+1]70
[+3]63
[+2]
74[+1]
89
676661
71
0
20
40
60
80
100
Loyalty 8. I am one of thosewho always make an
extra contribution to agood study environ-
ment
9. I will recommend theprogramme to others
10. I believe I havechosen the right pro-
gramme
11. I expect to comp-lete my current pro-
gramme
Asse
ssm
ent
Markedsføringsøkonom samletErhvervsakademier samlet
Copenhagen Business AcademyMarkedsføringsøkonom (UK) (Niels Brock)
[4]
Segmentation
Segmentation
This chart shows how the students can be divided into types based on the interplay between their Student Satisfaction and their Loyalty.
The chart at the bottom of this page shows the specific composition of the students at Markedsføringsøkonom (UK) (Niels Brock).
Low
LOY
ALT
YH
igh
Low STUDENT SATISFACTION High
FIERY ADVOCATES
SOLID CITIZENS
ZAPPERS
DISAFFECTEDSWITCHED OFF
FIERY ADVOCATESFiery advocates have a high level of Student Satisfaction and a high level of Loyalty. Their extremely positive attitude means that they contribute positively to the activity of the school, and induces them to recommend the school and course to friends and acquaintances.
SOLID CITIZENSSolid citizens have a positive attitude to the school and the course and a medium-to-high level of Student Satisfaction and Loyalty. Like fiery advocates, they contribute positively to the activity of the school.
ZAPPERSZappers express a low level of Student Satisfaction and medium-to-high Loyalty. Despite their low Student Satisfaction, any decision or consideration regarding leaving the course/school is typically based on the considerable personal expenses that may be involved in switching courses and/or schools.
DISAFFECTEDDisaffected students are very critical and not frightened by the thought of switching courses/schools if a substantially better option arises.
SWITCHED OFFSwitched off students generally have low Student Satisfaction and are doubtful about their choice of course and study location.
Distribution of studenttypes in Markedsføringsøkonom (UK) (Niels Brock).
15%
26%[0]
22%[+3]
9%[+3]
55%
51%[+5]
53%[+6]
56%[+10]
17%
14%[0]
15%[-2]
16%[-6]
2%
2%[0]
1%[-2]
6%[+5]
11%
8%[-4]
8%[-6]
13%[-11]
Markedsføringsøkonom (UK) (NielsBrock)
Copenhagen Business Academy
Erhvervsakademier samlet
Markedsføringsøkonom samlet
Switched offDisaffected
ZappersSolid citizens
Fiery advocates
[5]
How can Student Satisfaction & Loyalty be improved?
The priority maps point the way
So far, the report has shown the Student Satisfaction, Programme Outcomes and Loyalty of students in Markedsføringsøkonom (UK) (Niels Brock).
The following pages will help identify the areas that, when improved, will have the greatest impact on the students’Satisfaction & Loyalty.
The priority maps in the rest of the report show the areas that will offer the greatest benefits when prioritised in order to improve Student Satisfaction & Loyalty. Merely looking at the ratings for each area is not enough, though. It is also necessary to compare the rating with the impact that the individual areas have on the students' Satisfaction & Loyalty
Low IMPACT OF AN IMPROVEMENT High
Low
ASS
ESSM
ENT
Hig
h
ADAPT MAINTAIN
OBSERVE PRIORITISE
How to interpret the priority maps
Up to now, the report has shown how well the students are thriving. The priority maps on the following pages will help to pinpoint the areas in which an improvement would have the greatest impact on Student Satisfaction and Loyalty. It is not enough to just glance at the ratings for the focus areas. You also need to compare the ratings with the importance of the individual areas to Student Satisfaction and Loyalty.
PRIORITISE action areas
High importance + Low rating:
Action areas in this field of the priority map should be improved, since their low rating does not correspond to the high importance to which students attribute these areas. Improving an area will have a great effect on overall Student Satisfaction & Loyalty.
MAINTAIN strengths
High importance + High rating:
These areas is highly rated. Since their importance on Student Satisfaction & Loyalty is also high, focus should remain on these areas. At a minimum, the rating for these areas should be maintained, but any improvement will have a great effect on Student Satisfaction & Loyalty because of the area's importance.
ADAPT opportunities
Low importance + High rating:
Ratings are relatively high in this area, but it is not particularly important to Student Satisfaction and Loyalty. In this case, it may be advisable to either reduce the consumption of resources or communicate the high rating better to the students, so that the area becomes more important and thus has a greater impact on their feelings of Student Satisfaction and Loyalty.
OBSERVE weaknesses
Low importance + Low rating:
Areas with limited importance and a low rating should only be prioritised if they are expected to become more important to Student Satisfaction and Loyalty in the future. Track developments in this area.
[6]
In which areas should action be taken in order to improve Student Satisfaction and Loyalty?
Rating of action areas
The chart indicates how the students rate the six action areas that impact Student Satisfaction and Loyalty.
All action areas and result parameters are covered in detail in the rest of the report. This provides more detailed information about the individual questions.
NB: if there are only five drivers, this is because not enough students have been on a placement so this driver was omitted.
61[-1]
68[+5]
68[+6]
69[+4]64
[+7]60[+10]
74[+4]
62[+6]
60[+6]
72[+4]
70[+4]65
[+7]
77[+5]
62[+2]59
[+5]
73[+2]69
[+3]63[+4]
72
6364
7168
62
0
20
40
60
80
100
Programme Mana-gement
The Instruction Social environment Physical environ-ment
Equipment & Mate-rials
Place-ment/Internship
Asse
ssm
ent
Markedsføringsøkonom samletErhvervsakademier samlet
Copenhagen Business AcademyMarkedsføringsøkonom (UK) (Niels Brock)
Impact on Student Satisfaction & Loyalty
The circle diagram shows the areas that, when changes are made, have the greatest impact on students' Satisfaction & Loyalty.
31% Programme Management
42% The Instruction
22% Social environment
0% Physical environment
0% Equipment & Materials
5% Placement/Internship
Overall priority map
The overall priority map shows the student’ rating of the action areas in combination with the impact that an improvement will have on students' Satisfaction & Loyalty.
When selecting action areas, the priority maps indicate where improvements are needed. In other words, the priority map is a tool and not a specific list of answers.
Placement/Internship
Equipment & MaterialsPhysical environment
Social environment
The Instruction
Programme Management
58
60
62
64
66
68
70
72ADAPT MAINTAIN
OBSERVE PRIORITISE
Low HighIMPACT OF AN IMPROVEMENT
ASSE
SSM
ENT
PRIORITISE
Programme ManagementThe Instruction
MAINTAIN
Social environment
ADAPT
Physical environmentEquipment & Materials
OBSERVE
Placement/Internship
[7]
Programme Management
Going through the six action areas
The six action areas are the ones that you can actively work on in order to improve overall Student Satisfaction & Loyalty. On the following pages, we go through each action area separately. We provide an assessment of each question that was posed in order to evaluate the situation. The priority scheme on the following pages applies only to the individual condition. In order to know the condition's position in the overall priority map, look at the top right-hand corner of the page, where we have specified where you are in the map and what you should therefore do.
Programme Management
This chart shows your students’ assessment of the specific conditions under ‘Programme Management’.
The questions in the top chart make up the overall results for the area Programme Management.
65[+9]62
[+14]57[+8]
62[+5]
56[+15]
60[+10]
70[+7]
61[+3]
63[+6]
69[+5]
60[+9]
65[+7]
69[+3]
60[+3]
61[+4]
67[+3]
57[+5]
63[+4]
68
596166
5762
0
20
40
60
80
100
Programme Mana-gement
12. The program-me is well-structured
13. I am familiarwith the require-
ments I must meetin order to comp-lete the program-
me
14. Precise infor-mation is availableon the academic
expectations to meas a student
15. The workloadhas been well-
distributed on theprogramme
17. I have easy ac-cess to informationof relevance to the
programme
Asse
ssm
ent
Markedsføringsøkonom samletErhvervsakademier samlet
Copenhagen Business AcademyMarkedsføringsøkonom (UK) (Niels Brock)
64[+4]
67[+9]
56[+12]
67[+7]
71[+6]
61[+10]
67[+3]
70[+4]
59[+5]
6770
57
0
20
40
60
80
100
16. I receive timely information on time-table changes
18. On the programme, students find iteasy to be heard
20. I have easy access to counselling atthe department
Asse
ssm
ent
Markedsføringsøkonom samletErhvervsakademier samlet
Copenhagen Business AcademyMarkedsføringsøkonom (UK) (Niels Brock)
The remaining questions go into more depth in order to understand the perception of Programme Management within Markedsføringsøkonom (UK) (Niels Brock).
[8]
Programme Management
19. I have received counselling on the programme prior to start of the study programme
The chart on the right indicates the distribution of students in regard to the above questions. Only those students who answered "Yes" were asked the question on the far right.
52%Yes
48%No
66[+8]
68[+3]
69[+2]
68
0
20
40
60
80
100
19a. The counselling I received on the programmeprior to study start was good
Asse
ssm
ent
Markedsføringsøkonom samletErhvervsakademier samlet
Copenhagen Business AcademyMarkedsføringsøkonom (UK) (Niels Brock)
21. I have received counselling during the study programme
The chart on the right indicates the distribution of students in regard to the above questions. Only those students who answered "Yes" were asked the question on the far right.
58%Yes
42%No 68
[+3]
73[+5]
72[+2]
71
0
20
40
60
80
100
21a. The counselling I received during the program-me was good
Asse
ssm
ent
Markedsføringsøkonom samletErhvervsakademier samlet
Copenhagen Business AcademyMarkedsføringsøkonom (UK) (Niels Brock)
22. During the programme, I have participated in general events with counselling
The chart on the right indicates the distribution of students in regard to the above questions. Only those students who answered "Yes" were asked the question on the far right.
72%Yes
28%No
64[+5]
65[+4]
64[+1]
64
0
20
40
60
80
100
22a. The general events with counselling held duringthe programme were good
Asse
ssm
ent
Markedsføringsøkonom samletErhvervsakademier samlet
Copenhagen Business AcademyMarkedsføringsøkonom (UK) (Niels Brock)
[9]
Programme Management
Priority map for Programme Management
The priority map shows the students' rating of the specific conditions regarding Programme Management and the impact of an improvement on the students' overall rating of Programme Management for Markedsføringsøkonom (UK) (Niels Brock).
Please note that only certain students were asked questions 19a, 21a and 22a. The number of students is shown on the previous page.
22a
21a
20
19a18
16
17
15
14
13
12
50
55
60
65
70ADAPT MAINTAIN
OBSERVE PRIORITISE
Low HighIMPACT OF AN IMPROVEMENT
ASSE
SSM
ENT
PRIORITISE
12. The programme is well-structured14. Precise information is available on the academic expectations to me as a student
MAINTAIN13. I am familiar with the requirements I must meet in order to complete the programme17. I have easy access to information of relevance to the programme18. On the programme, students find it easy to be heard20. I have easy access to counselling at the department
ADAPT19a. The counselling I received on the programme prior to study start was good21a. The counselling I received during the programme was good22a. The general events with counselling held during the programme were good
OBSERVE
15. The workload has been well-distributed on the programme16. I receive timely information on timetable changes
[10]
The Instruction
The Instruction
This chart shows your students’ assessment of the specific conditions under ‘The Instruction’.
The questions in the top chart make up the overall results for the area The Instruction.
68[+8]65
[+7]57
[+6]
67[+5]61
[+4]
64[+7]
77[+5]
67[+3]
68[+5]
71[+4]68
[+5]
70[+4]
76[+3]
66[+4]
68[+3]
69[+3]66
[+3]
69[+3]
74
656569
6568
0
20
40
60
80
100
The Instruction 24. My teachersare generally goodat seeing connec-tions with other
subjects
25. I have theimpression that the
instruction hasbeen based on themost recent know-
ledge within myfield of study
26. The instructionis usually at a high
academic level
27. In general,there is a good lin-
kage betweentheory and practicein the instruction
28. My teachersgenerally seem
committed to theinstruction
Asse
ssm
ent
Markedsføringsøkonom samletErhvervsakademier samlet
Copenhagen Business AcademyMarkedsføringsøkonom (UK) (Niels Brock)
64[+5]
68[+8]
68[+10]65
[+9]
66[+4]
72[+3]68
[+4]68
[+5]69
[+4]
74[+3]69
[+3]65[+2] 62
686664
0
20
40
60
80
100
23. On my programme, usefullinks are created between the
various subjects
29. There is an appropriatevariation in the type of tea-ching methods I attend and
take part in
30. To an adequate extent,the programme involves IT as
part of the instruction
31. The programme enablesyou to apply IT as part of theprofession you are going to
perform
Asse
ssm
ent
Markedsføringsøkonom samletErhvervsakademier samlet
Copenhagen Business AcademyMarkedsføringsøkonom (UK) (Niels Brock)
69[+6]
61[+6]
64[+8]
74[+4]
63[+5]
67[+4]
75[+3]
64[+3]
67[+4]
74
6365
0
20
40
60
80
100
32. Attention is paid to the students'evaluation of the instruction
33. I receive adequate feedback on myresults from my teachers
34. My teachers are good at helping if Ior a fellow student need it
Asse
ssm
ent
Markedsføringsøkonom samletErhvervsakademier samlet
Copenhagen Business AcademyMarkedsføringsøkonom (UK) (Niels Brock)
The remaining questions go into more depth in order to understand the perception of The Instruction within Markedsføringsøkonom (UK) (Niels Brock).
[11]
The Instruction
Priority map for The Instruction
The priority map shows the students' rating of the specific conditions regarding The Instruction and the impact of an improvement on the students' overall rating of The Instruction for Markedsføringsøkonom (UK) (Niels Brock).
34
33
3231
30 29
23
28
27
26
25
24
55
60
65
70
75ADAPT MAINTAIN
OBSERVE PRIORITISE
Low HighIMPACT OF AN IMPROVEMENT
ASSE
SSM
ENT
PRIORITISE24. My teachers are generally good at seeing connections with other subjects32. Attention is paid to the students' evaluation of the instruction
MAINTAIN25. I have the impression that the instruction has been based on the most recent knowledge within my field of study27. In general, there is a good linkage between theory and practice in the instruction28. My teachers generally seem committed to the instruction
23. On my programme, useful links are created between the various subjects
ADAPT29. There is an appropriate variation in the type of teaching methods I attend and take part in30. To an adequate extent, the programme involves IT as part of the instruction34. My teachers are good at helping if I or a fellow student need it
OBSERVE
26. The instruction is usually at a high academic level31. The programme enables you to apply IT as part of the profession you are going to perform33. I receive adequate feedback on my results from my teachers
[12]
Social environment
Social environment
This chart shows your students’ assessment of the specific conditions under ‘Social environment’.
The questions in the top chart make up the overall results for the area Social environment.
74[+5]
75[+3]
66[+7]62
[+2]
69[+4]
76[+4]
78[+2]
65[+4]
68[+4]
72[+4]
77[+3]
79[+2]
67[+3]
69[+2]
73[+2]
7577
6467
71
0
20
40
60
80
100
Social environment 50. I feel I am part of agroup at the depart-
ment
51. On the programme,students display socialresponsibility for fellow
students
52. In general, I feelcomfortable in my
team/class
53. In general, the at-mosphere is pleasant atmy educational institu-
tion
Asse
ssm
ent
Markedsføringsøkonom samletErhvervsakademier samlet
Copenhagen Business AcademyMarkedsføringsøkonom (UK) (Niels Brock)
66[+6]
66[+10]
68[+4]63
[+8]
70[+3]64
[+5]
70
63
0
20
40
60
80
100
54. The supply of social events at the educational institution issufficient
55. As a student, you have the opportunity to commit yourselfto the planning of social events
Asse
ssm
ent
Markedsføringsøkonom samletErhvervsakademier samlet
Copenhagen Business AcademyMarkedsføringsøkonom (UK) (Niels Brock)
The remaining questions go into more depth in order to understand the perception of Social environment within Markedsføringsøkonom (UK) (Niels Brock).
[13]
Social environment
Priority map for Social environment
The priority map shows the students' rating of the specific conditions regarding Social environment and the impact of an improvement on the students' overall rating of Social environment for Markedsføringsøkonom (UK) (Niels Brock).
55
54
5352
51
50
60
65
70
75
80ADAPT MAINTAIN
OBSERVE PRIORITISE
Low HighIMPACT OF AN IMPROVEMENT
ASSE
SSM
ENT
PRIORITISE
50. I feel I am part of a group at the department51. On the programme, students display social responsibility for fellow students
MAINTAIN
52. In general, I feel comfortable in my team/class53. In general, the atmosphere is pleasant at my educational institution
ADAPT
[No items]
OBSERVE
54. The supply of social events at the educational institution is sufficient55. As a student, you have the opportunity to commit yourself to the planning of social events
[14]
Physical environment
Physical environment
This chart shows your students’ assessment of the specific conditions under ‘Physical environment’.
The questions in the top chart make up the overall results for the area Physical environment.
59[+4]
70[+6]
74[+6]68
[+6]
49[+4]
66[+8]
66[+7]60
[+6]
50[+5]
64[+5]
63[+7]59
[+5] 55
686864
0
20
40
60
80
100
Physical environment 45. I feel comfortable with theindoor climate at the educa-
tional institution
46. The physical frames at theeducational institution supportall relevant types of instruc-
tion
47. The communal areas areinspiring
Asse
ssm
ent
Markedsføringsøkonom samletErhvervsakademier samlet
Copenhagen Business AcademyMarkedsføringsøkonom (UK) (Niels Brock)
56[+12]
54[+9]
58[+7]
63
0
20
40
60
80
100
48. The canteen is satisfying
Asse
ssm
ent
Markedsføringsøkonom samletErhvervsakademier samlet
Copenhagen Business AcademyMarkedsføringsøkonom (UK) (Niels Brock)
The remaining questions go into more depth in order to understand the perception of Physical environment within Markedsføringsøkonom (UK) (Niels Brock).
17%0-10 minuts
24%11-20 minuts
26%21-30 minuts
25%31-60 minuts
7%1-2 hour
1%More than 2 hours44. How long do you
spend on transport to your educational institution?
The chart on the right indicates the distribution of students in regard to the above questions.
[15]
Physical environment
Priority map for Physical environment
The priority map shows the students' rating of the specific conditions regarding Physical environment and the impact of an improvement on the students' overall rating of Physical environment for Markedsføringsøkonom (UK) (Niels Brock).
48
47
46
45
50
55
60
65
70
75
80ADAPT MAINTAIN
OBSERVE PRIORITISE
Low HighIMPACT OF AN IMPROVEMENT
ASSE
SSM
ENT
PRIORITISE
47. The communal areas are inspiring
MAINTAIN
45. I feel comfortable with the indoor climate at the educational institution46. The physical frames at the educational institution support all relevant types of instruction
ADAPT
[No items]
OBSERVE
48. The canteen is satisfying
[16]
Equipment & Materials
Equipment & Materials
This chart shows your students’ assessment of the specific conditions under ‘Equipment & Materials’.
The questions in the top chart make up the overall results for the area Equipment & Materials.
65[+2]
69[+5]
70[+6]
68[+5]
60[+7]
64[+4]
62[+7]
62[+6]
60[+2]
67[+2]60
[+2]
62[+2]
6166
6163
0
20
40
60
80
100
Equipment & Materials 36. Mostly, the technicalequipment at the educationalinstitution functions satisfac-
torily
37. The department offers ac-cess to equipment of rele-vance to the programme
39. Support is available forthe technical equipment atthe educational institution
Asse
ssm
ent
Markedsføringsøkonom samletErhvervsakademier samlet
Copenhagen Business AcademyMarkedsføringsøkonom (UK) (Niels Brock)
65[+9]
66[+11]63
[+8]
72[+3]
53[+4]
67[+4]64
[+7]
73[+4]
54[+1]
65[+2]
63[+3]
72[+3]
55
6664
72
0
20
40
60
80
100
35. The teaching material isup-to-date
38. The programme ensuresthat I have access to relevantteaching material well in ad-
vance of when I need it
40. The library fulfils the re-quirements I have in connec-
tion with my study course
42. How satisfied are you withthe IT facilities provided at
the department for your ownequipment?
Asse
ssm
ent
Markedsføringsøkonom samletErhvervsakademier samlet
Copenhagen Business AcademyMarkedsføringsøkonom (UK) (Niels Brock)
The remaining questions go into more depth in order to understand the perception of Equipment & Materials within Markedsføringsøkonom (UK) (Niels Brock).
41. Do you use own laptop at the department?
The chart on the right indicates the distribution of students in regard to the above questions.
The question in the chart on the far right is rated on a scale of "Not at all" to "To a great extent". A low rating means that there is no need for access to relevant electronic materials. The question is thus not included in the relevant priority map.
98%Yes
2%No
62[+1] 58
[0]58[-1]
56
0
20
40
60
80
100
43. Do you need to be able to access electronic mate-rials of relevance outside the department's standard
opening hours?
Asse
ssm
ent
Markedsføringsøkonom samletErhvervsakademier samlet
Copenhagen Business AcademyMarkedsføringsøkonom (UK) (Niels Brock)
[17]
Equipment & Materials
Priority map for Equipment & Materials
The priority map shows the students' rating of the specific conditions regarding Equipment & Materials and the impact of an improvement on the students' overall rating of Equipment & Materials for Markedsføringsøkonom (UK) (Niels Brock). 42
40
39
38
3736
35
62
64
66
68
70
72
74ADAPT MAINTAIN
OBSERVE PRIORITISE
Low HighIMPACT OF AN IMPROVEMENT
ASSE
SSM
ENT
PRIORITISE38. The programme ensures that I have access to relevant teaching material well in advance of when I need it39. Support is available for the technical equipment at the educational institution
MAINTAIN36. Mostly, the technical equipment at the educational institution functions satisfactorily37. The department offers access to equipment of relevance to the programme
ADAPT
35. The teaching material is up-to-date
OBSERVE40. The library fulfils the requirements I have in connection with my study course42. How satisfied are you with the IT facilities provided at the department for your own equipment?
[18]
Placement/Internship
Placement/Internship
This chart shows your students’ assessment of the specific conditions under ‘Placement/Internship’.
The questions in the top chart make up the overall results for the area Placement/Internship.
The figure below shows the amount of students, whom have answered, who have been on Internship. 11%
Yes
89%No
57[-3]
64[0]61
[-1]61[-1]
70[+2]
74[+2]
77[+6]74
[+4]74
[+4]
78[+4]
78[+5]
77[+5] 73
767372
0
20
40
60
80
100
Placement/Internship 60a. The work place-ment/internship is relevant to
the programme
60b. The work place-ment/internship increases my
professionalism
60c. The work place-ment/internship puts my pre-vious classes into perspective
Asse
ssm
ent
Markedsføringsøkonom samletErhvervsakademier samlet
Copenhagen Business AcademyMarkedsføringsøkonom (UK) (Niels Brock)
68[+11]
58[+7]
70[+5]63
[+7]
70[+5]
62[+4]
71
60
0
20
40
60
80
100
60. The programme prepares me for the work place-ment/internship period
60d. The programme includes my experiences from the workplacement/internship
Asse
ssm
ent
Markedsføringsøkonom samletErhvervsakademier samlet
Copenhagen Business AcademyMarkedsføringsøkonom (UK) (Niels Brock)
The remaining questions go into more depth in order to understand the perception of Placement/Internship within Markedsføringsøkonom (UK) (Niels Brock).
61. Are you yet to complete the required work placement/internship on your programme?
The chart on the right indicates the distribution of students in regard to the above questions. Only those students who answered "Yes" were asked the question on the far right.
61%Yes
39%No
61[-1]
67[+3]
69[+2] 66
0
20
40
60
80
100
61a. I have well-defined expectations to the outcomefrom my future work placement/internship
Asse
ssm
ent
Markedsføringsøkonom samletErhvervsakademier samlet
Copenhagen Business AcademyMarkedsføringsøkonom (UK) (Niels Brock)
[19]
Placement/Internship
Priority map for Placement/Internship
The priority map shows the students' rating of the specific conditions regarding Placement/Internship and the impact of an improvement on the students' overall rating of Placement/Internship for Markedsføringsøkonom (UK) (Niels Brock).
Please note that only certain students were asked question 61a. The number of students is shown on the previous page.
61a
60d
60c
60b
60a
60
55
60
65
70ADAPT MAINTAIN
OBSERVE PRIORITISE
Low HighIMPACT OF AN IMPROVEMENT
ASSE
SSM
ENT
PRIORITISE
60a. The work placement/internship is relevant to the programme60c. The work placement/internship puts my previous classes into perspective
MAINTAIN
60b. The work placement/internship increases my professionalism60d. The programme includes my experiences from the work placement/internship
ADAPT
[No items]
OBSERVE
60. The programme prepares me for the work placement/internship period61a. I have well-defined expectations to the outcome from my future work placement/internship
[20]
Own EffortOn average, how many hours do you spend per week on...
Teaching (e.g. lectures, classes, exercise classes, etc.)
Preparation (e.g. reading, work in reading group, etc.)
Student union work (both of professional and social nature)
Work relevant to the study
Work that is not relevant to the study
13%
11%
11%
21%
32%
33%
44%
43%
48%
45%
40%
29%
7%
12%
5%
7%Markedsføringsøkonom (UK) (Niels Brock)
Copenhagen Business Academy
Erhvervsakademier samlet
Markedsføringsøkonom samlet
More than 30 hours21-30 hours11-20 hours
Up to 10 hours
72%
64%
64%
66%
23%
28%
29%
26%
4%
6%
5%
6%
1%
3%
1%
2%Markedsføringsøkonom (UK) (Niels Brock)
Copenhagen Business Academy
Erhvervsakademier samlet
Markedsføringsøkonom samlet
More than 30 hours21-30 hours11-20 hours
Up to 10 hours
87%
90%
90%
83%
10%
7%
7%
13%
3%
2%
2%
3%
1%
1%
1%
0%Markedsføringsøkonom (UK) (Niels Brock)
Copenhagen Business Academy
Erhvervsakademier samlet
Markedsføringsøkonom samlet
More than 30 hours21-30 hours11-20 hours
Up to 10 hours
78%
80%
78%
63%
17%
14%
17%
29%
3%
3%
3%
3%
1%
2%
2%
4%Markedsføringsøkonom (UK) (Niels Brock)
Copenhagen Business Academy
Erhvervsakademier samlet
Markedsføringsøkonom samlet
More than 30 hours21-30 hours11-20 hours
Up to 10 hours
65%
69%
66%
64%
26%
22%
25%
20%
6%
5%
5%
9%
4%
3%
3%
7%Markedsføringsøkonom (UK) (Niels Brock)
Copenhagen Business Academy
Erhvervsakademier samlet
Markedsføringsøkonom samlet
More than 30 hours21-30 hours11-20 hours
Up to 10 hours
[21]
Image/Relevance and Usefulness of the Degree, Own Effort and Examinations and Tests
Image/Relevance and Usefulness of the Degree and Own Effort
The figure on the right shows the results for Image/Relevance and Usefulness of the Degree and Own Effort
62[+1]
63[+3]
73[+4]
61[+6]
65[+2]
75[+4]
78[+2]
68[+7]
69[+3]
77[+1]
80[+1]
71[+4]
63
69
79
65
0
20
40
60
80
100
56. I am proud to tell othersabout my degree
57. The degree offers the op-portunity for higher education
58. The degree offers me theopportunity to get a job that I
would like to have
63. How satisfied are you allin all with your own effort on
the programme?
Asse
ssm
ent
Markedsføringsøkonom samletErhvervsakademier samlet
Copenhagen Business AcademyMarkedsføringsøkonom (UK) (Niels Brock)
Examinations and Tests 62. Have you attended examinations or tests on your current study programme?
The chart on the right indicates the number of students who took the exam. Only those students who answered "Yes" to the question about the exam were asked the three questions below.
74%Yes
26%No
61[+5]
62[+5]58
[+2]
65[+4]
65[+2]63
[+3]
67[+3]
68[+2]65
[+4]646363
0
20
40
60
80
100
62a. The assessment criteria for testsand examinations have been clearly
communicated
62b. How satisfied are you all in all withyour results at examinations?
62c. The instruction and the examinationrequirements are well connected
Asse
ssm
ent
Markedsføringsøkonom samletErhvervsakademier samlet
Copenhagen Business AcademyMarkedsføringsøkonom (UK) (Niels Brock)
[22]
Educational Environment AssessmentAssessment of the aesthetic, psychological and physical environment
Aesthetic environment
72
56545357
65
47424446
66[+10]
50[+5]48
[+6]47
[+6]45
[+5]
72
55535151
0
20
40
60
80
100
AE1. The teachingrooms have been ar-ranged in order to ap-
pear inspiring
AE2. The communalareas are exciting pla-
ces to be
AE3. The educationalinstitution has beenbeautifully decorated
AE4. The educationalinstitution is exciting
AE5. In general, theeducational institution
is in a good state
Asse
ssm
ent
Markedsføringsøkonom samletErhvervsakademier samlet
Copenhagen Business AcademyMarkedsføringsøkonom (UK) (Niels Brock)
Social environment
74[+5]
75[+3]
66[+7]62
[+2]
69[+4]
76[+4]
78[+2]
65[+4]
68[+4]
72[+4]
77[+3]
79[+2]
67[+3]
69[+2]
73[+2]
7577
6467
71
0
20
40
60
80
100
Social environment 50. I feel I am part of agroup at the depart-
ment
51. On the programme,students display socialresponsibility for fellow
students
52. In general, I feelcomfortable in my
team/class
53. In general, the at-mosphere is pleasant atmy educational institu-
tion
Asse
ssm
ent
Markedsføringsøkonom samletErhvervsakademier samlet
Copenhagen Business AcademyMarkedsføringsøkonom (UK) (Niels Brock)
66[+6]
66[+10]
68[+4]63
[+8]
70[+3]64
[+5]
70
63
0
20
40
60
80
100
54. The supply of social events at the educational institution issufficient
55. As a student, you have the opportunity to commit yourselfto the planning of social events
Asse
ssm
ent
Markedsføringsøkonom samletErhvervsakademier samlet
Copenhagen Business AcademyMarkedsføringsøkonom (UK) (Niels Brock)
[23]
Educational Environment AssessmentAssessment of the aesthetic, psychological and physical environment
Physical environment
59[+4]
70[+6]
74[+6]68
[+6]
49[+4]
66[+8]
66[+7]60
[+6]
50[+5]
64[+5]
63[+7]59
[+5] 55
686864
0
20
40
60
80
100
Physical environment 45. I feel comfortable with theindoor climate at the educa-
tional institution
46. The physical frames at theeducational institution supportall relevant types of instruc-
tion
47. The communal areas areinspiring
Asse
ssm
ent
Markedsføringsøkonom samletErhvervsakademier samlet
Copenhagen Business AcademyMarkedsføringsøkonom (UK) (Niels Brock)
56[+12]
54[+9]
58[+7]
63
0
20
40
60
80
100
48. The canteen is satisfying
Asse
ssm
ent
Markedsføringsøkonom samletErhvervsakademier samlet
Copenhagen Business AcademyMarkedsføringsøkonom (UK) (Niels Brock)
[24]
Appendix – on ratings and calculated importance
Survey model Ennova has developed a survey model specifically for higher education/professional degree courses in business academies and professional colleges. This model guarantees the best possible description of the creation of student satisfaction and loyalty in Denmark's multitude of educational institutions.
The model provides answers to two central questions:
• How good are Student Satisfaction, Programme Outcomes and Loyalty?
• What factors are most important to Student Satisfaction, Programme Outcomes and Loyalty?
Interpretation of model The model shows that the first six factors in the model affect Student Satisfaction at the educational institution. This will affect the student's Programme Outcomes, because the happier a person is to be attending the educational institution, the better the course is likely to go for them. This in turn affects whether the student stays on the course, and thus their Loyalty.
Programme Management
The Instruction
Social environment
Physical environment
Equipment & Materials
Placement/Internship
Action areas Result areas
Student satisfaction
Programme Outcomes
Loyalty
[25]
Appendix – on ratings and calculated importance
Ratings In the questionnaire, the employees have answered the questions on a scale of 1 to 10, where 1 is the lowest and 10 is the highest rating. The answers have then been transferred to a scale of 0 to 100. If a student has answered 1 to a question, the answer is converted to the score 0. If the answer is 2, it is converted to 11; 3 to 22 and so on.
0
20
40
60
80
1008 96 103 4 751 2
0
20
40
60
80
1008 96 103 4 751 2
Low High
Index
Importance: Where to start?
This survey measures not only Student Satisfaction, Programme Outcomes and Loyalty, but also how important the individual areas are to the students.
Using statistical calculations, Ennova has surveyed the correlation between each area and the overall Student Satisfaction, Programme Outcomes and Loyalty. If there is a clear correlation between an area and Student Satisfaction, it can be deduced that the area is significant to the student.
The degree of correlation determines the areas in which further work will be most effective in terms of improving the Student Satisfaction of the students. If there is a close correlation between an area and Student Satisfaction, a higher rating within the area will also produce an improved Student Satisfaction. The reverse is also true: if there is a low degree of correlation, a high rating within the area will have little bearing on the students’ Satisfaction.
The survey identifies the areas that are most important to the students and have the highest importance for their Student Satisfaction.
Where to start?
PROGRAMME MANAGEMENT…
THE INSTRUCTION…
SOCIAL ENVIRONMENT…
PHYSICAL ENVIRONMENT…
EQUIPMENT & MATERIALS…
PLACEMENT/INTERNSHIP…
[26]
Appendix – overall and specific priority maps
Two types of priority maps
The report uses two types of priority maps: an overall priority map and a number of specific priority maps.
Overall priority map The overall priority map indicates the prioritisation of the six areas: Programme Management, The Instruction, Social environment, Physical environment, Equipment & Materials and Placement/Internship.
The map shows how these areas can be identified as action areas, strengths, opportunities or weaknesses in terms of improving the overall Student Satisfaction and Loyalty.
Please note: As a rule, the overall priority map should determine which area is assigned the highest priority in the ongoing development work.
The specific priority maps are then used to identify the questions that contribute most to the area.
Specific priority maps The specific priority maps are more detailed and show prioritisation at question level.
The specific priority maps thus show how the individual questions under a given area can be categorised as action areas, strengths, opportunities or weaknesses in terms of improving the Satisfaction with the area.
An example In the example below, resources should primarily be allocated to the improvement of area 2 as this is in the "action area" field, whereas area 1 is in the "opportunities" field.
How can you specifically improve area 2? You now need to look at the specific priority map attached to area 2. The most efficient improvement effort will be achieved by focusing on the questions which, on this map, are within the "action area" field (marked by a red square).
Overall priority map
ADAPT MAINTAIN
OBSERVE PRIORITISE
AREA 1
AREA 2
Specific priority maps
AREA 1
AREA 2
The priority map is divided into five fields by one horizontal and one vertical line. These lines indicate the averages for the rating (horizontal line) and importance (vertical line) respectively.
NB: since the lines represent the averages of the dots, they will differ from one priority map to the next. For the same reason, there will always be dots on either side of the lines. This means that there are always areas to prioritise, even if all ratings are generally good.
This is one of the fundamental concepts behind the work of improving quality: improvements can always be found.
[27]
®
Ennova A/S Daugbjergvej 26 DK-8000 Århus C T +45 8620 2120 W www.ennova.dk