mec_nb_report

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


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



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



[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



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


[7]


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.


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



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



The remaining questions go into more depth in order to understand the perception of Programme Management within Markedsføringsøkonom (UK) (Niels Brock).

[8]


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



21. I have received counselling during the study programme


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



22. During the programme, I have participated in general events with counselling


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



[9]


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


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



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



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



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


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



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



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


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


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



56[+12]

54[+9]

58[+7]

63

0

20

40

60

80

100

48. The canteen is satisfying

Asse

ssm

ent



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]


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


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


[16]

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



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



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



[17]


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


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]



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



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



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?


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



[19]


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


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)




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%






Up to 10 hours

87%

90%

90%

83%

10%

7%

7%

13%

3%

2%

2%

3%

1%

1%

1%






Up to 10 hours

78%

80%

78%

63%

17%

14%

17%

29%

3%

3%

3%

3%

1%

2%

2%






Up to 10 hours

65%

69%

66%

64%

26%

22%

25%

20%

6%

5%

5%

9%

4%

3%

3%






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



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



[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



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



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



[23]

Educational Environment AssessmentAssessment of the aesthetic, psychological and 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



56[+12]

54[+9]

58[+7]

63

0

20

40

60

80

100


Asse

ssm

ent



[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.


The Instruction

Social environment




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

mec_nb_report

Documents

overall results

following results

background results

students student satisfaction

student satisfaction

programme outcomes

business academies

data data