1. Summary of VCU Student Satisfaction Fall 2012

2. Student Satisfaction Surveys Overview
Noel-Levitz surveys administered on-line to undergraduates & graduates (Richmond and Qatar campuses) in fall 2012
Last administered in fall 2009
Students ranked importance and satisfaction with survey items
Items cover a range of topics, including instruction, advising, safety, registration, financial aid, campus life, climate, etc.
Purpose to identify students’ priorities as well as VCU’s strengths and challenges

3. Over 4,500 Students Participated
3,142 undergraduate students (14% response rate)
Response rates slightly higher among female and full-time students and slightly lower for seniors
1,317 graduate students (19% response rate)
Response rates slightly higher among female and full-time students and varied by race/ethnicity
85 Qatar students (28% response rate)
Response rate higher among females, undergraduate and full-time students (two graduate and no part-time students responded) 3

4. For Most Survey Items, Students Rated Importance and Satisfaction
Mean importance – mean satisfaction = performance gap
Larger gap scores suggest a greater disconnect between students’ priorities and their satisfaction
Students rank most items on a 7 point importance and satisfaction scale shown here. A “1” indicates the student feels the item is not important at all and that they are not satisfied at all. By contrast a 7 suggests the item is very important and they are very satisfied.
A mean importance and satisfaction score can be calculated for each item for all undergraduates, or a sub-group, such as female students or transfer students. The difference between the mean importance score and the mean satisfaction score constitutes the performance gap, or the gap between a student’s expectation or priority and their satisfaction. The larger the gap, the greater the disconnect between their priority and their experience. 4

5. Items Prioritized for Action Based on Importance, Satisfaction, and Gap Scores
Areas of Challenge: Priorities for action
Items of high importance but low satisfaction or large performance gaps
Very Important
Very Unimportant
Very Satisfied
Very Unsatisfied
Areas of Strength: Celebrate! Highlight in promotional materials
Items of high importance and high satisfaction
Those items that are of high importance, defined as having a mean importance score above the mid-point, and with which students are highly satisfied, the mean importance score is in the top quartile, are considered institutional strengths.
Areas of high importance with low satisfaction scores (bottom quartile) or large performance gaps (top quartile) considered challenges 5

6. What Are VCU’s Areas of Strength?
Undergraduate Students
Faculty are knowledgeable and available*
Students of different races, ethnicities, and backgrounds are welcomed
Students enjoy being at VCU
Students can experience intellectual growth*
Freedom of expression is protected
There is a good variety of courses*
Campus is well maintained*
Health services staff are competent
Graduate Students
Faculty are knowledgeable and accessible*
Faculty keep pace with trends in their fields
VCU has good reputation in the community
Program and major requirements are clear*
Advisors are accessible and knowledgeable about major requirements*
Registration processes are reasonable*
*These items are strengths across institutions that participated in the Noel-Levitz survey 6

7. What Are VCU’s Areas of Challenge?
Undergraduate Students
Tuition is worthwhile investment*
Student activity fees put to good use
Campus safety
Responsiveness of security staff*
Reasonable billing policies and registering for classes with few conflicts*
Adequacy and timeliness of financial aid*
Getting the “run-around” when seeking information*
Quality of instruction and faculty feedback*
Content of courses and instruction in major (in some schools)
Graduate Students
Tuition is worthwhile investment *
Education leading to employment opportunities
Classroom and parking lot security and responsiveness of security staff
Adequacy of financial aid* and financial aid information
Getting the “run-around” when seeking information*
Quality of instruction* and content of courses (in some schools)
Commitment to academic excellence
Options in program of study*
*These items are challenges across institutions that participated in the Noel-Levitz survey 7

8. Compared to 2009, How Well is VCU Meeting Student Expectations?
Undergraduate Students
Smaller gap in most areas, especially Academic Advising and Service Excellencea
Students are more satisfied with all advising items, including two that were challenges in 2009 (advisor is knowledgeable about major requirements and concerned about students’ success), but gaps remain for some students
Competency of health services staff is a new area of strength
Larger gap for Safety and Security
Students less satisfied that campus is safe and secure (down from 68% to 35%)
Responsiveness of security staff is a new challenge
Graduate Students
Smaller gap in some areas, including Academic Services and Service Excellence
Students are more satisfied with adequacy of library resources & services (up from 81% to 86%)
Students are more satisfied with VCU’s responsiveness to their requests for information, which was a challenge in 2009
Larger gap for:
Safety and security of classroom locations (student satisfaction down from 83% to 73%)
Quality of instruction in program and content of courses in major (these are new challenges)
a Related survey items are grouped into broad categories, such as Campus Climate, Instructional Effectiveness, Academic Advising, Safety and Security, Service Excellence, etc.

9. Compared to Other Institutions, How Well is VCU Meeting Student Expectations?
VCU Undergraduate Students Are. . .
As satisfied with their overall experience (55% satisfied or very satisfied vs. 56%)
As likely to enroll again (63% would probably or definitely enroll again vs. 62%)
More satisfied with freedom of expression and competency of health services staff
Less satisfied with campus safety and financial aid awards and services
VCU Graduate Students Are. . .
Slightly less satisfied with their overall experience (60% satisfied or very satisfied vs. 66%)
As likely to enroll again (69% would probably or definitely enroll again vs. 68%)
More satisfied with library resources and services and bookstore hours
Less satisfied with safety of classrooms and parking lots, adequacy of financial aid awards and information, and getting the “run-around” when seeking information
a Related survey items are grouped into broad categories, such as Campus Climate, Instructional Effectiveness, Academic Advising, Safety and Security, Service Excellence, etc.

10. Summary of Findings for VCUQatar
In contrast to Richmond campuses, campus safety and responsiveness of security staff were viewed as strengths at VCUQatar. Other strengths included: library resources & staff, registration personnel, service learning opportunities, students feel welcome and enjoy their experience, and VCUQatar’s reputation
VCUQatar shares certain challenges with Richmond campuses and other public universities – quality of instruction, faculty feedback, and registering for classes without conflicts. Other challenges were more unique: adequate career services, freedom of expression is protected, faculty take student differences into account, and course placement procedures are reasonable.
There was a large gap between student expectations and their satisfaction with instructional effectiveness. VCUQatar students also viewed fewer aspects of their instruction as strengths compared to art students in Richmond

11. Questions?
Analysis and presentation prepared by: Janice Baab Research Analyst Assessment & Institutional Effectiveness Office of Planning and Decision Support