In Spring 2000, the Institutional Priorities Survey was administered. This survey is the faculty/staff version of the Student Satisfaction Inventory. It measures faculty and staff perceptions of the student environment. The Institutional Priorities Survey contains 60 questions that are divided into 12 scales with 4 to 13 items per scale. It yields a score on each student expectation for how important faculty and staff believe it is that the institution meets this student expectation. It also indicates the level of agreement that the institution is meeting this expectation.

Ninety-two personnel responded to this Noel Levitz instrument. The respondents included 53 faculty members, 29 administrators, and 4 staff members (6 preferred not to respond). There were 42 females and 46 males (2 preferred not to respond). The respondents included 68 full-time, 11 part-time, and 8 temporary employees (5 preferred not to respond). Eight respondents had been employed for less than 1 year, 32 had been employed between 1 and 5 years, 12 between 6 and 10 years, 17 between 11 and 20 years, and 19 had been employed for more than 20 years (4 did not respond).

The following chart lists the scales measured in their order of importance. Both the importance of the expectation and agreement that ETSU is meeting the specific expectation are measured on a 7-point Likert Scale (7 being very important and strongly agree).

SCALE	IMPORTANCE	AGREEMENT
Academic Advising ~Assesses the comprehensiveness of our academic advising program.	6.57	5.42
Concern for Individual ~Assesses our institution’s commitment to treating each student as an individual.	6.56	5.32
Instructional Effectiveness ~Assesses our students’ academic experience, our curriculum, and our campus’ overriding commitment to academic excellence.	6.54	5.32
Recruitment and Financial Aid ~Assesses our institution’s ability to enroll students in an effective manner.	6.53	5.02
Campus Climate ~Assesses the extent to which our institution provides experiences that promote a sense of campus pride and feelings of belonging.	6.51	5.23
Campus Support Services ~Assesses the quality of our support programs and services that students utilize in order to make their educational experiences more meaningful and productive.	6.50	5.28
Service Excellence ~Assesses the perceived attitude of our staff toward students, especially frontline staff.	6.44	4.97
Student Centeredness ~Assesses our campus’s efforts to convey to students that they are important to our institution.	6.44	5.30
Safety and Security ~Assesses our institutions’ responsiveness to students’ personal safety and security on our campus.	6.41	5.42
Registration Effectiveness ~Assesses issues associated with registration and billing.	6.23	5.25
Campus Life ~Assesses the effectiveness of student life programs offered by our institution, covering issues ranging from student activities to residence life.	6.14	5.34
Responsiveness to Diverse Populations ~Assesses our institutions’ commitment to specific groups of students enrolled at our institution.	N/A	5.48

Four to thirteen items comprise each scale. On all the scales ETSU faculty/staff perceive importance higher than how well we are meeting it. Also, this survey provides national comparison group data specific to institutions like ETSU. On all scales our faculty/staff perceive importance higher than the faculty/staff of other 4-year public institutions.

Faculty/Staff Most Importance

When all items from each of the twelve scales are combined, the top five items most important to ETSU faculty and staff (in descending order) are:

· The campus is safe and secure for all students.

· Nearly all faculty are knowledgeable in their field. (Tied)

· Faculty are fair and unbiased in their treatment of individual students. (Tied)

· Academic advisors are approachable.

· There is a commitment to academic excellence on this campus.

· Academic advisors are knowledgeable about requirements in students’ major.

Faculty/Staff Agreement

When all items from each of the twelve scales are combined, the top five items ETSU faculty and staff agree most with (in descending order) are:

· Tuition paid is a worthwhile investment.

· Nearly all of the faculty are knowledgeable in their field.

· Student disciplinary procedures are fair.

· Institution’s commitment to students with disabilities.

· Institution’s commitment to older, returning learners.

The institution was given the opportunity to create questions. One of the added questions read as follows: The classroom experience is relatively free of cheating. The faculty/staff responded that cheating is important (importance mean 6.57) but ETSU is not controlling cheating well (agreement mean 4.94). Another added item read: Students feel their attendance in class is an important part of their success. The faculty/staff responded that class attendance is important (importance mean 6.30). However, they feel ETSU is not doing well monitoring attendance (agreement mean 4.16).

Student Satisfaction Inventory

During the Spring of 2002, the Student Satisfaction Inventory was administered for the second time. The respondents are described in the following chart:

Gender
Female	700
Male	351
Gender Not Reported	20
Classification
Freshman	218
Sophomores	229
Juniors	283
Seniors	303
Class Not Reported	38
Class Load
Full-time	987
Part-time	64
Load Not Reported	20
Total Respondents	1071

The 2000 and 2002 results were similar. In general, students remain well satisfied with ETSU. The largest increase in satisfaction resulted when asked to rate the statement: Residence hall regulations are reasonable. The satisfaction mean increased from 3.95 in 2000 to 4.20 in 2002 (Both on a 7 point scale with 7 being very satisfied). This could be the result of the university announcing during the same semester that the survey was administered that there would be a coed dorm starting fall 2002 and more liberal visitation hours.

Student Response vs. Faculty/Staff Response

ETSU students are more positive than faculty/staff in their response to several survey items. For example, when asked: All in all, if you had it to do over again, would you enroll here? The students responded Yes more often than faculty/staff did. In addition, when asked: So far, how has your college experience met you expectations? The students responded more positively with Better than I Expected more often than the faculty/staff.

The following two charts represent other perspectives on these data. The first chart highlights priorities as viewed by students and faculty/staff. The center section is where there is strong agreement. The second chart portrays institutional strengths as perceived by both groups.

PRIORITIES

Student Response of Highest Importance

and Lowest Satisfaction

Shared Perception of Highest Priorities

Faculty/Staff Response of Highest Importance and Lowest Agreement

Residence hall staff are concerned about me as an individual.

Living conditions in the residence halls are comfortable (adequate space, lighting, heat, air, etc.)

There is an adequate selection of food available in the cafeteria.

The amount of student parking on campus is adequate.

Parking lots are well-lighted and secure.

Faculty take into consideration student differences as they teach a course.

Billing policies are reasonable.

Students’ activities fees are put to good use.

Adequate financial aid is available for most students.

The institution shows concern for students as individuals.

I generally know what is happening on campus.

Channels for expressing student complaints are readily available.

Financial aid counselors are helpful.

Financial aid awards are announced to students in time to be helpful in college planning.

I (Students) seldom get the run-around when seeking information on campus.

The classroom experience is free of cheating

There is a commitment to academic excellence on this campus.

**The items on the left represent student perceptions of institutional priorities for intervention.

**The items in the center section signify priorities for improvement shared by faculty/staff and students.

**The items on the right represent campus personnel perceptions of institutional priorities for intervention.

STRENGTHS

Student Response of Highest Importance and Highest Satisfaction

Shared Perception of Greatest Strengths

Faculty/Staff Response of Highest Importance and Highest Agreement

My academic advisor is approachable.

My academic advisor is knowledgeable about the general education core requirements.

Nearly all of the faculty are knowledgeable in their field.

Faculty are usually available after class and during office hours.

The instruction in my major field is excellent.

The content of the courses within my major is valuable.

Coursework is challenging and demands my best effort.

The classroom experience is free of cheating.

My experience at this college is preparing me for a career.

I feel my attendance in class is an important part of my success.

Tutoring services are readily available.

Library resources and services are adequate.

Computer labs are adequate and accessible.

The campus is safe and secure for all students.

The institution has a good reputation within the community.

Nearly all of the faculty are knowledgeable in their field.

My (Students) academic advisor is knowledgeable about requirements in my major.

There is a good variety of courses provided on this campus.

I (Students) am bale to experience intellectual growth here.

Class change (drop/add) policies are reasonable.

The campus is safe and secure for all students.

On the whole, the campus is well-maintained.

Channels for expressing student complaints are readily available.

Student disciplinary procedures are fair.

There are adequate services to help students decide upon a career.

Students are made to feel welcome on this campus.

Admissions counselors accurately portray the campus in their recruiting practices.

Major requirements are clear and reasonable.

Tuition paid is a worthwhile investment.

Security staff respond quickly in emergencies.

**The items in the center section above indicate the items students and faculty/staff regard as highly important and satisfactory. These are the perceived strengths of the university.

Reference

Noel-Levitz, Inc. Institutional Priorities Survey, 2000.

Noel-Levitz, Inc. Student Satisfaction Survey, 2002.

More Detail Available

As with all studies produced by the Division of Student Affairs, we invite questions and comments. We would be pleased to present specific data of interest in your area upon request. Contact Dr. Sally Lee at 439-4210 or lees@etsu.edu for more detail.

Special Request

If you use information contained in this newsletter or any of the previous newsletters (all issues are available on the web at www.etsu.edu/students/central/rsrch.htm) when making decisions or planning, please let Dr. Sally Lee know. Send her an email at lees@etsu.edu. This will help her know how this information is being used. Thank you.

A special thanks for assistance with this newsletter goes to Wendy Nolley, Graduate Assistant in the Office of the Vice President for Student Affairs.

Office of the Vice President for Student Affairs

Vol. V No. 1

Fall 2002

Faculty/Staff Perceptions of ETSU vs. Student Satisfaction

Faculty/Staff Agreement