- Văn bản
- Lịch sử
ResultsA total of 864 questionnaire
Results
A total of 864 questionnaires were returned, although not all had complete data sets.
Table I details the demographic mix of the respondents.
Based on all student responses, the most important (i.e. list of the top ten starting
from the highest value) and least important (i.e. list of the bottom ten starting from the
lowest value) aspects of the University service are shown in Table II.
As can be seen from Table II the most important areas of the University services are
those associated with learning and teaching. Interestingly, given the recommendations
of a Government White Paper (HEFCE et al., 2003) that from 2006 all newly recruited
university teaching staff should obtain a teaching qualification that incorporates
agreed professional standards, the most important aspect of the service is the teaching
ability of staff, closely followed by their subject expertise. The consistency of teaching
quality irrespective of the teacher is also considered by the respondents as important,
recognising that teaching quality can be variable. The students also recognise the
importance of the lecture and tutorial, which is not surprising given that for most
universities that is still the core service offering and is very much linked to the teaching
ability and subject knowledge of staff. Teaching and learning support materials were
QAE
14,3
256
also ranked highly, particularly supplementary handout materials and the use of
Blackboard for enhancing student learning. These are mostly associated with the
explicit service delivered to the students and the facilitating goods.
With regard to facilities, students have ranked the importance of IT facilities very
highly, reflecting the usefulness of connection to the Internet for research purposes and
software packages for producing high quality word-processed documentation for
coursework assignments and dissertations. This links well with the high ranking of the
Learning Resource Centre where IT facilities can be accessed and books and journals
sourced in “hard” copy or electronic copy.
Table II also shows those areas of the service that students find relatively
unimportant. These are mostly associated with the lecture and tutorial facilities and
the ancillary services, for example, layout and decoration of lecture and tutorial
facilities, catering facilities and vending machines.
A further analysis was undertaken to determine whether different segments of the
respondent population had similar or different rankings of the University services’
attributes with regard to importance and unimportance.
%
Gender Male 46
Female 54
Nationality Home (UK) 89
European Union (EU) 4
International (non-EU) 7
Mode of study Full-time 80
Part-time 8
Sandwicha 12
Level of study Level 1 30
Level 2 48
Level 3 22
Note: aSandwich students are those whose programme of study includes a year in industry
Table I.
Demographic mix of
respondents
Ranking Most important Least important
1 Teaching ability of staff Decoration in lecture facilities
2 Subject expertise of staff Vending machines
3 IT facilities Decoration in tutorial rooms
4 Lectures Furnishings in lecture facilities
5 Supplementary lecture materials Recreational facilities
6 Tutorials Availability of parking
7 Consistency of teaching quality irrespective of
teacher
The layout of tutorial/seminar rooms
8 Blackboarda The layout of lecture facilities
9 The Learning Resources Centre The on-campus catering facilities
10 The approachability of teaching staff The quality of pastoral support
Note: aBlackboard is a virtual learning environment that students can access off and on campus
Table II.
Most important and least
important aspects of
service
Measuring
student
satisfaction
257
With regard to mode of study, Table III shows the rankings for students studying
full-time with the University. Whilst acknowledging the fact that 80 per cent of the
sample population is full time students, the rankings of those service aspects
considered most important are very similar to those for the sample population as a
whole, the only difference being that “supplementary tutorial materials” replaces
“approachability of staff”. Once again the majority of aspects considered least
important are associated with the facilities and ancillary services.
When the views of Part-time students are considered, a number of interesting
differences in their priorities are worthy of discussion. Table IV shows the rankings of
service aspects for part time students. The IT facilities drops from third to tenth in
their importance rankings, perhaps indicative of the fact that they have access to IT
facilities at work and/or at home, thus rendering it less important relative to other
aspects of service. Blackboard (a virtual learning environment that allows teaching
staff to make learning and other material available via the internet), on the other hand
rises from 10th to 7th in importance indicating its usefulness as a teaching aid for
students who do not attend the University on a daily basis and who may miss classes
due to work or family commitments. Interestingly, the “helpfulness of technical staff”
is considered unimportant, again reflecting their access to such help at work or a
greater level of expertise on their part through working with IT on a daily basis.
Ranking Most important Least important
1 Teaching ability of staff Recreational facilities
2 Subject expertise of staff Vending machines
3 Consistency of teaching quality irrespective of
teacher
Decoration in lecture facilities
4 Teaching and learning equipment in lectures Furnishings in lecture facilities
5 The Learning Resources Centre Decoration in tutorial rooms
6 Lectures Quality of pastoral support
7 Blackboard The on-campus catering facilities
8 Supplementary lecture materials The layout of tutorial/seminar rooms
9 Supplementary tutorial materials Helpfulness of technical staff
10 IT facilities The lecture facilities overall
Table IV.
Most important and least
important service aspects
for part-time students
Ranking Most important Least important
1 Teaching ability of staff Decoration in lecture facilities
2 Subject expertise of staff Decoration in tutorial rooms
3 IT facilities Vending machines
4 Lectures Furnishing in tutorials
5 Tutorials Furnishing in lectures
6 Supplementary lecture materials Availability of parking
7 Consistency of teaching quality irrespective of
teacher
Recreational facilities
8 The Learning Resources Centre The layout of tutorial/seminar rooms
9 Supplementary tutorial materials The on-campus catering facilities
10 Blackboard The layout of lecture facilities
Table III.
Most important and least
important service aspects
for full-time students
QAE
14,3
258
The data was next segmented on the basis of student nationality. The ranking of
service aspects for UK (home-based) students was similar to the rankings for full-time
students, however, this may be due to the predominance of UK students in the study.
With regard to the European Union (EU) students, a number of differences in rankings
merit discussion. The “responsiveness of teaching staff to requests” was ranked the
second most important service aspect. This probably reflects the need for more support
of students whose first language is not English as well as their unfamiliarity with the
UK Higher Education system. Ranked 4th most important aspect was “textbook
availability within the LRC”. Perhaps reflecting their lack of financial resources to
purchase any set texts or their requirement for the text as a support for their learning.
EU students, mainly Erasmus exchange students from France, Germany, Spain and
Italy, ranked as unimportant similar service aspects as those for UK students.
International (non-EU) students, mostly Asian from China, India and Pakistan,
ranked “textbook availability within the LRC” as the most important aspect of the
service. This is indicative of the learning style of many international students.
Experience and anecdotal evidence from a number of Chinese international teaching
colleagues suggests that the Chinese education system is very textbook centred, with
the teaching structured round the textbook and the examination also based on the
textbook. Depth of knowledge on the one text is expected, rather than breadth of
knowledge from a number of sources.
With regard to the views of students studying at different levels in the University
the main difference between the different years was the fact that level three students
ranked 4th most important “the feeling that rewards gained are consistent with the
effort you put into assessment” and ranked 5th most important “the approachability of
teaching staff”. Neither of these aspects appeared in the rankings by the other two
levels. Both of these reflect the important contribution final year assessment marks
have to the achievement of their honours degree level.
Finally, overall 88 per cent of the students surveyed would recommend the
University to a friend or neighbour. This figure decreased to 78 per cent for
respondents currently in their final year of undergraduate study – significantly lower
than for levels 1 and 2. However, at the time this study was undertaken no comparative
data from other universities existed as the HEFCE survey had yet to be conducted.
Importance-performance analysis was first applied to elements of a marketing
programme by Martilla and James (1977). The so-called “quadrant analysis” is a
graphic technique used to analyse importance and attribute ratings (Dillon et al., 1993).
It produces a grid that shows which attributes are important among those that a
service delivers. The analysis allows for the determination of whether aspects of a
particular service provision are the aspects that respondents value as being important.
In this study quadrant analysis was conducted on the top two questionnaire box scores
for both importance (i.e. “very important” and “important”) and satisfaction ratings (i.e.
“very satisfied”
A total of 864 questionnaires were returned, although not all had complete data sets.
Table I details the demographic mix of the respondents.
Based on all student responses, the most important (i.e. list of the top ten starting
from the highest value) and least important (i.e. list of the bottom ten starting from the
lowest value) aspects of the University service are shown in Table II.
As can be seen from Table II the most important areas of the University services are
those associated with learning and teaching. Interestingly, given the recommendations
of a Government White Paper (HEFCE et al., 2003) that from 2006 all newly recruited
university teaching staff should obtain a teaching qualification that incorporates
agreed professional standards, the most important aspect of the service is the teaching
ability of staff, closely followed by their subject expertise. The consistency of teaching
quality irrespective of the teacher is also considered by the respondents as important,
recognising that teaching quality can be variable. The students also recognise the
importance of the lecture and tutorial, which is not surprising given that for most
universities that is still the core service offering and is very much linked to the teaching
ability and subject knowledge of staff. Teaching and learning support materials were
QAE
14,3
256
also ranked highly, particularly supplementary handout materials and the use of
Blackboard for enhancing student learning. These are mostly associated with the
explicit service delivered to the students and the facilitating goods.
With regard to facilities, students have ranked the importance of IT facilities very
highly, reflecting the usefulness of connection to the Internet for research purposes and
software packages for producing high quality word-processed documentation for
coursework assignments and dissertations. This links well with the high ranking of the
Learning Resource Centre where IT facilities can be accessed and books and journals
sourced in “hard” copy or electronic copy.
Table II also shows those areas of the service that students find relatively
unimportant. These are mostly associated with the lecture and tutorial facilities and
the ancillary services, for example, layout and decoration of lecture and tutorial
facilities, catering facilities and vending machines.
A further analysis was undertaken to determine whether different segments of the
respondent population had similar or different rankings of the University services’
attributes with regard to importance and unimportance.
%
Gender Male 46
Female 54
Nationality Home (UK) 89
European Union (EU) 4
International (non-EU) 7
Mode of study Full-time 80
Part-time 8
Sandwicha 12
Level of study Level 1 30
Level 2 48
Level 3 22
Note: aSandwich students are those whose programme of study includes a year in industry
Table I.
Demographic mix of
respondents
Ranking Most important Least important
1 Teaching ability of staff Decoration in lecture facilities
2 Subject expertise of staff Vending machines
3 IT facilities Decoration in tutorial rooms
4 Lectures Furnishings in lecture facilities
5 Supplementary lecture materials Recreational facilities
6 Tutorials Availability of parking
7 Consistency of teaching quality irrespective of
teacher
The layout of tutorial/seminar rooms
8 Blackboarda The layout of lecture facilities
9 The Learning Resources Centre The on-campus catering facilities
10 The approachability of teaching staff The quality of pastoral support
Note: aBlackboard is a virtual learning environment that students can access off and on campus
Table II.
Most important and least
important aspects of
service
Measuring
student
satisfaction
257
With regard to mode of study, Table III shows the rankings for students studying
full-time with the University. Whilst acknowledging the fact that 80 per cent of the
sample population is full time students, the rankings of those service aspects
considered most important are very similar to those for the sample population as a
whole, the only difference being that “supplementary tutorial materials” replaces
“approachability of staff”. Once again the majority of aspects considered least
important are associated with the facilities and ancillary services.
When the views of Part-time students are considered, a number of interesting
differences in their priorities are worthy of discussion. Table IV shows the rankings of
service aspects for part time students. The IT facilities drops from third to tenth in
their importance rankings, perhaps indicative of the fact that they have access to IT
facilities at work and/or at home, thus rendering it less important relative to other
aspects of service. Blackboard (a virtual learning environment that allows teaching
staff to make learning and other material available via the internet), on the other hand
rises from 10th to 7th in importance indicating its usefulness as a teaching aid for
students who do not attend the University on a daily basis and who may miss classes
due to work or family commitments. Interestingly, the “helpfulness of technical staff”
is considered unimportant, again reflecting their access to such help at work or a
greater level of expertise on their part through working with IT on a daily basis.
Ranking Most important Least important
1 Teaching ability of staff Recreational facilities
2 Subject expertise of staff Vending machines
3 Consistency of teaching quality irrespective of
teacher
Decoration in lecture facilities
4 Teaching and learning equipment in lectures Furnishings in lecture facilities
5 The Learning Resources Centre Decoration in tutorial rooms
6 Lectures Quality of pastoral support
7 Blackboard The on-campus catering facilities
8 Supplementary lecture materials The layout of tutorial/seminar rooms
9 Supplementary tutorial materials Helpfulness of technical staff
10 IT facilities The lecture facilities overall
Table IV.
Most important and least
important service aspects
for part-time students
Ranking Most important Least important
1 Teaching ability of staff Decoration in lecture facilities
2 Subject expertise of staff Decoration in tutorial rooms
3 IT facilities Vending machines
4 Lectures Furnishing in tutorials
5 Tutorials Furnishing in lectures
6 Supplementary lecture materials Availability of parking
7 Consistency of teaching quality irrespective of
teacher
Recreational facilities
8 The Learning Resources Centre The layout of tutorial/seminar rooms
9 Supplementary tutorial materials The on-campus catering facilities
10 Blackboard The layout of lecture facilities
Table III.
Most important and least
important service aspects
for full-time students
QAE
14,3
258
The data was next segmented on the basis of student nationality. The ranking of
service aspects for UK (home-based) students was similar to the rankings for full-time
students, however, this may be due to the predominance of UK students in the study.
With regard to the European Union (EU) students, a number of differences in rankings
merit discussion. The “responsiveness of teaching staff to requests” was ranked the
second most important service aspect. This probably reflects the need for more support
of students whose first language is not English as well as their unfamiliarity with the
UK Higher Education system. Ranked 4th most important aspect was “textbook
availability within the LRC”. Perhaps reflecting their lack of financial resources to
purchase any set texts or their requirement for the text as a support for their learning.
EU students, mainly Erasmus exchange students from France, Germany, Spain and
Italy, ranked as unimportant similar service aspects as those for UK students.
International (non-EU) students, mostly Asian from China, India and Pakistan,
ranked “textbook availability within the LRC” as the most important aspect of the
service. This is indicative of the learning style of many international students.
Experience and anecdotal evidence from a number of Chinese international teaching
colleagues suggests that the Chinese education system is very textbook centred, with
the teaching structured round the textbook and the examination also based on the
textbook. Depth of knowledge on the one text is expected, rather than breadth of
knowledge from a number of sources.
With regard to the views of students studying at different levels in the University
the main difference between the different years was the fact that level three students
ranked 4th most important “the feeling that rewards gained are consistent with the
effort you put into assessment” and ranked 5th most important “the approachability of
teaching staff”. Neither of these aspects appeared in the rankings by the other two
levels. Both of these reflect the important contribution final year assessment marks
have to the achievement of their honours degree level.
Finally, overall 88 per cent of the students surveyed would recommend the
University to a friend or neighbour. This figure decreased to 78 per cent for
respondents currently in their final year of undergraduate study – significantly lower
than for levels 1 and 2. However, at the time this study was undertaken no comparative
data from other universities existed as the HEFCE survey had yet to be conducted.
Importance-performance analysis was first applied to elements of a marketing
programme by Martilla and James (1977). The so-called “quadrant analysis” is a
graphic technique used to analyse importance and attribute ratings (Dillon et al., 1993).
It produces a grid that shows which attributes are important among those that a
service delivers. The analysis allows for the determination of whether aspects of a
particular service provision are the aspects that respondents value as being important.
In this study quadrant analysis was conducted on the top two questionnaire box scores
for both importance (i.e. “very important” and “important”) and satisfaction ratings (i.e.
“very satisfied”
0/5000
Kết quảTổng số là 864 câu hỏi đã được trả lại, mặc dù không phải tất cả đã có bộ dữ liệu.Bảng tôi chi tiết kết hợp nhân khẩu học của những người trả lời.Dựa trên tất cả sinh viên phản ứng, quan trọng nhất (tức là danh sách top 10 bắt đầutừ giá trị cao nhất) và quan trọng nhất (tức là danh sách các dưới mười bắt đầu từ cácgiá trị thấp nhất) khía cạnh của dịch vụ đại học sẽ được hiển thị trong bảng II.Có thể nhìn thấy từ các khu vực quan trọng nhất của các dịch vụ đại học bảng IInhững người liên quan đến học tập và giảng dạy. Điều thú vị, được đưa ra các khuyến nghịcủa một chính phủ giấy trắng (HEFCE và ctv., 2003) mà từ năm 2006 tất cả mới được tuyển dụngđội ngũ giảng viên đại học nên có được một trình độ chuyên môn giảng dạy mà kết hợpthoả thuận tiêu chuẩn chuyên môn, các khía cạnh quan trọng nhất của dịch vụ là giảng dạykhả năng của nhân viên, theo chủ đề chuyên môn của họ. Sự thống nhất của giảng dạychất lượng không phân biệt các giáo viên cũng được xem xét bởi những người trả lời là quan trọng,nhận ra rằng giảng dạy chất lượng có thể là thay đổi. Các sinh viên cũng nhận ra cáctầm quan trọng của các bài giảng và hướng dẫn, đó là không đáng ngạc nhiên cho rằng đối với hầu hếttrường đại học là vẫn còn cung cấp dịch vụ cốt lõi và được rất nhiều liên kết với việc giảng dạykhả năng và chủ đề kiến thức của nhân viên. Giảng dạy và học tập tài liệu hỗ trợQAE14,3256cũng xếp hạng cao, đặc biệt là bổ sung bản tin vật liệu và sử dụngBlackboard cho tăng cường sinh viên học tập. Đây là chủ yếu là liên kết với cácrõ ràng các dịch vụ giao cho các sinh viên và hỗ trợ các hàng hoá.Đối với tiện nghi, sinh viên có Xếp hạng tầm quan trọng của nó tiện nghi rấtcao, phản ánh tính hữu dụng của các kết nối Internet cho các mục đích nghiên cứu vàgói phần mềm để sản xuất chất lượng cao word-processed tài liệu dành chokhóa học tập và luận văn. Điều này liên kết với cao cấp của cácHọc tập trung tâm tài nguyên nơi nó tiện nghi có thể được truy cập và sách và tạp chícó nguồn gốc ở "cứng" bản sao hoặc bản sao điện tử.Bảng II cũng cho thấy những khu vực của dịch vụ mà sinh viên tìm thấy tương đốikhông quan trọng. Đây là chủ yếu là liên kết với các cơ sở bài giảng và hướng dẫn vàCác dịch vụ phụ trợ, ví dụ, bố trí và trang trí của bài thuyết trình và hướng dẫnTiện nghi, cung cấp thực phẩm tiện nghi và máy bán hàng.Một phân tích xa hơn được thực hiện để xác định liệu khác nhau phân đoạn của cácdân số bị có bảng xếp hạng tương tự hoặc khác nhau của các dịch vụ đại họcthuộc tính liên quan đến tầm quan trọng và unimportance.%Giới tính Nam 4654 tỷQuốc tịch nhà (UK) 89Liên minh châu Âu (EU) 4Quốc tế (phòng không EU) 7Các chế độ học tập toàn thời gian 80Bán thời gian 8Sandwicha 12Mức độ nghiên cứu cấp 1 30Cấp độ 2 48Cấp độ 3 22Lưu ý: aSandwich học sinh là những người có chương trình học bao gồm một năm trong ngành công nghiệpBàn tôi.Tăng trưởng dân số kết hợp củangười trả lờiXếp hạng quan trọng nhất ít nhất quan trọng1 giảng dạy khả năng của nhân viên trang trí tại các cơ sở bài giảng2 chủ đề chuyên môn của đội ngũ nhân viên thiết bị bán3 Tiện nghi CNTT trang trí trong phòng hướng dẫn4 bài giảng với đồ nội thất Tiện nghi bài giảngVật liệu bổ sung bài giảng 5 phương tiện giải trí6 hướng dẫn sẵn có bãi đậu xe7 thống nhất của giảng dạy chất lượng irrespective củagiáo viênBố trí phòng hướng dẫn/Hội thảo8 Blackboarda bố trí của các cơ sở bài giảng9 các nguồn tài nguyên học tập trung tâm Tiện nghi phục vụ trên khuôn viên trường10 approachability của đội ngũ giảng viên chất lượng của hỗ trợ mục vụLưu ý: aBlackboard là một môi trường học tập ảo rằng sinh viên có thể truy cập tắt và trên khuôn viên trườngBảng II.Quan trọng nhất và ít nhấtCác khía cạnh quan trọng củaDịch vụĐo lườngsinh viênsự hài lòng257Đối với chế độ của nghiên cứu, bảng III cho thấy bảng xếp hạng cho sinh viên học tậptoàn thời gian với các trường đại học. Trong khi thừa nhận thực tế rằng 80 phần trăm của cácmẫu dân là sinh viên toàn thời gian, các bảng xếp hạng của những khía cạnh Dịch vụcoi là quan trọng nhất là rất tương tự như đối với dân số mẫu là mộtnhìn chung, sự khác biệt duy nhất là "tài liệu hướng dẫn bổ sung" thay thế"approachability của nhân viên". Một lần nữa đa số các khía cạnh được coi là ít nhấtquan trọng là kết hợp với tiện nghi và dịch vụ phụ trợ.Khi quan điểm của sinh viên bán thời gian được coi là, một số thú vịsự khác biệt trong những ưu tiên của họ được xứng đáng thảo luận. Bảng IV Hiển thị bảng xếp hạng củaDịch vụ các khía cạnh cho sinh viên bán thời gian. Tiện nghi của nó xuống từ thứ ba đến thứ mười ởbảng xếp hạng tầm quan trọng của họ, có lẽ chỉ của một thực tế rằng họ có quyền truy cập vào nóTiện nghi tại nơi làm việc và/hoặc ở nhà, do đó làm cho nó ít quan trọng tương đối so với khácCác khía cạnh của dịch vụ. Blackboard (một ảo môi trường học tập cho phép giảng dạynhân viên để làm cho tài liệu học tập và khác có sẵn thông qua internet), mặt kháctăng từ 10 đến 7 trong tầm quan trọng cho thấy tính hữu dụng của nó như là một trợ giảng dạy chosinh viên những người không tham dự các trường đại học trên cơ sở hàng ngày và những người có thể bỏ lỡ lớp họcdo công việc hoặc gia đình cam kết. Điều thú vị, "helpfulness của cán bộ kỹ thuật"được xem là không quan trọng, một lần nữa phản ánh truy cập của họ đến những trợ giúp tại nơi làm việc hoặc mộtmức độ cao hơn của chuyên môn về một phần của họ thông qua làm việc với nó hàng ngày.Xếp hạng quan trọng nhất ít nhất quan trọng1 giảng dạy khả năng của nhân viên phục vụ phương tiện giải trí2 chủ đề chuyên môn của đội ngũ nhân viên thiết bị bán3 thống nhất của giảng dạy chất lượng irrespective củagiáo viênTrang trí tại các cơ sở bài giảng4 giảng dạy và học tập các thiết bị trong bài giảng nội thất tại các cơ sở bài giảng5 tài nguyên học tập trung tâm trang trí trong phòng hướng dẫnChất lượng bài giảng 6 hỗ trợ mục vụ7 Các tiện nghi phục vụ blackboard trên khuôn viên trường8 bổ giảng dạy vật liệu bố trí phòng hướng dẫn/Hội thảo9 tài liệu hướng dẫn bổ sung Helpfulness của cán bộ kỹ thuật10 tiện nghi CNTT các cơ sở bài giảng tổng thểBảng IV.Quan trọng nhất và ít nhấtkhía cạnh quan trọng dịch vụcho sinh viên bán thời gianXếp hạng quan trọng nhất ít nhất quan trọng1 giảng dạy khả năng của nhân viên trang trí tại các cơ sở bài giảng2 chủ đề chuyên môn của đội ngũ nhân viên trang trí trong phòng hướng dẫn3 Tiện nghi CNTT máy bán hàng4 trang trí nội thất bài giảng trong hướng dẫn5 trang trí nội thất hướng dẫn trong bài giảng6 bài giảng bổ sung tài liệu sẵn có của bãi đậu xe7 thống nhất của giảng dạy chất lượng irrespective củagiáo viênPhương tiện giải trí8 các tài nguyên học tập trung tâm bố trí phòng hướng dẫn/Hội thảo9 tài liệu hướng dẫn bổ sung các cơ sở phục vụ trên khuôn viên trường10 blackboard cách bố trí của các cơ sở bài giảngBảng III.Quan trọng nhất và ít nhấtkhía cạnh quan trọng dịch vụcho sinh viên toàn thời gianQAE14,3258Các dữ liệu tiếp theo phân đoạn trên cơ sở sinh viên quốc tịch. Việc xếp hạng củakhía cạnh Dịch vụ cho sinh viên (dựa trên nhà) UK là tương tự như các bảng xếp hạng cho toàn thời giansinh viên, Tuy nhiên, điều này có thể là do ưu thế của UK sinh viên trong nghiên cứu.Đối với sinh viên liên minh châu Âu (EU), một số khác biệt trong bảng xếp hạngthảo luận bằng khen. "Đáp ứng của đội ngũ giảng viên yêu cầu" đã được xếp hạng cácThứ hai khía cạnh quan trọng nhất dịch vụ. Điều này có thể phản ánh sự cần thiết cho hỗ trợ nhiều hơnsinh viên mà ngôn ngữ đầu tiên không phải là tiếng Anh cũng như của unfamiliarity với cácHệ thống giáo dục Vương Quốc Anh. Xếp hạng 4 khía cạnh quan trọng nhất là "sách giáo khoasẵn có trong bản". Có lẽ phản ánh của thiếu các nguồn lực tài chính đểmua bất kỳ đặt văn bản hoặc yêu cầu của họ cho các văn bản như là một hỗ trợ cho việc học của họ.Sinh viên EU, chủ yếu là Erasmus trao đổi sinh viên từ Pháp, Đức, Tây Ban Nha vàÝ, xếp hạng là không quan trọng khía cạnh Dịch vụ tương tự như những người cho sinh viên UK.Sinh viên quốc tế (phòng không EU), chủ yếu là Châu á từ Trung Quốc, Ấn Độ và Pakistan,Xếp hạng "sách giáo khoa sẵn có trong bản" là các khía cạnh quan trọng nhất của cácDịch vụ. Điều này là chỉ của phong cách học tập của sinh viên quốc tế nhiều.Kinh nghiệm và các bằng chứng giai thoại từ một số giảng dạy Quốc tế Trung Quốcđồng nghiệp cho thấy rằng hệ thống giáo dục Trung Quốc là sách giáo khoa rất tập trung, vớiviệc giảng dạy có cấu trúc vòng các sách giáo khoa và kiểm tra cũng dựa trên cácsách giáo khoa. Chiều sâu kiến thức về văn bản một dự kiến, hơn là chiều rộng củakiến thức từ một số nguồn tin.Đối với quan điểm của sinh viên học tập tại các cấp độ khác nhau trong các trường đại họcsự khác biệt chính giữa các năm khác nhau là một thực tế là cấp ba sinh viênXếp hạng 4 quan trọng nhất "cảm giác mà phần thưởng đã đạt được là phù hợp với cácnỗ lực bạn đặt vào đánh giá"và được xếp hạng thứ 5 quan trọng nhất"approachability củanhân viên giảng dạy". Không phải của các khía cạnh xuất hiện trong bảng xếp hạng bởi haicấp độ. Cả hai phản ánh đánh giá cuối cùng năm đóng góp quan trọng đánh dấuphải thành tích cấp văn bằng danh dự của.Cuối cùng, tổng thể 88 phần trăm của các sinh viên được khảo sát sẽ khuyên bạn nên cácĐại học cho một người bạn hoặc hàng xóm. Con số này giảm đến 78 phần trăm chongười trả lời hiện đang trong năm cuối cùng của họ của đại học-đáng kể thấp hơnhơn cho lớp 1 và 2. Tuy nhiên, tại thời điểm nghiên cứu này được thực hiện không có so sánhdữ liệu từ các trường đại học đã tồn tại như khảo sát HEFCE vẫn chưa được thực hiện.Phân tích hiệu suất tầm quan trọng đầu tiên được áp dụng cho các yếu tố của một tiếp thịchương trình của Martilla và James (1977). Cái gọi là "góc phần tư phân tích" là mộtkỹ thuật đồ họa được sử dụng để phân tích tầm quan trọng và thuộc tính xếp hạng (Dillon và ctv., 1993).Nó tạo ra một mạng lưới cho thấy thuộc tính đó là quan trọng trong số những người đó mộtDịch vụ cung cấp. Các phân tích cho phép cho việc xác định liệu các khía cạnh của mộtcung cấp dịch vụ cụ thể là những khía cạnh mà người trả lời có giá trị như là quan trọng.Trong nghiên cứu này phân tích khu vực được tiến hành trên hộp điểm hàng đầu của hai câu hỏivề tầm quan trọng cả hai (tức là "rất quan trọng" và "quan trọng") và sự hài lòng xếp hạng (tức là"rất hài lòng"
đang được dịch, vui lòng đợi..
Results
A total of 864 questionnaires were returned, although not all had complete data sets.
Table I details the demographic mix of the respondents.
Based on all student responses, the most important (i.e. list of the top ten starting
from the highest value) and least important (i.e. list of the bottom ten starting from the
lowest value) aspects of the University service are shown in Table II.
As can be seen from Table II the most important areas of the University services are
those associated with learning and teaching. Interestingly, given the recommendations
of a Government White Paper (HEFCE et al., 2003) that from 2006 all newly recruited
university teaching staff should obtain a teaching qualification that incorporates
agreed professional standards, the most important aspect of the service is the teaching
ability of staff, closely followed by their subject expertise. The consistency of teaching
quality irrespective of the teacher is also considered by the respondents as important,
recognising that teaching quality can be variable. The students also recognise the
importance of the lecture and tutorial, which is not surprising given that for most
universities that is still the core service offering and is very much linked to the teaching
ability and subject knowledge of staff. Teaching and learning support materials were
QAE
14,3
256
also ranked highly, particularly supplementary handout materials and the use of
Blackboard for enhancing student learning. These are mostly associated with the
explicit service delivered to the students and the facilitating goods.
With regard to facilities, students have ranked the importance of IT facilities very
highly, reflecting the usefulness of connection to the Internet for research purposes and
software packages for producing high quality word-processed documentation for
coursework assignments and dissertations. This links well with the high ranking of the
Learning Resource Centre where IT facilities can be accessed and books and journals
sourced in “hard” copy or electronic copy.
Table II also shows those areas of the service that students find relatively
unimportant. These are mostly associated with the lecture and tutorial facilities and
the ancillary services, for example, layout and decoration of lecture and tutorial
facilities, catering facilities and vending machines.
A further analysis was undertaken to determine whether different segments of the
respondent population had similar or different rankings of the University services’
attributes with regard to importance and unimportance.
%
Gender Male 46
Female 54
Nationality Home (UK) 89
European Union (EU) 4
International (non-EU) 7
Mode of study Full-time 80
Part-time 8
Sandwicha 12
Level of study Level 1 30
Level 2 48
Level 3 22
Note: aSandwich students are those whose programme of study includes a year in industry
Table I.
Demographic mix of
respondents
Ranking Most important Least important
1 Teaching ability of staff Decoration in lecture facilities
2 Subject expertise of staff Vending machines
3 IT facilities Decoration in tutorial rooms
4 Lectures Furnishings in lecture facilities
5 Supplementary lecture materials Recreational facilities
6 Tutorials Availability of parking
7 Consistency of teaching quality irrespective of
teacher
The layout of tutorial/seminar rooms
8 Blackboarda The layout of lecture facilities
9 The Learning Resources Centre The on-campus catering facilities
10 The approachability of teaching staff The quality of pastoral support
Note: aBlackboard is a virtual learning environment that students can access off and on campus
Table II.
Most important and least
important aspects of
service
Measuring
student
satisfaction
257
With regard to mode of study, Table III shows the rankings for students studying
full-time with the University. Whilst acknowledging the fact that 80 per cent of the
sample population is full time students, the rankings of those service aspects
considered most important are very similar to those for the sample population as a
whole, the only difference being that “supplementary tutorial materials” replaces
“approachability of staff”. Once again the majority of aspects considered least
important are associated with the facilities and ancillary services.
When the views of Part-time students are considered, a number of interesting
differences in their priorities are worthy of discussion. Table IV shows the rankings of
service aspects for part time students. The IT facilities drops from third to tenth in
their importance rankings, perhaps indicative of the fact that they have access to IT
facilities at work and/or at home, thus rendering it less important relative to other
aspects of service. Blackboard (a virtual learning environment that allows teaching
staff to make learning and other material available via the internet), on the other hand
rises from 10th to 7th in importance indicating its usefulness as a teaching aid for
students who do not attend the University on a daily basis and who may miss classes
due to work or family commitments. Interestingly, the “helpfulness of technical staff”
is considered unimportant, again reflecting their access to such help at work or a
greater level of expertise on their part through working with IT on a daily basis.
Ranking Most important Least important
1 Teaching ability of staff Recreational facilities
2 Subject expertise of staff Vending machines
3 Consistency of teaching quality irrespective of
teacher
Decoration in lecture facilities
4 Teaching and learning equipment in lectures Furnishings in lecture facilities
5 The Learning Resources Centre Decoration in tutorial rooms
6 Lectures Quality of pastoral support
7 Blackboard The on-campus catering facilities
8 Supplementary lecture materials The layout of tutorial/seminar rooms
9 Supplementary tutorial materials Helpfulness of technical staff
10 IT facilities The lecture facilities overall
Table IV.
Most important and least
important service aspects
for part-time students
Ranking Most important Least important
1 Teaching ability of staff Decoration in lecture facilities
2 Subject expertise of staff Decoration in tutorial rooms
3 IT facilities Vending machines
4 Lectures Furnishing in tutorials
5 Tutorials Furnishing in lectures
6 Supplementary lecture materials Availability of parking
7 Consistency of teaching quality irrespective of
teacher
Recreational facilities
8 The Learning Resources Centre The layout of tutorial/seminar rooms
9 Supplementary tutorial materials The on-campus catering facilities
10 Blackboard The layout of lecture facilities
Table III.
Most important and least
important service aspects
for full-time students
QAE
14,3
258
The data was next segmented on the basis of student nationality. The ranking of
service aspects for UK (home-based) students was similar to the rankings for full-time
students, however, this may be due to the predominance of UK students in the study.
With regard to the European Union (EU) students, a number of differences in rankings
merit discussion. The “responsiveness of teaching staff to requests” was ranked the
second most important service aspect. This probably reflects the need for more support
of students whose first language is not English as well as their unfamiliarity with the
UK Higher Education system. Ranked 4th most important aspect was “textbook
availability within the LRC”. Perhaps reflecting their lack of financial resources to
purchase any set texts or their requirement for the text as a support for their learning.
EU students, mainly Erasmus exchange students from France, Germany, Spain and
Italy, ranked as unimportant similar service aspects as those for UK students.
International (non-EU) students, mostly Asian from China, India and Pakistan,
ranked “textbook availability within the LRC” as the most important aspect of the
service. This is indicative of the learning style of many international students.
Experience and anecdotal evidence from a number of Chinese international teaching
colleagues suggests that the Chinese education system is very textbook centred, with
the teaching structured round the textbook and the examination also based on the
textbook. Depth of knowledge on the one text is expected, rather than breadth of
knowledge from a number of sources.
With regard to the views of students studying at different levels in the University
the main difference between the different years was the fact that level three students
ranked 4th most important “the feeling that rewards gained are consistent with the
effort you put into assessment” and ranked 5th most important “the approachability of
teaching staff”. Neither of these aspects appeared in the rankings by the other two
levels. Both of these reflect the important contribution final year assessment marks
have to the achievement of their honours degree level.
Finally, overall 88 per cent of the students surveyed would recommend the
University to a friend or neighbour. This figure decreased to 78 per cent for
respondents currently in their final year of undergraduate study – significantly lower
than for levels 1 and 2. However, at the time this study was undertaken no comparative
data from other universities existed as the HEFCE survey had yet to be conducted.
Importance-performance analysis was first applied to elements of a marketing
programme by Martilla and James (1977). The so-called “quadrant analysis” is a
graphic technique used to analyse importance and attribute ratings (Dillon et al., 1993).
It produces a grid that shows which attributes are important among those that a
service delivers. The analysis allows for the determination of whether aspects of a
particular service provision are the aspects that respondents value as being important.
In this study quadrant analysis was conducted on the top two questionnaire box scores
for both importance (i.e. “very important” and “important”) and satisfaction ratings (i.e.
“very satisfied”
A total of 864 questionnaires were returned, although not all had complete data sets.
Table I details the demographic mix of the respondents.
Based on all student responses, the most important (i.e. list of the top ten starting
from the highest value) and least important (i.e. list of the bottom ten starting from the
lowest value) aspects of the University service are shown in Table II.
As can be seen from Table II the most important areas of the University services are
those associated with learning and teaching. Interestingly, given the recommendations
of a Government White Paper (HEFCE et al., 2003) that from 2006 all newly recruited
university teaching staff should obtain a teaching qualification that incorporates
agreed professional standards, the most important aspect of the service is the teaching
ability of staff, closely followed by their subject expertise. The consistency of teaching
quality irrespective of the teacher is also considered by the respondents as important,
recognising that teaching quality can be variable. The students also recognise the
importance of the lecture and tutorial, which is not surprising given that for most
universities that is still the core service offering and is very much linked to the teaching
ability and subject knowledge of staff. Teaching and learning support materials were
QAE
14,3
256
also ranked highly, particularly supplementary handout materials and the use of
Blackboard for enhancing student learning. These are mostly associated with the
explicit service delivered to the students and the facilitating goods.
With regard to facilities, students have ranked the importance of IT facilities very
highly, reflecting the usefulness of connection to the Internet for research purposes and
software packages for producing high quality word-processed documentation for
coursework assignments and dissertations. This links well with the high ranking of the
Learning Resource Centre where IT facilities can be accessed and books and journals
sourced in “hard” copy or electronic copy.
Table II also shows those areas of the service that students find relatively
unimportant. These are mostly associated with the lecture and tutorial facilities and
the ancillary services, for example, layout and decoration of lecture and tutorial
facilities, catering facilities and vending machines.
A further analysis was undertaken to determine whether different segments of the
respondent population had similar or different rankings of the University services’
attributes with regard to importance and unimportance.
%
Gender Male 46
Female 54
Nationality Home (UK) 89
European Union (EU) 4
International (non-EU) 7
Mode of study Full-time 80
Part-time 8
Sandwicha 12
Level of study Level 1 30
Level 2 48
Level 3 22
Note: aSandwich students are those whose programme of study includes a year in industry
Table I.
Demographic mix of
respondents
Ranking Most important Least important
1 Teaching ability of staff Decoration in lecture facilities
2 Subject expertise of staff Vending machines
3 IT facilities Decoration in tutorial rooms
4 Lectures Furnishings in lecture facilities
5 Supplementary lecture materials Recreational facilities
6 Tutorials Availability of parking
7 Consistency of teaching quality irrespective of
teacher
The layout of tutorial/seminar rooms
8 Blackboarda The layout of lecture facilities
9 The Learning Resources Centre The on-campus catering facilities
10 The approachability of teaching staff The quality of pastoral support
Note: aBlackboard is a virtual learning environment that students can access off and on campus
Table II.
Most important and least
important aspects of
service
Measuring
student
satisfaction
257
With regard to mode of study, Table III shows the rankings for students studying
full-time with the University. Whilst acknowledging the fact that 80 per cent of the
sample population is full time students, the rankings of those service aspects
considered most important are very similar to those for the sample population as a
whole, the only difference being that “supplementary tutorial materials” replaces
“approachability of staff”. Once again the majority of aspects considered least
important are associated with the facilities and ancillary services.
When the views of Part-time students are considered, a number of interesting
differences in their priorities are worthy of discussion. Table IV shows the rankings of
service aspects for part time students. The IT facilities drops from third to tenth in
their importance rankings, perhaps indicative of the fact that they have access to IT
facilities at work and/or at home, thus rendering it less important relative to other
aspects of service. Blackboard (a virtual learning environment that allows teaching
staff to make learning and other material available via the internet), on the other hand
rises from 10th to 7th in importance indicating its usefulness as a teaching aid for
students who do not attend the University on a daily basis and who may miss classes
due to work or family commitments. Interestingly, the “helpfulness of technical staff”
is considered unimportant, again reflecting their access to such help at work or a
greater level of expertise on their part through working with IT on a daily basis.
Ranking Most important Least important
1 Teaching ability of staff Recreational facilities
2 Subject expertise of staff Vending machines
3 Consistency of teaching quality irrespective of
teacher
Decoration in lecture facilities
4 Teaching and learning equipment in lectures Furnishings in lecture facilities
5 The Learning Resources Centre Decoration in tutorial rooms
6 Lectures Quality of pastoral support
7 Blackboard The on-campus catering facilities
8 Supplementary lecture materials The layout of tutorial/seminar rooms
9 Supplementary tutorial materials Helpfulness of technical staff
10 IT facilities The lecture facilities overall
Table IV.
Most important and least
important service aspects
for part-time students
Ranking Most important Least important
1 Teaching ability of staff Decoration in lecture facilities
2 Subject expertise of staff Decoration in tutorial rooms
3 IT facilities Vending machines
4 Lectures Furnishing in tutorials
5 Tutorials Furnishing in lectures
6 Supplementary lecture materials Availability of parking
7 Consistency of teaching quality irrespective of
teacher
Recreational facilities
8 The Learning Resources Centre The layout of tutorial/seminar rooms
9 Supplementary tutorial materials The on-campus catering facilities
10 Blackboard The layout of lecture facilities
Table III.
Most important and least
important service aspects
for full-time students
QAE
14,3
258
The data was next segmented on the basis of student nationality. The ranking of
service aspects for UK (home-based) students was similar to the rankings for full-time
students, however, this may be due to the predominance of UK students in the study.
With regard to the European Union (EU) students, a number of differences in rankings
merit discussion. The “responsiveness of teaching staff to requests” was ranked the
second most important service aspect. This probably reflects the need for more support
of students whose first language is not English as well as their unfamiliarity with the
UK Higher Education system. Ranked 4th most important aspect was “textbook
availability within the LRC”. Perhaps reflecting their lack of financial resources to
purchase any set texts or their requirement for the text as a support for their learning.
EU students, mainly Erasmus exchange students from France, Germany, Spain and
Italy, ranked as unimportant similar service aspects as those for UK students.
International (non-EU) students, mostly Asian from China, India and Pakistan,
ranked “textbook availability within the LRC” as the most important aspect of the
service. This is indicative of the learning style of many international students.
Experience and anecdotal evidence from a number of Chinese international teaching
colleagues suggests that the Chinese education system is very textbook centred, with
the teaching structured round the textbook and the examination also based on the
textbook. Depth of knowledge on the one text is expected, rather than breadth of
knowledge from a number of sources.
With regard to the views of students studying at different levels in the University
the main difference between the different years was the fact that level three students
ranked 4th most important “the feeling that rewards gained are consistent with the
effort you put into assessment” and ranked 5th most important “the approachability of
teaching staff”. Neither of these aspects appeared in the rankings by the other two
levels. Both of these reflect the important contribution final year assessment marks
have to the achievement of their honours degree level.
Finally, overall 88 per cent of the students surveyed would recommend the
University to a friend or neighbour. This figure decreased to 78 per cent for
respondents currently in their final year of undergraduate study – significantly lower
than for levels 1 and 2. However, at the time this study was undertaken no comparative
data from other universities existed as the HEFCE survey had yet to be conducted.
Importance-performance analysis was first applied to elements of a marketing
programme by Martilla and James (1977). The so-called “quadrant analysis” is a
graphic technique used to analyse importance and attribute ratings (Dillon et al., 1993).
It produces a grid that shows which attributes are important among those that a
service delivers. The analysis allows for the determination of whether aspects of a
particular service provision are the aspects that respondents value as being important.
In this study quadrant analysis was conducted on the top two questionnaire box scores
for both importance (i.e. “very important” and “important”) and satisfaction ratings (i.e.
“very satisfied”
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