The Student Satisfaction Inventory (SSI) was administered during the ACES program on March 29, 2016. The ten additional institution specific questions were changed to reflect the new name of our student academic support functional unit. A total of 94 students were surveyed. Among the ninety survey participants who identified their class, 31.11% were freshman students, 23.33% were sophomores, 26.67% were juniors, 17.78% were seniors and 1.11% were special students. Four students did not reveal their class level.
The SSI, developed by Noel-Levitz, contained 98 items requiring importance and/or satisfaction ratings. Seventy-three of these items are arranged into 12 components/subscales to assess the perception of Academic Advising, Instructional Effectiveness, Concern for the Individual, Campus Support Services, Recruitment and Financial Aid, Campus Climate, Registration Effectiveness, Student Centeredness, Safety and Security, Service Excellence, Campus Life, and Responsiveness to Diverse Populations. Ten campus specific questions were added to address student ratings of the Office of Academic Success and Student Support Services and ACES programs. Those questions are included in an appendix to this report.
2016 SSI Results
A majority of the items asked the respondents to rate the perceived importance and satisfaction level of the item statement. The rating scale is from 1 to 7, with 7 being the highest level of importance or satisfaction. The mean scores for importance for the 12 components/subscales fall in the range of 6.22 to 6.47, while the mean satisfaction scores are in a range of 3.50 to 5.52. A performance gap is simply the importance score minus the satisfaction score. The larger the performance gap, the greater the discrepancy between the valuation of item and corresponding satisfaction level. Smaller performance gaps indicate a convergence between students’ importance rating and their satisfaction level.
Finally, the differences in the means for the satisfaction ratings of Bennett College students and the larger population of students at national four-year private institutions are reported in the table below along with their significance.
|Bennett College – SSI||National 4-Year Privates|
|Scale||Importance||Satisfaction/SD||Performance Gap||Importance||Satisfaction/SD||Performance Gap||Mean Difference|
|Concern for the Individual||6.35||4.64/1.22||1.71||6.23||5.40/1.19||.83||-.76***|
|Campus Support Services||6.34||4.45/1.24||1.89||6.07||5.52/1.06||.55||-1.07***|
|Recruitment and Financial Aid||6.34||4.14/1.24||2.20||6.22||5.19/1.26||1.03||-1.05***|
|Safety and Security||6.28||3.50/1.36||2.78||6.22||5.07/1.30||1.15||-1.57***|
|Responsiveness to Diverse Populations||4.30/1.25||5.34/1.40||-1.04***|
*The difference is statistically significant at the .05 level
**The difference is statistically significant at the .01 level
***The difference is statistically significant at the .001 level
Institutional Strengths and Weaknesses
The results of the Noel-Levitz satisfaction survey support strategic planning efforts. The purpose of this section of the report is to reveal the strengths and weaknesses, as perceived by the students. This section of the report allows Bennett College to see what it is doing well in the eyes of its student body, as well as focus on areas of concern. This data supports efforts for developing a response to the findings of this report. According to Noel-Levitz, strengths are items with high importance and high satisfaction and challenges are items with high importance and low satisfaction or a large performance gap.
This section of the report presents strengths and weaknesses of the institution as determined by the 2016 SSI. In 2015, the Strategic Plan Overview produced by Noel Levitz, identified 18 strengths and 12 challenges; whereas, in 2016, 14 strengths and 9 challenges were listed. Eleven of the strengths identified below were also considered strengths in 2015. Those strengths are highlighted in bold. The five challenges in 2016 that were challenges in 2015 are also highlighted in bold.
Strengths and Challenges Strengths
- My academic advisor is knowledgeable about requirements in my major.
- I am able to register for classes I need with few conflicts.
- Major requirements are clear and reasonable.
- There is a commitment to academic excellence on this campus.
- The content of the courses within my major is valuable.
- The instruction in my major field is excellent.
- Faculty are usually available after class and during office hours.
- My academic advisor is concerned about my success as an individual.
- Nearly all of the faculty are knowledgeable in their field.
- I am able to experience intellectual growth here.
- Class change (drop/add) policies are reasonable.
- I can easily get involved in campus organizations.
- The assessment and course placement procedures are reasonable.
- There is a strong commitment to racial harmony on this campus.
- Tuition paid is a worthwhile investment.
- Student activities fees are put to good use.
- Channels for expressing student complaints are readily available.
- Security staff respond quickly in emergencies.
- Living conditions in the residence halls are comfortable (adequate space, lighting, heat, air, etc.)
- I feel a sense of pride about my campus.
- On the whole, the campus is well-maintained.
- The personnel involved in registration are helpful.
- Residence hall regulations are reasonable.
SSI Supplemental Questions 74-83
Office of Academic Success & Student Support Services:
74) The Office of Academic Success & Student Support Services is supportive and encouraging to me.
75) My Office of Academic Success & Student Support Services tutoring experiences are helpful to my academic process.
76) My experience with Office of Academic Success & Student Support Services academic advising has helped me to understand the required course for my selected major.
77) The community service placement coordinated by the Office of Academic Success & Student Support Services program is useful to me.
78) The Office of Academic Success & Student Support Services mentoring experiences are helpful to my academic progress.
79) ACES programs are supportive and encouraging to me.
80) ACES experiences are helpful to my academic progress.
81) The ACES Programs have introduced me to an array of global experiences.
82) The ACES Programs have heightened my leadership skills.
83) The ACES Programs have heightened my entrepreneurial interests.