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ERIC Number: ED314477
Record Type: Non-Journal
Publication Date: 1989-Oct
Pages: 16
Abstractor: N/A
Reference Count: N/A
Student Satisfaction Survey: One Component of Institutional Effectiveness at the University of Alabama.
Hebbler, Stephen W.; And Others
This study was conducted to examine the usefulness of survey results and the ways in which the results were used, and to gather recommendations for improving the surveys and/or the reports. The Student Satisfaction Survey (SSS) was developed to assess undergraduate students' attitudes toward their major areas, their departments, and the University of Alabama. The survey was administered to juniors and seniors enrolled in programs (majors) that were preparing for a 5-year program review or for re-accreditation by an external crediting agency. Results of the survey were provided to all deans and department chairpersons in the programs involved. A second survey instrument, the Graduate Student Satisfaction Survey (GSSS), was administered to graduate students in programs preparing for program review or re-accreditation. To determine the usefulness of the results of these two surveys, questionnaires were mailed to each program chair who had received a report from either the SSS or GSSS; 13 of the 18 questionnaires mailed to undergraduate report recipients and 10 of the 15 questionnaires mailed to graduate report recipients were returned. Responses indicate that information provided to department administrators from the administration of the surveys to students was useful. Items dealing with courses, the faculty, and the department were viewed as more useful than were those focusing on university services and student background characteristics. The most common use of the results was in preparing for re-accreditation or a University of Alabama program review. Twelve data tables are provided. The student survey instruments are appended. (TJH)
Publication Type: Reports - Research; Speeches/Meeting Papers; Tests/Questionnaires
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A