Center for Research in Higher Education Policies · CIPES – Center for Research in Higher...

CIPES – Center for Research in Higher Education Policies

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Creating Excellence in European Higher Education:

From Student Satisfaction to Student Retention

Maria de Lourdes Maria de Lourdes MachadoMachado--TaylorTaylor, , CIPES, Porto, PORTUGAL,CIPES, Porto, PORTUGAL,

RResearcher and Professor .esearcher and Professor .

Rui BritesRui Brites, ISCTE/, ISCTE/BusinessBusiness SchoolSchool, Lisbon, PORTUGAL, Lisbon, PORTUGAL

Researcher and Professor of Quantitative and Qualitative MethodsResearcher and Professor of Quantitative and Qualitative Methods in Social Sciences.in Social Sciences.

AntAntóónionio MagalhãesMagalhães, Porto University and CIPES, PORTUGAL,, Porto University and CIPES, PORTUGAL,

Researcher and ProfessorResearcher and Professor

Retention

2008

S. Diego, May 28 – 30

RESEARCH TEAM:James S. Taylor (Team Coordinator), CIPES & Aveiro University ††António Magalhães (Team Coordinator), CIPES & Porto University

Maria de Lourdes Machado, CIPES & Polytechnic Institute of Bragança

Rui Brites, CIPES & ISCTE

Minoo Farhangmehr, CIPES & Minho University

José Brites Ferreira, CIPES & Polytechnic Institute of Leiria

Cláudia Sarrico, CIPES & Aveiro University

Fernanda Correia, CIPES

Orlanda Tavares, CIPES

Maria José Sá, CIPES

D. Bruce Johnstone, SUNY Buffalo, USA (Consultant)

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OUTLINE

� Introduction

� European Perspectives

� Satisfaction/Retention (US/European Perspectives)

� Methodology of the study

� Portuguese Higher Education

� Findings and Analysis

� Final thoughts/Questions and Discussion

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� The Bologna Process

� EHEA by 2010

� To reinforce the attractiveness of the European higher education

� Globalization

� HEIs are under pressure to meet demands imposed by a globalized knowledge society

� The competitive international students market

� The dilemma of determining what the most important and meaningful standards of

quality

� The long-standing academic triad of teaching, research and service serving as a

starting point

� Institutional reputation-building gaining momentum

� Decline in state depending in education

� Lack of adequacy to the needs of the labour market

� Excessive regulation

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EUROPEAN HIGHER EDUCATION SYSTEMS CHALLENGES

� Why do students come to us? Why do others choose not to?

� What kinds of students are we interested in attracting? Is this that we get?

� What must we do to attract them? What are they seeking in an education?

� Do we offer what they want? Do they know this? How are we telling them?

� What percentage of our students completes their degrees?

� How can we retain and graduate a higher percentage of our students?

� What are the perceptions of current students about their experience here?

� What is our image? Does it match our strengths and weaknesses?

� How do our programs align themselves with future market trends?

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QUESTIONS FOR ANALYSIS

Achieving the pinnacle of student success is extremely

challenging;

Student retention and student success is a costly and

problematic issue.

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PROBLEM

“…making quality higher education equally accessible

to all.”

“…appropriate conditions (to) complete their studies

without obstacles.”

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The Bologna Process(Bergen Communiqué)

EU

RO

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PE

RS

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“Very few institutions…track basic information

regarding success rates and drop-out rates of students

…this is clearly a basic information requirement for

strategic management…which is currently lacking.”

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Trends IV(European University Association-EUA)

EU

RO

PE

AN

PE

RS

PE

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Index change in school-age population (base year

2000 = 100)

Percentage of the population

Ages 5-14

Ages 15-19 Ages 20-29

Ages

5-14

Ages

15-19

Ages

20-29

1990 2015* 1990 2015* 1990 2015*

Portugal

Finland

France

Netherlands

Spain

United Kingdom

United States

OECD mean

11

12

13

12

10

13

14

13

7

6

7

6

7

6

7

7

16

12

14

13

16

13

13

15

129

101

103

91

138

93

87

105

96

76

97

85

84

80

96

85

128

91

108

118

131

104

89

109

86

88

94

106

71

98

109

91

92

115

107

124

98

119

111

104

69

103

93

99

62

105

120

94 *These figures are projections.

Sources: OECD/UIS WEI and UN Population Division.

DEMOGRAPHIC AND PARTICIPATION TRENDS

EU

RO

PE

AN

PE

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PE

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DEFINING SATISFACTION

“Satisfaction is a person’s attitude toward an object. It represents a complex assemblage of cognitions (beliefs or knowledge), emotions (feelings, sentiments or evaluations) and behavioural tendencies.”

Hammer & Organ (1978, 216)

“Colleges and universities use student satisfaction data to better understand, improve and change campus environments, thereby creating settings more conductive for student development. In this sense, student satisfaction is an indicator of the institution’s responsiveness to students’needs and a measure of institutional effectiveness, success and vitality.”

Beltyukova & Fox (2002, 1)

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DEFINING RETENTION

Retention can be viewed as a helping process in which relationship building is linked to individual strategies the parties use to achieve a desired educational outcome. Some of the key elements of the helping process are: reaching out to students who need support; forming strong, personal working relationship withthose faculty and students that help them identify and achieve their aspirations; assessing what is going on; involving key stakeholders in actions steps and strategies; keeping the door open through follow-up; and assisting students to transition in their educational careers and endeavours.

(Moxley, Najor-Durack and Dumbridge, 2001)

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Student progress is 95% related to student-focused issues (Danielson, 2006).

Individual factors dominate student progress (van den Berg & Hoffman,

2005).

Failure is 15%-20% academic and 80%-85% voluntary and personal (Tinto,

1993).

Most of the literature before 1990 focuses on research about dropouts, after

1990 focuses on strategies to improve student success (Juaréz, 2005).

Virtually every program, person and procedure on a campus have the

potential to impact students and therefore retention (Noel, Levitz, and

Ritcher, 1999).

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�Economic Models emphasize the cost and benefits of a higher education to

the individual person.

�Societal Models considers the impact of dropout on society.

�Psychological Models constructs examine students’ psychological maturity.

�Organizational Models constructs focus on the institutional characteristics

that influence retention.

�Interactionalist Models approach considers the interaction between the

student and the institution.

(Braxton et. al, 1997)

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FIVE APPROACHES TO THE STUDY OF RETENTION

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Institutional Structure for Retention

Transforming the

institution

Sorting Supporting

Transforming the

student Connecting

Developing an institutional retention strategy (adapted from Johnstone, 2002)

Source: Simpson, O.(2003) Student retention in online, open and distance learning. Routledge, London and New York.

Student retention is the result of effective education. We must focus on student learning

and those conditions that promote student learning. Student success will follow (Tinto,

2004).

To provide HEIs with the needed information on student so they can address improved

recruitment, retention and graduation of students (Wiers-Jenssen, Stensaker &

Grogaard, 2002).

Student success require a comprehensive assessment of all aspects of the student’s

experience, and go far the classroom (Taylor, 1981).

A multi-dimensional construct model involving the interaction of personal,

interpersonal, sociological, contextual factors and processes (Benjamin & Hollings,

1995).

Instruments to measure students satisfaction that focuses on many aspects of their

overall educational experience (Elliot &Shin, 2002; Wiers-Jenssen, Stensaker &

Grogaard, 2002).

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REQUIREMENTS TO SUCCESSFUL RETENTION

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Conceptual Framework for Student Satisfaction

(Aldemir & Gülcan, 2004).

Institutional Factors:

1. Academic Issues

2. Administrative Style

and Philosophy

Extracurricular Factors

Importance/Expectations

Demographic Factors

Students’

Satisfaction

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A Path Diagram of Tinto’s ModelAdapted from Yorke, M. and Longden, B. (2004). Retention and Student Success in Higher Education. The Society for Research into Higher Education,

SRHE & Open University Press.

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Swail’s Geometric model of student persistence and achievement

Source: Educational Policy Institute (2008). Engaging Faculty and Sta ff. An Im perative for Fostering

Retention, Advising, and Smart Borrow ing . T exas: T exas G uaranteed Student Loan Corporation

(T G ).

Student retention is the result of effective education.

We must focus on student learning and those

conditions that promote student learning. Student

success will follow (Tinto, 2004).

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Number of higher education institutions

Source: MCTES

PO

RT

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Compound annual growth rate of the number of students

enrolled in HE (EU-15)

Source: MCTES (2006) & Eurydice (2005)PO

RT

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HIG

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Evolution of the overall number of students

Source: MCTES (2006) & Eurydice (2005

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Of 31 developed countries around the world, Portugal

has the lowest average amount of education in the adult

population with 8+ years. No improvement is projected

through 2014 (OECD, 2006).

Only 1 in 10 Portuguese have a higher education

(MCTES, 2006).

Total enrollments have declined 3.8%. In the private

sector it is 7.7% (OECD, 2006).

In Portugal, 32% of all first-cycle students never

graduate (OECD, 2006).

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(1) Which institutional and student factors affect

student success in Portuguese higher education

institutions?

(2) What is the relative level of satisfaction and

importance of these factors for clarifying student

success?

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Research Questions

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Study

Programs

Institutional Level

Public

Univs.

Public

P.I.s

Private

Univs.

Study

Programs

Study

Programs

Study

Programs

Students

Private

Others

Government/National

Level

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Multi-level Structure

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Model of Study

� Background variables

� Academic information

� Social integration

� Environmental influences

� Students expectations, perceptions and importance

Bean and Metzner (1985)

Eskildsen, J. et al. (1999)

Taylor (1985, 1987)

Taylor et al. (2006, 2007)

Tinto (1985, 1993)

Wallace (1999)

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Satisfaction and Importance:

�Decisions and Reasons for Students’ HEI Choices

�Academics and Academic Support

�Personal Growth and Development

� Institutional Processes and Services

�Finances and Financial Support

�Overall Institutional Perceptions

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Questionnaire Overview

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National Study:

� Data coming from Continental Portugal,

Madeira and the Azores

� Data in the period 2006-2007

� Sample: 11,471 students ( Freshmen and

Senior students) reported here

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Which ONE of the following factors was the MOST IMPORTANT reason you

decided to enter higher education?(percentages)

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40,8

19,2

12,7

8,3

8,5

8,2

40,0

22,0

12,1

9,3

7,3

7,7

46,9

19,7

13,2

6,1

7,9

4,7

41,3

20,2

12,6

8,4

8,0

7,6

0,0 5,0 10,0 15,0 20,0 25,0 30,0 35,0 40,0 45,0 50,0

To prepare for an

attractive career

To obtain a degree

I wanted to be able to

choose the direction in

my life

To get a high-paying job

I enjoy studying and

learning

I wanted a good job

Public Universities Public Polytecnichs Private Institutions Total

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Which ONE of the following factors was the MOST IMPORTANT reason you

decided to attend this particular institution?(percentages)

FIN

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30,4

22,0

19,3

6,6

6,8

21,1

29,6

10,7

10,7

10,6

23,9

12,8

19,2

13,5

10,2

26,5

23,3

16,5

8,9

8,5

0,0 5,0 10,0 15,0 20,0 25,0 30,0 35,0

It was the best one for

the program I wanted

It was near my home

It has a good academic

reputation

It was the only one that

offered me a place

Public Universities Public Polytecnichs Private Institutions Total

It was the only

Institution with the

program I wanted

Importance – Satisfaction =

Gap Score

Satisfaction shows room for improvement

Gap Scores averages were found to be negative

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FIN

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NA

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(means)

Public Universities

0

1

2

3

4

5

6

7

8

9

10

Quality of

teaching

Quality of

courses

taken

Knowledge

gained from

courses

Relevance

of courses

Quality of

academic

advising

Variety of

optional

courses

Interactions

with faculty

out of class

Knowledge

assessment

Importance: 0=Not important at all; 10=Extremely important

Satisfaction: 0=Extremely unsatisfied; 10=Extremely satisfied

Importance Satisfaction Centre of scale

Specific statements related with the institution

Academics

FIN

DIN

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/ A

NA

LY

SIS

(means)

Public Polytechnics

0

1

2

3

4

5

6

7

8

9

10


Quality of

teaching

Quality of

courses

taken

Knowledge

gained from

courses

Relevance

of courses

Quality of

academic

advising

Variety of

optional

courses

Interactions

with faculty

out of class

Knowledge

assessment




Academics

FIN

DIN

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/ A

NA

LY

SIS

(means)

Private Institutions

0

1

2

3

4

5

6

7

8

9

10

offered

Quality of

teaching

Quality of

courses

taken

Knowledge

gained from

courses

Relevance

of courses

Quality of

academic

advising

Variety of

optional

courses

Interactions

with faculty

out of class

Knowledge

assessment





Academics

FIN

DIN

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/ A

NA

LY

SIS


Public Universities


(means)

0

1

2

3

4

5

6

7

8

9

10

Meets my

personal

expectations

Meets my

intellectual

expectations

I am more

knowledgeable

I have better

interpersonal

skills

I have better

communication

skills

I have better

leadership

skills

I am getting the

job skills

needed



Personal Growth

FIN

DIN

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/ A

NA

LY

SIS



Public Polytechnics

(means)

0

1

2

3

4

5

6

7

8

9

10

Meets my

personal

expectations

Meets my

intellectual

expectations

I am more

knowledgeable

I have better

interpersonal

skills

I have better

communication

skills

I have better

leadership

skills

I am getting the

job skills

needed



Personal Growth

FIN

DIN

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/ A

NA

LY

SIS




(means)

0

1

2

3

4

5

6

7

8

9

10

Meets my

personal

expectations

Meets my

intellectual

expectations

I am more

knowledgeable

I have better

interpersonal

skills

I have better

communication

skills

I have better

leadership

skills

I am getting the

job skills

needed



Personal Growth

How important do you regard and what is your degree of satisfaction with the following factors (averages)

FIN

DIN

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/ A

NA

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SIS

Public Universities

0

1

2

3

4

5

6

7

8

9

10

Your course of study Your institution The employability ofYour course of study

The social prestige ofyour course of study




FIN

DIN

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/ A

NA

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SIS


Public Polytechnics

0

1

2

3

4

5

6

7

8

9

10






FIN

DIN

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/ A

NA

LY

SIS



0

1

2

3

4

5

6

7

8

9

10






Synthetic Indexes: methodology

Academic statements

Knowledge assessment

Interactions with faculty out of class

Variety of optional courses offered

Quality of academic advising

Relevance of courses

Knowledge gained from courses

Quality of courses taken

Quality of teaching

Personal Growth statements

I am getting the job skills needed

I have better leadership skills

I have better communication skills

I have better interpersonal skills

I am more knowledgeable

Meets my intellectual expectations

Meets my personal expectations

Global Importance and SatisfactionDegree of importance/satisfaction with

Course of studies + Employability course of studies + Institution +Social prestige course of studies

Synthetic Index of Importance (degree of importance)Synthetic Index of Satisfaction (degree of satisfaction)

for each of the following specific statements related to this institution*:

* Scale: 0=not important at all/Extremely unsatisfied; 10=Extremely important/Extremely satisfied

Note: The Synthetic Index is standardized and it results of a Principal Component

Analyses (ACP) with a single factor

CIPES(averages of standardized values)

* Cronbach’s Alpha: 0,88; Explained variance: 58,2% ** Cronbach’s Alpha: 0,90; Explained variance: 61,9%

FIN

DIN

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/ A

NA

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SIS

Synthetic Index of Importance* and Satisfaction**with Academic statements

-0,10

-0,08

-0,05

-0,03

0,00

0,03

0,05

0,08

0,10

0,13

0,15

Average

Education

Sciences

Arts and

Humanities

Social

Sciences,

Commerce

and Law

Sciences,

Mathematics

and

Informatics

Engineering,

Transforming

Industries

and

Construction

Agriculture Health and

Social

Protection

Services

Synthetic Index of Importance Synthetic Index of Satisfaction

r=0,542;p=0,000

CIPES(averages of standardized values)


FIN

DIN

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/ A

NA

LY

SIS

Synthetic Index of Importance* and Satisfaction**with Personal Growth statements

-0,18

-0,15

-0,13

-0,10

-0,08

-0,05

-0,03

0,00

0,03

0,05

0,08

0,10

0,13

0,15

Average

Education

Sciences

Arts and

Humanities

Social

Sciences,

Commerce

and Law

Sciences,

Mathematics

and

Informatics

Engineering,

Transforming

Industries

and

Construction


Social

Protection

Services


r=0,522;p=0,000

CIPES

Synthetic Index of Importance* and Satisfaction**Program of Studies + Employability Program of Studies

+ Social prestige Program of Studies + Institution


FIN

DIN

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/ A

NA

LY

SIS

-0,50

-0,40

-0,30

-0,20

-0,10

0,00

0,10

0,20

0,30

Education

Sciences

Arts and

Humanities

Social

Sciences,

Commerce

and Law

Sciences,

Mathematics

and

Informatics

Engineering,

Transforming

Industries

and

Construction


Social

Protection

Services


Average

(averages of standardized values)

r=0,558;p=0,000


Synthetic Index of Satisfaction with Academic statements

by year of enrollmentF

IND

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AN

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-0,15

-0,10

-0,05

0,00

0,05

0,10

0,15

0,20

1º year Last year 1º year Last year 1º year Last year

Public Universities Public Polytechnics Private Institutions


Synthetic Index of Satisfaction with Personal Growth statementsby year of enrollment

FIN

DIN

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/ A

NA

LY

SIS

-0,15

-0,10

-0,05

0,00

0,05

0,10

0,15

0,20

0,25

0,30




Synthetic Index Satisfaction with Program of Studies + Institution +Employability Program of Studies +Social prestige Program of Studies

by year of enrollmentF

IND

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AN

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-0,30

-0,20

-0,10

0,00

0,10

0,20

0,30

0,40



� Identify national enrollment management strengths and weaknesses

� Recommend strategies for change

� Provide resources to allow HEIs to engage in student success practices

� Provide HEIs with the information, understanding and capabilities to

improve student success rates

� Link students' satisfaction surveys with quality

� SEM- Strategic Enrollment Management

Attract Students Retain Students Graduate Students

(Place Students)

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FINAL THOUGHTS

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QUESTIONS

AND

DISCUSSIONS

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THANK YOU

Maria de Lourdes Maria de Lourdes MachadoMachado--TaylorTaylor, , CIPES (CIPES (CenterCenter for Research in Higher Education Policies), for Research in Higher Education Policies),

PORTUGAL PORTUGAL

Rui BritesRui Brites, ISCTE , ISCTE –– BusinessBusiness SchoolSchool, PORTUGAL, PORTUGAL

AntAntóónionio MagalhãesMagalhães, Porto University and CIPES (, Porto University and CIPES (CenterCenter for Research in Higher Education Policies), for Research in Higher Education Policies),

PORTUGALPORTUGAL

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