2009 Student Satisfaction Survey (formerly the Fall ... · 2009 Student Satisfaction Survey (formerly the Fall Registration Survey) Office of Institutional Analysis & Planning Kwantlen

2009Student Satisfaction Survey

(formerly the Fall Registration Survey)

Office of Institutional Analysis & Planning Kwantlen Polytechnic University

December 2009

http://www.kwantlen.ca/iap.html

page Executive Summary 7

Methodology 7Students' Background 7Choice of a postsecondary institution 7Factors influencing the decision to come to Kwantlen 8Predictors of satisfaction 10

Section 1: Responding Students' Background Information 11Domestic and International Status 11Primary campus 11Gender 11Age Group 12Hours per week students work at a paid job 12Course level 2009 academic year 12Program or major students are enrolled in 13Students' Ethnicity 14Age students learned to speak English 15Students' educational level 15Parents' educational level 15

Section 2: Enrollment 171. Choosing a postsecondary institution 17

First semester at Kwantlen 17Kwantlen as the first choice 17First choice postsecondary institution for students not choosing Kwantlen as their first choice 17

2. Factors influencing students' decision to come to Kwantlen 18Factors of MAJOR influence in the decision to come to Kwantlen 18Factors of MINOR influence in the decision to come to Kwantlen 18Factors of NO influence in the decision to come to Kwantlen 18Factors influencing students' decision to come to Kwantlen - detailed information 19

3. Educational plans at Kwantlen 20Credentials students are enrolled in 21Students' plans to complete credential at Kwantlen 21

Section 3: Course Registration Process 234. Courses students wanted to take but were unable to register for (fall 2009) 23

5. Reasons students could not register for the courses they wanted 24Reasons students could not register for the courses they wanted - by subject matter 25

6. Transfer credit process 30Attempted to transfer credits from other institutions 30

30Satisfaction with the transfer credit process 30Reasons for dissatisfaction with the transfer credit process 31

7. Preferred course delivery method 32

8. Preferred summer semester scheduling 32

Table of Contents

Time elapsed from when transfer credit process was applied for to receiving a response

Kwantlen Polytechnic University: Institutional Analysis Planning

2009 Student Satisfaction Survey (formerly Fall Registration Survey)

December 2009Table of Contents

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page 9. Preferred campus 33

10. Preferred course scheduling times 33Preferred course scheduling times - detailed information 34

35

35

36Access to Educational Advisors is timely 36Educational Advisors are helpful 36Admissions staff are helpful in person 36Admissions staff are helpful on the phone 37Enrollment Services staff are helpful in person 37Enrollment Services staff are helpful on the phone 37Personnel in the Financial Awards office are helpful 38There is a good variety of courses 38All desired courses can be scheduled without timetable conflicts 38Class change (add/drop) polices are reasonable 39Tuition payment policies are reasonable 39Online course registration guide is easy to use 39Web registration process is easy to use 40Course registration information is readily available 40Course description in the online calendar are clear and accurate 40Program descriptions in the online calendar are clear and accurate 41Fee payment process is efficient 41Overall satisfaction with the course registration process at Kwantlen 41

Reasons for dissatisfaction with the course registration process at Kwantlen 42

43

Admissions staff as an information source 43Counsellors as an information source 43Educational Advisors as an information source 44Program faculty or staff as an information source 44Kwantlen website as an information source 44Kwantlen online calendar as an information source 44

Table of Contents

Ratings of sources of information available to students for the course registration process - detailed information

Ratings of aspects of student support available for the course registration process - detailed information

11. Ratings of aspects of student support services available for the course registration process

12. Ratings of sources of information available to students for the course registration process

Summary: Ratings of aspects of student support services available for the course registration process




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page Section 4A: Students' Educational Experiences 45

13. Ratings of aspects of students' educational experiences at Kwantlen 4545

Ratings of aspects of students' educational experiences at Kwantlen - detailed information 45Courses have a good variety of assignments and projects 45Course materials are up-to-date and relevant 46Culturally diverse viewpoints are provided in courses 46Faculty are available after class and during office hours 46Faculty demonstrate care about my success as a student 47Faculty provide timely feedback about course work 47Kwantlen provides support to help students succeed 47Opportunities exist for expressing student concerns 48Opportunities exist to create social connections at Kwantlen 48Opportunities exist to talk to classmates about course materials 48Opportunities exist to study in another country 49Overall satisfaction with educational experiences at Kwantlen 49

Section 4B: Student Support Services 5114. Ratings of aspects of student support services at Kwantlen 51

51Rating of aspects of student support services at Kwantlen - detailed information 52

Start-up sessions held before course registration 52Student orientations held before classes start 52Convenience of student services hours 52Counselling Services 53Educational Advising Services 53Student Employment Services 53Tutoring help available in the Learning Centres 54Accessibility of computer labs 54Usefulness of myKwantlen web portal 54Computer technical assistance 55Adequacy of Library resources 55Adequacy of Library services 55Space available to meet or study with other students 56Space available to study on your own 56Learning materials in bookstores 56Recreational activities on campus 57Cafeteria operating hours (not Grassroots) 57Price of food in the cafeteria (not Grassroots) 57Quality of food provided by the cafeteria (not Grassroots) 58Overall satisfaction with student support services at Kwantlen 58

Reasons for dissatisfaction with student support services at Kwantlen 59

Table of Contents

Summary: Ratings of aspects of students' educaion experiences at Kwantlen

Summary: Ratings of aspects of student support services at Kwantlen




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Fall�2009 64%Fall�2008 78%

Fall 75%

Executive Summary

Methodology

The eleventh annual Fall Student Satisfaction Survey (formerly the Fall Registration Survey) was conducted in October of 2009 and asked students various questions related to their selection of a postsecondary institution, their educational plans at Kwantlen, their course registration process, their educational experiences at Kwantlen, their experiences with student support services at Kwantlen, and their background/ demographic information.

As in previous years, there were two versions of the survey. One version collected information on the educational experiences of students at Kwantlen, while the other collected information on students’ experiences with student support services at Kwantlen. A total of 2,759 students completed the survey: 1,382 respondents for the version asking about students’ educational experiences and 1,377 respondents for the version asking about student support services.

Considerable revisions were made to the survey instrument this year. This process involved consultation with various areas throughout the university to ensure the questions being asked were relevant and appropriate. Another significant change was that the survey went from being a paper survey that students filled out in class to an online survey. However, trades students (with the exception of a few programs) were surveyed in class using a paper survey

Choice of a postsecondary institution

Sixty-four percent of Kwantlen survey respondents indicated Kwantlen was their first choice institution. This is 14 percentage points lower than the 2008 survey and 8 percentage points lower than the average for the last 3 years (72%).

The same proportion of new students (i.e., for whom fall 2009 was their first semester at Kwantlen) and returning

64%

78% 75%

Fall2009

Fall2008

Fall2007

Students indicating Kwantlen was their first choice postsecondary institution

(3 year trend)



December 2009Exxecutive Summary

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SFU 30%UBC 29%BCIT 10%SFU 30%UBC 29%BCIT 10%

few programs) were surveyed in class using a paper survey, since in the past trades students have been prone to not respond to online surveys.

The data in this report separated international and domestic students. For most sections or subsections, a summary data table or graph is presented at the beginning and is followed by the corresponding information presented in greater detail.

Students' Background

Kwantlen continues to have a student body that is representative of the ethnic composition of its community and that is primarily under the age of 25 (76%). The majority of students come from homes where the parents have at least some postsecondary education (61%) and either English is their first language (40%) or they learned English by the age of 5 (25%). Sixty-three percent of respondents were female and 37% were male, an over representation of females in the student body by 7%.

students (64%) stated that Kwantlen was their first choice postsecondary institution.

The top three postsecondary institutions identified by students not choosing Kwantlen as their first choice postsecondary institution were: SFU (30%), UBC (29%), and BCIT (10%). In previous years surveys, these were also the top 3 institutions identified by respondents.

64%

78% 75%

Fall2009

Fall2008

Fall2007

Students indicating Kwantlen was their first choice postsecondary institution

(3 year trend)

30% 29%

10%

SFU UBC BCIT

First choice postsecondary for students for whom Kwantlen was not their first choice

(fall 2009)




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Location 75%

Offers program 72%

Class size 57%

The majority of respondents (94%) indicated that if they had to do it again, they would enroll at Kwantlen, with virtually no difference between domestic and international students.

Of the students who indicated fall 2009 was their first semester at Kwantlen, 95% (n=815) indicated if they had to do it over again, they would enroll at Kwantlen, compared to 94% (n=1,740) who had been at Kwantlen more than one semester.

Of the students who indicated Kwantlen was their first choice postsecondary institution, 97% (n=1,637) stated that if they had to do it all over again, they would enroll at Kwantlen, compared to 90% (n=916) who indicated another institution was their first choice.

Students whose primary campus was Langley had the highest proportion indicating that if they had to do it over again, they would enroll at Kwantlen (96%, n=244). The figures for the other campuses were: 94% of Surrey students (n=1,348), 94% of Cloverdale students (n=79), and 95% of Richmond students (n=884).

Ninety-five percent of students indicating they plan to complete their credential at Kwantlen stated that if they had to do it over again, they would enroll at Kwantlen (n=2,089),

Executive Summary

Factors influencing the decision to come to Kwantlen

The top three factors all survey respondents identified as being a major influence in their decision to come to Kwantlen were: location (75%), offers program I want (72%) and class size (57%). These are the same top three factors for students choosing Kwantlen as their first choice postsecondary.

If you had to do it over again, would you enroll at Kwantlen?

75%72%

57%

Location Offers programI want

Class size

Top three factors influencing the decision of students to come to Kwantlen




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yes 94%

no 6%

If you had to do it over again, would

enroll at Kwantlen?

All students

International students

Domestic students

Yes 94.2% 94.8% 94.3%No 5.8% 5.2% 5.7%

Total respondents 2563 134 2408

to do it over again, they would enroll at Kwantlen (n=2,089), compared to 91% (n=426) of those who indicated they do not plan to complete their credential at Kwantlen.

The graph that follows shows the full list of credentials students were enrolled in for fall 2009, and the proportion of those in a specific credential stating that if they had to do it all over again, they would enroll at Kwantlen. Of the students who indicated they were enrolled in a bachelor's degree, 93% (n=1,031) if they had to do it over again, they would enroll at Kwantlen. This compares to 96% in a diploma (n=545), 94% in an associate degree (n=428), and 93% in an apprenticeship program (n=41).

75%72%

57%

Location Offers programI want

Class size

Top three factors influencing the decision of students to come to Kwantlen

94%

6%

yes no




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n84% 2587% 3993% 103193% 4194% 42896% 9496% 54596% 19197% 3398% 120

100% 6

Executive Summary

CitationUndecided

Grade 12 Diploma/equivalentCertificateDiploma

NoneAssociate Degree

ApprenticeshipBachelor’s Degree

Certificate of CompletionPost-baccalaureate

The graph below compares the satisfaction levels of students indicating that if they had to do it over again, they would enroll at Kwantlen to those who indicated they wouldn't. Students' mean satisfaction with the student support services, the course registration process, their educational experiences at Kwantlen, and the transfer credit process are presented. For all four measures, students who stated that if they had to do it over again they would enroll at Kwantlen had higher satisfaction levels than those stating they would not The former group's highest level of

At least 95% of students who indicated they were satisfied or very satisfied with the course registration process (n=2,135), student support services (n=801), their educational experiences at Kwantlen (n=1,087), and transfer credit process (n=443) indicated that if they had to do it over again, they would enroll at Kwantlen. Of the students who indicated they were dissatisfied or very dissatisfied with their educational experience at Kwantlen, only 30% (n=27) said that if they had to do it over again, they would enroll at Kwantlen This compares to 65%

84%

87%

93%

93%

94%

96%

96%

96%

97%

98%

100%

Post‐baccalaureate

Certificate of Completion

Bachelor’s Degree

Apprenticeship

Associate Degree

None

Diploma

Certificate

Grade 12 Diploma/equivalent

Undecided

Citation

Proportion of students in given credential stating that if they had to do it all over again, they would enroll at Kwantlen.

n=6

n=120

n=428

n=33

n=191

n=545

n=94

n=41

n=1,031

n=39

n=25




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would not enroll

Satisfaction with Course Registration Process

4 3.3Satisfaction with Student Support Services 3.7 2.9Satisfaction with Educational Experiences 4.1 3.1Satisfaction with Transfer Credit Process 3.4 2.6

they would not. The former group's highest level of satisfaction was with their educational experiences at Kwantlen (4.1), and their lowest was with the transfer credit process (3.4), whereas for the latter, their highest level of satisfaction was with the course registration process, and their lowest was with the transfer credit process (2.6).

they would enroll at Kwantlen. This compares to 65% (n=63) of those indicating dissatisfaction with student support services, 72% (n=124) of those indicating dissatisfaction with the course registration process, and 85% (n=43) of those indicating dissatisfaction with the transfer credit process.

84%

87%

93%

93%

94%

96%

96%

96%

97%

98%

100%

Post‐baccalaureate


Bachelor’s Degree

Apprenticeship

Associate Degree

None

Diploma

Certificate


Undecided

Citation

Proportion of students in given credential stating that if they had to do it all over again, they would enroll at Kwantlen.

n=6

n=120

n=428

n=33

n=191

n=545

n=94

n=41

n=1,031

n=39

n=25

43.7

4.1

3.43.3

2.93.1

2.6

Satisfaction with Course Registration Process

Satisfaction with Student Support Services

Satisfaction with Educational Experiences

Satisfaction with Transfer Credit Process

Student level of mean satisfaction with aspects of their experience at Kwantlen and their decision to have enrolled at Kwantlen initially

(1=very dissatisfied; 5=very satisfied)

Yes, would enroll at Kwantlen if I had to do it all over again No, would not enroll at Kwantlen if I had to do it all over again

n=1,204

n=74

n=2,398

n=147

n=1,199

n=75n=443

n=43




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The factors that were the best predictors of overall dissatisfaction with the transfer credit process were: the length of time it took to find out what credits transferred; the appropriate credit not being granted; not being informed of the transfer credit evaluation; receiving inaccurate or inconsistent information; errors being made in the evaluation; staff not being helpful; and, information about transfer credits not being readily available. Please note that no mean level of satisfaction is available for each of these factors.

Students identified in the open-ended comments several reasons why they would not enroll at Kwantlen again if they had to do it over again. Poor availability of courses across campuses and semester to semester and a burdensome process of transferring credits to and from Kwantlen were stated. Several respondents stated Kwantlen felt more like a high school than a university due to the quality or level of service received and the facilities not being conducive to creating a welcoming feeling for students. It was difficult to study on campus or hang around to make social connections. Furthermore, several comments were made regarding incorrect/inconsistent information and inadequate guidance being given to students related to academic matters as well as difficulty accessing Educational Advisors

Predictors of Satisfaction*

The factors that were the best predictors of overall satisfaction with the course registration process (with their corresponding mean value for all respondents) were: the ease of use of the web registration process (4.0); the ease of use of the online registration guide (3.9); the course information being readily available (3.9); the availability of a good variety of courses (3.8); the reasonableness of the tuition payment policies (3.7); the helpfulness of Educational Advisors (3.7); having timely access to Educational Advisors (3.5); and, the reasonableness of class change (add/drop) policies (3.5).

The factors that were the best predictors of overall satisfaction with students' educational experiences (with their corresponding mean value for all respondents) were: course materials are up-to-date and relevant (4.1); faculty demonstrate care about my success as a student (4.0); Kwantlen provides support to help students succeed (4.0); my courses have a good variety of assignments and projects (4.0); and, opportunities exist to create social connections at Kwantlen (3.6). The reasons stated in the open-ended comments for dissatisfaction with the educational experiences at Kwantlen primarily centred around lack of consistency in the quality of instructors and i d t il bilit

Executive Summary




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matters as well as difficulty accessing Educational Advisors.

*For the details of the statistical analysis conducted in this section, please contact the Office of Institutional Analysis and Planning.

inadequate course availability.

The factors that were the best predictors of overall satisfaction with student support services (with their corresponding mean value for all respondents) were: tutoring help available in the Learning Centres (3.8); Start-up sessions held before course registration (3.6); convenience of student services hours (3.6); and, Educational Advising Services (3.6).




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Domestic and International Status

All students

Survey Respond

ActualFall

International 5.2% International 5% 6%

Domestic 94.8% Domestic 95% 94%

Total respondents 2,564

Primary campusAll

studentsInt

studentsDom

studentsSurvey Respond

ActualFall

Responding Students' Background Information

The proportion of domestic and international students who filled out the 2009 Fall Student Satisfaction Survey is representative of the actual distribution in fall 2009.

Students were asked several questions related to their background in order to obtain a profile of the student body. To ensure the representativeness of the survey respondents, students' international/domestic status, primary campus, gender, age, and course level in fall 2009 were compared to the data in Kwantlen's student database. The sample was congruent to the actual distribution of the students' international/domestic status and primary campus. However, female students were over-represented by 7 percentage points and lower division students were over-represented by 8 percentage points.

Additional information presented in this section includes: the number of hours a week that students work at a paid job, students' ethnicity, major/program of study, the age students learned to speak English, students' educational level and their parents' educational levels.

5%

6%

95%

94%

Survey RespondentsFall 2009

ActualFall 2009

Proportion of International &Domestic Students

(survey respondents vs. actual distribution)

International Domestic

Students by Campus(survey respondents vs. actual distribution)



December 2009

Section 1: Responding Students'Background Information

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pCloverdale 3.5% 2.2% 3.4% Cloverdale 4% 3%

Langley 9.5% 3.7% 9.8% Langley 10% 12%Richmond 34.7% 60.4% 33.1% Richmond 35% 33%

Surrey 52.3% 33.6% 53.7% Surrey 52% 52%Total respondents 2,635 134 2,421

Gender All

studentsInt

studentsDom

students Gender Survey Respond

Actual Fall

Male 37.4% 46.2% 36.8% Male 37% 44%

Female 62.6% 53.8% 63.2% Female 63% 56%

Total respondents 2,538 132 2,389

In general, the distribution of survey respondents by campus is representative of the actual distribution of students by campus in fall 2009.

Female students are over-represented and male students are under-represented by 7% in this survey. 37%

44%

63%

56%


Actual Fall 2009

Proportion of Male and Female Students(survey respondents vs. actual distribution)

Male Female

5%

6%

95%

94%


ActualFall 2009

Proportion of International &Domestic Students

(survey respondents vs. actual distribution)


4%

3%

10%

12%

35%

33%

52%

52%


ActualFall 2009

Students by Campus(survey respondents vs. actual distribution)

Cloverdale Langley Richmond Surrey



December 2009


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Age groupAll

studentsInt

studentsDom

studentsSurvey Respond

Actual Fall

Less than 20 years 31.6% 22.6% 32.2% Less than 20 years 32% 32%20 – 24 years 44.0% 57.9% 43.2% 20 – 24 44% 42%25 – 34 years 17.1% 17.3% 17.1% 25 -34 17% 16%35 – 44 years 4.5% 2.3% 4.5% 35 – 44 5% 5%45 – 54 years 2.3% 0.0% 2.3% 45 – 54 years 2% 3%

55 or more years 0.6% 0.7% 55 or more years 1% 2%Total respondents 2,573 133 2,422

Hours per week students work at a

paid job

All students

Int students

Dom students

Fall 2008

Fall 2009

Not working 31.8% 81.3% 29.1% Not working 25% 32%Less than 10 hours 14.2% 5.2% 14.7% Less than 10 hrs 13% 14%

10 – 19 hours 21.8% 7.5% 22.5% 10 -19 hrs 27% 22%20 – 29 hours 16.0% 2.2% 16.7% 20 -29 hrs 21% 16%

30 or more hours 16.2% 3.7% 16.9% 30 or more hrs 14% 16%Total respondents 2,572 134 2,419

The distribution of survey respondents' age in fall 2009 is reflective of the actual distribution of students in fall 2009.


32%

32%

44%

42%

17%

16%

5%

5%

2%

3%

1%

2%


Actual Fall 2009

Distribution of Students by Age Group(survey respondents vs. actual distribution)

Less than 20 years 20 – 24 years 25 ‐34 years

35 – 44 years 45 – 54 years 55 or more years

25%

32%

13%

14%

27%

22%

21%

16%

14%

16%

Fall 2008

Fall 2009

Hours Students Work in Paid Job(fall 2009 vs. fall 2008)



December 2009


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Course level 2009 academic year

All students

Int students

Dom students

Survey Respond

ActualFall

Preparatory 5.1% 20.8% 4.2% Lower division (incl. p 75% 83%1000-level 47.4% 38.5% 47.7% Upper division 22% 18%2000-level 22.5% 21.5% 22.5% Mixed levels 3% 0%3000-level 13.5% 6.9% 14.1%4000-level 8.2% 8.5% 8.4%

Other 3.2% 3.8% 3.2%Total respondents 2,666 130 2,390

The proportion of students in lower division courses are under-represented (by 8%) and the proportion of students in upper division courses are over-represented (by 4%) in the survey compared to the actual distribution in fall 2009.

In general, the proportion of students working in a paid job is less than last year. There has been a 7% increase in the proportion of students not working; the proportion of students working up to 19 hours a week has decreased by 4%; the proportion of students working 20 hours or more a week has decreased by 3%.

75%

83%

22%

18%

3%

0%


ActualFall 2009

Distribution of Students by Course Level(survey respondents vs. actual distribution)

Lower division (incl. preparatory)

Upper division

Mixed levels

32%

32%

44%

42%

17%

16%

5%

5%

2%

3%

1%

2%


Actual Fall 2009

Distribution of Students by Age Group(survey respondents vs. actual distribution)

Less than 20 years 20 – 24 years 25 ‐34 years

35 – 44 years 45 – 54 years 55 or more years

25%

32%

13%

14%

27%

22%

21%

16%

14%

16%

Fall 2008

Fall 2009

Hours Students Work in Paid Job(fall 2009 vs. fall 2008)

Not working Less than 10 hrs 10 ‐19 hrs

20 ‐29 hrs 30 or more hrs



December 2009


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Program or major students are enrolled in

All students

Int students

Dom students

Program or major students are enrolled in

All students

Int students

Dom students

ABE/Qualifying Studies

0.7% 0.0% 0.6% Geography 0.5% 0.0% 0.5%

Accounting 11.7% 15.0% 11.6%Graphic Design for

Marketing0.8% 2.3% 0.7%

Anthropology 0.7% 0.0% 0.8%Health Unit

Coordinator0.3% 0.0% 0.2%

Applied Business Technology

0.1% 0.0% 0.1% History 1.6% 0.0% 1.7%

Applied Science/ Engineering

1.7% 1.5% 1.6%Home Support Resident Care

0.3% 0.0% 0.3%

Asian Studies 0.1% 0.0% 0.1% Horticulture 1.1% 1.5% 1.1%Bachelor of Technology

0.7% 3.0% 0.5%Integrated Pest

Management0.0% 0.0% 0.0%

Business Admin. 6.9% 15.0% 6.5%Interdisciplinary Design Studies

0.1% 0.0% 0.1%

Bus. Entrep. Leadership

0.3% 0.0% 0.3% Interior Design 0.9% 0.0% 1.0%

Business General 2.3% 3.8% 2.1% Journalism 1.0% 0.8% 1.0%Business HR 4.0% 4.5% 4.0% Legal Admin 0.3% 0.0% 0.3%

Business Mgmt. 4.0% 5.3% 4.0% Marketing 2.8% 3.0% 2.8%CADD 0.2% 0.0% 0.2% Math 0.4% 0.8% 0.3%

Canadian Studies 0.1% 0.0% 0.1% Modern Languages 0.2% 0.0% 0.2%Career Choices & Life

Success0.0% 0.0% 0.0% Music 0.7% 0.0% 0.8%




December 2009


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Computer Information Systems

2.0% 6.8% 1.8%Nursing (includes

Psyc. Nursing)5.0% 1.5% 5.3%

Creative Writing 0.6% 0.0% 0.6% Philosophy 0.4% 0.0% 0.4%CRIM/Comm. Crim.

Justice7.2% 3.8% 7.3% Political Science 0.6% 0.0% 0.7%

Double Major – Arts 0.6% 0.0% 0.6%Psychology/Applied

Psyc.6.5% 2.3% 6.7%

Economics 0.4% 1.5% 0.3% Public Relations 0.7% 0.8% 0.7%

English 2.4% 0.8% 2.6%Public Safety

Communications0.1% 0.0% 0.1%

English Language Studies (ESL)

1.3% 12.8% 0.6% Sciences 5.8% 4.5% 6.0%

Environmental Protection Tech

0.5% 0.0% 0.5% SETA 2.3% 0.0% 2.5%

Farrier 0.1% 0.0% 0.1% Sociology 0.4% 0.0% 0.5%Fashion 2.8% 0.8% 2.9% Trades – Apprentice 1.8% 1.5% 1.9%

Fine Arts 1.2% 3.0% 1.0%Trades –

Entry level0.7% 0.0% 0.7%

GBTR 0.2% 0.0% 0.2% Trades - unspecified 0.3% 0.0% 0.2%General Arts 2.7% 0.0% 2.8% Other 0.4% 0.0% 0.4%

General Studies 8.5% 3.8% 8.8% Total respondents 2,711 133 2,421



December 2009


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Fall Fall Caucasian 45% 47%East Asian 19% 19%South Asian 17% 18%Other/Mixed ethnic 15% 9%Canadian Aboriginal 3% 1%Southeast Asian 2% 6%

Students' Race and Ethnicity

All students

Int students

Dom students

Caucasian 44.6% 5.2% 46.6%

Chinese/Taiwanese 17.9% 59.0% 15.7%

South Asian* 16.6% 14.2% 16.9%

Mixed ethnic origins 4.8% 2.2% 5.0%

Filipino 4.2% 0.7% 4.4%

Canadian Aboriginal 2.5% 0.0% 2.6%

Southeast Asian** 2 1% 5 2% 1 9%

Fall 2009

This table presents a detailed account of survey respondents' ethnicity. The largest proportion of respondents indicated they are Caucasian (45%) followed by Chinese/Taiwanese (18%) and South Asian* (17%). These results are very similar to last year's survey.

The majority of international students indicated they


45%

19%17% 15%

3% 2%

47%

19% 18%

9%

1%6%

Caucasian East Asian South Asian Other/Mixed ethnic origins

Canadian Aboriginal Southeast Asian

Students' Ethnicity(fall 2009 vs. fall 2008)

Fall 2009 Fall 2008



December 2009


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Southeast Asian 2.1% 5.2% 1.9%

Latin American 1.4% 2.2% 1.3%West Central 1.3% 3.0% 1.2%

European 1.1% 0.0% 1.2%

African/Caribbean 1.0% 3.7% 0.9%

Korean 1.0% 3.0% 0.9%

Pacific Islander 0.4% 0.0% 0.5%

Japanese 0.4% 0.7% 0.4%

Other 0.7% 0.7% 0.7% *South Asian: Indian, Pakistani, Sri Lankan

Total Respondents 2,559 134 2,407 **Southeast Asian: Cambodian, Indonesian, Laotian, Vietnamese

Canadian Census catergories are used

The majority of international students indicated they are from China/Taiwan (59%) followed by South Asia* (14%).



December 2009


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Age students learned to speak

English

All students

Int students

Dom students

English is the only language learned

40.0% 7.5% 41.6%

Learned another language and English

by age of 524.5% 20.1% 24.8%

Learned another language first and

then English between ages 5-10

10.9% 17.9% 10.6%

Learned another language first, then

learned English between ages 11-15

6.9% 31.3% 5.5%

Learned another language first, then

learned English after age 15

3.9% 21.6% 3.0%

Learned English first, then another

13 9% 1 5% 14 5%


The majority of Kwantlen students (78.4%) in fall 2009 spoke only English or English and another language by the age of five.

Nearly 53% of Kwantlen international students learned English after the age of 10, whereas 38% learned English by the age of 10.



December 2009


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language after the age of 5

13.9% 1.5% 14.5%

Total Respondents 2,578 134 2,425

Students' Educational Level

All students

Int students

Dom students

Parents' Educational Level for all Mother Father

Less than gr. 10 0.4% 1.5% 0.4% Less than gr. 10 6.9% 6.8%

Completed gr. 10 0.3% 0.0% 0.3% Completed gr. 10 3.6% 4.2%

Completed gr. 11 0.6% 0.0% 0.7% Completed gr. 11 2.5% 2.7%

Completed gr. 12 33.0% 42.9% 32.4% Completed gr. 12 25.3% 20.4%Some college/ university level 38.4% 27.8% 39.1%

Some college/ university level 14.6% 11.4%

College level (cert. or dip.)

18.3% 15.0% 18.5%College level (cert. or dip.)

18.6% 12.2%

Trades Certification 1.2% 0.8% 1.2% Trades Certification 1.5% 8.9%

Bachelors Degree 5.9% 10.5% 5.7% Bachelors Degree 17.1% 16.7%

Post-grad Degree (Master or Ph.D.)

0.5% 0.8% 0.5%Post-grad Degree (Master or Ph.D.)

5.1% 8.8%

Professional Degree (MD, LLB, P.Eng.)

0.2% 0.0% 0.2%Professional Degree

(MD, LLB, P.Eng.)2.1% 4.2%

Other 1.0% 0.8% 1.0% Other 2.7% 3.6%

Total Respondents 2,558 133 2,407 Total Respondents 2,526 2,519



December 2009


15 of 59



December 2009


16 of 59Kwantlen Polytechnic University: Institutional Analysis Planning


December 2009


16 of 59

1. Choosing a postsecondary institution

First semester at Kwantlen

All students

Int students

Dom students

Yes 32.5% 39.6% 31.6%

No 67.5% 60.4% 68.4%


Kwantlen was the first choice

t d

All students

Int students

Dom students

Yes 64.2% 57.5% 64.6%No 35.8% 42.5% 35.4%


First choice postsecondary institution for students not

choosing Kwantlen as their first choice

All students

Int students

Dom students

SFU 30 3% 40 4% 29 7%

Enrollment

Nearly one-third of respondents indicated it was their first semester at Kwantlen, unchanged from the previous year's survey. However, there is an increase in the proportion of international students indicating it's their first semester at Kwantlen, 30% in 2008 compared to 39.6% increase in 2009.

The proportion of students indicating Kwantlen was their first choice postsecondary institution dropped from 78% in 2008 to 64% in 2009. This number also dropped for international students, from 73% in 2008 to 58% in 2009.

F t d t i di ti th t K tl t th i fi t

In this section information regarding students choosing Kwantlen, factors influencing their decision to come to Kwantlen, credentials they are enrolled in, and their intent on completing their credential at Kwantlen are presented.



December 2009Section 2: Enrollment

17 of 59

SFU 30.3% 40.4% 29.7%

UBC 29.3% 28.1% 28.9%

BCIT 9.9% 3.5% 10.6%

Other 8.5% 12.3% 8.3%

Langara College 4.6% 0.0% 5.1%

UVIC 3.8% 7.0% 3.5%

University of the Fraser Valley

3.3% 0.0% 3.5%

Douglas College 3.3% 3.5% 3.2%

Capilano University 1.3% 1.8% 1.3%

Emily Carr University 1.2% 1.8% 1.3%

Private Institution 1.1% 0.0% 1.3%

Vancouver Community College

1.0% 0.0% 1.1%

TRU 0.7% 1.8% 0.7%

Trinity Western 0.6% 0.0% 0.6%

Ryerson 0.6% 0.0% 0.7%

Art Institute 0.2% 0.0% 0.2%


For students indicating that Kwantlen was not their first choice postsecondary institution, the top three choices were: SFU (20%), UBC (29%), and BCIT (10%). The top three choices for international students in 2009 were UBC (40%), SFU (28%), and other (12%).

In last year's survey, the top three choices identified by respondents were UBC (26%), SFU (24%), and BCIT (13%). International students' top three choices were UBC (33%), SFU (24%), and other (19%) in 2008.

(In 2008, only 457 students answered this question compared to 965 students in 2009).




17 of 59

2. Factors influencing students' decision to come to Kwantlen

75.1% 2,72072.1% 2,70656.8% 2,71250.5% 2,697

48.2% 2,697

31.8% 2,695

30.6% 2,698

28.3% 1,343

28.3% 2,695

23.3% 2,694

20.0% 2,684

18.5% 2,677

17.0% 2,685

10.0% 2,687

9.1% 2,675

3.1% 2,686

The factors that more than 50% of students identified as being a major influence in their decision to come to Kwantlen were: location (75%), desired program being offered (72%), class size (57%), and easy to get accepted (51%).

The factors that more than 50% of students identified as having no influence in their decision to come to Kwantlen were: reputation of athletics programs (86%), not accepted by first choice institution (79%), friends are attending Kwantlen (56%), and co-op option available (54%).

In the previous year's survey, the top three factors identified as being important factors in the decision to enroll at Kwantlen were: selection of programs, affordable tuition fees, and close to home. (Note the rating method used changed in 2009, and response options were added or slightly modified.)

The following page provides a detailed break out of each factor influencing students' decision to come to Kwantlen.

"n" represents the number of students who identified whether a specific factor was of major, minor or no influence in their decision to come to Kwantlen.

Factors of MAJOR influence in the decision to come to Kwantlen

n

Factors of MINOR influence in the Factors of NO influence in the decision to

Reputation of institution

Encouraged by family, friends or employer

Stepping stone to another university

Helpfulness of student services staff

Program I want difficult to get into elsewhere

Co-op option available

Location

Tuition fees

Offers the program I wantClass size

Easy to get accepted

Reputation of athletics program

Friends are attending Kwantlen

Availability of scholarships/bursaries

Not accepted by first choice institution

Reputation of program

Enrollment




18 of 59

42.0% 1,343 85.7% 2,686

42.0% 2,695 79.4% 2,675

35.8% 2,698 60.0% 2,687

34.0% 2,694 55.5% 2,685

33.7% 2,697 53.8% 2,677

32.6% 2,697 49.0% 2,684

32.6% 2,695 42.8% 2,694

31.0% 2,684 35.5% 2,695

30.4% 2,687 33.6% 2,698

28.5% 2,712 29.7% 1,343

27.8% 2,677 29.7% 2,695

27.5% 2,685 18.1% 2,697

20.9% 2,706 17.0% 2,697

14.7% 2,720 14.7% 2,712

11.5% 2,675 10.1% 2,720

11.2% 2,686 7.0% 2,706

Availability of scholarships/bursaries

nFactors of MINOR influence in the

decision to come to Kwantlen Factors of NO influence in the decision to

come to Kwantlenn




Offers the program I want

Location



Reputation of athletics Offers the program I want

Tuition fees


Class size

Location


Reputation of institution Reputation of athletics program


Co-op option availableProgram I want difficult to get into

elsewhere




Tuition fees




Program I want difficult to get into elsewhere

Availability of scholarships and bursaries

Class size

Co-op option available





18 of 59

Factors influencing students' decision to come to Kwantlen - detailed information

Scholarships and bursaries availability

All students

Int students

Dom students

Program I want difficult to get into

elsewhere

All students

Int students

Dom students

Major influence 10.0% 11.7% 9.8% Major influence 20.0% 23.1% 19.9%Minor influence 30.4% 44.5% 29.8% Minor influence 31.0% 38.5% 30.8%

No influence 59.5% 43.8% 60.3% No influence 49.0% 38.5% 49.3%Total respondents 2,687 128 2,390 Total respondents 2,684 130 2,388

Encouraged by family, friends or

employer

All students

Int students

Dom students


All students

Int students

Dom students




All students

Int students

Dom students

Reputation of athletics program

All students

Int students

Dom students



Easy to get acceptedAll

studentsInt

studentsDom

studentsReputation of

programAll

studentsInt

studentsDom

studentsMajor influence 50.5% 50.8% 50.3% Major influence 31.8% 32.0% 31.9%Minor influence 32.6% 35.2% 32.1% Minor influence 32.6% 43.0% 32.1%


Enrollment




19 of 59


All students

Int students

Dom students


All students

Int students

Dom students



Helpful student services staff

All students

Int students

Dom students

Offers the program I want

All students

Int students

Dom students



LocationAll

studentsInt

studentsDom

studentsCo-op available

All students

Int students

Dom students



Class sizeAll

studentsInt

studentsDom

studentsTuition fees

All students

Int students

Dom students


No influence 14.7% 11.5% 14.9% No influence 18.1% 25.2% 17.7%

Total respondents 2,712 131 2,409 Total respondents 2,697 131 2,397




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3. Educational plans at Kwantlen

Educational plans at Kwantlen

All students

Int students

Dom students

Plan to complete a full program at Kwantlen

to prepare for specific occupation or job

53.8% 47.4% 54.6%

Plan to complete only some courses (or a partial program) at

Kwantlen to prepare to transfer to another

institution

26.7% 26.3% 26.7%

Plan to complete a full program at Kwantlen

to get a general academic education (e.g., general arts or

sciences)

10.6% 12.8% 10.3%

Plan to complete specific courses (or a

partial program) at Kwantlen for

continuing professional 4.5% 7.5% 4.3%

Enrollment

The majority of respondents (54%) indicated they plan to complete a full program at Kwantlen to prepare them for a specific occupation or job. The proportion of respondents selecting this as their main educational goal at Kwantlen has increased in the last few years from 22% in 2007 to 51% in 2008.

The second most selected option by respondents was that they plan to complete some courses or a partial program at Kwantlen to transfer to another institution. This was the second most selected option in 2008 as well. However, the proportion of respondents selecting this option has steadily decreased from 42% in 2007, 31% in 2008, to 27% in 2009.

Together the above indicates that an increasing proportion of students are choosing to stay at Kwantlen to complete their studies.

Furthermore, in 2009, nearly 80% of the 1,076 students indicating they intend on completing a bachelor's degree stated they plan to complete their full program at Kwantlen.

(Note: Response options were slightly modified in the 2009 survey )




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co t u g p o ess o adevelopment in my

field (i.e., to improve my job related skills)

Plan to complete courses at Kwantlen

only for personal enjoyment or improvement

2.7% 4.5% 2.5%

*Complete program and attend grad school

0.4% 0.0% 0.5%

*Complete full program (Cert, Dip, Degree,

etc.)0.3% 0.0% 0.2%

*Complete full program, then transfer

0.2% 0.0% 0.2%

*Exchange student at Kwn for a short time

0.1% 1.5% 0.0%

Other 0.6% 0.0% 0.5%Total respondents 2,726 133 2,423

*Categories generated from open-ended student responses.

2009 survey.)




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Credentials students are enrolled in

All students

Int students

Dom students

Citation 0%Bachelor’s Degree 39.9% 27.1% 40.9% Post-bac Certificate/Dip 1%

Diploma 21.3% 38.3% 20.6% Grade 12 Diploma/equi 1%Associate Degree 16.7% 8.3% 17.1% Certificate of Completio 2%

Certificate 7.7% 4.5% 7.8% Apprenticeship 2%Undecided 4.8% 6.8% 4.6% None 4%

None 3.8% 4.5% 3.6% Undecided 5%Apprenticeship 1.8% 1.5% 1.8% Certificate 8%


1.5% 2.3% 1.4%Associate Degree 17%


1.3% 3.0% 1.1%Diploma 21%

Post-bac Certificate/Diploma

1.0% 3.8% 0.8%Bachelor's Degree 40%

Citation 0.2% 0.0% 0.2%Total respondents 2,705 133 2,421

Planning to complete credential at

Kwantlen

All students

Int students

Dom students Fall

2008Fall 2009

Yes 82.9% 79.4% 83.5% Yes 81% 83%No 17.1% 20.6% 16.5% No 19% 17%


Enrollment

0%

1%

1%

2%

2%

4%

5%

8%

17%

21%

40%

Citation

Post‐bac Certificate/Diploma



Apprenticeship

None

Undecided

Certificate

Associate Degree

Diploma

Bachelor's Degree

Credentials Students are Enrolled In

83% 17%Fall 2009

Planning to Complete Credential at Kwantlen




21 of 59

p ,

The proportion of respondents indicating they intend on completing their credential at Kwantlen increased by 2% from last year to 83%.

Eighty-three percent of students indicating they are enrolled in a bachelor's degree stated they intend on completing this credential at Kwantlen (a 3% increase from 2008). This compares to 80% of students enrolled in an associate degree, 95% enrolled in a certificate, and 92% enrolled in a diploma in 2009.

0%

1%

1%

2%

2%

4%

5%

8%

17%

21%

40%

Citation

Post‐bac Certificate/Diploma



Apprenticeship

None

Undecided

Certificate

Associate Degree

Diploma

Bachelor's Degree

Credentials Students are Enrolled In

81%

83%

19%

17%

Fall 2008

Fall 2009

Planning to Complete Credential at Kwantlen

Yes No




21 of 59







22 of 59

4. Courses students wanted to take but were unable to register for (fall 2009)

Accounting(Choose all that apply)

All students

Int students

Dom students

All students

Dom students

Preparatory 10.4% 22.2% 8.5% 11.7% 25.0% 11.1%1000-level 33.2% 44.4% 31.6% 55.8% 31.3% 58.5%2000-level 17.6% 11.1% 18.4% 34.5% 31.3% 34.5%3000-level 33.6% 14.8% 36.3% 12.7% 12.5%4000-level 21.2% 7.4% 23.6% 9.1% 6.3% 9.9%

Total respondents 250 27 212 196 16 171

Biology(Choose all that apply)

All students

Int students

Dom students

All students

Int students

Dom students

Preparatory 13.6% 31.3% 12.7% 31.0% 35.7% 30.0%1000-level 64.7% 31.3% 66.9% 55.8% 35.7% 58.9%2000-level 23 4% 25 0% 23 6% 15 9% 21 4% 13 3%

For various subject matters, students were asked to identify the course level(s) they were not able to register for and the reasons why they were unable to register for a particular subject. The greatest proportion of respondents indicated they were unable to register in 1000 level courses. The course levels with the highest proportion of students indicating they were unable to register are highlighted for each subject matter in the tables in this section.

In this section, information is presented regarding: students' ability to register for desired courses and the reasons why they were unable to register for a desired course; their experience with the transfer credit process; their preferred course delivery format and scheduling; campus of preference; and ratings of the various forms of student support and information sources available to them during the course registration process.

Chemistry(Choose all that apply)

Preparatory1000-level2000-level

Course Registration Process

Total respondents4000-level3000-level2000-level1000-level

Preparatory

Criminology(Choose all that apply)



December 2009

Section 3:Course Registration Process

23 of 59

2000-level 23.4% 25.0% 23.6% 15.9% 21.4% 13.3%3000-level 2.2% 6.3% 1.9% 0.9% 0.0% 0.0%4000-level 2.2% 6.3% 1.9% 2.7% 7.1% 1.1%


Business(Choose all that apply)

All students

Int students

Dom students

All students

Int students

Dom students

Preparatory 5.9% 16.7% 5.0% 16.6% 22.5% 16.6%1000-level 29.7% 30.0% 32.2% 68.8% 57.5% 69.7%2000-level 32.4% 36.7% 35.6% 12.7% 12.4%3000-level 25.8% 13.3% 29.7% 5.8% 10.0% 4.9%4000-level 16.0% 13.3% 18.4% 2.8% 2.5% 2.9%


Math(Choose all that apply)

All students

Int students

Dom students

All students

Int students

Dom students

Preparatory 22.2% 20.7% 22.4% 8.8% 15.8% 8.3%1000-level 61.6% 51.7% 62.7% 49.5% 47.4% 49.4%2000-level 16.3% 24.1% 14.9% 27.1% 21.1% 27.2%3000-level 3.4% 2.5% 19.3% 15.8% 20.4%4000-level 2.5% 3.4% 1.9% 10.5% 5.3% 11.3%


2000-level3000-level4000-level

Total respondents

English(Choose all that apply)

Preparatory1000-level2000-level3000-level4000-level

Total respondents

Psychology(Choose all that apply)

Preparatory1000-level2000-level3000-level4000-level

Total respondents



December 2009


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Physics(Choose all that apply)

All students

Int students

Dom students

All students

Int students

Dom students

Preparatory 27.7% 26.3% 27.1% 12.4% 25.0% 11.6%1000-level 61.7% 52.6% 62.9% 56.4% 50.0% 57.4%2000-level 9.6% 15.8% 7.1% 25.8% 8.3% 27.5%3000-level 4.3% 10.5% 1.4% 16.7% 16.7% 15.9%4000-level 3.2% 5.3% 1.4% 12.4% 8.3% 12.7%


5. Reasons students could not register for the courses they wanted

Other 636Bus 522English 439Accoun 437Psych 395Crim 329

Biology 219Math 202Physics 122Chem 118


2000-level1000-level

Preparatory

Other(Choose all that apply)

There are two sets of tables that identify the number of students indicating they were unable to register for one or more courses - one set presents the subjects and course levels (in the previous section 1), while the other set presents the subject and reason(s) for not being able to register (in this section). In general, a greater number of students indicated they were unable to register for a given subject in the case of the latter. For example, 522 students indicated they were unable to register for Business courses when identifying the reason(s) why they were unable to register, compared to 306 students indicating they were unable to register for a Business courses when identifying the course levels. The graph on the immediate right graphs the number of students who identified they were unable to register for a course and the reason why.

3000-level

Total respondents4000-level

522

439

437

395

329

219

202

122

118

Bus

English

Account

Psych

Crim

Biology

Math

Physics

Chem

Number of students identifying a subject matter they were unable to register for



December 2009


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Reasons for not being able to register in

courses

All students

Int students

Dom students

All sections were full 581 43 516

Timetable conflict 581 36 525

Only wanted certain sections/times/campus

501 31 425

Course not available this semester

406 29 360

Didn’t have course pre-requisites

387 33 333

Section restricted to students in program

184 20 150

Other 107 9 95

The greatest number of students stated "all sections were full", "course timetable conflict", and "I only wanted certain sections/times/campus" as reasons for being unable to register in courses. The reasons for not being able to register in courses is also presented by subject area in the tables that follow.

581

581

501

406

387

184

107

All sections were full

Timetable conflict



Didn’t have course pre‐requisites


Other

Number of students identifying a given reason for not being able to register in a desired course

522

439

437

395

329

219

202

122

118

Bus

English

Account

Psych

Crim

Biology

Math

Physics

Chem

Number of students identifying a subject matter they were unable to register for



December 2009


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Reasons students could not register for the courses they wanted - by subject matter

Accounting(choose all that apply)

All students

Int students

Dom students

Course timetable conflict 20.3% 19.4% 20.2%

All sections were full 19.3% 23.3% 18.8%

I wanted only certain sections/times/campus

16.0% 16.1% 17.2%


15.5% 20.7% 15.0%

Other 10.3% 22.2% 9.5%


10.1% 15.2% 9.6%


7.6% 20.0% 6.7%

Total respondents 437 n/a n/a

Biology(choose all that apply)

All students

Int students

Dom students


22.3% 5.0% 26.0%



Course timetable conflict (20%) and all sections being full (19%) were the top two reasons identified by students for not being able to register in Accounting classes. A total of 437 students indentified one or more reasons for not being able to register in an Accounting class. This number is greater than the 250 who indicated they were unable to register in an Accounting class by level (prepatory to 4000 level) on page 23 of this section.

Section restricted to students in a specific program (22%) and all sections being full (10%) were the top two reasons identified by students for not being able to register in Biology classes. A total of 219 students identified one or

f b i bl i i Bi l



December 2009


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8.0% 15.2% 7.2%


7.6% 10.3% 7.8%


Other 4.7% 11.1% 4.2%

Only wanted certain sections/times/ campus

4.6% 6.5% 4.7%


more reasons for not being able to register in a Biology class. This number is greater than the 184 who indicated they were unable to register in a Biology class by level (prepatory to 4000 level) on page 23 of this section.



December 2009


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Business(choose all that apply)

All students

Int students

Dom students


23.0% 29.0% 24.5%




18.4% 24.1% 18.1%


14.7% 30.0% 12.7%


13.4% 18.2% 12.9%

Other 13.1% 22.2% 11.6%


Chemistry(choose all that apply)

All students

Int students

Dom students


9.8% 6.1% 10.2%

Other 5.6% 22.2% 4.2%


4.2% 3.2% 4.7%


3.4% 10.3% 2.5%


I wanted only certain sections/times/campus (23%) and course timetable conflict (22%) were the top two reasons identified by students for not being able to register in Business classes. A total of 522 students identified one or more reasons for not being able register in a Business class. This number is greater than the 306 who indicated they were unable to register in a Business class by level (prepatory to 4000 level) on page 23 of this section.

I didn't have the pre-requisites for the course (10%) and other (6%) were the top two reasons identified by students for not being able to register in Chemistry classes. A total of 118 students identified one or more reasons for not being able register in a Chemistry class. This number is greater than the 113 who indicated they were unable to register in a Chemistry class by level (prepatory to 4000 level) on page 23 of this section.



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se esteSection restricted to students in program

3.3% 10.0% 1.3%






December 2009


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Criminology(choose all that apply)

All students

Int students

Dom students



13.5% 13.8% 13.3%



12.0% 6.5% 12.9%


9.3% 3.0% 9.6%


7.1% 5.0% 5.3%

Other 5.6% 22.2% 3.2%


English(choose all that apply)

All students

Int students

Dom students


36.7% 33.3% 36.3%


Other 15.0% 33.3% 13.7%


I didn't have the pre-requisites for the course (37%) and all sections were full (18%) were the top two reasons identified by students for not being able to register in English classes. A total of 439 students identified one or more reasons for not being able register in an English class. This number is greater than the 362 who indicated

All sections were full (15%) and course not available this semester (14%) were the top two reasons identified by students for not being able to register in Criminology classes. A total of 329 students identified one or more reasons for not being able register in a Criminology class. This number is greater than the 196 who indicated they were unable to register in a Criminology class by level (prepatory to 4000 level) on page 23 of this section.



December 2009


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11.0% 3.2% 12.2%


8.4% 3.4% 8.9%


7.6% 10.0% 7.3%


they were unable to register in an English class by level (prepatory to 4000 level) on page 23 of this section.



December 2009


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Math(choose all that apply)

All students

Int students

Dom students


14.2% 15.2% 14.1%

Other 9.3% 11.1% 9.5%




6.4% 17.2% 5.3%


5.8% 9.7% 5.9%


3.3% 15.0% 2.0%


Physics(choose all that apply)

All students

Int students

Dom students


8.3% 12.1% 8.1%


6.5% 0.0% 6.0%


Course not available this 4 2% 10 3% 3 9%


I didn't have the pre-requisites for the course (14%) and other (9%) were the top two reasons identified by students for not being able to register in Math classes. A total of 202 students identified one or more reasons for not being able register in a Math class. This number is slightly lower than the 228 who indicated they were unable to register in a Math class by level (prepatory to 4000 level) on page 23 of this section.

I didn't have the pre-requisites for the course (8%) and section restricted to students in specific program (7%) were the top two reasons identified by students for not being able to register in Physics classes. A total of 122 students identified one or more reasons for not being able register in a Physics class. This number is higher than the 94 who indicated they were unable to register in a Physics l b l l ( 4000 l l) 24 f hi



December 2009


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4.2% 10.3% 3.9%



2.4% 6.5% 2.4%

Other 1.9% 11.1% 1.1%


class by level (prepatory to 4000 level) on page 24 of this section.



December 2009


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Psychology(choose all that apply)

All students

Int students

Dom students


21.2% 5.0% 24.0%




14.6% 12.9% 15.8%


14.3% 17.2% 14.4%


8.0% 3.0% 8.7%

Other 5.6% 22.2% 4.2%


Other(choose all that apply)

All students

Int students

Dom students


46.7% 33.3% 48.4%


28.7% 34.5% 28.3%

Other 26.1% 35.0% 25.3%

Only wanted certain 24 0% 35 5% 25 2%

Section restricted to students in specific program (21%) and all sections were full (17%) were the top two reasons identified by students for not being able to register in Psychology classes. A total of 395 students identified one or more reasons for not being able register in a Psychology class. This number is higher than the 295 who indicated they were unable to register in an Psychology class by level (Prepatory to 4000 level) on page 23 of this section.

Section restricted to students in a specific program was the top reason stated by students unable to register in other subject areas (47%). The following reason was course not available this semester (28.7%); however, this is close to being 20% lower than the former. A total of 636 students identified at least one reason for not being able to register in an "other" subject. Additional subject areas

ill b dd d t t ' t bt i ifi




December 2009


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ysections/times/campus

24.0% 35.5% 25.2%




14.2% 30.3% 12.6%


will be added to next year's survey to obtain more specific information.



December 2009


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6. Transfer credit process

Attempted to transfer credits from other

institutions

All students

Int students

Dom students

Yes 20.0% 36.6% 18.8%No 71.9% 42.3% 73.8%

Not sure 8.0% 21.1% 7.3%Total respondents 2,436 123 2,220

Time elapsed from when transfer credit was

applied for to receiving a response

All students

Int students

Dom students

Less than 3 weeks 16.1% 18.8% 15.7%3-6 weeks 27.8% 29.2% 26.9%

More than 6 weeks 25.5% 25.0% 26.4%Don't know 30.6% 27.1% 31.0%


Satisfaction with the transfer credit process

All students

Int students

Dom students

Very satisfied 18.3% 18.8% 18.0%Satisfied 29 6% 33 3% 28 9%


Nearly a third of respondents who tried to transfer credits from another institution waited between 3 to 6 weeks to receive information whether or not Kwantlen accepted the credits. A quarter of respondents had to wait more than six weeks for a response.

As expected, the level of satisfaction with the transfer credit process dropped the longer the waiting period for a response. Respondents waiting less than 3 weeks had a mean satisfaction of 4.1, those waiting between 3 to 6 weeks had a mean satisfaction of 3.7 and those waiting more than six weeks had a mean satisfaction of 2.5. (1=very dissatisfied; 5= very satisfied)

The majority of respondents indicating they were dissatisfied with the transfer credit process stated: it took too long (56%), it was a confusing process (50%), and appropriate credit was not granted (43%). A complete list of reasons for dissatisfaction are found on the following page

Twenty percent of respondents (487) attempted to transfer credits from another institution to Kwantlen. Of these students, 90% of the institutions they wanted to transfer credits from were in Canada and 10% were in another country.



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Satisfied 29.6% 33.3% 28.9%Neither satisfied nor

dissatisfied27.6% 33.3% 27.9%

Dissatisfied 15.1% 10.4% 15.9%Very dissatisfied 9.3% 4.2% 9.2%

Mean satisfaction with the transfer process

3.3 3.5 3.3

Total respondents 503 48 433Mean differences are not statistically significant at the 5% level.

page.

Nearly half of respondents indicated that they were satisfied or very satisfied with the transfer credit process. The mean level of satisfaction with the transfer credit process was 3.3 for all respondents.

There was virtually no difference in the mean level of satisfaction between domestic students (3.3) and international students (3.4) or students trying to transfer credits from within (3.4) or outside of Canada (3.1).



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Reasons for dissatisfaction with the transfer credit process

(choose all that apply)

All students

Int students

Dom students

Errors made in transfer

Appropriate credit not granted

33.6%14.3%32.5%Enrollment Services staff

were not helpful

28.2%28.6%26.8%No assistance with

transfer credit evaluation

0.0%

27.3%28.6%26.0%Was not told result of

transfer credit evaluation

30.0%


Complicated and confusing process

50.4% 53.6%28.6%

Some of the additional comments respondents made regarding their dissatisfaction with the transfer credit process concerned the length of time taken to receive a response or that a significant amount of time had passed (9 months) and still no information had been received. Uncertainty about what had actually transferred and the inadequacy of the credit grant was also mentioned. Lastly, the desire to have access to the person doing the evaluation and more information about the process in general were also mentioned.

28.5%Received inconsistent

and/or inaccurate information

56.1%Took too long to find out

what credit was transferred

42.7%42.9%

31.7% 32.7%28.6%

59.1%42.9%

43.1%

Information about the transfer credit process not

readily available



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Errors made in transfer credit evaluation

19.5% 14.3% 20.0%

Information about the appeal process not readily

available19.5% 14.3% 19.1%

Cumbersome appeal process

14.6% 14.3% 15.5%

Too costly 14.6% 0.0% 15.5%

Other 15.4% 0.0% 16.4%




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7. Preferred course delivery method

Preferred courses delivery method

All students

Int students

Dom students

In class 65.2% 70.8% 65.0% In 65%Online 5.2% 4.6% 5.2% Online 5%

A combination of both 29.6% 24.6% 29.8% Combiti

30%


8. Preferred summer semester scheduling

Likelihood of taking courses May to August

All students

Int students

Dom students

Very Likely 34.3% 29.7% 34.6%Likely 23.2% 29.7% 22.9% May to August 3.5

Neither likely/unlikely 13.4% 16.9% 13.4% May to 3.8Unlikely 13.0% 11.9% 13.0% July to 3.1

Very Unlikely 16.1% 11.9% 16.2%Mean likelihood of taking

courses May to August

3.5 3.5 3.5

Total respondents 2,409 118 2,221Test for statistical significance of mean differences is inconclusive.

Likelihood of taking All Int Dom


The majority of students prefer courses delivered in class (65%). International student's preference for this mode of delivery is slightly higher (71%).

65%

5%

30%

In class Online Combination of both

Preferred course delivery method for all students responding to survey

3.53.8

3.1

May to August May to Juneintersession

July to Augustintersession

Mean likelihood of taking course during summer sessions for all students

responding to survey(1=very unlikely; 5=very likely)



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courses May to June intersession

All students

Int students

Dom students

Very Likely 41.0% 40.0% 40.9%Likely 25.7% 25.8% 25.9%

Neither likely/unlikely 15.3% 16.7% 15.4%Unlikely 7.3% 9.2% 7.2%


courses May to June

3.8 3.8 3.8


Likelihood of taking courses July to August

intersession

All students

Int students

Dom students

Very Likely 22.1% 12.7% 22.3%Likely 20.7% 22.7% 20.7%

Neither likely/unlikely 19.4% 24.5% 19.2%Unlikely 17.3% 20.0% 17.3%


courses July to August

3.1 2.9 3.1


Mean differences are not statistically significant at the 5% level.


Survey respondents were presented with three alternatives for taking courses in the summer - May to August, May to June intersession, and July to August intersession - and were asked to rate how likely they were to take each one. The option receiving the highest mean likelihood was the May to June intersession with a mean value of 3.8, followed by the May to August summer session with a mean likelihood value of 3.5. The July to August intersession option received the lowest mean likelihood value of 3.1.

There is virtually no difference between international and domestic students regarding these three options. The only exception is that international students were slightly less likely to take the July to August intersession than domestic students.

65%

5%

30%

In class Online Combination of both

Preferred course delivery method for all students responding to survey

3.53.8

3.1

May to August May to Juneintersession

July to Augustintersession

Mean likelihood of taking course during summer sessions for all students

responding to survey(1=very unlikely; 5=very likely)



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9. Preferred campus

Campus of preferenceAll

studentsInt

studentsDom

students

Cloverdale 3.8% 1.5% 3.9%Langley 15.2% 3.7% 15.8%

Richmond 34.5% 59.7% 33.0%Surrey 46.4% 35.1% 47.2%


Cloverdale

LangleyRichmond

Surrey

Cloverdale 79.8% 2.8% 0.4% 1.3%Langley 3.4% 85.9% 3.1% 11.4%

Richmond 5.6% 4.4% 85.7% 7.9%Surrey 11.2% 6.9% 10.8% 79.4%

Total respondents 89 248 911 1,374

10. Preferred course scheduling times


Campus of preferencePrimary Campus

Forty-six percent of survey respondents indicated they prefer the Surrey campus, followed by Richmond (35%), Langley (15%), and Cloverdale (4%).

The majority of respondents indicated their primary campus was their campus of preference - Cloverdale (80%), Langley (86%), Richmond (86%), and Surrey (79%).

The second highest proportion of Cloverdale students identified Langley as their preferred campus (3%). For Langley and Richmond students it was Surrey campus, at (11%) and (8%) respectively. Lastly, for Surrey students it was Cloverdale and Richmond campuses (both at 11%).



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evening & all day Sat. 1.8Sat. morn2.1Fri. 2.3Mon.-Thurs. 4:00-3.3Mon.-Fri. 8:00a.m3.6Mon.-Fri. 12:00-44Once a month on Fri. 1.8

Survey respondents were asked to rate the likelihood of taking a course (any given semester) during various time slots. The Monday to Friday between noon and 4 p.m. had the highest mean (4.0) followed by the Monday to Friday option 8:00 a.m.-12:00 p.m. The lowest rating was once a month on Friday evening and all day Saturday. The tables with detailed information immediately follow.

1.82.12.3

3.33.6

4

Once a month on Fri. evening & all day Sat.

Sat. morning

Fri. 4:00‐10:00p.m.

Mon.‐Thurs. 4:00‐10:00p.m.

Mon.‐Fri. 8:00a.m.‐12:00p.m.

Mon.‐Fri. 12:00‐4:00p.m.

Mean level of likelihood of taking courses at the proposed times



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Preferred course scheduling times - detailed information

Monday to Friday 8:00 a.m.-12:00 p.m.

All students

Int students

Dom students

All students

Int students

Dom students

Very Likely 38.4% 26.4% 38.9% 45.9% 46.8% 46.1%Likely 24.2% 23.6% 24.3% 29.7% 24.8% 29.7%

Neither likely/unlikely 10.7% 14.2% 10.3% 9.4% 16.5% 8.9%Unlikely 11.0% 17.9% 10.9% 6.3% 7.3% 6.3%

Very Unlikely 15.7% 17.9% 15.6% 8.7% 4.6% 9.0%

Mean level of likelihood to take course any

semester: Mon-Fri. 8:00 a.m.-12:00 p.m.

3.6 3.2 3.6 4.0 4.0 4.0

Total respondents 2,309 106 2,134 2,310 109 2,134Mean differences are statistically significant at the 5% level. Mean differences are not statistically significant at the 5% level.

Monday to Thursday 4:00-10:00 p.m.

All students

Int students

Dom students

All students

Int students

Dom students



Very Unlikely 16.9% 18.9% 16.4% 39.9% 36.7% 40.0%


semester: Mon-Thurs. 4-10 p.m.

3.3 3.0 3.3 2.3 2.3 2.3

Likely

Total respondents

Monday to Friday 12:00 p.m.-4:00 p.m.

Very Likely


Neither likely/unlikelyUnlikely

Very Unlikely

LikelyNeither likely/unlikely

UnlikelyVery Unlikely

Mean level of likeli-hood to take course any

semester: Mon-Fri.12:00-4:00 p.m.


semester: Friday 4-10 p.m.

Friday 4:00-10:00 p.m.

Very Likely



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p

Total respondents 2,296 111 2,123 2,168 98 2,010Mean differences are statistically significant at the 5% level. Mean differences are not statistically significant at the 5% level.

Saturday morningAll

studentsInt

studentsDom

studentsAll

studentsInt

studentsDom

students



Very Unlikely 52.2% 41.8% 52.5% 61.0% 58.8% 60.9%


semester: Saturday morning

2.1 2.3 2.1 1.8 1.8 1.8

Total respondents 2,177 98 2,020 2,151 97 1,998Mean differences are not statistically significant at the 5% level. Mean differences are not statistically significant at the 5% level.

Neither likely/unlikely

Total respondents

UnlikelyVery Unlikely

Mean level of likelihood to take course any semester: Once a

month Friday evening and all day Saturday

Very LikelyLikely

y p

Total respondents

Once a month on Friday evening and

all day Saturday



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Mean n

4.0 2,507

4.0 2,540

4.0 80

3.9 2,418

3.9 1,152

3.9 2,540

3.8 2,537

3.8 2,432

3.7 2,492

3.7 81

3.7 2,527

3 7 2 168

Course registration information is readily available

There is a good variety of courses

Program descriptions in the online calendar are clear and accurate

Course descriptions in the online calendar are clear and accurate

Enrollment Services staff are helpful on the phone

Tuition payment policies are reasonable

Educational Advisors are helpful

Web registration process is easy to use

Fee payment process is efficient

Enrollment Services staff are helpful in person

Online course registration guide is easy to use

11. Ratings of aspects of student support services available for the course registration process

Overall, students were satisfied with their course registration process rating it 4 out of 5. The factors that received the highest ratings (4 out of 5) related to ease of use of the web registration process and efficiency of the fee payment process.

Students gave the lowest rating to "all desired courses can be scheduled without timetable conflicts" (3.1), the reasonableness of the course add and drop policies (3.5) and accessibility to Educational Advisors in a timely manner (3.5).

Only about 80 students answered the questions related to the helpfulness of the Enrolment Services staff which seems to suggest the terminology was unclear or they simply had little contact with Enrolment Services staff.

The table to the left provides a summary of the mean values for each aspect of the course

Summary: Ratings of aspects of student support services available for the course

registration process

Admissions staff are helpful in person




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3.7 2,168

3.6 1,698

3.6 1,042

3.5 2,227

3.5 2,424

3.1 2,490

4.0 2,591


Class change (add/drop) policies are reasonable

All desired courses can be scheduled without timetable conflicts

Overall satisfaction with the course registration process

Personnel in the Financial Awards office are helpful

Admissions staff are helpful on the phone

Access to Educational Advisors is timely

ea a ues o eac aspect o t e cou seregistration process. Detailed information for each aspect of the course registration process is presented in the pages that follow.



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Access to Educational Advisors is timely

All students

Int students

Dom students

Strongly Agree 13.3% 18.8% 13.2%Agree 36.8% 42.2% 36.8% onal 3.7

Neither agree/disagree 23.8% 26.6% 23.5% c 3.5Disagree 8.5% 5.5% 8.5%

Strongly disagree 4.2% 3.1% 4.2%Not used, N/A 13.3% 3.9% 13.8%

Mean level of agreement regarding access to

Educational Advisors is timely

3.5 3.7 3.5

Total respondents 2,570 128 2,396Mean differences are not statistically significant at the 5% level.


All students

Int students

Dom students

Strongly Agree 16.6% 21.9% 16.5%Agree 37.3% 42.2% 37.1%

Neither agree/disagree 20.1% 21.9% 19.9% Internatio 3.8Disagree 6.9% 4.7% 6.9% Domestic 3.7

Strongly disagree 3 5% 3 9% 3 4%

Ratings of aspects of student support services available for the course registration process - detailed information


3.73.5

International Students

Domestic Students

Mean level of agreement with statement "Access to Educational Advisors is timely"

(1=strongly disagree; 5=strongly agree)

3.8 3.7

Mean level of agreement with statement "Educational Advisors are helpful"




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Mean level of agreement regarding Educational

Advisors are helpful3.7 3.8 3.7


Admissions staff are helpful in person

All students

Int students

Dom students

Strongly Agree 22.1% 25.4% 22.0%Agree 47.8% 50.8% 47.6% onal 4.0

Neither agree/disagree 15.8% 17.5% 15.8% c 3.9Disagree 4.5% 1.6% 4.6%


Mean level of agreement regarding Admissions

staff are helpful in person3.9 4.0 3.9


3.73.5


Domestic Students

Mean level of agreement with statement "Access to Educational Advisors is timely"


4.0 3.9


Domestic Students

Mean level of agreement with statement "Admissions staff are helpful in person"


3.8 3.7


Domestic Students

Mean level of agreement with statement "Educational Advisors are helpful"




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Admissions staff are helpful on the phone

All students

Int students

Dom students




Mean level of agreement regarding Admissions

staff are helpful on the phone

3.6 3.4 3.6


Enrollment Services staff are helpful in

person

All students

Int students

Dom students


Neither agree/disagree 11.6% 0.0% 11.5% Internatio 5Disagree 5.8% 0.0% 5.1% Domestic 3.9


Mean level of agreement


3.4 3.6


Domestic Students

Mean level of agreement with statement "Admissions staff are helpful on the phone"


5

3.9


Domestic Students

Mean level of agreement with statement "Enrollment Services staff are helpful in person"*




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regarding Enrollment Services staff are helpful

in person

4.0 5.0 3.9


Enrollment Services staff are helpful on the

phone

All students

Int students

Dom students


Neither agree/disagree 23.6% 0.0% 24.7%Disagree 5.6% 0.0% 3.7% Internatio 4.5

Strongly disagree 3.4% 0.0% 3.7% Domestic 3.7Not used, N/A 9.0% 0.0% 9.9%

Mean level of agreement regarding Enrollment

Services staff are helpful on the phone

3.7 4.5 3.7


*Note the low response rate on this question.

*Note the low response rate on this question.

3.4 3.6


Domestic Students

Mean level of agreement with statement "Admissions staff are helpful on the phone"


5

3.9


Domestic Students

Mean level of agreement with statement "Enrollment Services staff are helpful in person"*


4.5

3.7


Domestic Students

Mean level of agreement with statement "Enrollment Services staff are helpful

on the phone"*(1=strongly disagree; 5=strongly agree)



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Personnel in the Financial Awards office

are helpful

All students

Int students

Dom students




Mean level of agreement regarding personnel in the

Financial Awards office are helpful

3.6 3.5 3.6


There is a good variety of courses

All students

Int students

Dom students



Strongly disagree 1.9% 2.3% 1.8%

Not used, N/A 1.3% 0.8% 1.4%


3.53.6


Domestic Students

Mean level of agreement with statement "Personnel in Financial Awards are helpful"


3.8 3.8


Domestic Students

Mean level of agreement with statement "There is a good variety of courses"(1=strongly disagree; 5=strongly agree)



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Mean level of agreement regarding there is a good

variety of courses3.8 3.8 3.8


All desired courses can be scheduled without

timetable conflicts

All students

Int students

Dom students

Strongly Agree 10.5% 15.6% 10.3%Agree 29.7% 28.1% 29.6% Internatio 3.2

Neither agree/disagree 23.9% 24.2% 23.9% Domestic 3.1Disagree 24.4% 23.4% 24.6%


Mean level of agreement regarding all desired

courses can be scheduled without time table conflicts

3.1 3.2 3.1


3.2 3.1


Domestic Students

Mean level of agreement with statement "All desired courses can be scheduled

without timetable conflicts"(1=strongly disagree; 5=strongly agree)

3.53.6


Domestic Students

Mean level of agreement with statement "Personnel in Financial Awards are helpful"


3.8 3.8


Domestic Students

Mean level of agreement with statement "There is a good variety of courses"(1=strongly disagree; 5=strongly agree)



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Class change (add/drop) policies are reasonable

All students

Int students

Dom students




Mean agreement with class change (add/drop) policies are reasonable

3.5 3.2 3.5

Total respondents 2,569 129 2,394Mean differences are statistically significant at the 5% level.

Tuition payment policies are reasonable

All students

Int students

Dom students




Mean level of agreement


3.23.5


Domestic Students

Mean level of agreement with statement "Class change (add/drop) policies

are reasonable"(1=strongly disagree; 5=strongly agree)

3

3.7


Domestic Students

Mean level of agreement with statement "Tuition payment policies are reasonable"




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Mean level of agreement regarding tuition payment

policies are reasonable3.7 3.0 3.7


Online course registration guide is

easy to use

All students

Int students

Dom students




Mean level of agreement regarding online course

registration guide is easy to use

3.9 3.9 3.9


3.23.5


Domestic Students

Mean level of agreement with statement "Class change (add/drop) policies

are reasonable"(1=strongly disagree; 5=strongly agree)

3

3.7


Domestic Students

Mean level of agreement with statement "Tuition payment policies are reasonable"


3.9 3.9


Domestic Students

Mean level of agreement with statement "Online course registration guide is easy to use"




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Web registration process is easy to use

All students

Int students

Dom students




Mean level of agreement regarding web registration

process is easy to use4.0 4.0 4.1


Course registration information is readily

available

All students

Int students

Dom students




Mean level of agreement regarding course


4 4.1


Domestic Students

Mean level of agreement with statement "Web registration process is easy to use"


3.9 3.9


Domestic Students

Mean level of agreement with statement "Course registration information

is readily available"(1=strongly disagree; 5=strongly agree)



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regarding course registration information is

readily available

3.9 3.9 3.9


Course descriptions in the online calendar are

clear and accurate

All students

Int students

Dom students




Mean agreement with course descriptions in the online calendar are clear

and accurate

3.7 3.7 3.7


3.7 3.7


Domestic Students

Mean level of agreement with statement "Course descriptions in the online calendar

are clear and accurate"(1=strongly disagree; 5=strongly agree)

4 4.1


Domestic Students

Mean level of agreement with statement "Web registration process is easy to use"


3.9 3.9


Domestic Students

Mean level of agreement with statement "Course registration information

is readily available"(1=strongly disagree; 5=strongly agree)



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Program descriptions in the online calendar are

clear and accurate

All students

Int students

Dom students


Neither agree/disagree 20.9% 28.3% 20.4%Disagree 6.5% 6.3% 6.4% Internatio 3.7

Strongly disagree 1.3% 0.8% 1.3% Domestic 3.8Not used, N/A 4.9% 4.7% 4.8%

Mean level of agreement regarding program

descriptions in the online calendar are clear and

accurate

3.8 3.7 3.8


Fee payment process is efficient

All students

Int students

Dom students


Neither agree/disagree 11.5% 16.3% 11.1% Internatio 3.7Disagree 4.0% 7.0% 3.9% Domestic 4


M l l f t


3.74


Mean level of agreement with statement "Fee payment process is efficient"(1=strongly disagree; 5=strongly agree)

3.7 3.8


Domestic Students

Mean level of agreement with statement "Program descriptions in online calendar




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Mean level of agreement regarding fee payment

process is efficient4.0 3.7 4.0


Overall satisfaction with the course registration process at Kwantlen

All students

Int students

Dom students

Very Satisfied 19.7% 14.4% 20.1%Satisfied 64.1% 57.6% 64.5%

Neither satisfied/dissatisfied

11.3% 20.5% 10.7%Internatio 3.8

Dissatisfied 4.2% 6.8% 4.0% Domestic 4Very dissatisfied 0.7% 0.8% 0.7%

Mean level of satisfaction with the course

registration process at Kwantlen

4.0 3.8 4.0


3.74


Domestic Students

Mean level of agreement with statement "Fee payment process is efficient"(1=strongly disagree; 5=strongly agree)

3.84


Domestic Students

Mean level of "Overall satisfaction with the course registration process at Kwantlen"(1=very dissatisfied; 5=very satisfied)

3.7 3.8


Domestic Students

Mean level of agreement with statement "Program descriptions in online calendar




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Reasons for dissatisfaction with the

course registration process at Kwantlen

(Choose all that apply)

All students

Int students

Dom students

No wait list if course or section is full

43.0% 81.8% 41.2%

Timetable conflicts 43.0% 45.5% 44.5%

Not enough courses offered

42.2% 45.5% 43.7%

Add and drop policies are problematic

40.0% 63.6% 39.5%

Poor information from the admissions staff

39.3% 27.3% 41.2%

Tuition payment policies 33.3% 63.6% 31.9%

Website is confusing 33.3% 9.1% 35.3%

Too many restrictions (e.g., pre-requisites)

31.1% 45.5% 30.3%

Registration guidelines hard to find

29.6% 36.4% 29.4%

Course schedules with instructors available too

late27.4% 18.2% 29.4%

No help for registration

The reasons for dissatisfaction with the course registration process that the highest proportion of respondents identified were: "No wait list if course or section is full' (43%), "time table conflicts" (43%), "not enough courses offered" (42%), "add and drop policies are problematic" (40%), and "poor information from admissions staff" (39%).

The aspects of the course registration process that students were asked to rate (presented on pages 30-34) that received the lowest mean value are congruent to some of the main reasons students identified for being dissatisfied. These are: course table conflicts (3.1), class change policies (3.5) and access to Educational Advisors (3.5).

Some other reasons for dissatisfaction with the course registration process that respondents stated in the open-ended comments include: the course refund policy in the first week of classes, confusing student financial aid and awards policies, and the web registration process not




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No help for registration evenings and weekends

25.9% 18.2% 27.7%

Not able to register online after 11:00 p.m. and

before 7:00 a.m.25.9% 9.1% 28.6%

Technical problems with website

22.2% 18.2% 23.5%

Web interface not user friendly

22.2% 9.1% 23.5%

Other 19.3% 0.0% 21.3%


working properly.



December 2009


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12. Ratings of sources of information available to students for the course registration process

The tables below show six sources of information available to students during the course registration process. Each one is rated on: ease of access, timeliness, accuracy, consistency with other sources, and whether or not it was used.

The information source that the highest proportion of respondents considered was easy to access were: the website (78%), the online calendar (63%), and Admissions staff (57%). The information sources receiving the lowest proportion were: Counsellors (20%) and Educational Advisors (28%).

The information sources that the highest proportion of respondents considered timely were: program faculty or staff (40%) and Admissions staff (39%), and the website (35%). The information sources receiving the lowest proportion were: Counsellors (19%) and Educational Advisors (27%).

The information sources that the highest proportion of respondents considered accurate were: the website (45%), the online calendar (40%) and program staff or faculty (40%). The information sources receiving the lowest proportion were: Counsellors (12%) and Educational Advisors (20%).

Between 25% and 30% of respondents indicated that all of the information sources were consistent with other sources. The only exception was Educational Advisors (15%) and Counsellors (9%).

Lastly, the information sources for the course registration process that were not used by respondents were: Counsellors (61%) and Educational Advisors (46%). The website was the information source for which the smallest proportion of respondents indicated they did not use it (2%).

Ratings of sources of information available to students for the course registration process - detailed information



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Admissions staff as an information source(choose all that apply)

All students

Int students

Dom students

All students

Int students

Dom students

Easy to access 57.0% 51.5% 57.4% 61.4% 36.4% 62.7%

Timely 39.0% 40.8% 38.9% 19.5% 25.6% 19.2%

Accurate 35.5% 20.0% 36.4% 18.8% 27.1% 18.4%

Consistent with other sources

25.8% 15.4% 26.3% 12.3% 15.5% 12.1%

Didn’t use 18.1% 10.8% 18.4% 8.9% 5.4% 9.2%

Total respondents 2,482 130 2,321 2,495 129 2,338

Counsellors as an information source(choose all that apply)

Total respondents


Accurate

Timely

Easy to access

Didn’t use



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Educational Advisors as an information source

(choose all that apply)

All students

Int students

Dom students

All students

Int students

Dom students

Didn’t use 45.5% 20.6% 46.9% 54.4% 44.8% 54.9%

Easy to access 28.4% 36.5% 27.9% 40.3% 34.4% 40.5%

Timely 26.5% 35.7% 26.1% 38.1% 27.2% 38.8%

Accurate 19.7% 22.2% 19.7% 24.7% 12.8% 25.3%


14.7% 10.3% 15.0% 17.5% 13.6% 17.6%

Total respondents 2,436 126 2,283 2,459 125 2,302

Kwantlen website as an information source(choose all that apply)

All students

Int students

Dom students

All students

Int students

Dom students

Easy to access 78.4% 73.1% 78.8% 62.9% 52.0% 63.4%

Accurate 45.3% 33.1% 46.2% 40.2% 22.8% 41.1%

Timely 34.9% 26.9% 35.4% 30.8% 24.4% 31.1%

Consistent with other 29 7% 16 9% 30 4% 25 3% 16 3% 25 7%

Total respondents

Program faculty or staff as an information

source (choose all that apply)

Easy to access

Kwantlen online calendar as an

information source(choose all that apply)

Easy to access

Accurate

Timely

Consistent with other

Timely

Accurate


Didn’t use




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29.7% 16.9% 30.4% 25.3% 16.3% 25.7%

Didn’t use 1.7% 2.3% 1.6% 16.8% 16.3% 16.8%

Total respondents 2,480 130 2,320 2,476 123 2,323Total respondents

Co s ste t t ot esources

Didn’t use



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13. Ratings of aspects of students' educational experiences at Kwantlen

Mean n

4.1 1,272

4.1 1,234

4.0 1,269

4.0 1,198

4.0 1,222

4.0 1,265

4.0 1,256

3.9 1,239

3.8 1,174

3.6 1,184

3.5 890

4.0 1,293

Students' Educational Experiences

Overall, students expressed that they were satisfied with their educational experiences at Kwantlen, rating it 4 out of 5. Of the 11 aspects of their educational experience at Kwantlen they rated, 8 were rated 3.9 to a 4.1. These aspects primarily relate to the course material and the relationship with or responsiveness of faculty.

The three remaining aspects students rated were between a 3.5 and 3.8. These relate to opportunities for expressing concerns at Kwantlen, creating social connections, and studying abroad.

The table to the left provides a summary of the mean values for each aspect of students' educational experience at Kwantlen. Detailed information for each aspect of the students' education experiences at Kwantlen is presented in the pages that follow.

Opportunities exist for expressing student concerns

Opportunities exist to create social connections at Kwantlen

Opportunities exist to study in another country

Overall satisfaction with educational experiences at Kwantlen

Summary: Ratings of aspects of students' educational experiences at Kwantlen

Course materials are up-to-date and relevant

Faculty are available after class and during office hours

Faculty demonstrate care about my success as a student

Kwantlen provides support to help students succeed

Culturally diverse viewpoints are provided in courses

Courses have a good variety of assignments and projects

Faculty provide timely feedback about course work

Opportunities exist to talk to classmates about course materials



December 2009

Section 4A:Students' Educational Experiences

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Ratings of aspects of students' educational experiences at Kwantlen - detailed information

Courses have a good variety of assignments

and projects

All students

Int students

Dom students

Strongly Agree 25.0% 23.4% 25.3% Intern 3.9Agree 52.9% 46.9% 53.2% Dome 4.0

Neither agree/disagree 15.7% 23.4% 15.2%Disagree 4.5% 6.3% 4.4%


Mean level of agreement with my courses have a

good variety of assignments and projects

4.0 3.9 4.0


3.9 4.0


Domestic Students

Mean level of agreement with statement"Courses have a good variety of assignments and

projects"(1=strongly disagree; 5=strongly agree)



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Course materials are up-to-date and relevant

All students

Int students

Dom students

Strongly Agree 28.9% 23.1% 29.2% Intern 4.0Agree 58.1% 53.8% 58.4% Dome 4.1



Mean level of agreement with course materials are

up-to-date and relevant4.1 4.0 4.1


Mean differences are statistically significant at the 5% level.

Culturally diverse viewpoints are provided

in courses

All students

Int students

Dom students

Strongly Agree 24.3% 25.4% 24.3% International 3.9Agree 48.3% 47.6% 48.5% Domestic 4.0



Mean level of agreement with culturally diverse

viewpoints are provided in courses

4.0 3.9 4.0


4.0 4.1


Domestic Students

Mean level of agreement with statement"Course materials are up‐to‐date and relevant"


3.9 4.0


Domestic Students

Mean level of agreement with statement"Culturally diverse viewpoints are

provided in courses"(1=strongly disagree; 5=strongly agree)



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in courses


Faculty are available after class and during

office hours

All students

Int students

Dom students




Mean level of agreement with faculty are available

after class and during office hours

4.1 3.9 4.1


4.0 4.1


Domestic Students

Mean level of agreement with statement"Course materials are up‐to‐date and relevant"


3.9 4.0


Domestic Students

Mean level of agreement with statement"Culturally diverse viewpoints are

provided in courses"(1=strongly disagree; 5=strongly agree)

3.9 4.1


Domestic Students

Mean level of agreement with statement"Faculty are available after class and

during office hours"(1=strongly disagree; 5=strongly agree)



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Faculty demonstrate care about my success

as a student

All students

Int students

Dom students




Mean level of agreement with faculty demonstrate care about my success

as a student

4.0 3.8 4.0


Faculty provide timely feedback about course

work

All students

Int students

Dom students




Mean level of agreement with faculty provide timely

feedback about course work

4.0 3.8 4.0


3.8 4.0


Domestic Students

Mean level of agreement with statement"Faculty demonstrate care about

my success as a student"(1=strongly disagree; 5=strongly agree)

3.8 4.0


Domestic Students

Mean level of agreement with statement"Faculty provide timely feedback

about course work"(1=strongly disagree; 5=strongly agree)



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Test for statistical significance of mean differences is inconclusive.

Kwantlen provides support to help

students succeed

All students

Int students

Dom students




Mean level of agreement with Kwantlen provides

support to help students succeed

4.0 3.9 4.0


3.8 4.0


Domestic Students

Mean level of agreement with statement"Faculty demonstrate care about

my success as a student"(1=strongly disagree; 5=strongly agree)

3.8 4.0


Domestic Students

Mean level of agreement with statement"Faculty provide timely feedback

about course work"(1=strongly disagree; 5=strongly agree)

3.9 4.0


Domestic Students

Mean level of agreement with statement"Kwantlen provides support to help

students succeed"(1=strongly disagree; 5=strongly agree)



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Opportunities exist for expressing student

concerns

All students

Int students

Dom students

Strongly Agree 19.3% 15.4% 19.6% International 3.8Agree 45.0% 49.2% 44.6% Students 3.8



Mean level of agreement with opportunities exist for expressing student

concerns

3.8 3.8 3.8

Total respondents 1,270 65 1,197ean differences are not statistically significant at the 5% level.

Opportunities exist to create social

connections at Kwantlen

All students

Int students

Dom students

Strongly Agree 16.9% 18.5% 16.9% International 3.7Agree 39.7% 41.5% 39.6% Students 3.6



Mean level of agreement with opportunities exist to create social connections

3.6 3.7 3.6


3.8 3.8


Domestic Students

Mean level of agreement with statement"Opportunities exist for expressing

student concerns"(1=strongly disagree; 5=strongly agree)

3.7 3.6


Mean level of agreement with statement"Opportunities exist to create social

connections at Kwantlen"(1=strongly disagree; 5=strongly agree)



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Opportunities exist to talk to classmates

about course materials

All students

Int students

Dom students




Mean level of agreement with opportunities exist to talk to classmates about

course materials

3.9 3.8 4.0


3.8 3.8


Domestic Students

Mean level of agreement with statement"Opportunities exist for expressing

student concerns"(1=strongly disagree; 5=strongly agree)

3.7 3.6


Domestic Students

Mean level of agreement with statement"Opportunities exist to create social

connections at Kwantlen"(1=strongly disagree; 5=strongly agree)

3.8 4.0


Domestic Students

Mean level of agreement with statement"Opportunities exist to talk to classmates

about course materials"(1=strongly disagree; 5=strongly agree)



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Opportunities exist to study in another

country

All students

Int students

Dom students




Mean level of agreement with opportunities exist to

study in another country3.5 3.5 3.5


Overall satisfaction with educational

experiences at Kwantlen

All students

Int students

Dom students

Very Satisfied 21.8% 12.1% 22.5% International 3.9Satisfied 63.4% 65.2% 63.4% Domestic 4.1

Neither satisfied nor dissatisfied

12.6% 19.7% 12.1%

Dissatisfied 1.8% 3.0% 1.7%Not used, N/A 0.4% 0.0% 0.3%

Mean level of satisfaction with educational

experiences at Kwantlen4.0 3.9 4.1

Total respondents 1 279 66 1 204


3.5 3.5


Domestic Students

Mean level of agreement with statement"Opportunities exist to study in

another country"(1=strongly disagree; 5=strongly agree)

3.94.1


Domestic Students

Mean level of "Overall satisfaction with educational experiences at Kwantlen"




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December 2009




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14. Ratings of aspects of student support services at Kwantlen

Mean n

4.3 10

4.2 9

4.1 1,092

4.0 1,278

3.8 1,156

3.8 691

3.7 584

3.7 628

3.6 529

3.6 571

3.6 875

3.6 1,019

3.6 822

3.5 1,171

3.5 1,037

Student Support Services

Start-up sessions held before course registration

Counselling Services (i.e., help with personal problems, career advice)

Convenience of Student Services hours

Learning materials in bookstores

Educational Advising Services (i.e., help with program planning and course selection)

Space available to meet or study with otherstudents

Cafeteria operating hours (not Grassroots)

Summary: Ratings of aspects of student support services at Kwantlen

Students rated their overall satisfaction with student support services a 3.7 out of 5. Of the various aspects of student support services students were asked to rate, accessibility to computer labs, adequacy of library resources, adequacy of library services, and usefulness of the myKwantlen web portal received a 4.0 or higher. Thirteen of the twenty aspects of student support services that students rated had a mean of a 3.4 to 3.8. The factors that received the lowest rating related to the cafeteria and recreational services on campus, with mean values ranging from 2.4 to 2.9.

The table to the left provides a summary of the mean values for each aspect of student support services at Kwantlen. Detailed information for each aspect of student support services at Kwantlen is presented in the pages that follow.

(Please note: Accessibility to the computer labs and adequacy of library resources received the highest rating, 4.3 and 4.2, respectively. However, only about 10 students rated these two aspects of student support services. )

Tutoring help available in the Learning Centres

Computer technical assistance (i.e., service desk)

Student orientations held before classes start

Space available to study on your own

Accessibility of computer labs

Adequacy of library resources (e.g., books, journals)

Adequacy of library services (e.g., orientation, reference)

Usefulness of myKwantlen web portal



December 2009

Section 4b:Student Support Services

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,

3.4 677

2.9 1,124

2.8 655

2.4 1,062

3.7 1,293Overall satisfaction with student support

services at Kwantlen

Quality of food provided by the cafeteria (not Grassroots)

Price of food in the cafeteria (not Grassroots)

(not Grassroots)

Student Employment Services

Recreational activities on campus



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Ratings of aspects of student support services at Kwantlen - detailed information

Start-up sessions held before course registration

All students

Int students

Dom students

Very Satisfied 8.0% 14.1% 7.6% Internat 3.8Satisfied 19.1% 35.9% 18.2% Domest 3.6


20.2% 23.4% 19.9%


Didn't know about it 18.3% 10.9% 18.7%Knew about it but have

not used31.5% 12.5% 32.6%

Mean satisfaction Start-up sessions

3.6 3.8 3.6


Student orientations held before classes

start

All students

Int students

Dom students

Very Satisfied 10.7% 22.6% 10.0% Inte 3.9Satisfied 22.0% 32.3% 21.6% Do 3.7


17.7% 21.0% 17.3%



not used37.5% 14.5% 39.0%

Mean satisfaction student orientations

3.7 3.9 3.7

Total respondents 1,268 62 1 192


3.83.6


Domestic Students

Mean level of satisfaction with"Start‐Up sessions held before

course registration"(1=very dissatisfied; 5=very satisfied)

3.93.7


Domestic Students

Mean level of satisfaction with "Student orientations held

before classes start"(1=very dissatisfied; 5=very satisfied)



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Convenience of student services hours

All students

Int students

Dom students

Very Satisfied 10.4% 10.2% Internat 3.8Satisfied 30.3% 35.9% 29.8% Domest 3.6


21.5% 23.4% 21.5%



not used22.7% 15.6% 23.1%

Mean satisfaction student services hours

3.6 3.8 3.6


3.83.6


Domestic Students

Mean level of satisfaction with"Start‐Up sessions held before

course registration"(1=very dissatisfied; 5=very satisfied)

3.93.7


Domestic Students

Mean level of satisfaction with "Student orientations held

before classes start"(1=very dissatisfied; 5=very satisfied)

3.83.6


Domestic Students

Mean level of satisfaction with "Convenience of student services hours"




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Counselling Services All

studentsInt

studentsDom

studentsVery Satisfied 8.1% 15.9% 7.7% Internat 3.8

Satisfied 18.0% 28.6% 17.5% Domest 3.6Neither satisfied nor

dissatisfied14.8% 19.0% 14.6%



not used50.6% 28.6% 51.7%

Mean satisfaction Counselling Services

3.6 3.8 3.6


Educational Advising Services

All students

Int students

Dom students



17.4% 17.2% 17.4%

Dissatisfied 6.6% 4.7% 6.6%

Very dissatisfied 3.3% 4.7% 3.2%


not used30.6% 12.5% 31.5%

Mean satisfaction Educational Advising

Services3.6 3.8 3.5



3.83.6


Domestic Students

Mean level of satisfaction with "Counselling Services"


3.83.5


Domestic Students

Mean level of satisfaction with "Educational Advising Services"(1=very dissatisfied; 5=very satisfied)



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Student Employment Services

All students

Int students

Dom students



16.6% 21.5% 16.3%



not used44.4% 24.6% 45.6%

Mean satisfaction Student Employment

Services3.4 3.6 3.3


3.83.6


Domestic Students

Mean level of satisfaction with "Counselling Services"


3.83.5


Domestic Students

Mean level of satisfaction with "Educational Advising Services"(1=very dissatisfied; 5=very satisfied)

3.63.3


Domestic Students

Mean level of satisfaction with "Student Employment Services"(1=very dissatisfied; 5=very satisfied)



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Tutoring help available in the Learning Centres

All students

Int students

Dom students

Very Satisfied 10.3% 20.6% 9.7% Internati 3.9Satisfied 19.6% 33.3% 18.8% c 3.8


14.0% 23.8% 13.4%



not used45.9% 15.9% 47.7%

Mean satisfaction tutoring help in Learning

Centres3.8 3.9 3.8


Accessibility of computer labs

All students

Int students

Dom students

Very Satisfied 41.7% 100.0% 44.4% Internati 5.0Satisfied 50.0% 0.0% 44.4% c 4.3


8.3% 0.0% 11.1%



not used0.0% 0.0% 0.0%

Mean satisfaction accessibility of computer

labs4.3 5.0 4.3



5.0

4.3


Domestic Students

Mean level of satisfaction with "Accessibility of computer labs"*(1=very dissatisfied; 5=very satisfied)

3.9 3.8


Domestic Students

Mean level of satisfaction with "Tutoring help available in the Learning Centres"




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pTest for statistical significance of mean differences is inconclusive. *Note the low response rate on this question.

Usefulness of myKwantlen web portal

All students

Int students

Dom students



17.4% 6.3% 17.9%



not used5.4% 3.2% 5.4%

Mean satisfaction usefulness of

myKwantlen web portal4.0 4.1 3.9


5.0

4.3


Domestic Students

Mean level of satisfaction with "Accessibility of computer labs"*(1=very dissatisfied; 5=very satisfied)

3.9 3.8


Domestic Students

Mean level of satisfaction with "Tutoring help available in the Learning Centres"


4.13.9


Domestic Students

Mean level of satisfaction with "Usefulness of myKwantlen web portal"




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Computer technical assistance

All students

Int students

Dom students



15.3% 14.1% 15.4%



not used34.1% 12.5% 35.2%

Mean satisfaction computer technical

assistance3.8 4.0 3.8


Adequacy of Library resources

All students

Int students

Dom students



27.3% 0.0% 37.5%



not used0.0% 0.0% 0.0%

Mean satisfaction adequacy of Library

resources4.2 5.0 4.0

Total respondents 11 1 8Test for statistical significance of mean differences is inconclusive. *Note the low response rate on this question.


4.03.8


Domestic Students

Mean level of satisfaction with "Computer technical assistance"(1=very dissatisfied; 5=very satisfied)

5.0

4.0


Domestic Students

Mean level of satisfaction with "Adequacy of Library resources"(1=very dissatisfied; 5=very satisfied)



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Adequacy of Library services

All students

Int students

Dom students



11.6% 14.1% 11.5%



not used11.4% 7.8% 11.6%

Mean satisfaction adequacy of Library

services4.1 4.0 4.1


4.03.8


Domestic Students

Mean level of satisfaction with "Computer technical assistance"(1=very dissatisfied; 5=very satisfied)

5.0

4.0


Domestic Students

Mean level of satisfaction with "Adequacy of Library resources"(1=very dissatisfied; 5=very satisfied)

4.0 4.1


Domestic Students

Mean level of satisfaction with "Adequacy of Library services"(1=very dissatisfied; 5=very satisfied)



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Space available to meet or study with other

students

All students

Int students

Dom students



18.2% 20.6% 18.2%



not used8.1% 6.3% 8.2%

Mean satisfaction space available to meet or

study with other students3.5 3.6 3.5


Space available to study on your own

All students

Int students

Dom students



17.0% 25.0% 16.6%



not used5.6% 1.6% 5.8%

Mean satisfaction space available to study on your

own3.7 3.8 3.7

Total respondents 1 276 64 1 198


3.6 3.5


Domestic Students

Mean level of satisfaction with "Space available to meet or study

with other students"(1=very dissatisfied; 5=very satisfied)

3.8 3.7


Domestic Students

Mean level of satisfaction with "Space available to study on your own"




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Learning materials in bookstores

All students

Int students

Dom students



24.2% 20.6% 24.5%



not used14.4% 9.5% 14.7%

Mean satisfaction learning materials in

bookstores3.6 3.6 3.6


3.6 3.5


Domestic Students

Mean level of satisfaction with "Space available to meet or study

with other students"(1=very dissatisfied; 5=very satisfied)

3.8 3.7


Domestic Students

Mean level of satisfaction with "Space available to study on your own"


3.6 3.6


Domestic Students

Mean level of satisfaction with"Learning materials in bookstores"(1=very dissatisfied; 5=very satisfied)



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Recreational activities on campus

All students

Int students

Dom students



18.9% 20.0% 18.9%



not used34.2% 16.9% 35.2%

Mean satisfaction recreational activities on

campus2.9 3.3 2.9


Cafeteria operating hours

(not Grassroots)

All students

Int students

Dom students



18.6% 16.9% 18.7%



not used13.6% 6.2% 14.1%

Mean satisfaction cafeteria hours

3.5 3.6 3.5



3.32.9


Domestic Students

Mean level of satisfaction with"Recreational activities on campus"(1=very dissatisfied; 5=very satisfied)

3.6 3.5


Domestic Students

Mean level of satisfaction with "Cafeteria operating hours

(not Grassroots)"(1=very dissatisfied; 5=very satisfied)



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Price of food in the cafeteria

(not Grassroots)

All students

Int students

Dom students



17.7% 28.1% 17.1%

Dissatisfied 27.9% 21.9% 28.4%

Very dissatisfied 21.5% 14.1% 21.8%


not used11.3% 6.3% 11.7%

Mean satisfaction price of food in the cafeteria

2.4 2.8 2.4


3.32.9


Domestic Students

Mean level of satisfaction with"Recreational activities on campus"(1=very dissatisfied; 5=very satisfied)

3.6 3.5


Domestic Students

Mean level of satisfaction with "Cafeteria operating hours


2.82.4


Domestic Students

Mean level of satisfaction with "Price of food in the cafeteria




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Quality of food provided by the

cafeteria (not Grassroots)

All students

Int students

Dom students



24.9% 25.0% 25.0%



not used11.7% 6.3% 12.1%

Mean satisfaction quality of food provided by the

cafeteria2.8 3.1 2.8


Overall satisfaction with student support services at Kwantlen

All students

Int students

Dom students



32.3% 22.4% 32.7%


Mean satisfaction with student support services

at Kwantlen3.7 3.8 3.7



3.12.8


Domestic Students

Mean level of satisfaction with "Quality of food provided by the cafeteria


3.8 3.7


Domestic Students

Mean level of satisfaction with "Student support services at Kwantlen"




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Reasons for dissatisfaction with

student support services at Kwantlen(Choose all that apply)

All students

Int students

Dom students

Accurate information about courses and

programs not readily available

30.8% 50.0% 30.0%

Campus services are not open enough hours

during the weekdays50.8% 75.0% 48.3%

Campus services are not open Saturdays

36.9% 50.0% 36.7%

Difficult to contact Kwantlen employees by

telephone35.4% 50.0% 33.3%

Few campus events 36.9% 75.0% 35.0%

Fitness and recreation activities at inconvenient

times29.2% 75.0% 25.0%

Harsh refund policies 36.9% 75.0% 33.3%

Inadequate information about student services

38.5% 25.0% 38.3%

Need more informative career counselling

29.2% 25.0% 28.3%

Not enough computer labs

35.4% 100.0% 30.0%

Not enough fitness and recreation opportunities

33.8% 25.0% 33.3%

Survey respondents who provided additional comments regarding their dissatisfaction with student support services at Kwantlen mentioned inadequate information available about the services available to students. They also mentioned that accessing Educational Advisors or Counsellors was difficult and that staff in general were not always helpful. The lack of student life on campus was also mentioned.




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Not enough study spaces 49.2% 100.0% 45.0%

Poor information from the Admissions staff

33.8% 50.0% 31.7%

Unfriendly employees 29.2% 50.0% 26.7%

Other 21.5% 0.0% 23.3%




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Documents

2009 Student Satisfaction Survey (formerly the Fall ... · 2009 Student Satisfaction Survey (formerly the Fall Registration Survey) Office of Institutional Analysis & Planning Kwantlen