Marketing Research Powerpoint

Satisfaction
of

Baker University Alumni

By:
Cara Breeden, Tanner Christenson,
PJ Matulka, Shannon Pulkrabek,
Tylor St. Clair, Jeff Theis

Shannon Pulkrabek

with the
Quality of the UVSC Experience:
Alumni Survey Results

Who Conducted It?
• Utah Valley State College

• Office of Institutional Research

• PGM Incorporated

http://www.uvsc.edu/ir/research/may01/alumnireport.pdf

What Did They Study?
• Overall Alumni Satisfaction
• Quality of Academic Programs
• Continuing Education
• Employment Outcomes
• Personal Enrichment
• Alumni Volunteer Services
• Alumni Recommendations for
Improvement

Research Findings
• Business Alumni Satisfaction
• 94% rated their experience as good to excellent
• Only 5.1% rated their experience as poor to very
poor
• Quality of Academic Programs
• 89% of students were satisfied to very satisfied
• 8% were neutral and only 3% were unsatisfied
• Business Alumni Employment Status
• 72.9% of business grads are working full-time
• Second to Trade and Technology with 83.5%

Methodology
• The Office of Institutional Research and
PGM Incorporated

•Scannable survey and telephone survey

• Diploma, certificate, associate, or bachelor
degree from UVSC

• During the 1999-2000 academic year

Relevance To Project
• Use similar criteria for Baker University

• Implement the processes used by UVSC

• Use similar survey questions for our
questionnaire

• Use their outcomes to compare to our own

Validity of Research
• Purpose
•Evaluate the satisfaction of UVSC Alumni
• Accuracy
• Pilot tested the survey
• Students expressing ―no opinion‖ were excluded
• Consistency
•Same questionnaire given to all alumni
• Credibility
• Many sources of information
• Methodology
• Two types of surveys with the same questions
• Bias
• Partnered with an outside company for survey

Tylor St. Clair

with the
“Global MBA Graduate Survey”

Who Conducted It?
• Graduate Management Admission Council
―…..Leading advocate and resource for quality
graduate schools of business worldwide….‖

• GMAC offers business schools global
research, including:
• Survey data mapping trends and measuring
outcomes
• Interactive profiling of prospective students
• Research reports on breaking issues

http://www.gmac.com/GMAC/default.htm?stay=1

• Graduates of class 2004

• Criteria Specific

• Business Environment

• Financial Status

• Recommendation

Research Findings
Degree Satisfaction
Satisfied Unsatisfied
Opportunity to improve yourself personally 88% 12%
Development of your management knowledge and technical
skills 83% 17%
Credentials you desired 81% 19%
An increase in your career options 77% 23%
Opportunity to network and to form relationships with long-term
value 67% 33%
Preparation to get a good job in the business world 70% 30%


Degree Satisfaction
Satisfied
Unsatisfied
1
90%
2 3
4
80%
6
5
70%

60%

Percentile of 50%
Satisfaction
40%
5
6
30%
4
3
2
20%
1
10%

0%
1 2 3 4 5 6
Categories of Importance

Methodology
• Graduate Management Admission
Council
•Access to qualified potential applicants
who have already shown a strong interest
in graduate management education
• Annual Survey
•Importance, qualification, and careers


Relevance to Project
• Survey Relating to Baker University's
Alumni

• Questionnaire
• While attending
• In work atmosphere


•Purpose
• In order to find the importance of a degree from a school of
business and the qualifications of the degree
•Accuracy
• Surveyed all schools of business in the United States
•Consistency
• Performs survey every year and compares data
•Credibility
acknowledgement
•Nationwide
•Methodology
•Surveys and questionnaires
•Bias
polled
•Individually


Cara Breeden

with
“The Best Undergrad B-Schools”

Who Conducted It?
• BusinessWeek magazine

• Team of statisticians lead by Louis Lavelle

• Popular Source

<http://www.businessweek.com/magazine/content/07_12/b4026066.htm>..

• High education quality is associated
with higher paying jobs, more job
opportunities, and student satisfaction.


Research Findings
• Variables have Positive Relationship

• List of Top Schools


Methodology
5 Sources
(1) Student Surveys
(2) Recruiter Surveys
(3) School Surveys
(4) Starting Salaries
(5) Education Quality


Weight of Factors
Student
Education Survey
Quality 30%
30%

School
Survey Recruiter
Starting
10% Survey
Salaries 20%
10%


• Rate Baker University based on these
same criteria
External Research
•
Internal Research
•

• Use the top-rated schools as a standard
for comparison


• Purpose
• Publication
• Accuracy
• Consistency
• Annual study
• Credibility
• Questionable responses discarded
• Public/Private schools distinguished
• Methodology
• Five Factors
• Bias
• Schools have no input

Jeff Theis
with

“Business Student Satisfaction, Intentions
and Retention in Higher Education: An
Empirical Investigation”

Who Conducted It?
• Ali Kara, Ph.D., Associate Professor of
Marketing, Pennsylvania State University – York
Campus

• Oscar W. DeShields, Jr.,Ph.D., Professor of
Marketing, California State University – Northridge

www.marketingpower.com/Community/ARC/gated/Documents/Teaching/MEO/student_satisfaction.pdf

Hypothesis 1:
Faculty Performance + Advising Staff + Classes = Positively
related to student partial college experience
Hypothesis 2:
Student partial college experience = Positively related to
student satisfaction
Hypothesis 3:
Student satisfaction will be positively related to Intentions

Satisfaction: Determined by the difference between the service
performance as perceived by the customer and what the
customer expects

Three main factors influencing student satisfaction:
• Faculty Performance
•Accessibility, willingness to
help, feedback, professionalism
• Advising Staff Performance
• Understanding, reliability, willingness to help
• Classes
• Cognitive development, career programs, business
skills


Research Findings
• Evidence supports that faculty performance, advising
staff, and classes are all positively related to student
partial college experience

• Evidence supports that student partial college
experience is directly related to satisfaction that in turn will
have a positive and significant relationship with intentions

• Student partial college experience
Satisfaction Intentions


Methodology
•Sample size:
•Questionnaire developed by Keaveney& Young (1997) -
Given to 143 undergraduate business students (95
males and 48 females)
•Independent Variables:
•18 independent variables used to predict
experience, which in return is related to student
satisfaction
•Dependent Variables:
• Satisfaction
• Student Partial College Experience
• Intentions

• Provided empirical findings to understand
student satisfaction and intentions in higher
education institutions

• Consumer-oriented philosophy

• Curriculum of real world relevance


• Purpose
• Focus on the relationship between business student
satisfaction and their intentions to stay in a college
• Accuracy
• Same questionnaire distributed to all
• Consistency
•Reported similar results as previous experiments
• Credibility
• Conducted by two professors of marketing both with a Ph.D.
• Methodology
• Questionnaires
• Bias
• Professors from different universities worked on the report

Tanner Christenson

with the
06-07 Graduate Survey Report

Who Conducted It?
•Baker University

•The Career Development Center in 2006-
2007

Baker University Career Development Center

• Statistical breakdown of
graduates, salaries, company

• Position inquiries were asked to the
School of Professional & Graduate
Studies


Research Findings
School of Arts and Sciences
• ’04-96%, ’05-98%, ’06-99.24%, ’07-
100%, either employed or educated
• They surveyed 135 of 174 graduates
• 100% are either full-time employees or
furthering their education
• Business majors make up largest number
of graduates 48 or 135
• Avg. entry position salary $32,500 of
business grads within last six months

Research Findings
School of Professional and Graduate
Studies
• AA in Business all 98 are employed

• Salary range 40-44K

• MBA graduates, all 273 employed

• Average salary 65-85K

Methodology
• Evaluation Size

• Response Rate

• Questionnaire

• Overall Procedure


• Information is secondary research done
of recent Baker Graduates of Baker
Career Development Center

• Information has Business department
statistics of both undergrad/grad

• Questions asked to confirm specified
information of graduates

• Purpose
• Surveyed Baker undergrad/grad
• Accuracy
• Polled 135 of 174 (78%) undergrads
• Consistency
• Annual survey
• Credibility
• Success rate of Career Development Center
• Methodology
• Four procedures
• Bias
• Statistical background Baker University Career Development Center

PJ Matulka

with the
ACT Alumni Outcomes Survey Summary
Report

Who Conducted It?
• ACT Survey Research Services

• Judy Smrha

Alumni Outcome Survey Graphics Report For Baker University

• Educational Outcomes

• Educational Experiences

• Activities and Organizations

• Employment History and Experiences

• Background Information

Points Scale (Importance) Points Scale (Impact)
Major Importance 4 Major Impact 4
Moderate Importance 3 Moderate Impact 3
Minor Importance 2 Minor Impact 2
No Importance 1 No Impact 1
Blank 0 Blank 0


List of Abilities/Skills One can expect to develop with a postsecondary education

Question Ability OR Skill Importance Actual Impact Margin
1 Developing Original Ideas 226 205 (21)
2 Thinking Objectively 241 240 (1)
3 Lifelong Commitment to Learning 233 219 (14)
4 Living to Own Standards 255 214 (41)
5 Defining/Solving Problems 249 230 (19)
6 Appreciating/Exercising Citizen Rights 222 182 (40)
7 Access to/Use of Variety of Info 225 223 (2)
8 Getting Along with Diff. Cultures/Races/etc. 246 196 (50)
9 Use of Effective Verbal Comm Skills 253 230 (23)
10 Effective Leadership Skills 249 235 (14)
11 Understanding Cultural Differences 228 196 (32)
12 Learning Existing/Emerging Career Options 222 176 (46)
13 Understanding Humans/Environments (Ecology) 192 178 (14)
14 Conclusion Forming from Raw Data 222 214 (8)
15 Use of Effective Written Comm Skills 258 247 (11)
16 Appreciating/Understanding Fine Arts 202 210 8
17 Getting Along with Diff. Attitudes/Opinions 245 224 (21)
18 Group Work; Working as a Team Member 246 243 (3)
19 Understanding International Issues 211 183 (28)
Totals 4425 4045


Alumni Satisfaction — Based Upon Positivity of Margin
Skill or ability one might expect to develop while pursuing a postsecondary
Rank Question Margin education
1 16 8 Understanding and appreciating art, music, literature, etc
2 2 (1) Thinking objectively about beliefs, attitudes, and values
3 7 (2) Accessing and using a variety of informating
4 18 (3) Working cooperatively in groups; working as a team member
5 14 (8) Analyzing and drawing conclusions from various types of data
6 15 (11) Recognizing and using effective written communication skills
7 3 (14) Making and exercising a lifelong commitment to learning
7 10 (14) Developing and using effective leadership skills
7 13 (14) Understanding the interaction of human beings and environment
10 5 (19) Defining and solving problems
11 1 (21) Developing original ideas and/or products
11 17 (21) Getting along with people whose attitudes and opinions are different from mine
13 9 (23) Recognizing and using effective verbal communication skills
14 19 (28) Understanding international issues (political, economic, etc.)
15 11 (32) Understanding and appreciating cultural and ethnic differences between people
16 6 (40) Appreciating and exercising my rights, responsibilities, and privileges as a citizen
17 4 (41) Living my personal and professional life according to my own standard/ethic
18 12 (46) Learning about existing and emerging career options
19 8 (50) Getting along with people from various cultures, races, backgrounds, etc.


Alumni Outcomes Survey
300

250

200
Response Level

Importance
150
Actual Impact

100

50

0
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19
Question #


Methodology
• Given to Baker University CAS Alumni

• Questionnaires sent out through mail

• 369 alumni respondents


Relevance To Project
• Targeting Baker University Alumni

• Directly reports to the satisfaction of
Business Alumni

• Asks similar questions to our study

• Provided valid detailed results

• Purpose
•Results for accreditation, outcomes assessment, and
effectiveness measures
• Accuracy
• Given standard deviation
• Consistency
•Same questionnaire given to all alumni
• Credibility
• Overseen by Assistant Dean for Institutional Effectiveness
• Methodology
• Surveyed CAS Alumni—369 respondents
• Bias
• Administered by outside agency (ACT)

In Conclusion
• Six Surveys

• Relevance, Validity, and Methodology

• Existing Data to form Benchmarks


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