2013 Student Satisfaction Survey Report

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1 2013 Student Satisfaction Survey Report

2 Table of Contents 1. Summary of findings and conclusions... 3 Conclusions from the survey findings... 4 Survey purpose... 4 Survey scope... 4 Survey timing... 5 Survey questions Survey findings - survey... 6 Demographic data... 6 Employment status... 7 Course characteristics... 8 Course delivery... 9 Respondents progress through their course Representativeness of Survey findings student satisfaction Overall satisfaction Student information Trainer quality Training content Effective support Training resources Assessment Training relevance Competency development Student Satisfaction Survey Report February 2014 Page 2

3 1. Summary of findings and conclusions Students enrolled with a private Skills for All training provider and having completed at least one Skills for All funded unit of competency between I November 2012 and 31 October 2013, but not yet graduated, were invited to complete a training satisfaction survey completed surveys were received. Three quarters of were employed and one quarter unemployed. Three quarters of unemployed were looking for full-time or part-time work. 87% of were satisfied with their training. Almost 80% of employed indicated their course was directly related to their current job or to a promotional or career position in their workplace or industry. Less than 6% indicated that their course was of personal interest and not related to employment. Over 90% of agreed they received sufficient information to decide in which course to enroll and a similar proportion agreed or strongly agreed with the following statements: Trainers had an excellent knowledge of the subject content ; I received sufficient and relevant theory and knowledge based learning during my course ; The training was flexible enough to meet my needs ; and Assessments were based on realistic activities. Lower levels of agreement were recorded for the following statements: I received appropriate recognition of my existing knowledge and skills ; My learning needs were appropriately assessed before I commenced training ; and I received sufficient and relevant practical training during my course. 23% of withdrew from their course before completion for a range of reasons including illness, family or financial reasons, because they changed or started a new job or because of too many pressures on their time. 10% withdrew because they were not satisfied with their training provider and a similar proportion because the training was either not what was expected or was not flexible enough. Respondents were asked: What were the best aspects of your training? The five most frequently recorded best aspects of training: Recognition of my skills; Flexibility to suit the various commitments of learners, especially on-line learning; Learner support access to trainers, either via face-to-face, phone, or and included work placement support; The quality, passion and experience of the trainers and their industry knowledge; and The combination of practical work to reinforce underpinning knowledge. Respondents were also asked: What changes would you make to improve the training? The five most frequent suggestions to improve training included: 2013 Student Satisfaction Survey Report February 2014 Page 3

4 The management and conduct of assessments (including being notified when assessments are due, accurate/timely recording of completed coursework and feedback on assessment outcomes); A greater emphasis on practical application of training; Improve relevance of training to work through better facilities, equipment and linking training to real world examples; Lengthening and shortening course duration; and Learner support. Conclusions from the survey findings The great majority of undertook their course for employment related reasons and were satisfied with the quality of the training services they have received from their Skills for All training provider. Overall satisfaction with training was high but slightly lower than given by in the 2012 survey in which 91% of agreed they were overall satisfied with their training. Skills for All training providers and the Skills for All website were the most commonly used sources of information used by and are therefore critical to ensuring potential students make well informed choices about their training and careers. Lower numbers of were satisfied with the level of practical training they received, Recognition of Prior Learning and the assessment of learning their needs before training commenced. Training providers should monitor their students satisfaction with these services to ensure they are meeting student needs. The findings from this survey will be used in monitoring and quality assuring training funded under Skills for All. The responses from students enrolled in courses from Fields of Training that recorded lower levels of satisfaction will be investigated to determine the reasons for this and appropriate action. This report should be read in conjunction with the Skills for All 2013 Graduate Outcome Survey Report to gain a full picture of the lessons learned from Skills for All students and graduates. Skills for All training providers can use the results from both reports to determine which aspects of their training and assessment services are monitored to ensure students are satisfied with all aspects of their training experience. Survey purpose The purpose of the survey was to gather the views of students on the quality of the training and assessment services provided to them by their Skills for All training provider. Survey scope Invitations to complete the survey were sent to students who: 1. were enrolled with a non-tafesa Skills for All training provider; 2. had completed at least one unit of competency funded through Skills for All between 1 November 2012 and 31 October 2013; and 3. had an address recorded in their Student Profile students satisfied criteria 1-3 above s were returned as undeliverable giving a total of invitations successfully sent. An SMS message alerting students to the survey was 2013 Student Satisfaction Survey Report February 2014 Page 4

5 also sent to each student. Two reminder invitations were sent to students who had not submitted a response. At the close of the survey, 2596 completed surveys had been submitted (a response rate of 19.6%). Survey timing The survey was open for four weeks. Invitations were sent on 4 November 2013 and the survey closed on 29 November Survey questions The survey questions were mainly drawn from the AQTF Quality Indicator student satisfaction survey the NCVER Student Outcomes Survey. A number of other questions addressed concerns identified through complaints from students about short course duration, the extent of practical and theoretical training and the pace of learning. Questions were also included to gather views about student satisfaction with course and career information provided prior to enrolment by the Department and the training provider. There were no mandatory questions in the survey instrument. This allowed to skip questions they did not wish to answer. This means that where data from specific survey questions is reported for a selected cohort of, responses to these questions may not always total the number of in the cohort Student Satisfaction Survey Report February 2014 Page 5

6 2. Survey findings - survey Demographic data Table 1 below shows the age distribution of. Although there is a broad spread across all age groups, the highest share of (998 or 39.07%) was aged between 35 and 49 years old. 28 (1.15%) stated they were of Aboriginal and/or Torres Island descent, 554 (21.95%) spoke another language at home and 205 (8.19%) considered they had a disability, impairment or long-term condition. Table 1 - Distribution of survey by age cohort Age Number Share (%) years years years years years years years years years years years and over Total Figure 1 shows that 1570 (62.18%) of had completed Year 12 or higher. 398 (15.76%) had attained no more than Year 10 or equivalent. Figure 1- Respondents highest completed school leve 2013 Student Satisfaction Survey Report February 2014 Page 6

7 Employment status Most 1874 (74.19%) were employed while 883 (24.94%) were unemployed % of unemployed were looking for full-time or part-time work. 358 (14.17%) indicated they were volunteering full time or part time (not shown in Figure 2). Figure 2 - Respondents current employment status Employed were asked to identify the Industry Division of their employment. The large number of who stated they were employed in Other services was most likely due to selecting this division if they were uncertain about the correct response. Table 2 - Employed by industry division of their employment Industry division Number Share (%) Health Care and Social Assistance Education and Training Other Services Retail Trade Construction Administrative and Support Services Manufacturing Agriculture, Forestry and Fishing Accommodation and Food Services Transport, Postal and Warehousing Professional, Scientific and Technical Services Electricity, Gas, Water and Waste Services Financial and Insurance Services Mining Information Media and Telecommunications Rental, Hiring and Real Estate Services Wholesale Trade Arts and Recreation Services Public Administration and Safety Total Student Satisfaction Survey Report February 2014 Page 7

8 Course characteristics Table 3 shows the Fields of Training identified by 10 or more. The top five fields of training accounted for half (51.90%) of all survey. Table 3 - Distribution of by field of training Field of Training Number Share (%) Children s Services % Business Administration % Management % Health Services % Community Services % Construction Trades % Transport & Automotive % Hospitality & Cookery % Nursing % OH&S % Vocational Preparation % Retail, Wholesale & Personal Services % Horticulture % Engineering % Agriculture % Electrical % Property Services % Finance % Hair & Beauty % Tourism & Travel % Government % Multimedia, IT & Computing % Recreation & Sport % Food Processing % Mining % Creative Arts % Almost two-thirds of (63.95%) were enrolled in a Certificate III or Certificate IV qualification while only 295 (11.81%) were undertaking study at Certificate I or Certificate II level. 507 (20.3%) are enrolled in a Diploma or Advanced Diploma Student Satisfaction Survey Report February 2014 Page 8

9 Figure 3 - Respondents enrolments by level of qualification Almost 80% of employed indicated their course was directly related to their current job or to a promotional or career position in their workplace or industry. Only 5.9% indicated that their course was of personal interest and not related to employment. Table 4 - Relationship between the course and current employment for employed Relationship between course and current employment Number Share (%) My course is directly relevant to my current job % My course is related to a promotional or career position in my workplace or industry of employment My course is not related to my current job but to a job in another industry My course is related only to my personal interests and is not related to employment % % % Total Course delivery 1970 (81.82%) were enrolled in courses of more than 10 weeks duration. 438 (18.19%) indicated that their course was of less than 10 weeks duration. Most of these shorter courses were at AQF levels 2 and 3 in Transport, Hospitality, Business Administration and Health and Community Services. Figure 4 - Course duration identified by 2013 Student Satisfaction Survey Report February 2014 Page 9

10 Respondents were asked to indicate one or more of seven delivery modes for the training they were receiving provided 4402 responses indicating that 79.4% of were receiving training through more than one mode of delivery. The most common mode of delivery was classroom and practical based training with a trainer (70.5%). Printed materials (26.66%) and workplace training (18.46%) were the next most common delivery modes. 16.9% of indicated that they undertook a work placement, and a similar percentage received external training. The least frequent modes of delivery were on-line communication with a trainer (15.6%) and webbased learning materials (14.3%). Figure 5 - Graph of how are receiving training Respondents progress through their course Over 76% of had completed more than half of their course and were therefore in a good position to comment on their quality of training and assessment services received. 668 (27.24%) indicated they had completed their course. Less than 10% of these also indicated that they had withdrawn from their course. Although course completers were not in the target survey population, these students were included because their course completion had not been reported by their training provider to the Department. Figure 6 - Extent to which had completed their course at the time of the survey 2013 Student Satisfaction Survey Report February 2014 Page 10

11 Figure 7 shows that a total of 682 (25.12%) indicated they withdrew from their course before completion. However, responses in the Other category include 17 who completed their course and 62 who mistakenly responded they had withdrawn. This reduces the number of who withdrew to 603 (23.22%) and decreases the Other category to 52 (8.6%). The two most common reasons for withdrawal based on the adjusted total of 603 were Changed jobs or started a new job (15.75%) and too many pressures on my time (15.75%). 61 (10.12%) 1 indicated they withdrew because I was not satisfied with my Skills for All training provider, 33 (5.47%) the training was not what I expected and 21 (3.48%) the training timetable was not flexible enough. Figure 7 - The main reason given by who withdrew from a course before completing it. 1 This includes 8 from the Other category who indicated they had withdrawn because of dissatisfaction with their training provider Student Satisfaction Survey Report February 2014 Page 11

12 Representativeness of Table 5 compares the demographic data of with the demographic data of the survey population. Over 95% of were not currently attending secondary school. 326 (12.95%) were undertaking an apprenticeship or traineeship. Table 5 - Comparison of the key characteristics of survey with those of the survey population Gender Key characteristics Share of Respondents (%) Share of Survey Population (%) Male Female Age years and over School student Training Guarantee for SACE School based apprenticeship ICAN Attending school - Total Not attending school Apprentice/trainee Apprentice/trainee Not apprentice or trainee Employment status Employed Not employed AQF level Certificate I Certificate II Certificate III Certificate IV Diploma Advanced Diploma Bachelor Degree or higher Skill Set Do not know Student Satisfaction Survey Report February 2014 Page 12

13 Table 5 shows that were different to the student population with more likely to be: women (61.03% compared with 48.29%); students over 35 (62.58% compared with 38.45%); enrolled at AQF level IV and above (48.17% compared with 30.32%); not under a Training Contract (87.05% compared with 74.83%) and employed students (74.19% compared with 70.69%) Student Satisfaction Survey Report February 2014 Page 13

14 3. Survey findings student satisfaction Overall satisfaction 87.04% of agreed (37.85% strongly agreed) with the statement Overall I was satisfied with my training. This was slightly lower than in the 2012 survey (in which 91.1% agreed and 40.6% strongly agreed). Figure 8 - Graph of responses about overall satisfaction with training Respondents who were unemployed or enrolled at school or enrolled in courses with a duration of less than 10 weeks were not over-represented amongst who disagreed or strongly disagreed with this statement. No particular AQF level was over-represented in this group of. However, higher levels of dissatisfaction were recorded in particular Fields of Training. Table 8 lists the Fields of Training with the highest shares of their who disagreed with the statement Overall I was satisfied with my training. Although, with the exception of Business Administration, the numbers of are low, they represent a significant share of the for that Field of Training and 38% of all who disagreed with this statement. Table 6 - Fields of training with the highest share of who disagreed with the statement Overall, I was satisfied with my training Field of Training who disagreed Share of for the Field of Training (%) Food processing Finance Multimedia IT and Computing Tourism and travel Retail, Wholesale and Personal Services Horticulture Electrical Business Administration Occupational Health and Safety Student Satisfaction Survey Report February 2014 Page 14

15 Student information 92.74% of indicated that they received sufficient information to decide in which course to enroll. Respondents were asked to identify and rate the usefulness of various sources of information they used to make their decision. Figure 9 below shows that Skills for All training providers (36.94%) and the Skills for All website (36.30%) were the most common source of information used. Figure 9 - Sources of information used by to choose their course Table 7 shows the rating given by who used one or more information sources to help them choose their course. Table 7 Respondents ratings of information sources in choosing a course Information source Not helpful Somewhat helpful Very helpful Total Number % Number % Number % Number % Skills for All website Skills for All InfoLine Skills for All InfoCentre Skills for All Training Provider Job Services Australia or Disability Employment Service Provider % of users rated Skills for All training providers as very helpful followed by the Skills for All website (62.01%), the InfoCentre (44.67%) and InfoLine (44.21%). The least helpful sources were the InfoLine (17.77%), InfoCentre (17.91%) and Job Services Australia or Disability Employment Service Provider (JSA-DES) (19.05%), while only a small number of considered the Skills for All website (3.49%) and Skills for All Training Providers (4.99%) to be unhelpful information sources Student Satisfaction Survey Report February 2014 Page 15

16 The demographic data for who rated these services not helpful was examined to determine if any particular cohorts of predominated. No strong trends were evident across level of schooling completed or employment status but who indicated they had a disability recorded higher levels of dissatisfaction with services from the InfoLine (22.2%), InfoCentre (26.67%) and JSA-DES (20.41%). In contrast, who spoke a Language Other than English at home recorded lower levels of dissatisfaction with these services at 9.11%, 3.94% and 15.87% respectively. Respondents were asked questions about the information they had to receive from their training provider prior to enrolment (indicated in Figures below) % agreed they received sufficient information about course fees, charges and concessions 84.8% agreed they were made aware of their providers Code of Practice; and 81.92% agreed they received sufficient information about what to do about training-related concerns or complaints. While these results are positive, the numbers of students who disagreed was still too high given that the Department has been actively monitoring marketing materials and course information from Skills for All training providers. Figure 10 - Respondents awareness of their training provider s Code of Practice prior to enrolment Figure 11 - Respondents satisfaction with information from their training provider about course fees, charges and concessions 2013 Student Satisfaction Survey Report February 2014 Page 16

17 Figure 12 - Respondents satisfaction with information from their training provider about what to do with concerns and complaints Trainer quality The Trainers were excellent at passing on their experience and made the course sessions interesting and helped make us feel competent and worthwhile. Very professional, responsive to feedback, grounded in industry experience but also mindful of advances in theory. (Survey - Best aspects of training) Respondents were highly satisfied with the quality of trainers with 92.73% of agreeing (46.18% strongly agreeing - Figure 13) that trainers had an excellent knowledge of their subject content and 89.40% agreeing that trainers explained things clearly (Figure 14). Figure 13 - Respondents satisfaction with trainers subject knowledge 2013 Student Satisfaction Survey Report February 2014 Page 17

18 Excellent trainer who explained all aspects clearly and encouraged participation, and sharing of existing knowledge (ie good use of adult learning principles). Easy to approach, and no question was too dumb. Have a feeling of safety in this training group. (Survey respondent - Best aspects of training) Figure 14 - Respondents satisfaction with trainers explanations Training content 84.77% of agreed or strongly agreed with the statement I received sufficient and relevant practical training during my course while 15.22% of disagreed or strongly disagreed with this statement. The best aspects included an extremely knowledgeable and approachable trainer and practical skills training in class and during work experience. (Survey respondent - Best aspects of training) Figure 15 - Respondents satisfaction with the sufficiency and relevance of practical training Table 8 shows that the level of dissatisfaction with the amount and relevance of practical training varied across different categories of employment status. There was a higher level of dissatisfaction for employers (11 or 40.74%) and those who were unemployed - seeking full time work (18.01%) while self-employed (13 or 8.18%) had lower levels of dissatisfaction Student Satisfaction Survey Report February 2014 Page 18

19 Table 8 Number and share of who disagreed with the statement I received sufficient and relevant practical training during my course by their employment status Employment status who disagreed Share of (%) Full-time employee Part-time employee Self-employed - not employing others Employer Employed - unpaid worker in a family business Unemployed - seeking full-time work Unemployed - seeking part-time work Not employed - not seeking employment Unspecified Total The level of dissatisfaction with the level of practical training is starker when examined by Field of Training. Although the number of was low (with the exception of Business Administration) six Fields of Training recorded levels of dissatisfaction at 20% or higher with Tourism and Travel and Multimedia, IT Computing recording dissatisfaction levels at 32% and 28.57% respectively. The 104 from these six Fields of Training represent 29.71% of all who disagreed with this statement. Table 9 Number and share of who disagreed I received sufficient and relevant practical training during my course by employment status Field of training who disagreed Share of (%) Tourism & Travel Multimedia, IT and Computing Property Services Business Administration Finance Retail, Wholesale & Personal Services Figure 16 below shows that 90.98% of agreed with the statement I received sufficient and relevant theory and knowledge based learning during my course. Figure 16 - Respondents satisfaction with the sufficiency and relevance of theory and knowledge in their course 2013 Student Satisfaction Survey Report February 2014 Page 19

20 Effective support Working with the trainers one on one and being able to absorb as much knowledge and information from them that I am now able to use in the work place. They were fantastic and were able to make my learning journey very enjoyable and I went back for more courses. Trainers and workbooks were great, lots of experience people and lots of help provided. I had 3 different trainers for different topics and really enjoyed them all, they were hands on and very clear they also set a great relaxed environment for everyone within the class. (Survey - Best aspects of training) 87.92% of agreed (35.55% strongly agreed) that they had sufficient contact with trainers to support my learning and complete the course. Figure 17 - Respondents satisfaction with the level of contact they had with trainers during their course A number of to the 2012 survey reported that the pace of learning was too fast for them to acquire and consolidate the knowledge and skills in their course. This year 85.04% indicated that the pace of learning and assessment was suitable for me. Being able to complete assessments and activities at my own pace which suited me as I work full time. Appropriate feedback has to date been provided to me upon each assessment. (Survey respondent - Best aspects of training) 2013 Student Satisfaction Survey Report February 2014 Page 20

21 Figure 18 - Respondents satisfaction with the pace of during their course I would have liked an opportunity to do it slower or part time especially as I work full time. Timelines were unrealistic. It was very slow paced to meet some of the students in my classes learning difficulties, which meant that the rest of us spent time waiting.. (Survey Changes to improve training) 90.90% of agreed that the training was flexible enough to meet my needs. Figure 19 - Respondents satisfaction with the flexibility of training arrangements I live in rural area and it is difficult for me to get training in the city. I always wanted to do this course and it is great that I can do it online and external. That I was able to study full time and work around family life and work without heaps of pressure. Highly recommend friends and family to further their education, and due to having dyslexia, a learning disability, made it more achievable to be able to study being single mum of 3 children and working. Highly recommended. (Survey - Best aspects of training) 2013 Student Satisfaction Survey Report February 2014 Page 21

22 To have more guidance and assistance as a self-paced learner as it is very hard to study without knowing what is required and then having the class room based learning cancelled due to not enough students and also not submitting their assessments. (Survey Changes to improve training) 83.56% of agreed My learning needs were appropriately assessed before I commenced training while 16.44% disagreed with this statement. Satisfaction with this aspect of training decreased from 88.4% in the 2012 survey. Figure 20 Respondents satisfaction with the assessment of their learning needs Table 10 identifies the seven Fields of Training from which more than 20% of were dissatisfied with the assessment of learning needs. The 132 from these seven Fields of Training represent 34.38% of all who disagreed with this statement. Table 10 Number and share of who disagreed with the statement My learning needs were appropriately assessed before I commenced training by field of training. Field of training who disagreed Share of (%) Finance Tourism & Travel Multimedia, IT and Computing Business Administration Electrical Retail, Wholesale & Personal Services Occupational Health and Safety Student Satisfaction Survey Report February 2014 Page 22

23 Training resources 88.83% of agreed that their training used up-to-date equipment, facilities and materials. Figure 21 - Respondents satisfaction with the currency of course equipment facilities and materials Course notes are clearly out of date and contain typographical mistakes and some poor grammar. Some presenters even acknowledge course notes have been out of date for a while, but there is no assurance from anyone that this will change. This degrades the skill level of the student. (Survey respondent. Changes to improve training) Assessment The level of satisfaction with assessment for RPL (82.51%) is lower than recorded in the 2012 survey (89.0%) % of did not agree that they received appropriate recognition of their existing knowledge and skills. Figure 22 Respondents satisfaction with recognition granted for existing skills and knowledge by their training provider 2013 Student Satisfaction Survey Report February 2014 Page 23

24 Tables 11, 12 and 13 present the data for dissatisfied with the recognition they received for existing skills and knowledge by Field of Training, employment status and level of qualification. Table 11 identifies the seven Fields of Training from which more than 20% of were dissatisfied with the recognition granted. The 132 from these seven Fields of Training represent 34.38% of all who disagreed with this statement. Table 11 Number and share of who disagreed with the statement I received appropriate recognition of my existing skills and knowledge by field of training. Field of training who disagreed Share of (%) Food Processing Construction Finance Government Electrical Property Services Multimedia, IT and Computing Business Administration Occupational Health and Safety Table 12 shows that slightly greater shares of employed compared with unemployed were dissatisfied with the recognition they received. The exception to this was employers amongst whom 8 (30.77%) were dissatisfied. Table 12 Number and share of who disagreed with the statement I received appropriate recognition of my existing skills and knowledge by their employment status Employment status who disagreed Share of (%) Full-time employee Part-time employee Self-employed - not employing others Employer Employed - unpaid worker in a family business Unemployed - seeking full-time work Unemployed - seeking part-time work Not employed - not seeking employment Student Satisfaction Survey Report February 2014 Page 24

25 Greater shares of enrolled in Advanced Diploma (20.00%) or Certificate IV (20.21%) level qualifications reported higher levels of dissatisfaction with the recognition they were granted compared with other qualification levels. Table 13 Number and share of who disagreed with the statement I received appropriate recognition of my existing skills and knowledge by qualification level. Qualification level who disagreed Share of (%) Certificate I Certificate II Certificate III Certificate IV Diploma Advanced Diploma Skill Set Satisfaction with assessment during the course was higher with 90.34% of agreeing that assessments were based on realistic activities. Figure 23 Respondents views on whether assessments were based on realistic activites Directly link training material to assessment and make the content relevant to a professional environment. Too often we did a unit in the classroom but the assessment questions had little or nothing to do with what we had learned. (Survey respondent Changes to improve training) 2013 Student Satisfaction Survey Report February 2014 Page 25

26 Training relevance 87.99% of agreed that the training prepared them well for work. Figure 24 - Respondents views on whether training prepared them well for work Trainers who are actually employed in the industry who can relate actual examples to support theory. Having trainers who have been in the field and know what employers want from potential employees. Excellent trainer with real work place knowledge and experience brought an extra level of quality and value to the training. (Survey - Best aspects of training) Competency development 88.72% of agreed that they developed the skills expected from their training. Figure 25 - Respondents views on whether they developed the skills expected from their training 2013 Student Satisfaction Survey Report February 2014 Page 26

27 I was able to take innovative and practical practices learnt from the training back into the workplace. The trainers were engaging and subject matter relevant. As the training was outside of work I made new connections with course participants outside my industry, we will continue to meet and support each other with our managerial roles outside of training. (Survey respondent - Best aspects of training) 2013 Student Satisfaction Survey Report February 2014 Page 27

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