MA in Higher Education Leadership School of Leadership and Education Sciences University of San Diego 2015 Exit Survey Results This report was prepared by the USD-SOLES Office of Accreditation & Assessment on September 30, 2015.
Exit Survey Overview Executive Summary The School of Leadership and Education Sciences (SOLES) - Office of Accreditation and Assessment administers the Exit Survey to graduating students at the University of San Diego (USD) annually. The Exit Survey affords students the opportunity to reflect on their program experiences and to provide valuable feedback utilized for program review. This report is specific to the results for the MA in Higher Education Leadership Program for 2015, with 2014 and 2013 data provided for comparison purposes. Rating Scale Three different five-point rating scales were used in this survey. The goal is to have response ratings in the four to five range for each item. Strongly Agree (5), Agree (4), Neutral (3), Disagree (2), Strongly Disagree (1) Extremely Well (5), Well (4), Moderately (3), Poorly (2), Not At All (1) Very Satisfied (5), Satisfied (4), Neutral (3), Dissatisfied (2), Very Dissatisfied (1) Response Rate Table 1 shows the percent of USD-Higher Education Leadership, MA graduating students who responded to the Exit Survey for the last three years. The three year trend (2013-2015) in response rates are 80%, 70%, and 69% respectively. Table 1 Exit Survey Response Rates for Higher Education Leadership, MA Graduating Students Program Completion Year Total Number of Higher Education Leadership, MA Graduates* Total Number of Higher Education Leadership, MA Respondents Exit Survey Response Rate 2015 16 11 69% 2014 10 7 70% 2013 15 12 80% *Note: Refers to the number of graduates for which correct email addresses were obtained. This document was prepared by the USD-SOLES Office of Assessment on September 30, 2015. Page 2
Summary of Findings Graduating students were asked to rate aspects of the Higher Education Leadership, MA Program in nine areas. The 2015 Cronbach s alpha values were as follows: faculty (.87); advisors (.95); intellectual climate (.82); program support and communication (.86); university support (.68); career preparation (.80); enhanced knowledge and skills (.87); graduate assistantship experience (.83); and the overall program (.90), suggesting relatively high internal consistency of survey item response. (Note that a reliability coefficient of.70 or higher is considered acceptable in most social science research situations.) All but one of the 2015 mean ratings were in the desired four to five range (using a 5 point scale). Figure 1 shows the comparison of 2015 means with 2014 and 2013 means. These ratings indicate high levels of student satisfaction with the MA in Higher Education Leadership Program at the University of San Diego. *Rating Scale 1: Strongly Agree (5), Agree (4), Neutral (3), Disagree (2), Strongly Disagree (1) ^Rating Scale 2: Extremely Well (5), Fairly Well (4), Moderately (3), Poorly (2), Not At All (1) + Rating Scale 3: Very Satisfied (5), Satisfied (4), Neutral (3), Dissatisfied (2), Very Dissatisfied (1) Note: This set of questions was modified significantly in the Exit Survey in 2014. This document was prepared by the USD-SOLES Office of Assessment on September 30, 2015. Page 3
Professional Experiences Higher Education Leadership graduates were asked about their professional experiences. Figure 2 shows graduates employment information, professional involvement, and application of knowledge and skills gained. FIGURE 2. EXPERIENCES OF MA IN HIGHER EDUCATION LEADERSHIP GRADUATES (N=11) Worked During Program 100% Sought a new job Belong to Professional Associations/Networks Apply Knowledge and Skills Gained Weekly or Daily 91% 90% 100% 0% 20% 40% 60% 80% 100% 2015 Graduate Testimonials I believe the most important factors for me were concerning the preparation for job placement, individualistic attention that will foster success for students, the availability for global study, and research support. I really appreciated the communication and the relationship I developed with my academic advisor and some of my professors. I felt very supported by them and they made me feel in community. The program does a great job of allowing students to practice leadership in the real world by connecting course material extra-curricular opportunities which is evident from the support and encouragement of professors and staff with students from all backgrounds. I loved having the opportunity to collaborate with leadership studies students from various backgrounds, cultures, ages and organization types. It really expanded my awareness of leadership challenges and approaches in society. This document was prepared by the USD-SOLES Office of Assessment on September 30, 2015. Page 4
Factors Most Important to Overall Satisfaction with the Higher Education Leadership, MA Program When 2015 Higher Education Leadership, MA graduating students were asked which factors were most important to their overall satisfaction with the Higher Education Leadership, MA Program, they cited faculty, advising, coursework, linking theory to practice, their cohort, research experience, the international experience, and the Student Affairs/SOLES Collaborative (SASC) graduate assistantship as contributing to their overall satisfaction. Graduating students comments regarding overall satisfaction are shown in Table A10 in the Appendix. Suggestions for Improving the Higher Education Leadership, MA Program When 2015 Higher Education Leadership, MA graduating students were asked for suggestions for improving the Higher Education Leadership, MA Program, they listed: more rigorous classes, more faculty-student mixers, a portfolio exit option, more student development theory, more local internationalization options, adjustments to courses and curriculum, more job placement assistance, and adjustments to faculty responsibilities. Graduating students comments are shown in Table A11 in the Appendix. When 2015 Higher Education Leadership, MA graduating students were asked to share what particular skills, areas or topics not covered but should be in the Higher Education Leadership, MA Program, they listed: advising and counseling classes, conflict management, assessment, and more student development courses. Graduating students comments are shown in Table A12 in the Appendix. Fulfillment of Program Goals Exit survey data from Higher Education Leadership, MA graduating students serve as evidence of program goal fulfillment. Provide professionals dedicated to the field of higher education with the ability to make an enhanced impact by expanding the way they collect and process information; including research, organizational theory, change and more. Provide students with higher education leadership opportunities via graduate assistantships and international experiences. Prepares students for positions in higher education administration and student affairs at two-year and four-year colleges and universities. This document was prepared by the USD-SOLES Office of Assessment on September 30, 2015. Page 5