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2012 National Student Satisfaction and Priorities ReportAppendix OneCareer and PrivateSchools—Form AThis document is one of two appendices to the 2012 National StudentSatisfaction and Priorities Report. These appendices focus on the StudentSatisfaction Inventory Form A and Institutional Priorities Survey results for: Career and private schools Community, junior, and technical collegesThe data for four-year private and four-year public colleges and universities isavailable from 2011 and will be published again in 2013.This appendix focuses on the results for the career and private schoolswhich administered the SSI between the fall of 2009 and the spring of 2012,including: Scale scores Strengths and challenges Factors in the decision to enroll List of participating institutions

A list of theparticipatinginstitutionsis includedon page five.The 2012 National Student Satisfaction and Priorities ReportAppendix OneCareer and Private Schools—Form AThe source of the dataThe student population for the career and private schools includes 88,589 students from 180institutions surveyed with the Noel-Levitz Student Satisfaction Inventory between the fall of2009 and the spring of 2012.Data for campus personnel are not available for this institutional segment.Reviewing the dataBrief highlights regarding the data findings are offered in each section of this report. For abroader view of how satisfied students are overall and how likely they are to re-enroll, see theExecutive Summary. This year’s summary focuses on data for career and private schools.The scalesThe best place to begin is by looking at the big picture and understanding the areas on campusthat matter most to students. The following table summarizes the importance, satisfaction, andperformance gaps findings for 12 areas (scales) for students at two-year career and privateschools. The scales are listed in order of importance.Satisfactionlevels atcareer andprivateschoolshaveimprovedover thepast year.2012 Scales: Career and private schools e GapMeanInstructional Effectiveness6.315.350.96Concern for the Individual6.275.221.05Admissions and Financial Aid6.265.251.01Academic Advising6.265.280.98Student Centeredness6.255.340.91Campus Climate6.235.221.01Registration Effectiveness6.215.350.86Service Excellence6.155.170.98Academic Services6.105.110.99Safety and Security6.054.971.08Campus Support Services5.744.830.91Responsiveness to DiversePopulations—5.33—Scale(7 very important/very satisfied 1 not important/not satisfied at all)2 2012 Noel-Levitz, Inc. The 2012 National Student Satisfaction and Priorities Report–Career and Private Schools—Form A

Strengths and challengesStrengthsidentifiedby studentsat careerand privateschools inthis studyfocusedon classesscheduled atconvenienttimes,quality ofinstruction,faculty, andopportunitiesforinternships.An issuehighlightedin thisstudy wasthe schoolshowingconcernfor theindividual.StrengthsChallengesIndividual items on the inventory were analyzedto determine strengths (high importance and highsatisfaction). Institutions often incorporate theirstrengths into their marketing activities, recruitingmaterials, internal and external public relationsopportunities, as well as use the information toprovide positive feedback to campus personnel andstudents. Strengths are defined as being above themid-point in importance and in the top quartile ofsatisfaction.The data were analyzed to determine key challenges(high importance and low satisfaction). Campusesthat have surveyed themselves often look at thesecrucial areas to address and improve retention. Inthis study, students had high expectations regardingthese areas, but institutions nationally were failing tomeet those expectations. Areas of dissatisfaction wereprioritized by importance scores, indicating areas thatmattered most to students. Challenges are defined asbeing above the mid-point in importance and in thebottom quartile of satisfaction or the top quartile ofperformance gaps.The following are the top strengths as identified bystudents at career and private schools. Strengths arelisted in descending order of importance. Classes are scheduled at convenient times. The quality of instruction I receive in most of myclasses is excellent. Adequate financial aid is available for moststudents. Nearly all of the faculty are knowledgeable in theirfields. I am able to experience intellectual growth here. My academic advisor is knowledgeable about myprogram requirements. Students are made to feel welcome at this school. The school is safe and secure for all students. Program requirements are clear and reasonable. Internships or practical experiences are providedin my degree/certificate program. My academic advisor is approachable. The school staff are caring and helpful. Admissions staff are knowledgeable. Administrators are approachable to students. Nearly all classes deal with practical experiencesand applications. Faculty are usually available after class and duringoffice hours. The personnel involved in registration are helpful.Following, listed in descending order of importance,are the top challenges identified by students at careerand private schools. This school does whatever it can to help me reachmy educational goals. Faculty are fair and unbiased in their treatment ofindividual students. The school shows concern for students asindividuals. Students are notified early in the term if they aredoing poorly in class. Faculty are understanding of students’ unique lifeexperiences. The career services office provides students withthe help they need to get a job. The equipment in the lab facilities is kept upto date.The fairness of faculty was an issue highlighted inthis study, as well as notifying students early in theterm if they are doing poorly. Students at careerschools also identified concern for individual studentsas a challenge. Another high priority area was theassistance available from the career services office.Strengths identified by students at career andprivate schools in this study focused on classesscheduled at convenient times, quality of overallinstruction, and the opportunities for internshipsor practical experiences offered. The availability offinancial aid is considered a strength. Career schoolstudents indicated that advisors are approachableand knowledgeable about program requirements.There was also a positive perception of school staff,admission staff, and registration personnel. 2012 Noel-Levitz, Inc. www.noellevitz.com 3

Enrollment factorsEnrollmentfactorsprovidevaluableinsight onstudentmotivationto attendaninstitution.Institutions should be aware of the factors which influence their students’ decisions to enroll at thecollege. Institutions often use this type of information to shape their recruitment activities. In thisstudy, the enrollment factors, indicated in descending order of importance, for students at careercolleges were as follows:ItemRankImportanceFuture employment opportunities16.45Financial aid26.39Academic reputation36.24Cost46.18Personalized attention prior to enrollment56.12Appearance of school65.94Geographic setting75.79Size of institution85.73Recommendations from family/friends95.56The table reflects the mean average of the importance score, based on a scale of 1 to 7, with7 being high.In this study, students at career and private schools placed a high value on future employmentopportunities. Financial aid was also a critical factor for students at career schools, followed byacademic reputation, which was more important than the cost of the institution.What does this mean for your campus?We encourage you to survey your own students. Effective institutions survey their constituenciesregularly, compare their data to their past performance, and then actively respond to the challenges.We also suggest that you: Be aware of national trends for a broader perspective. Review the other sections of the national report to compare results with other institution types. Take action on your campus to improve the experience in the areas your students care most about.4 2012 Noel-Levitz, Inc. The 2012 National Student Satisfaction and Priorities Report–Career and Private Schools—Form A