1. PRIORITIZING SERVICES AND FACILITIES IN A HIGHER EDUCATION INSTITUTION: IMPORTANCE- SATISFACTION QUADRANT AND GAP ANALYSES Latifah Abdol Latif latifah@oum.edu.my latifah@oum.edu.my Ramli Bahroom ramli@oum.edu.my ramli@oum.edu.my Mohamad Afzhan Khan Mohamad Khalil afzhankhan@oum.edu.my afzhankhan@oum.edu.my Open University Malaysia 29th AAOU2015 Conference, KLCC. Malaysia. 29 Nov - 2 Dec 2015

2. 1. Introduction Importance of Quality of University services Importance-Satisfaction Study OUM has conducted this study since 2005 Serve as a useful tool for HEI in measuring its effectiveness, and Provides auditable evidence that students have been given the opportunity to reflect on their learning. Importance-Satisfaction Study OUM has conducted this study since 2005 Serve as a useful tool for HEI in measuring its effectiveness, and Provides auditable evidence that students have been given the opportunity to reflect on their learning. Major contribution of study Combined Quadrant and Gap Analysis Major contribution of study Combined Quadrant and Gap Analysis

3. 2. Research Methodology Research instrumentThe SampleThe QuestionnaireData Analysis

4. 2.1 Research Instrument 2-Dimensional Importance Satisfaction Survey (SSI) 47 Items 8 Dimensions Level of Satisfaction 7-point Likert scale ranging from (1) Not at all satisfied to (7) very satisfied Level of Importance 7-point Likert scale ranging from (1) Not at all important to (7) very important 1.Curriculum 2.Facilitators 3.Faculty 4.Support Services 5.Learning Centers 6.Finance 7.Outreach 8.Life/Career Plan

5. 2.2 The Sample 709 responses out of a total population of 2,167 postgraduate students (September 2013) were used in this study, giving a response rate of 32.7%.

6. 2.3 The Questionnaire Modified version of Noel- Levitz Student Satisfaction Inventory (SSI)

7. 2.4 Importance-Satisfaction Matrix Very Important Not At All Important Not At All Satisfied Very Satisfied Q1: High Importance-Low Satisfaction (HILS) Areas that require immediate attention Q2: High Importance-High Satisfaction (HIHS) Areas of strengths to be used for marketing & promotion Q3: Low Importance-Low Satisfaction (LILS) Areas of low status with students Q4: Low Importance-High Satisfaction (LIHS) Areas to redirect resources to those of higher importance

8. 2.5 Methodology Requires 3 scores for Prioritizing: 1. Importance 2. Satisfaction 3. Performance Gap IS Matrix for Prioritizing: The 4 Quadrants (HIHS, HILS, LIHS, LILS) Gap = Importance – Satisfaction Gap Classification: a. 1 or more: Not meeting expectation b. 0-0.49: Satisfactorily meeting expectation c. 0.5-0.99: Almost meeting expectation d. Less than 0: Exceeding expectation Based on all three scores above, “Selling points” and “Critical points” are determined

9. 2.6 “Selling Points” and “Critical Points” Selling Points HIHS items with low gap scores (< 0.5) For Marketing and Promotional purposes Critical Points HILS items with large Gap Scores (> 0.5) HIHS Items with large Gap Scores LILS items with large Gap Scores (> 0.5) For action to be taken to improve the services

10. 3. Results and Discussions

11. 3.1 Demography of Respondents (%) GenderAge CGPAStudy Programme

12. 3.1 Demography of Respondents (%) (contd.) Learning Centers

13. 3.2 In General … … the results showed that postgraduate students are generally satisfied with OUM’s programmes and services with an overall mean satisfaction score of 5.67 out of 7.00.

14. 3.3 The “Selling Points” They are: MyVLE is easily accessible University provide learners with online registration every semester The contents of the courses I am taking are valuable to me These are HIHS items with the lowest gap scores

15. Selling Points Item No. Items Mean Impor tance Mean Satisf action Gap Quad rant 13)MyVLE is easily accessible6.376.080.29HIHS 11)Facilitators are knowledgeable in their fields6.305.890.42HIHS 25)Facilitators are easily approachable6.295.900.40HIHS 24)Modules or study guides are of good quality6.295.860.43HIHS 2) The contents of the courses I am taking are valuable to me 6.295.920.37HIHS 28) University provide learners with online registration every semester 6.285.980.29HIHS 23)My Learning Centre is conducive for learning6.275.790.48HIHS 3)The quality of teaching I receive in my classes is good6.265.780.48HIHS

16. 3.5 The “Critical Points” The items are: Faculties' staff deal with my enquiries and complaints without delay Facilitators / Tutors provide timely and constructive feedback to learners The Learning Centre staff are easily accessible via telephone or e-mail Parking space in my Learning Centre is adequate They require the institution’s urgent attention and action HILS, HIHS and LILS items with relatively large gap scores

17. Critical Items Items Mean Importan ce Mean Satisfacti on Gap Quadran t The quality of teaching I receive in my classes is good6.265.780.48HIHS Facilitators / Tutors provide timely and constructive feedback to learners6.265.700.56HIHS Facilitators / Tutors serve as my academic advisors/counselors6.255.740.52HIHS Digital Library is easily accessible6.255.680.56HIHS Facilitators / Tutors are concerned about my academic progress6.235.800.43HIHS Faculties' administrative staff are caring and helpful6.225.750.47HIHS The Learning Centre staff are caring and helpful6.215.780.43HIHS The security of my Learning Centre is well maintained6.205.720.49HIHS Faculties' staff deal with my enquiries and complaints without delay6.205.630.57HILS Course assessment are appropriate6.205.710.49HIHS Faculties' Programme Coordinators are helpful in providing academic support 6.195.700.49HIHS Facilitators / Tutors interaction with learners through online forum is helpful 6.185.660.53HILS Major requirements of the courses are clear and reasonable6.185.730.44HIHS The Learning Centre staff are easily accessible via telephone or e-mail6.165.650.51HILS Information about learners’ financial accounts is easily available6.165.720.44HIHS Faculties' provides adequate administrative and academic guidelines for learners 6.155.710.45HIHS Parking space in my Learning Centre is adequate6.145.081.07LILS

18. 3.4 The Pride of OUM Quality of teaching Facilitators from the public and private HEIs with Masters and PhDs Proper training in ODL techniques of teaching Regular tracking and monitoring The e-learning platform, myVLE, very useful for both learning and administrative purposes (including online registration) New programme development process takes into account the demands of the potential students through a market survey. Board of studies for the program consist of academics and industry experts to ensure relevancy industry experts

19. 4. Recommendations

20. 4.1 Critical Issues to be Addressed To formally recognize the contribution of good face- to-face & online facilitators There should be a dedicated staff at each Faculty and Learning Center to resolve all issues in a timely manner, despite of use of E-CRM All staff should adhere to the principles of quality customer service Learning centres should provide adequate parking spaces for learners

21. 4.2 The Way Forward OUM should implement a system-wide student satisfaction survey to: allow the institution to have a common database to evaluate experiences at different times enable similar surveys to be conducted at different institutions, through research collaborations allow institutions to track goals, values, and changing perspectives related to student performance integrate data from the registrar’s office, as this will enable wider studies in terms of students success and retention.

22. Let us be reminded that… “Even if we are on the right track, we are going to be run over if we just sit there” Will Rogers “Even if we are on the right track, we are going to be run over if we just sit there” Will Rogers “The best time to repair the roof is when the sun is shining” John F. Kennedy “The best time to repair the roof is when the sun is shining” John F. Kennedy