1. Importance-Satisfaction Survey: OU5 Collaborative Research Latifah Abdol Latif & Thirumeni A/P T. Subramaniam, Open University Malaysia Herman Herman & Kristanti Puspitasari Universitas Terbuka, Indonesia Nguyen Mai Huong Hanoi Open University, Vietnam 29th AAOU2015 Conference, KLCC. Malaysia. 29 Nov - 2 Dec 2015

2. Why choose Importance-Satisfaction Survey? To identify and share “Best Practices” among the OU5, and learn from each other to improve in problematic areas. Effective monitoring of quality in HEIs Use students’ feedback to improve programmes and services Overall student satisfaction influences students’ behavioral intentions (loyal) Student satisfaction is a key factor in persistence

3. 2. Research Methodology A common survey questionnaire (modified version of the SSI) was used by OU5 institutions The implementation of the survey and the results (analyzed by each institution) were discussed in several meetings Matrix for prioritizing: the 4 quadrants (HIHS, HILS, LIHS and LILS) An inventory list of Dimension and Item Importance, Satisfaction scores, Quadrant and Gap scores was developed Based on all three scores, Selling Points and Critical Points are determined for each institution

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. 2.4 Importance-Satisfaction Matrix Very Important Not At All Important Not At All Satisfied Very Satisfied HILS Areas that require immediate attention HIHS Areas of strengths to be used for marketing & promotion LILS Areas of low status with students LIHS Areas to redirect resources to those of higher importance

6. 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

7. 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 For action to be taken to improve the services

8. Results

9. Dimension and its Items DIMENSIONS (OUM) CRONBACH’S ALPHA NO. OF ITEMS IMPORTANCESATISFACTION Learning center (1,6,9,16,23,29,35)0.920.877 Curriculum (2,10, 17,24,30)0.910.895 Tutors (3,11,18,25,32,36,39,41)0.940.938 Finance (4,12,19,26,33)0.880.865 Support Service (5,13,20,27,31,34,37,43,45) 0.940.929 Faculty (38,40,42,44,46,47)0.960.866 Outreach (7,14,21,28)0.880.834 Life/career (8,15,22)0.880.853

10. Dimension Means & Gap Dimension (HOU) I-MeanS-MeanGap Quad rant Curriculum6.185.530.65HILS Facilitator6.115.670.44HIHS Faculty6.135.710.42HIHS Finance6.055.620.43LIHS Learning Centre6.155.640.51HIHS Life & Career Plan6.025.590.43LILS Outreach6.035.650.38LIHS Support Services6.095.570.52LILS OVERALL 6.105.620.47 Dimension (OUM) I-MeanS-MeanGap Quad rant Curriculum 6.145.61.53HIHS Facilitator 6.135.53.60HIHS Faculty 6.075.42.65HILS Finance 6.045.41.63LILS Learning Centre 6.095.41.68HILS Life & Career Plan 6.005.39.61LILS Outreach 6.055.51.54LIHS Support Services 6.065.46.60LILS OVERALL 6.075.47.60 Dimension (UTI) I-MeanS-MeanGap Quad rant Curriculum 4.454.060.39HIHS Facilitator 4.353.820.53LILS Faculty 4.393.870.52HILS Finance 4.373.940.44LIHS Learning Centre 4.373.850.51LILS Life & Career Plan 4.383.860.52HILS Outreach 4.363.910.46LIHS Support Services 4.343.850.49LILS OVERALL 4.383.890.48

11. Combining Quadrant and Gap Analyses Selling points: Faculty Critical points: Curriculum & LC HOU Selling point: Curriculum Critical points : Faculty, LC UT Selling point: Curriculum Critical points : LC & Faculty OUM

12. OUM’s BEST PRACTICES 1. The contents of the courses I am taking are valuable to me Course aim and intended learning outcomes are fully stated by incorporating the views of: The following are considerations for the design of the course Representative from relevant industry; professional bodies; conventional &private HEIs Complying to the MQA requirements Where does the course fit in the University's portfolio of courses? Why is the course needed? What do potential graduates need? What should the course do?

13. OUM’s BEST PRACTICES 2.MyVLE is easily accessible This is the institution’s learning platform which increases access to learning opportunities to individuals in different geographical areas, ages and different learning capabilities. MyVLE is a web-based tool used to manage, implement and assess online learning and teaching with varying levels of support structures provided to administrator, instructors and students in a learning program. It has undergone a number of improvement stages. It caters both for administrative and for learning purposes Training is provided to new students on how to use it effectively

14. OUM’s BEST PRACTICES 3.University provide learners with online registration every semester Students need not come to the LC or main office to register Using the above platform, they can view their registration, financial, performance, etc. and can register online in a timely manner, all done in the comfort of their own homes/offices.

15. UT’s BEST PRACTICES 1. Faculty Programme Coordinators are helpful in providing academic support Faculty provides online and F2F tutorial, online forum and online counselling, sms gateway, motivation letters, as well as student support via online customer relatioship management (CRM) system. Ut works together with the National Telecommunication to provide students and staff with free wifi access. Students may also come in person for academic consultation with the faculty. These kinds of support reduce students feeling of lonelines and assisst them in dealing with their academic and other related problems.

16. UT’s BEST PRACTICES 2. Learner's Handbook provides helpful information on rules, regulations and policies Learner’s Handbook is provided both online and printed (free) forms for each student. Students can find not only rules, regulations and policies, but also curriculum offered for every program of study

17. UT’s BEST PRACTICES 3.Major requirements of the courses are clear and reasonable. UT applies open and multi entry and multi exit systems. Requirements for the courses are described in the Learner’s Handbook. Some courses require students to pass prerequisite courses. For example, students must take an end of program course in the final semester. In order for the students to be able to do the final assignment for the course, each program of study require students to pass several prerequisite courses. The course requirements are provided in the Learners’ Handbook so that students can easily find the course requirements

18. HOU’s BEST PRACTICES 1.Faculties' administrative staff (FAS) are caring and helpful Student inquiries sent through the e-mail are given to persons in charge; then the answers/ conclusions are sent right back to students

19. HOU’s BEST PRACTICES 2. Facilitators/ Tutors provide timely and constructive feedback to learners Tutors are usually the instructors of each module During the course, when students have questions / queries on a particular module, tutors are whole-hearted in giving feedback to learners in a short time and in a constructive way

20. HOU’s BEST PRACTICES 3.Student inquiries have been effectively addressed through the e-mail address of the Faculty. Learner’s Handbook is provided both online and printed (free) for each student. During the course, when students have questions / queries on a particular module, tutors are whole- hearted in giving feedback to learners in a short time and in a constructive way

21. Concluding Remarks OUM HIHSHILSLIHSLILS 47199514 %40.419.110.629.8 UT HIHSHILSLIHSLILS 47206318 %42.612.86.438.3 HOU HIHSHILSLIHSLILS 47168914 %34.017.019.129.8 OUM should put in greater efforts by improving its weaknesses to better meet students’ expectation and redirect its resources from low to high priority areas UT’s performance is the best among all 3 institutions as % items in the strength quadrant is highest and weakness is lowest. Need to look into the low priority items –possible re-allocation of resources. HOU could do better by re-directing its resources to those that are important to students. Need to look into the “overkill” items.

22. Concluding Remarks UT and OUM are similar: selling points are more focused on the academic aspects such as courses, learning platform and information. Critical points are very much related to the “human factors” HOU’s strengths lie in the “human factors” – caring and concern of staff towards their students, while their critical areas are those related to academic, such as course requirements, etc.