UM Student Monitor Student satisfaction

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1 UM Student Monitor Student satisfaction July 2011 Flycatcher Internet Research, 2004 Dit materiaal is auteursrechtelijk beschermd en kopiëren zonder schriftelijke toestemming van de uitgever is dan ook niet toegestaan.

2 PO Box AJ Maastricht The Netherlands T. +31 (0) F. +31 (0) Flycatcher Internet Research, 2011 This material is copyright-protected. Copying without the publisher's written permission is prohibited.

3 Content Management Summary Introduction Methodological justification Aim Questionnaire Research method and population Response Generalisability Statistical analysis Studying: organisation and logistics of the study programme and exams Logistics Study and traineeship options Study or traineeship abroad Additional facilities and possibilities Study and career guidance Facilities Library facilities ICT facilities Buildings and locations Building-related facilities Information channels Points for improvement... 35

4 Management Summary Maastricht University (UM) wishes to continually improve its services. To adjust and improve its operations, feedback from students is indispensable. In 2001, the UM therefore started the Student Monitor, in order to sound the opinions of students. This monitor consists of an annual general satisfaction survey, complemented by in-depth surveys on specific topics. The monitor is used as a thermometer of the organisation, to map the students expectations, satisfaction and wishes. This summary contains the main results of the general satisfaction survey for the academic year. For the present survey, all students were approached who were registered as UM student in the academic year. The survey was held in June 2011 and the questionnaire was available in both Dutch and English. A total of more than 1600 students took part in the survey. The most positive and negative aspects are listed below for each individual component (provided at least 30 respondents used the component concerned). Positive items are those with which at least 75% of the students were satisfied or very satisfied. Items for improvement are listed if 15% or more of the students were dissatisfied or very dissatisfied with these. Logistics Positive aspects: - Aspects to improve: (re-)enrolment and deadlines (for study, subjects, tests, resits): 34% is dissatisfied announcement of study and test results: 29% is dissatisfied office hours (e.g. education office, educational institute, front office): 26% is dissatisfied timetables and group compositions: 18% is dissatisfied Study and traineeship options Positive aspects: - Aspects to improve: labour market perspectives / future occupational field: 36% is dissatisfied work placement options / traineeships: 32% is dissatisfied choosing a study (Master's studies, switching studies, choosing a degree programme, etc.): 17% is dissatisfied Study or traineeship abroad Positive aspects: - Aspects to improve: double degree programmes: 30% is dissatisfied traineeship abroad: 26% is dissatisfied studying abroad: 19% is dissatisfied exchange programmes with foreign universities: 17% is dissatisfied Additional facilities and possibilities Positive aspects: UM-card (access, payment): 87% is satisfied Studium Generale: 87% is satisfied student clubs: 85% is satisfied UM Sports: 76% is satisfied study associations: 76% is satisfied Aspects to improve: UM Language Centre: 18% is dissatisfied studying at another UM faculty (e.g. additional or subsidiary subject, minor): 18% is dissatisfied Flycatcher Internet Research 1 UM Student Satisfaction

5 Study and career guidance Positive aspects: faculty study advisor/academic advisor: 76% is satisfied UM Career Services (Quick Career Advisers, career advisors, trainers): 76% is satisfied Aspects to improve: - Library facilities Positive aspects: journals (printed or electronic): 85% is satisfied books (printed or electronic): 83% is satisfied services of a university library desk at a library location: 83% is satisfied Randwyck Library: 78% is satisfied Aspects to improve: Inner City Library: 17% is dissatisfied ICT facilities Positive aspects: UM facilities 88% is satisfied remote access (e.g. from home) to network of the UM: 84% is satisfied wireless network and laptop connection points: 83% is satisfied Aspects to improve: copying, printing and scanning facilities: 17% is dissatisfied ICT Service Desk (phone): 17% is dissatisfied Buildings and locations Positive aspects: tutorial group rooms: 89% is satisfied lecture halls and colloquium rooms: 88% is satisfied relaxation areas (lounge, coffee corner, common room, etc.): 80% is satisfied Visitors' Centre: 76% is satisfied Aspects to improve: test locations: 21% is dissatisfied Building-related facilities Positive aspects: sanitary facilities: 87% is satisfied coffeecorner: 83% is satisfied Aspects to improve: restaurant: 25% is dissatisfied Information channels Positive aspects: EleUM: 81% is satisfied University Library website: 80% is satisfied video and audio recordings: 75% is satisfied Aspects to improve: SLM: 36% is dissatisfied esc / Surfyourself: 20% is dissatisfied My UM (intranet): 18% is dissatisfied Flycatcher Internet Research 2 UM Student Satisfaction

6 1. Introduction Maastricht University (UM) is committed to continual improvement of its level of services. Input from students is indispensable to be able to adapt and enhance operations. To measure the opinions of students, the UM launched the Student Monitor in This monitor consists of annual general satisfaction surveys, complemented by in-depth surveys on specific areas. The monitor is used as a thermometer of the organisation, to map the expectations, satisfaction, and wishes of students. Participation in the Student Monitor is open to all UM students. Panel members regularly receive invitations to take part in surveys. Subjects range from computer facilities or library services to RSI and student support. It goes without saying that privacy is protected, and to increase response rates, participation is rewarded. Practical implementation is done by Flycatcher. The present report shows the results of the general satisfaction survey for the academic year. This survey was held in June For the present survey, all UM students were approached. Flycatcher Internet Research 3 UM Student Satisfaction

7 2. Methodological justification Below is a brief justification of our approach to this survey. In addition to a description of the research framework and an explanation of the methodology and implementation of the survey, we will also discuss the response rate and reliability of the results. 2.1 Aim The aim of the survey is to measure students' level of satisfaction with the various UM facilities over time. 2.2 Questionnaire Satisfaction was measured with regard to a number of facilities that are indicative of the satisfaction level, namely: studying: organisation and logistics of the study programme and exams; o logistics; o study and traineeship options; o o study or traineeship abroad; additional facilities and possibilities (studying at another UM faculty, UM Language Centre, UM Sports, Studium Generale, study associations, student clubs); study and career guidance; facilities; o library facilities; o ICT facilities; o buildings and locations; o building-related facilities; o information channels. Choosing the aspects for each (sub)category, attention was paid to the importance of each aspect for the group of students as a whole. This means that aspects that concerned only students from a certain faculty or only first-year students, were excluded from the questionnaire as much as possible. Such aspects should be dealt with in an in-depth survey. For each of these facilities, satisfaction was measured on the basis of the following: use of the various aspects; importance of the aspects on a 5-point scale; satisfaction with the aspects on a 5-point scale; comments and suggestions for improvements. The first question is used to delimit the results in time, so that the results relate to the last academic year (the survey is always held at the end of the academic year). The third question allows respondents to explain their answers for each aspect in an open text field. This explanation is optional. From the open answers for each aspect, a detailed idea can be obtained of any problem areas. The combination of the satisfaction score and the information from the open answers, may provide an immediate reason for tackling certain problems, but may also give rise to more questions. In the latter case, we offer the possibility of carrying out an in-depth survey. In the report, the importance and the satisfaction for each aspect will be compared in a so-called priorities matrix. The purpose of a priorities matrix is to gain insight, at a glance, in aspects that could be improved. The importance of an aspect is defined as the average importance (question 2: minimum 1, maximum 5) times the percentage of students that used the aspect concerned (question 1: minimum 0, maximum 1). The average satisfaction level is a score between 1 and 5 (based on question 3). The priorities matrix is divided into four quadrants, based on the averages of all aspects measured. Aspects that are important but about which respondents were dissatisfied, may be regarded as the most important areas for improvement. These are the aspects in the fourth quadrant. Flycatcher Internet Research 4 UM Student Satisfaction

8 2.3 Research method and population Flycatcher Internet Research specialises in online research. This means that questionnaires can be completed and sent via the Internet. Potential respondents receive an with an invitation to take part in a survey. Clicking a hyperlink that is unique for each respondent, takes them to the survey. Questionnaires are available in both Dutch and English. For the present survey, all students were approached who were registered as UM student in the academic year. Students were invited by on Tuesday, 14 June Completed questionnaires could be submitted until Tuesday, 28 June On Tuesday, 21 June, a reminder was sent to all students who had not completed the questionnaire at that time. 2.4 Response The questionnaire was sent to students. A total of 1608 students completed the questionnaire, which represents a response rate of 11%. The table below shows the response figures. Total response: number of addresses net no. sent* response 1608 (11%) *Incorrectness of some addresses resulted in a smaller net number of invitations being sent than the number of addresses. Below is a breakdown of the total response by faculty and exam type. The distribution of respondents across the various faculties and exam types corresponds reasonably well with the actual distribution. The number of students of is overrepresented, whereas and are underrepresented. Response by faculty: frequency percent UM total 2010 (%) Department of Knowledge Engineering (DKE) 24 2% 1% Faculty of Health, Medicine and Life Sciences () % 27% Faculty of Law () % 15% Faculty of Arts and Social Sciences () % 12% Faculty of Psychology and Neuroscience () % 11% Maastricht Graduate School of Governance (MGSG) 16 1% 1% School of Business and Economics () % 29% University College Maastricht () 68 4% 4% total % 100% Response by exam type: frequency percent UM total 2010 (%) Bachelor % 66% Master % 33% other 27 2% 1% total % 100% 2.5 Generalisability Because only part of the entire population took part in the study, the results that are generated may deviate to some extent from those that would have been obtained if the whole population had responded. It is therefore important to interpret these results observing a certain degree of probability (reliability). Flycatcher Internet Research 5 UM Student Satisfaction

9 Reliability is important because it offers the possibility to use the results from a part of the population in order to make statements about the population as a whole with a certain degree of certainty. Depending on the number of respondents (n) and the answers found in the study (p), the formula below can be used to determine the margins relating to the population as a whole: When generalisations are made using this formula, statements will have a reliability rate of 95%. The maximum reliability margin of 1608 respondents is 2% in the case of a 95% reliability rate. If the number of respondents is greater, the reliability rate does not change, but the margins decrease, making statements more reliable. Example: 1c. Please state how satisfied you are with this/these logistic aspect(s). - office hours (e.g. education office, educational institute, front office) frequency percent very satisfied 35 6% satisfied % neutral % dissatisfied % very dissatisfied 38 6% total % In this example, 26% of all respondents is (very) dissatisfied with the office hours. In this case, the margin for the entire population of students is: % 597 Hence, it may be concluded with 95% certainty that the number of students who is (very) dissatisfied with the office hours, will be between 22% and 30% (26% +/- 4%). 2.6 Statistical analysis To gain more insight in the results, further statistical analysis was carried out. The following analyses were completed: comparison between the faculties (see Appendix 25); comparison between Bachelors and Masters students (see Appendix 26); comparison with the results of the satisfaction survey; comparison between Bachelors and Masters students per faculty (see Appendix 27); comparison between Dutch and foreign students for and (see Appendix 28). Comparison between Masters students with or without a Bachelors degree from the UM was not completed, because the UM wasn't able to provide information about the year students started an education at the UM and the year they started their current education. Statistical testing was carried out using the chi-square test or t-test. The Bonferroni method was used to correct for multiple testing. The results are displayed in the tables broken down by faculty, exam type and year where the figures displayed in red are significantly higher than the figures shown in blue within a particular category. The two last comparisons mentioned above were only added to the report as appendices and are not discussed. The reason is that the number of respondents for each group was generally too small to allow reliable statements. The results should therefore be interpreted with some caution. Flycatcher Internet Research 6 UM Student Satisfaction

10 Points of attention: Whenever the term significance is mentioned in the following chapters, this means that there is a statistical significance with a reliability of 95%. In other words, one may conclude with 95% certainty that a difference does actually exist and is not based on coincidence. For the statistical analyses, a number of variables were classified in a limited number of categories. This was necessary because in order to be able to compare groups, they should have a sufficient number of respondents to allow a reliable statistical analysis. The nationality of the respondents is not known. The analyses were therefore based on the language selected by the respondents to complete in the questionnaire. Students who selected Dutch, were included in the analysis as Dutch students and students who selected English were included as foreign students. In the results per faculty, DKE and MGSG were not included. The reason is that the number of respondents for each group was generally too small to allow reliable statements. The results of this year compared with the results of the satisfaction survey were only displayed if there is a significant difference. Flycatcher Internet Research 7 UM Student Satisfaction

11 3. Studying: organisation and logistics of the study programme and exams Part 1 of the survey concerned the organisation and logistics of teaching and examinations. This subject consisted of four sub-subjects: logistics, study and traineeship options, study and traineeship abroad and additional facilities and possibilities, such as additional subjects, minors, UM Sports, et cetera. Below you will first find an overview per sub-subject of the results of the total group of respondents, followed by the results per faculty, type of degree (Bachelors or Masters) and year. 3.1 Logistics Results A majority of the students is satisfied with the timetables and group composition, block books and literature. They are less satisfied with the announcement of study and test results, office hours and (re-)enrolment and deadlines: more thant one quarter to one third being dissatisfied with these. The most important points for improvement include the announcement of study and test results and (re-)enrolment and deadlines. Often mentioned complaints with regard to enrolment and deadlines concern the lack of clarity concerning deadlines. A frequently made comment about announcement of study and test results is that these should be available earlier, especially when it concerns a multiple choice test. 1a. Which of the logistic aspects relating to the study programme and exams listed below, have you experienced in the past 12 months? (multiple answers possible)* 1b. How important is/are this/these logistic aspect(s) for your performance as a student?* * frequencies are presented in appendix 1. 1c. Please state how satisfied you are with this/these logistic aspect(s).* * frequencies are presented in appendix 2a, answers are specified in appendix 2b timetables and group composition 3% 11% 17% 15% 54% announcement of study and test results 6% 4% 25% 25% 41% office hours (e.g. education office, educational institute, front office) 6% 6% 20% 36% 32% (re-)enrolment and deadlines (for study, subjects, tests, resits) 5% 10% 24% 24% 37% block books 12% 21% 6% 2% 59% literature (readers, etc.) 11% 7% 1% 23% 59% very satisfied satisfied neutral dissatisfied very dissatisfied Flycatcher Internet Research 8 UM Student Satisfaction

12 Priorities matrix: Results per faculty Except for and students, students are often dissatisfied with the office hours. and students are less satisfied with the announcement of study and test results. students are less satisfied about timetables and group composition and block books. With regard to (re-)enrolment and deadlines, and students were less satisfied than other students. and students are less satisfied with the literature. Percentage of dissatisfied students: timetables and group composition 11,3% 19,3% 17,0% 34,9% 10,0% 6,3% announcement of study and test results 18,3% 33,3% 32,0% 20,1% 23,0% 31,3% office hours (e.g. education office, educational institute, front office) 29,7% 28,7% 33,8% 33,8% 11,9% 12,2% (re-)enrolment and deadlines (for study, subjects, tests, resits) 24,7% 46,1% 25,7% 41,6% 21,2% 8,9% block books 9,2% 6,1% 5,2% 19,2% 4,5% 5,3% literature (readers, etc.) 12,7% 4,4% 14,9% 4,8% 8,0% 9,2% Flycatcher Internet Research 9 UM Student Satisfaction

13 Results per exam type Bachelor students are less satisfied with the announcement of study and test results than Master students. Percentage of dissatisfied students: timetables and group composition announcement of study and test results office hours (e.g. education office, educational institute, front office) (re-)enrolment and deadlines (for study, subjects, tests, resits) block books literature (readers, etc.) Bachelor 17,1% 30,8% 27,7% Master 19,6% 22,5% 21,8% 34,8% 34,0% 7,6% 10,4% 7,8% 9,4% Results over time Compared with last year, students are more satisfied about timetables and group composition, announcement of study and test results and about (re-)enrolment and deadlines. However, they are more dissatisfied about block books. timetables and group composition announcement of study and test results (re-)enrolment and deadlines (for study, subjects, tests, resits) block books (very) satisfied neutral (very) dissatisfied total 56% 16% 27% 100% 66% 17% 18% 100% (very) satisfied neutral (very) dissatisfied total 44% 23% 33% 100% 47% 25% 28% 100% (very) satisfied neutral (very) dissatisfied total 40% 21% 39% 100% 42% 24% 35% 100% (very) (very) dissatisfied neutral satisfied total 76% 19% 6% 100% 71% 21% 8% 100% Flycatcher Internet Research 10 UM Student Satisfaction

14 3.2 Study and traineeship options Students are not very satisfied with the supply of information with regard to work placement options / traineeships and labour market perspectives, approximately one third being (very) dissatisfied about these aspects. In addition, almost one fifth was dissatisfied with the information on study options. In this case, the less satisfied they were with the supply of information with regard to a certain aspect, the less important this aspect was for the students. As a result, no aspects can be found in the fourth quadrant of the priorities matrix. The main focal point concerns the information about work placement options / traineeships: this aspect is slightly less important t than average, but relatively l many students t were not satisfied with it. It should also be mentioned that the students who searched for information about traineeship options or labour market perspectives, usually found these aspects important or very important. The aspects are, however, lower down in the priorities matrix because a relatively small number of students searched for information on these subjects in the past year. 2a. Have you searched for information on any of the following subjects in the past 12 months? (multiple answers possible)* 2b How important is information about this/these subject(s) for your performance as a student?* * frequencies are presented in appendix 3 2c. What is your degree of satisfaction regarding the information about this/these subject(s)? (For example, amount, completeness, clarity, accuracy, etc.)* * frequencies are presented in appendix 4a, answers are specified in appendix 4b choosing a study (Master's studies, switching studies, choosing a degree programme, etc.) 8% 2% 15% 25% 51% work placement options / traineeships 4% 5% 32% 32% 27% labour market perspectives / future occupational field 2% 5% 29% 34% 31% very satisfied satisfied neutral dissatisfied very dissatisfied Flycatcher Internet Research 11 UM Student Satisfaction

15 Priorities matrix: Results per faculty With regard to the information on choosing a study, students are clearly less satisfied than students of other faculties. Students of are less satisfied with the information on work placement options and traineeships. Percentage of dissatisfied students: choosing a study (Master's studies, switching studies, choosing a degree 16,3% 20,6% 12,1% 16,0% 10,2% 34,5% programme, etc.) work placement options / traineeships 29,7% 29,4% 20,7% 51,5% 27,3% 44,8% labour market perspectives / future occupational field 37,5% 36,4% 27,0% 50,0% 28,6% 41,2% Results per exam type Very little to no difference can be seen between the Bachelor and Master students. Percentage of dissatisfied students: Bachelor Master choosing a study (Master's studies, switching studies, choosing a degree programme, etc.) 18,3% 12,2% work placement options / traineeships 34,0% 27,7% labour market perspectives / future occupational field 32,8% 37,7% Flycatcher Internet Research 12 UM Student Satisfaction

16 Results over time Compared with last year, there are no significant differences with regard to the level of satisfaction with the supply of information about study and traineeship options. 3.3 Study or traineeship abroad Almost one third of the students who searched for information on double degree programmes, are dissatisfied with this and more than a quarter is dissatisfied with the information concerning traineeships abroad. A small majority, however, was satisfied with the information on exchange programmes and studying abroad, although almost one fifth was dissatisfied with these. The main point of attention within this subject is the supply of information with regard to traineeships abroad. This aspect is of almost average importance, but students are not very satisfied with it. In addition, almost all students who sought information on this subject, felt that it was important or very important. The aspect is, however, of average importance because it was relevant for only about one quarter of all respondents last year. 3a. Have you searched for information on any of the following subjects in the past 12 months? (multiple answers possible)* 3b. How important is information about this/these subject(s) for your performance as a student?* * frequencies are presented in appendix 5 3c. What is your degree of satisfaction regarding the information about this/these subject(s)? (For example, amount, completeness, clarity, accuracy, etc.)* * frequencies are presented in appendix 6a, answers are specified in appendix 6b exchange programmes with foreign universities 4% 16% 13% 25% 42% studying abroad 4% 11% 14% 26% 44% traineeship abroad 5% 5% 21% 36% 32% double degree programmes 7% 17% 13% 25% 37% very satisfied satisfied neutral dissatisfied d very dissatisfied d Flycatcher Internet Research 13 UM Student Satisfaction

17 Priorities matrix: Results per faculty In particular students at are relatively dissatisfied with the supply of information on studying abroad compared to students at and. Note should be taken of the small number of respondents per Percentage of dissatisfied students: exchange programmes with foreign universities 14,9% 29,1% 86% 8,6% 27,9% 12,1% 1% 77% 7,7% studying abroad 12,9% 27,9% 9,1% 32,7% 10,8% 9,3% traineeship abroad 31,7% 23,0% 12,5% 34,8% 28,9% 58,3% double degree programmes 28,6% 45,5% 40,0% 20,0% 28,1% 25,0% Results per exam type Very little to no difference can be seen between the Bachelor and Master students. Percentage of dissatisfied students: Bachelor Master exchange programmes with foreign universities 16,3% 18,5% studying abroad 17,9% 20,0% traineeship abroad 27,1% 23,4% double degree ee programmes 30,6% 30,8% Flycatcher Internet Research 14 UM Student Satisfaction

18 Results over time Compared with last year, there are no significant differences with regard to the level of satisfaction with the supply of information about study and traineeship abroad. 3.4 Additional facilities and possibilities As for the additional facilities and possibilities, students are generally satisfied. Exceptions are the Language Centre and the possibilities of studying at another UM faculty, with which almost one fifth is dissatisfied. Because few students had anything to do with the Language Centre or studying at another faculty, these aspects do not appear in the fourth quadrant of the priorities matrix. However, they are important points of attention, because the majority of the students who had something to do with these aspects, feel that they are (very) important. Another point for improvement is UM Sports. 4a. Which of the facilities/possibilities mentioned below have you used in the past 12 months? (multiple answers possible)* 4b. How important are these facilities for your performance as a student?* * frequencies are presented in appendix 7 4c. Please indicate how satisfied you are with these facilities.* * frequencies are presented in appendix 8a, answers are specified in appendix 8b studying at another UM faculty (e.g. additional or subsidiary subject, minor) 4% 12% 21% 14% 49% UM-card (access, payment) 8% 4% 1% 29% 58% UM Language Centre 3% 18% 15% 15% 49% UM Sports 3% 19% 12% 10% 57% Studium Generale 1% 1% 11% 30% 57% study associations 4% 1% 22% 19% 54% student clubs 2% 1% 11% 36% 49% very satisfied satisfied neutral dissatisfied very dissatisfied Flycatcher Internet Research 15 UM Student Satisfaction

19 Priorities matrix: Results per faculty The table below shows that there are few or no differences between the faculties with regard to the level of satisfaction with additional facilities and possibilities. Percentage of dissatisfied students: studying at another UM faculty (e.g. additional or subsidiary subject, minor) 8,0% 18,2% 0,0% 24,0% 18,2% 30,8% UM-card (access, payment) 4,3% 4,3% 7,7% 2,5% 5,0% 7,6% UM Language Centre 22,5% 6,9% 21,4% 23,5% 12,5% 26,1% UM Sports 12,9% 13,3% 13,2% 1,7% 13,9% 22,2% Studium Generale 1,2% 0,0% 3,7% 0,0% 5,4% 0,0% study associations 9,8% 5,1% 4,3% 16,1% 2,8% 0,0% student clubs 0,0% 2,0% 6,5% 4,0% 7,5% 9,1% Flycatcher Internet Research 16 UM Student Satisfaction

20 Results per exam type No significant difference can be seen between the Bachelor and Master students. Percentage of dissatisfied students: Bachelor Master studying at another UM faculty (e.g. additional or subsidiary subject, minor) 19,4% 10,0% UM-card (access, payment) 4,1% 5,7% UM Language Centre 20,1% 10,5% UM Sports 13,4% 10,1% Studium Generale study associations 0,6% 5,9% 3,4% 2,9% student clubs 4,5% 1,1% Results over time Compared with last year, students are less satisfied with regard to UM Sports. UM Sports (very) satisfied neutral (very) dissatisfied total 79% 12% 9% 100% 76% 12% 12% 100% Flycatcher Internet Research 17 UM Student Satisfaction

21 4. Study and career guidance Part 2 of the questionnaire concerned study and career guidance. Below you will find first an overview of the results for the group of respondents as a whole, followed by the results per faculty, type of degree (Bachelors or Masters) and year. The majority of the students is satisfied with the services provided by the various advisors within the UM. They were least satisfied with the confidential advisor. However, only 17 students contacted this advisor in the past 12 months. The less satisfied students t are with regard to a certain service, the less important t this service is for the students. As a result, no aspects can be found in the fourth quadrant of the priorities matrix. 5a. Of the people mentioned below, with whom have you had contact in the past 12 months? (multiple answers possible)* 5b. How important t are these services offered ed by these people e for your performance as a student?* t * frequencies are presented in appendix 9 5c. Please indicate how satisfied you are with the services offered by these people.* * frequencies are presented in appendix 10a, answers are specified in appendix 10b faculty study advisor/academic advisor 2% 8% 14% 30% 46% student dean 1% 10% 20% 23% 45% counsellor 3% 24% 17% 10% 47% UM Career Services (Quick Career Advisers, career advisors, trainers) 7% 2% 19% 15% 57% confidential advisor 0% 6% 12% 24% 59% other member of staff 4% 4% 22% 20% 50% very satisfied satisfied neutral dissatisfied d very dissatisfied d Flycatcher Internet Research 18 UM Student Satisfaction

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