UM Student Monitor Student satisfaction

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1 UM Student Monitor Student satisfaction July 2013 Flycatcher Internet Research, 2004 Dit materiaal is auteursrechtelijk beschermd en kopiëren zonder schriftelijke toestemming van de uitgever is dan ook niet toegestaan.

2 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 Information on study and traineeship options Information on 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 Priorities matrix (all aspects) Priorities matrix (all subjects)... 38

3 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 started the Student Monitor in order to sound the opinions of students. This monitor consists of an annual general satisfaction survey, complemented by indepth 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 who were registered as UM student in the academic year were approached. The survey was held in June 2013 and the questionnaire was available in both Dutch and English. In total more than 1200 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: announcement of study and test results: 24% is dissatisfied (re-)enrolment and deadlines (for study, subjects, tests, resits): 23% is dissatisfied finding information: 21% is dissatisfied office hours (e.g. education office, educational institute, front office): 17% is dissatisfied Information on study and traineeship options Positive aspects: - Aspects to improve: labour market perspectives / future occupational field: 40% is dissatisfied work placement options / traineeships: 34% is dissatisfied choosing a study (Master's studies, switching studies, choosing a degree programme, etc.): 20% is dissatisfied Information on study or traineeship abroad Positive aspects: - Aspects to improve: traineeship abroad: 33% is dissatisfied studying abroad: 25% is dissatisfied double degree programmes: 24% is dissatisfied exchange programmes with foreign universities: 22% is dissatisfied Additional facilities and possibilities Positive aspects: student clubs: 84% is satisfied Studium Generale: 84% is satisfied Aspects to improve: UM Language Centre: 20% is dissatisfied Flycatcher Internet Research 1 UM Student Satisfaction

4 Study and career guidance Positive aspects: other member of staff: 79% is satisfied faculty study advisor / academic advisor: 76% is satisfied student dean: 78% is satisfied Aspects to improve: counsellor: 20% is dissatisfied Library facilities Positive aspects: services of a university library desk at a library location: 86% is satisfied journals (printed or electronic): 87% is satisfied books (printed or electronic): 82% is satisfied Randwyck Library: 81% is satisfied Ask Your Librarian: 80% is satisfied requesting journal articles / books from other libraries: 77% is satisfied Aspects to improve: Inner City Library: 16% is dissatisfied ICT facilities Positive aspects: UM-card (access, payment): 91% is satisfied UM facilities: 90% is satisfied ICT Service Desk (desk): 81% is satisfied remote access (e.g. from home) to network of the UM: 80% is satisfied student desktop at the university library: 78% is satisfied Aspects to improve: copying, printing and scanning facilities: 22% is dissatisfied ICT Service Desk (phone): 20% is dissatisfied wireless network: 18% is dissatisfied Buildings and locations Positive aspects: lecture halls and colloquium rooms: 90% is satisfied tutorial group rooms: 86% is satisfied Visitors Centre: 86% is satisfied Aspects to improve: Guesthouse facilities: 29% is dissatisfied Building-related facilities Positive aspects: sanitary facilities: 83% is satisfied coffee corner: 79% is satisfied relaxation areas: 75% is satisfied bicycle parking facilities: 75% is satisfied Aspects to improve: restaurant: 19% is dissatisfied Information channels Positive aspects: University Library website: 77% is satisfied Aspects to improve: esc / Surfyourself: 22% is dissatisfied video and audio recordings: 21% is dissatisfied EleUM: 15% is dissatisfied Flycatcher Internet Research 2 UM Student Satisfaction

5 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

6 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 study or traineeship abroad; o 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 (a); importance of the aspects on a 5-point scale (b); satisfaction with the aspects on a 5-point scale (c); comments and suggestions for improvements (d). 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 fourth 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 easily gain insight 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. In the overall matrices (chapter 6 and 7), the quadrants are separated by a set number (satisfaction 3.5 and importance 2.5). Flycatcher Internet Research 4 UM Student Satisfaction

7 2.3 Research method and population Flycatcher is specialized in online research. This means that questionnaires can be completed 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 who were registered as UM student in the academic year were approached. Students were invited by on Monday, 3 June Completed questionnaires could be submitted until Monday, 17 June On Monday, 10 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 1230 students completed the questionnaire, which represents a response rate of 8%. The table below shows the response figures. Total response: number of addresses net no. sent* not completed** 187 removed because of low response quality** 7 response 1230 (8.3%) *Incorrectness of some addresses resulted in a smaller net number of invitations being sent than the number of addresses. **These respondents are not included in the results and the response calculations. Below is a breakdown of the total response by faculty and exam type (bachelor / master). 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 FL and are underrepresented. Response by faculty: frequency percent UM total May 2013 (%) Department of Knowledge Engineering (DKE) 17 1% 1% Faculty of Health, Medicine and Life Sciences () % 28% Faculty of Law (FL) % 16% Faculty of Arts and Social Sciences () % 12% Faculty of Psychology and Neuroscience () % 10% Maastricht Graduate School of Governance (MGSG) 10 1% 1% School of Business and Economics () % 28% Maastricht Science Programme 8 1% 1% University College Maastricht (UCM) 35 3% 4% Total % 100% Response by exam type: frequency percent UM total May 2013 (%) Bachelor % 64% Master % 36% 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

8 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 confidence level of 95%. The maximum reliability margin of 1230 respondents is 2.8% in the case of a 95% confidence level. If the number of respondents is greater, the confidence level 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 52 10% satisfied % neutral % dissatisfied 74 15% very dissatisfied 10 2% total % In this example, 17% of all respondents is (very) dissatisfied with the office hours. In this case, the margin for the entire population of students is: % 503 Hence, it may be concluded, with 95% certainty, that the number of students who is (very) dissatisfied with the office hours, will be between 14% and 20% (17% +/- 3%). 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 of study 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

9 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, MSP 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

10 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 aspects: 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 aspect 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. With the announcement of study and test results and (re-)enrolment and deadlines is more than one fifth dissatisfied. Important points for improvement are the announcement of study and test results and finding information. Often mentioned complaints with regard to finding information concern information on EleUM. A frequently made comment about announcement of study and test results is that these should be available earlier. 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 2% 15% 14% 11% 58% finding information (on study programme and exams) 9% 4% 25% 17% 46% announcement of study and test results 9% 5% 26% 19% 41% office hours (e.g. education office, educational institute, front office) 2% 10% 15% 30% 43% (re-)enrolment and deadlines (for study, subjects, tests, resits) 6% 9% 17% 26% 43% block books 4% 2% 16% 20% 58% literature (readers, etc.) 8% 2% 12% 22% 56% very satisfied satisfied neutral dissatisfied very dissatisfied Flycatcher Internet Research 8 UM Student Satisfaction

11 Priorities matrix: The importance of an aspect is defined as the average importance (question b: minimum 1, maximum 5) times the percentage of students that used the aspect concerned (question a: minimum 0, maximum 1). The average satisfaction level is a score between 1 and 5 (based on question c). Results per faculty students are less satisfied with timetables and group composition. students are often dissatisfied with finding information and the announcement of study and test results. Also students from are less satisfied with finding information. Percentage of dissatisfied students: timetables and group composition finding information (on study programme and exams) 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.) FL 7,5% 7,7% 15,0% 24,8% 9,6% 26,5% 12,4% 28,2% 15,7% 12,0% 25,5% 14,7% 31,7% 13,0% 18,1% 27,2% 9,6% 15,6% 18,1% 13,4% 27,2% 17,7% 28,9% 26,1% 18,5% 3,8% 6,3% 8,0% 5,3% 5,4% 9,5% 14,6% 7,9% 11,4% 7,1% Flycatcher Internet Research 9 UM Student Satisfaction

12 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 Bachelor 13,0% Master 13,1% finding information (on study programme and exams) 22,4% 18,1% announcement of study and test results 26,4% 18,0% office hours (e.g. education office, educational institute, front office) 17,8% 15,1% (re-)enrolment and deadlines (for study, subjects, tests, resits) 24,1% 19,3% block books 7,1% 5,3% literature (readers, etc.) 10,2% 8,4% Results over time Compared with last year, students are now more satisfied with block books. block books (very) satisfied neutral (very) dissatisfied total 66% 23% 10% 100% 73% 20% 7% 100% 3.2 Information on study and traineeship options Students are not very satisfied with the information supply when it comes to work placement options / traineeships and labour market perspectives: more than one third is (very) dissatisfied about these aspects. A small majority is satisfied with the information on choosing a study. No aspects can be found in the fourth quadrant of the priorities matrix, however, the main point of attention is the information about work placement options / traineeships. This aspect is slightly less important than average, but relatively many students 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 on this/these subject(s) for your performance as a student?* * frequencies are presented in appendix 3 Flycatcher Internet Research 10 UM Student Satisfaction

13 2c. What is your degree of satisfaction regarding the information on this/these subject(s)? (For example, amount, completeness, clarity, accuracy, etc.)* * frequencies are presented in appendix 4a, answers are specified in appendix 4b information on choosing a study (Master's studies, switching studies, choosing a degree programme, etc.) 10% 16% 4% 26% 44% information on work placement options / traineeships 3% 8% 32% 31% 26% information on labour market perspectives / future occupational field 3% 9% 19% 38% 31% very satisfied satisfied neutral dissatisfied very dissatisfied Priorities matrix: The importance of an aspect is defined as the average importance (question b: minimum 1, maximum 5) times the percentage of students that used the aspect concerned (question a: minimum 0, maximum 1). The average satisfaction level is a score between 1 and 5 (based on question c). Flycatcher Internet Research 11 UM Student Satisfaction

14 Results per faculty No significant differences can be seen between the faculties. Percentage of dissatisfied students: information on choosing a study (Master's studies, switching studies, choosing a degree programme, etc.) information on work placement options / traineeships information on labour market perspectives / future occupational field FL 19,1% 21,5% 23,3% 21,1% 11,9% 27,5% 29,7% 34,7% 50,0% 27,2% 39,2% 32,2% 39,5% 45,2% 39,7% Results per exam type Bachelor students are less satisfied with information on work placement options than Master students. Percentage of dissatisfied students: information on choosing a study (Master's studies, switching studies, choosing a degree programme, etc.) information on work placement options / traineeships information on labour market perspectives / future occupational field Bachelor 20,1% 40,6% 41,9% Master 18,9% 29,4% 37,9% Results over time Compared with last year students are now less satisfied with the information on labour market perspectives / future occupational field. information on labour market perspectives / future occupational field (very) satisfied neutral (very) dissatisfied total 29% 35% 37% 100% 22% 38% 40% 100% 3.3 Information on study or traineeship abroad A small majority of the students who searched for information on exchange programmes with foreign universities and studying abroad is satisfied with the information given. On the other hand, more than one fifth is dissatisfied. One third of the students who searched for information about traineeship abroad, is dissatisfied with the information about this subject. The main point of attention within this area is the supply of information with regard to traineeships abroad. This aspect is of 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 fifth of all respondents. 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 on this/these subject(s) for your performance as a student?* * frequencies are presented in appendix 5 Flycatcher Internet Research 12 UM Student Satisfaction

15 3c. What is your degree of satisfaction regarding the information on this/these subject(s)? (For example, amount, completeness, clarity, accuracy, etc.)* * frequencies are presented in appendix 6a, answers are specified in appendix 6b information on exchange programmes with foreign universities 6% 12% 23% 16% 42% information on studying abroad 5% 11% 24% 20% 41% information on traineeship abroad 3% 9% 34% 30% 24% information on double degree programmes 6% 4% 20% 36% 34% very satisfied satisfied neutral dissatisfied very dissatisfied Priorities matrix: The importance of an aspect is defined as the average importance (question b: minimum 1, maximum 5) times the percentage of students that used the aspect concerned (question a: minimum 0, maximum 1). The average satisfaction level is a score between 1 and 5 (based on question c). Flycatcher Internet Research 13 UM Student Satisfaction

16 Results per faculty In particular students at FHM, L and FL are relatively dissatisfied with the supply of information on exchange programmes and studying abroad. Percentage of dissatisfied students: information on exchange programmes with foreign universities information on studying abroad information on traineeship abroad information on double degree programmes FL 22,9% 33,3% 41,5% 25,9% 9,0% 19,3% 32,4% 29,1% 47,4% 12,5% 27,1% 51,9% 26,2% 46,4% 36,4% 28,6% 14,3% 22,2% 46,7% 13,3% Results per exam type There are no significant differences between Bachelor and Master students regarding the supply of information on study or traineeship options abroad. Percentage of dissatisfied students: Bachelor Master information on exchange programmes with foreign universities 22,1% 24,1% information on studying abroad 25,4% 21,2% information on traineeship abroad 37,8% 27,2% information on double degree programmes 21,0% 33,3% 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 abroad. 3.4 Additional facilities and possibilities As for the additional facilities and possibilities, students are generally satisfied. Exception is the Language Centre with which one fifth is dissatisfied. Because few students had anything to do with the Language Centre, this aspect does not appear in the fourth quadrant of the priorities matrix. However, it is an important point of attention, because the majority of the students who had something to do with this aspect, feel that it's (very) important. A frequently made comment is that the Language Centre is should be less expensive. Another point for improvement is UM Sports, especially the accommodation and facilities. 4b. How important are these facilities for your performance as a student?* * frequencies are presented in appendix 7 Flycatcher Internet Research 14 UM Student Satisfaction

17 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) 1% 8% 20% 22% 49% UM Language Centre 4% 19% 19% 16% 42% UM Sports 2% 18% 14% 10% 55% Studium Generale 1% 1% 13% 32% 52% study associations 3% 2% 23% 21% 50% student clubs 2% 2% 12% 36% 48% very satisfied satisfied neutral dissatisfied very dissatisfied Flycatcher Internet Research 15 UM Student Satisfaction

18 Priorities matrix: The importance of an aspect is defined as the average importance (question b: minimum 1, maximum 5) times the percentage of students that used the aspect concerned (question a: minimum 0, maximum 1). The average satisfaction level is a score between 1 and 5 (based on question c). Results per faculty Students from are less satisfied with study associations than students from other faculties. Percentage of dissatisfied students: studying at another UM faculty (e.g. additional or subsidiary subject, minor) UM Language Centre UM Sports Studium Generale study associations student clubs FL 0,0% 0,0% 13,0% 18,2% 7,7% 15,7% 7,1% 17,6% 38,5% 22,5% 9,8% 20,6% 9,5% 3,8% 19,8% 1,6% 0,0% 0,0% 6,1% 5,0% 7,9% 13,0% 2,9% 18,8% 1,7% 12,5% 0,0% 5,1% 0,0% 0,0% Flycatcher Internet Research 16 UM Student Satisfaction

19 Results per exam type Master students are less satisfied with Studium Generale then Bachelor students, though the percentage of dissatisfied students is low in both groups. Percentage of dissatisfied students: Bachelor Master studying at another UM faculty (e.g. additional or subsidiary subject, minor) 8,1% 12,5% UM Language Centre 20,8% 19,1% UM Sports 13,1% 10,9% Studium Generale 0,6% 4,9% study associations 4,1% 8,3% student clubs 3,4% 6,2% Results over time Compared with last year, there are no significant differences with regard to the level of satisfaction with additional facilities and possibilities. 4. Study and career guidance Part 2 of the questionnaire concerned study and career guidance. Below you will first find 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 of study. The majority of the students is satisfied with the services provided by the various advisors within the UM. They were least satisfied with the counsellor. However, only a small group of students contacted this person in the past 12 months. 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 are these services offered by these people for your performance as a student?* * frequencies are presented in appendix 9 Flycatcher Internet Research 17 UM Student Satisfaction

20 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 12% 8% 4% 37% 39% student dean 4% 6% 13% 37% 41% counsellor 14% 9% 11% 36% 30% UM Career Services (Quick Career Advisors, career advisors, trainers) 19% 12% 8% 6% 55% confidential advisor 9% 5% 9% 36% 41% other member of staff 4% 3% 13% 30% 49% very satisfied satisfied neutral dissatisfied very dissatisfied Flycatcher Internet Research 18 UM Student Satisfaction