Think back 30 years ago to 1995. What is different for you now? Where were you and what were you doing in the mid 1990s? Perhaps you were still in school and living at home, or not even born yet. Perhaps you were in your early years of working in higher education. Take a moment to reflect on what has (and has not) changed for you in that span of time.
Thirty years ago, I was just starting my position at what was then Noel-Levitz. What stands out for me was that I was about to become a mom for the first time. Now my baby is grown and will be a new mom herself later this year. And I find myself being on one of the “seasoned professionals” in the company, working alongside members of my team who were still in elementary school back in 1995.
Thirty years ago, we were just beginning to utilize email and the internet. Now they have become the primary way we do business, communicate professionally, and discover information. Artificial intelligence (AI) is the new technology that we are learning to embrace to improve our professional and personal lives.
Thirty years ago, students were arriving on our campuses, seeking an education, guidance, growth, belonging, value for their investment and ultimately a better life. That’s still the case today. Plus, students are navigating more technology options, they are more openly seeking mental health support, and they are living in a world full of distractions. Online learning is a reality now and continues to become more accepted as a modality, especially after the experiences of 2020. As the demographic cliff looms, colleges are expanding their focus to include lifelong learners.
Thirty years ago is also when the Student Satisfaction Inventory (SSI) was launched to provide four-year and two-year institutions with a tool to better understand the priorities of their students. (In the early 2000s, we added survey instruments specifically for adult and online populations.) The data identified where the college was performing well and where it mattered for them to do better in order to retain their students to graduation. The concept of looking at satisfaction within the context of the level of importance was new back then, but in the past three decades, it has become the standard for capturing student perceptions. Since 1995, we have worked with thousands of institutions and collected data from millions of individuals, documenting what is important and where students are satisfied or dissatisfied with their experience. As we reach this 30-year milestone for the SSI, I took some time to reflect on what has changed in students’ perceptions and what has stayed the same.
Consistent priorities
What stood out to me as I reviewed the national data sets over the past 30 years is that what matters to students has largely stayed the same. Students continue to care about good advising, quality instruction and getting access to classes. The academic experience is highly valued by students and is the primary reason they are enrolled, now and then.
Another observation is that there are two areas that have been consistent priorities for improvement, especially at four-year private and public institutions:
- Tuition paid is a worthwhile investment.
- Adequate financial aid is available for most students.
These two items have routinely appeared as national challenges (areas of high importance and low satisfaction) over the decades, which shows that institutions continue to have opportunities to communicate value and address the financial pain points of students to make higher education accessible and affordable.
Campus climate is key
One thing we have learned over the past thirty years is how students feel on campus is key to student success and retention. The research reflects the strongest links between students’ sense of belonging, feeling welcome, and enjoying their campus experience to their overall levels of satisfaction. High levels of satisfaction are linked to individual student retention and institutional graduation rates. Campuses that want to best influence students remaining enrolled are being intentional with efforts to show concern for students individually, building connections between students from day one, and continuing those activities as students progress each year. It is important for institutions to recognize that students have lots of options to receive a quality education, but the environment and the potential student “fit” is more likely to vary from location to location. What happens while a student is at the college they have selected is more impactful on them than which institution they ultimately chose. Creating welcoming environments and supporting students’ sense of belonging in the chosen college is a way for institutions to stand out and succeed in serving students. Colleges often ask, “Why do students leave?” when they could be asking, “Why do students stay?” Building positive campus cultures and expanding the “good stuff” being done for students is a way to critical way to improve student and institutional success.
One sector where the data reflect high satisfaction scores and good consistency, especially in the past five years since the pandemic, is community colleges. Students attending their (often local) two-year institutions want to be there, with high percentages of students indicating the school is their first choice. Community college students nationally indicate areas such as the campus staff being caring/helpful, students being made to feel welcome, and people on the campus respecting each other, as strengths (high importance and high satisfaction). These positive perceptions are also reflected with overall high levels of satisfaction and indications of a likelihood to re-enroll if the student had it to do over again. The data indicate that two-year institutions are doing a nice job of building a sense of community among primarily commuter student populations.
Systemic issues and pockets of improvement
Everyone talks about “kids today,” but in reality, they have been doing that for generations. It can’t be a reason not to change and respond appropriately to the needs of current students. When we consider the priorities for improvement in higher education that have remained at the forefront, we may need to recognize that some of these areas are systemic to higher education, along with recognizing that higher education generally has not done enough to respond. There are certainly pockets of improvement at schools that have prioritized being responsive and, as a result, are seeing positive movement in student satisfaction and student retention, but that is not happening everywhere. Taking action based on student feedback is a powerful way to influence student success. The campuses that have bought into that concept are seeing the results.
Current student satisfaction national results
Want to learn more about the current trends in student satisfaction? I invite you to download the 2024 National Student Satisfaction and Priorities Report.
This year’s analysis takes a closer look at the national results by demographic subpopulations, primarily by class level, to get a clearer view on how to improve the student experience. Institutions have found that targeting initiatives for particular student populations can be an effective way to have the biggest impact on student satisfaction. Download your free copy today.
