FCC Fall 2014 Campus Climate Survey Summary
Introduction
To assess campus climate, Fresno City College conducted an employee survey in Fall 2014. The Noel-Levitz College Employee Satisfaction Survey was used. This survey assesses how employees feel about key topics such as the campus culture, work environment, mission, and more. With the data from this survey, we can
•identify which issues are most important to FCC employees;
•assess their attitudes toward the institutional mission and goals;
•uncover key data about the work environment on campus; and
•learn the most effective ways to keep the employees satisfied and productive.
The survey was conducted online and the link was sent out from the President’s Office on November 4, 2014. The survey was open for 6 weeks. A total of 363 employees responded to the survey including 193 faculty, 94 staff, 14 administrators, and 62 unknowns.
Survey Instrument
The survey includes 5 sections and a total 81 questions:
Section 1- Campus culture and policies (36 questions). Employees are asked to rate the importance and their satisfaction of each question. Gaps between importance and satisfaction are calculated for each question.
Section 2-Institutional goals (10 questions). Employees are asked to rate the importance of each goal and asked to select the top three goals for FCC.
Section 3-Involvement in planning and decision-making (8 questions). Employees are asked to rate the involvement in FCC planning and decision-making by eight different groups.
Section 4-Work environment (22 questions). Twenty two questions are included in this section to measure work environment at FCC. Employees are asked to rate the importance and satisfaction of each question. Gaps are calculated between importance and satisfaction. In this section, employees are also asked to rate their overall satisfaction with their employment.
Section 5-Demographics (5 questions). Five questions are included in this section.
Summary of Survey Results
Section 1 – Campus culture and policies (36 questions)
In this section, employees are asked to rate the importance and satisfaction of each question. Gaps between importance and satisfaction are calculated. The following two charts display questions received the highest importance and the lowest importance ratings.
5 questions received the highest importance ratings
5 questions received the lowest importance ratings
The following two charts show the questions which received the highest and the lowest satisfaction ratings.
5 questions received the highest satisfaction ratings
5 questions received the lowest satisfaction ratings
The following two charts report the questions which have the biggest and the smallest gaps between importance and satisfaction ratings.
5 questions with the largest gaps between importance and satisfaction ratings
5 questions with the smallest gaps between importance and satisfaction ratings
Section 2-Institutional Goals (10 Questions)
This section has 10 questions. Employees are asked to pick top the three goals for the institution. Following three goals were rated the highest:
1. Retain more of its current students to graduation (25.7%)
2. Improve the quality of existing academic programs (20.5%)
3. Improve the academic ability of entering student classes (14.9%)
Institutional Goals
TOTAL "VOTES" FOR EACH GOAL / First Priority / Second Priority / Third Priority / TOTAL / TOTAL PERCENT[A] Increase the enrollment of new students / 25 / 30 / 40 / 95 / 10.1%
[B] Retain more of its current students to graduation / 116 / 93 / 33 / 242 / 25.7%
[C] Improve the academic ability of entering student classes / 40 / 48 / 52 / 140 / 14.9%
[D] Recruit students from new geographic markets / 2 / 5 / 2 / 9 / 1.0%
[E] Increase the diversity of racial and ethnic groups represented among the student body / 2 / 2 / 9 / 13 / 1.4%
[F] Develop new academic programs / 12 / 20 / 31 / 63 / 6.7%
[G] Improve the quality of existing academic programs / 55 / 67 / 71 / 193 / 20.5%
[H] Improve the appearance of campus buildings and grounds / 15 / 12 / 30 / 57 / 6.1%
[I] Improve employee morale / 42 / 34 / 35 / 111 / 11.8%
[J] Equips students to honor God and serve others by integrating their intellectual, spiritual and professional lives. / 5 / 3 / 10 / 18 / 1.9%
All responses / 314 / 314 / 313 / 941 / 100.0%
Section 3-Involvement in planning and decision-making
In this section, employees are asked to rate the involvement of different constituents in the planning and decision-making. Results show that senior administrators (Vice Presidents and above) received the highest involvement ratings followed by trustees, deans/directors, department chairs, faculty, staff, alumni, and students. Students are rated the lowest in their involvement in planning and decision-making.
Involvement in planning and decision-making
Section 4-Work environment (22 questions)
This section measures employee perceptions about their work environment. A total of 22 questions are included. Each question is rated on its importance and satisfaction. Gaps are calculated between importance and satisfaction.
The following two charts indicate 5 questions which received the highest and the lowest importance ratings.
5 questions received the highest importance ratings
5 questions received the lowest importance ratings
The following two charts indicate 5 questions which received the highest and the lowest satisfaction ratings.
5 questions received the highest satisfaction ratings
5 questions received the lowest satisfaction ratings
The following two charts show the questions which have the biggest and the smallest gaps between importance and satisfaction ratings.
5 questions with the largest gaps between importance and satisfaction ratings
5 questions with the smallest gaps between importance and satisfaction ratings
Overall Satisfaction
Respondents rated their overall satisfaction with their employment at FCC. Overall all groups rated high on their overall satisfaction with their employment at FCC (3.83 of 5). Faculty rated slightly higher on their overall satisfaction than staff and administrators. Part-time and full-time employees rated exactly the same on their overall satisfaction.
Overall satisfaction by position
Overall satisfaction by full-time and part-time
Non-CTE faculty are slightly more satisfied than CTE faculty. Satisfaction ratings are also broken down by years of employment and divisions. Some divisions have small sample size.
Overall satisfaction by teaching area
Overall satisfaction by years worked at FCC
Overall satisfaction by division
Future directions
Based on the survey data, it is recommended that effort to improve campus climate could possibly focus on:
- Areas with high importance ratings
- Areas with low satisfaction ratings
- Areas with the largest gaps between the importance and the satisfaction
- Identified top institutional goals
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Institutional Research 2/23/2015