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2008 Student Survey & Capstone Data
Carrie Lybecker
August 22, 2008
Introduction
Ninety five of 105 MPA students completed annual surveys in the 1st year Core, 2nd year Core, Capstone and Tribal governance courses in Spring 2008 (91% response rate). Notably, only 13 of 20 tribal students completed the survey.
Response frequencies were run for all students combined, then cross tabulated by cohort (1st year general track, 2nd year general track, and tribal cohort), and finally by general track compared to tribal students.
The survey consisted primarily of Likert-type scales. For presentation purposes and to assess statistical significance, values were collapsed so that results could be analyzed in sufficient numbers and reported as ranges (for example, the number of respondents who chose usually to always vs. sometimes to never). Where appropriate, responses were converted to mean scores, Chi-squared to measure association followed by one-way analysis of variance (ANOVA) to identify statistically significant effects and by post hoc comparisons among groups (Scheffe). Statistically significant differences are noted with * in tables and explained in text or table captions.
RESPONDENT DEMOGRAPHICS
61% are second year students (2nd year general track plus tribal)
51% TESC undergraduates
50% public/NP management concentration (25% public policy, 14% tribal, 12% undecided)
71% female
35% persons of color
11% non-heterosexual
7% disabled
69% 26-45 years old (40% 26-35 years old)
90% employed (72% full-time, 28% part-time)
68% employed in public sector (12% private, 20% non profit)
Table 1 Track of respondents
Trackn%1st year general track37392nd year general track4547Tribal governance1314Total95100Note. Students in both 2nd year general track and
tribal governance were completing their second
year in the program.
Table 2 Source of undergraduate degree
n%TESC4851Other in WA2931Out of state1819Total95101
Table 3 Concentration
n%Public & NP Management4750Tribal Governance1314Public Policy2425Unsure1112Total95101
Table 4 Sex
n%Male2427Female6271Other22Total88100Note. Missing n=7.
Table 5 "Do you identify as gay, lesbian, bisexual, transgender or queer?"
n%Yes911No7082Prefer not to respond56Unsure or questioning11Total85100Note. Missing n=10 + 5 "prefer not to respond" = 15 who
did not answer the question, or 16% of respondents.
Table 6 "Do you identify as a person with a disability?"
n%Yes67No7589Prefer not to respond34Total84100Note. Missing n=11 + 3 "prefer not to respond" = 14 (15%)
of respondents.
Table 7 Race/Ethnicity
n%American Indian/Alaskan Native68Caucasian4662African American/Black45Asian11Multi-racial57Refuse to answer34Other912Total7499Note. Missing n=21 + 3 who refused to answer = 24 (25%)
of respondents.
Table 8 Age
n%21 or younger1121-255626-35404736-45192246-55172055+45Total86101Note. Missing n=9.
Table 9 Employed vs. unemployed
n%Not employed910Employed7990Total88100
Table 10 Employment status
n%Not employed910Employed part-timea2225Employed full-timeb5765Total88100Note. Missing n=7.
aPart-time = working less than 40 hours/week while attending
classes. bFull-time = working 40 or more hours/week while
attending classes.
Table 11 Employment by specific sector
n%Public sectorState3133Non profit1718Public sectorTribal1617Private sector1011Public sectorregional or local1011Not employed89Public sectorFederal11Total 93100
Table 12 Employment by general sector, of those employed
n%Public5868Non profit1720Private1012Total85100
MISSION
Respondents believe that the program has enhanced their mission-related capabilities to a high extent, especially in critical thinking, accomplishing positive change and working collaboratively. There were significant differences between general track and tribal track students with tribal students less likely to feel the program has enhanced their ability to accomplish positive change, work collaboratively and advocate for the public good.
Table 13 (Q7) "To what extent have your experiences in the MPA program enhanced your capabilities to:"
Moderate to Great Extent
n=( ) Some Extent or Less
n=( )Total
n=( )Think critically90% (84)10% (9)(93)Accomplish positive change88% (83)12% (11)(94)Work collaboratively87% (82)13% (12)(94)Advocate on behalf of public86% (79)14% (13)(92)Communicate effectively85% (79)15% (14)(93)Imagine new possibilities84% (79)16% (15)(94)Think creatively81% (76)19% (18)(94)Value fairness & equity74% (69)26% (24)(93)Embrace diversity73% (67)27% (25)(92)
Table SEQ Table \* ARABIC 14 Meeting the mission 2007 and 2008 surveys, and percent change
Moderate to Great Extent Some Extent or Less20082007% " ' 0 8 2 0 0 8 2 0 0 7 T h i n k c r i t i c a l l y 9 0 % 9 5 % - 5 % 1 0 % 5 % A c c o m p l i s h p o s i t i v e c h a n g e 8 8 % 8 0 % + 8 % 1 2 % 2 0 % W o r k c o l l a b o r a t i v e l y 8 7 % 9 0 % - 3 % 1 3 % 1 0 % A d v o c a t e o n b e h a l f o f p u b l i c 8 6 % 8 5 % + 1 % 1 4 % 1 5 % C o m m u n i c a t e e f f e c t i v e l y 8 5 % 9 0 % - 5 % 1 5 % 1 0 % I m a g i n e n e w p o s s i bilities84%81%+3%16%19%Think creatively81%87%-6%19%13%Value fairness & equity74%80%-6%26%20%Embrace diversity73%74%-1%27%26%
Table 15 Mission: Enhancing ability to accomplish positive change
General track
n (%)Tribal Track
n (%)Total
n (%)Some extent or less6 (7%)5 (39%)*11 (12%)Moderate to great extent75 (93%)8 (62%)*83 (88%)Total81 (100%)13 (101%)94 (100%)
Table 16 Mission: Enhancing ability to work collaboratively
General track
n(%)Tribal Track
n(%)Total
n(%)Some extent or less8 (10%)4 (31%)*12 (13%)Moderate to great extent73 (90%)9 (69%)*82 (87%)Total81 (100%)13 (100%)94 (100%)Note. Tribal students were significantly less likely (*p=.036) to feel that the program
enhanced their ability to work collaboratively, compared to general track students.
Table 17 Mission: Enhancing ability to advocate for the public
General trackTribal TrackTotalSome extent or lessn(%)9 (11%)4 (33%)*13 (14%)Moderate to great extentn(%)71 (89%)8 (67%)*79 (86%)Totaln(%)81 (100%)13 (100%)92 (100%)Note. Tribal students were significantly less likely (*p=.041) to feel that program enhanced their
ability to advocate for the public, compared to general track students.
Table 18 (Q9) Felt part of positive learning community
General trackTribal trackTotalNever to sometimesn(%)3 (4%)3 (23%)*16 (6%)Usually, often or alwaysn(%)78 (96%)10 (77%)*88 (94%)Totaln(%)81 (100%)13 (100%)94 (100%)Note. Tribal students were significantly less likely (*p=.008) to feel part of a positive learning
community in the program, compared to general track students.
SATISFACTION & PROGRAM PERFORMANCE
Overall satisfaction with the program was high for all cohorts, particularly second year general track students.
Table 19 (Q16) Overall satisfaction by cohort (1=very satisfied, 5=very dissatisfied)
1st yr GTa
Mean (n)2nd yr GT
Mean (n)Tribal
Mean (n)Total
Mean (n)Overall satisfaction2.03 (36)1.51 (45)*2.17 (12)1.80 (93)Note. 2nd year GT students reported statistically significant higher levels of overall satisfaction with the program than 1st year students (*p=.007) or tribal students (*p=.022).aGT=general track
Table 20 Satisfaction with Capstone by cohort (1=very dissatisfied, 5=very satisfied)
nMean1st year general track24.002nd year general track354.43Tribal track123.25*Total494.12Note. Tribal students were significantly less satisfied
(*p=.012) with Capstone compared to 2nd year general
track students.
Table 21 (Q11) "How necessary are the following to your learning?" (1=very unnecessary, 5=very necessary)
1st yr GT
Mean (n)2nd yr GT
Mean (n)Tribal
Mean (n)Total
Mean (n)1st year Core4.25 (36)4.43 (44)4.67 (12)4.39 (92)2nd year Core4.71 (7)4.57 (44)4.58 (12)4.59 (63)Capstone4.67 (6)4.40 (35)4.50 (12)4.45 (53)ARM4.50 (8)4.65 (17)4.75 (12)4.65 (37)FPP4.08 (12)4.68 (28)4.42 (12)4.48 (52)Tribal Concentration3.25 (4)*4.36 (11)4.75 (12)4.37 (27)Electives4.84 (32)4.82 (45)4.27 (11)*4.76 (88)ILCs4.47 (15)4.20 (30)4.30 (10)4.29 (55)Internships4.20 (15)4.33 (21)4.50 (4)4.30 (40)Note. Tribal students were significantly less likely (*p=.002) to feel that electives were necessary
to their learning, compared with 1st and 2nd year general track (GT) students. First year general
track students were significantly less likely (*p=0.13) to believe the tribal concentration was
necessary to their learning, compared to tribal or 2nd year general track students.
Table 22 (Q13) "How satisfied are you with the following in the MPA program?" (1=very dissatisfied, 5=very satisfied)
1st yr GT
Mean (n)2nd yr GT
Mean (n)Tribal
Mean (n)Total
Mean (n)Quality of instruction4.11 (36)4.64 (45)*3.83 (12)4.33 (93)Team teaching in Core3.83 (36)4.00 (44)3.92 (12)3.92 (45)Contact with faculty4.17 (35)4.78 (45)*3.83 (12)4.42 (92)Feedback from faculty4.14 (37)4.43 (44)3.75 (12)4.23 (93)Evaluation conferences4.14 (37)4.58 (45)*3.82 (11)4.31 (93)Diversity of faculty3.59 (34)3.60 (45)4.08 (12)3.66 (91)Diversity of students4.00 (37)3.98 (45)3.75 (12)3.96 (94)Note. Second year general track students were significantly more satisfied than first year and
tribal students with quality of instruction (*p=.011 1st year, .007 tribal), contact with faculty
(*p=.003, .001, and evaluation conferences (*p=.034, .014).
Table 23 (Q14) "How satisfied are you with your interactions with the following people and/or support services?" (1=very dissatisfied, 5= very satisfied)
1st yr GT
Mean (n)2nd yr GT
Mean (n)Tribal
Mean (n)Total
Mean (n)MPA Director4.65 (34)4.58 (38)2.38 (8)*4.39 (80)Assistant Director-General4.88 (32)4.32 (25)2.75 (8)*4.40 (65)Assistant Director-Tribal3.67 (6)4.17 (6)3.10 (10)3.55 (22)Faculty Advisor4.13 (15)4.64 (25)3.38 (8)*4.27 (48)Registrar Office4.16 (32)4.06 (36)3.40 (10)4.01 (78)Financial Aid Office4.00 (24)4.17 (30)3.89 (9)4.06 (63)Admissions Office4.16 (31)4.03 (34)4.00 (10)4.08 (75)Note. Of the eight who answered the questions, tribal students were significantly less satisfied (*p=.000, .003)
with the MPA Director and Assistant Director-General Track than were 1st and 2nd year general track
students. Tribal students were also significantly less satisfied (p=.003) with the faculty advisor than
were 2nd year general track students.
Table 24 Satisfaction with registrar office, tribal vs. general track
General track
Mean (n)
Tribal
Mean (n)
Total
Mean (n)
Registrar Office
4.10 (68)
3.40 (10)*
4.01 (78)
Note. Tribal students significantly less satisfied (*p=..037) with registrar's office.
Table 25 (Q15) Should there be more of less theory or practice in curriculum? (1=much less, 5=much more)
1st yr GT
mean (n)2nd yr GT
mean (n)Tribal
mean (n)Total
mean (n)More or less theory3.70 (33)*3.07 (45)3.42 (12)3.34 (90)More or less practice3.94 (36)4.20 (45)3.34 (90)3.34 (90)Note. 1st year general track students were significantly more likely (*p=.006) than 2nd year general
track students to say they wanted more theory in the curriculum.
Table 26 (Q17) Extent to which program helps meet learning goals (1=little or no extent, 4=great extent)
1st yr GT
mean (n)2nd yr GT
mean (n)Tribal
mean (n)Total
mean (n)Meeting learning goals3.15 (34)3.47 (45)3.25 (12)3.32 (91)
Table 27 (Q18) "Would you recommend the TESC MPA program to others?" (1=strongly not recommend, 5=strongly recommend)
1st yr GT
mean (n)2nd yr GT
mean (n)Tribal
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6 $If gdsV 7 7 +7 S7 T7 U7 V7 \7 ^7 7 7 7 7 7 7 7 7 , T U V W Y Z \ ] _ ` b g h n o ĵwswswswsoa\a h1q 5j h1q 5CJ UaJ h1q hKP j hKP Uh; CJ aJ U&hsV h; 5B*CJ H*\aJ ph h B*CJ aJ ph h < B*CJ aJ ph h; h; B*CJ aJ ph h) CJ aJ hk CJ aJ hsV h; B*CJ aJ ph #hsV h; 5B*CJ \aJ ph hsV h1q CJ aJ #I7 S7
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6 gd mean (n)Total
mean (n)Recommend program?4.22 (36)4.51 (45)4.09 (11)4.35 (92)
Page PAGE 10 of NUMPAGES 10
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