 |
|
 | |
 | |
|
| |
|
>
Assessment >
2005 IT Survey
The 2005 Information Technology Needs Assessment Survey was completed in October 2005 to measure the level of satisfaction faculty and staff have for the service and support provided by the Information Technology department. The responses for this survey were based on the Likert scale that was used to measure attitudes, preferences, and subjective reactions. Seven additional questions were added to the questions from the 2004 survey to identify satisfaction levels in specific areas. The results of this survey has been compared to the 2003 and 2004 surveys to show what improvements have been made or areas for improvement. The overall response rate increased by 212% over the 2004 response rate but represented only 40% of the total population of staff, full-time faculty, part-time faculty and administrators/supervisors. In looking at the comparison results, the Information Technology department has had significant improvement over the responses from 2004. An overall percentage of the responses for the 25 questions was calculated to show overall performance. The overall percentages show a 1% increase in the number of respondents who were "very satisfied" while the number of "satisfied" increased by 17%. The "very dissatisfied" stayed constant at 1%, "dissatisfied" stayed constant at 4% and "neutrals" increased by 9%. The results of the 2005 survey were compared to the 2004 survey and the numbers in the 2005 percentages have been highlighted for easy identification of areas that have been improved (highlighted in green) and those areas that need improvement (highlighted in red). A bar graph has also been provided for clarity in viewing the results. If the "very dissatisfied" and/or "dissatisfied" percentages decreased they will be shown in green as an improvement. Even though the number of "very dissatisfied" and "dissatisfied" decreased, these areas still need to be considered as areas for improvement. The "neutral" responses will not show an increase or decrease. | |
|
|
|
