Part 20



Faculty Engagement Survey Year 1 - Part 5 (July 2014)

NOTE: This question is not longer included in the survey and has not been updated since July 2014.

Question: Does your institution conduct surveys on student and faculty perceptions of technology (e.g. participate in the ECAR survey)?


  • Removed replies from people who did not employ this strategy (1 respondent).
  • Calculated data for questions 1, 2 and 3.
  • Categorized and summarized responses to questions 4, 5, 6 and 7.


  • Data based on 4 responses from July 9th through July 23rd 2014.



1. Do you use this strategy?

4 = Yes
2. How effective do you feel it is?

Scale 1=Very ineffective  |   5=Very effective

Mean 3.25
SD 0.5
Median 3
Mode 3
3. Are you planning to continue or discontinue using it?
Discontinue 0
Continue 4
4. List the three main benefits of using this strategy.

Listed by category with amount of respondents who mentioned it in parentheses, listed by order of frequency:

  • Provides data that allows for comparison with other institutions and better understanding of user perceptions of campus technology (3)
    • One respondent feels survey does not reach enough faculty and students
  • Helps open communication with faculty about their concerns, feelings and experiences and shows community that management is interested in their views (2)
  • Helps educate IT Staff on pedagogical trends and their effect on technology utilization (1)
  • Helps set faculty expectation metrics for IT performance (1)
5. List the three main issues to consider when using or introducing this strategy.

Listed by category with amount of respondents who mentioned it in parentheses, listed by order of frequency:

  • Survey fatigue may happen, so time the survey carefully to not interrupt other initiatives and provide incentives for faculty and students to answer (3)
  • Open communication must be followed by responsive reporting (1)
  • Surveys don't necessarily represent the situation of any one faculty member, and many are unique in their pedagogical needs (1)
    • Online surveys overlook the small, yet meaningful, percentage of faculty who are yet to adopt modern IT (1)
  • Consider that random stratified sampling does not include the same individuals from year to year – esp. for faculty and staff (1)
  • Consider if and how you can use the gathered data to shape future decisions (1)
You should consider only asking about issues, services, technologies that you can take action on (1)

6. Survey Frequency and Type


  • Yearly (1)
  • Every other year (2)
  • Every 7 years (1) – plan to go biennial


  • TechQual  (2)
  • MISO (1)
  • Not listed (2)
7. Other comments

Comments from participants included below with minimal editing for space and clarity:

  • At one university the sampling may only include a few people in the IT department.
  • At one university there is a feeling that the data has not been used to shape any future initiatives and that it was therefore pointless to conduct it.

Compiled in July 2014.

Feel free to contact me with any questions.