This version of the U H M Survey of Graduating Seniors is designed to promote accessibility for people with disabilities in compliance with Section 508 of the Rehabilitation Act. To ensure proper functioning of assistive technology tools such as screen readers, Hawaiian diacriticals were not included and spaces between selected acronyms were added (e.g., U H). We apologize for any inconvenience.
Quote:
“I had a wonderful experience attending college. I have grown so much as a person. I cannot thank the U H system enough for what I have accomplished.”
Source: Engineering Major
Quote:
“Diversity in culture and social backgrounds let me understand different points of view in society.”
Source: Engineering Major
Quote:
“The professors are the major factor in gaining skills at school.”
Source: Language, Linguistics, & Literature Major
Quote:
“Was a great experience, I learned a lot and I think I am able to use my experience in the future.”
Source: Education Major
The spring 2002 U H Manoa Survey of Graduating Seniors represents a continuing effort by the University of Hawaii to conduct a variety of ongoing student assessment programs/activities that produce evidence of institutional effectiveness and serve as a vehicle for educational improvement and accountability. Others are reported separately in the University of Hawaii Institutional Effectiveness Report (previously known as the Benchmarks/Performance Indicators Report).
This is the sixth campus-wide survey of U H Manoa baccalaureate degree candidates (1988, 1990, 1993, 1996, 1999, 2002). It is intended to measure educational outcomes at the college level, generate information about ways in which programs can be improved, and monitor changes in student behavior and perceptions. The results provide a wealth of data and comparative information on the thoughts, experiences, activities, plans, and backgrounds of spring 2002 baccalaureate degree candidates and their retrospective assessment of their undergraduate experience. This report also provides useful insights and suggests areas for further research and action.
The survey was mailed to 975 baccalaureate degree candidates who filed for graduation in spring 2002; 481 or 49 percent responded either by mail or electronically through the Web. A response rate in the 36 percent range is considered average for surveys of this type. Survey respondents were generally representative of spring 2002 seniors in terms of gender, age, ethnicity, and field of study. However, users of survey results should note that females, students 22 to 24 years old, those of Chinese ethnicity, and education/business majors are slightly overrepresented (see p. 18).
Graduating seniors rated their overall academic experience at Manoa as good or excellent (76%) and felt that the quality of academic programs was about what they expected or better (86%). Increased academic knowledge, understanding of people, independence, and job preparation were the most frequently cited gains from the U H M experience.
Seventy percent reported earning most of their general education credits at Manoa. Almost 60 percent were satisfied or very satisfied with the availability (57%), usefulness (58%), and knowledge gained (58%) in these courses. English is perceived as the most helpful general education core course for the undergraduate experience. Over three-fourths of the graduating seniors (77%) got to know two or more faculty well and over half (58%) got to know three or more well.
When asked to rate their satisfaction with various aspects of their major, 53 percent were satisfied or very satisfied with the adequacy of the related library collection, 56 percent with the organization of the curriculum, 64 percent with the quality of printed information about their undergraduate program, and 69 percent with the quality of instruction.
Seventy-eight percent of the graduating seniors felt that the quality of campus life at Manoa was about what they expected or better. The largest proportion spent an average of 10 hours or less per week on campus outside the classroom.
More than four out of five graduating seniors used and were satisfied with (1) the registration procedures and (2) services, functions, and activities provided by the Cashier’s Office, Library, and Bookstore. Eighty-three percent rated the quality of information about student services and activities as fair or good.
Fourteen percent of the graduating seniors entered Manoa as participants in special programs. College Opportunities and Regents’ Scholar were the most frequently cited programs.
Eighty percent of the baccalaureate students reported taking five or more years to complete their degree, and three-fourths reported having a cumulative grade point average of 3.0 or higher. Forty percent of the graduating seniors reported transferring some credits from a U H Community College. Change of major, availability of courses, and work were the most frequently cited reasons for taking more than four years to complete undergraduate programs. Change of major was identified as the single most important reason for taking more than four years to graduate.
Of those who reported transferring credits from another institution to Manoa, 77 percent indicated that most or all of the courses they expected to transfer actually transferred.
With respect to the cost of tuition, slightly less than three-fourths (73%) felt it was about right (fair and reasonable) and slightly over one-fourth (26%) thought it was too high. The majority reported that the cost of tuition did not result in a heavier credit load than preferred (62%) and that tuition should continue to be charged at a flat rate of 12 or more credits rather than per credit (73%). Eighty percent felt the value of their degree was well worth the investment.
Eighty-nine percent reported being employed while pursuing their undergraduate degree at Manoa. Of those employed, the largest share (35%) worked 16 to 20 hours per week; 19 percent worked 21 to 35 hours per week; and 62 percent worked off-campus.
After graduation, 65 percent plan to pursue further higher education. Of those pursuing post-baccalaureate study, 55 percent plan to do it at Manoa and 31 percent plan to advance their higher education on the mainland. Education and Business Administration were the most frequently chosen post-baccalaureate fields of study by spring 2002 graduates. Slightly over two-thirds (68%) plan to work on Oahu.
When given the opportunity to comment about their undergraduate experience at Manoa, 78 percent or 375 responded. Of those providing comments, most graduating seniors named instructors/faculty, departments/programs, and facilities/equipment (library, computer labs, etc.) as the campus factors that contributed most to their educational gains while at Manoa. Instructors/faculty, facilities/equipment, and campus life were the most frequently cited areas of disappointment. The comments indicate that the student-teacher relationship and facilities/equipment are critical factors affecting the overall quality of the undergraduate experience. The most common recommendations were to review and change core requirements, improve campus services/programs, provide better advisors and guidance, and improve the quality of instructors/faculty.
In the spring of 2002, the Office of the Vice President for Planning and Policy conducted a campus-wide survey to measure the educational outcomes of University of Hawaii at Manoa baccalaureate degree candidates, generate information about ways in which programs can be improved, and monitor changes in student behavior and perceptions. The assessment instrument, a questionnaire consisting of 50 items in nine sections, was designed to (1) gather information on the thoughts, experiences, activities, post-graduation plans, and background of graduating seniors, and (2) elicit candid responses about their undergraduate experience and recommendations for changes at U H Manoa.
To assist the University in future planning efforts and actions, six new questions were added to the questionnaire to gather information about transfer and overall academic experiences.
This is the sixth campus-wide survey of U H Manoa baccalaureate degree candidates. This report analyzes 2002 responses, and compares these responses with previous surveys to determine trends and significant changes.
Mailing addresses for the baccalaureate degree candidates were obtained from Manoa’s Integrated Student Information System (ISIS) after the Office of Admissions and Records identified which students had petitioned for graduation in spring 2002. Questionnaires were mailed to 975 baccalaureate degree candidates. Completed surveys were received from 481 respondents, representing a 49 percent rate of return. With this sample size, findings that differ five percentage points from earlier results are worthy of consideration.
For some data displays (especially college-level), the number of responses may be too small to permit definitive conclusions. Populations overrepresented by approximately three percentage points or more are females, students 22 to 24 years old, those of Chinese ethnicity, and education/business administration majors. Males are underrepresented, and individuals 20 to 21 years old and social science/natural science majors are slightly underrepresented. These characteristics of the responding population should be kept in mind when using or commenting on specific survey results. However, when taken as a whole, the 2002 survey can be viewed as an overall reflection of prevailing thoughts, experiences, plans, perceptions, activities, and characteristics of graduating seniors.
College-level data is available upon request from the Institutional Assessment and Policy Office (808-956-7487). The Spring 2002 U H M Survey of Graduating Seniors and results of other assessment efforts are available on the World Wide Web at http://www.hawaii.edu/ovppp
This report was prepared under the overall guidance of the Office of Planning and Policy. Dennis Taga of the Institutional Assessment and Policy Office and members of his staff—Sandra Yano, Chatney Graham, and Karen Lai—took lead responsibility for administering the survey, analyzing the results, and preparing this report.
Ginger Carey of the Office of Information Technology Services provided computer programming support. The Institutional Research Office provided demographic data —such as gender, age, ethnicity, and field of study—for the spring 2002 senior class. The Office of Admissions and Records provided mailing labels for the cohort surveyed.
My appreciation to all these contributors.
Colleen O. Sathre
Vice President for Planning and Policy
What have you gained from your college experience at Manoa?
The four areas most frequently cited as gains from their undergraduate years at Manoa were: Increased Academic Knowledge, Understanding of People, Independence, and Job Preparation.
As in five previous graduating senior and alumni surveys between 1988 and 2000, these results continue to suggest that the undergraduate experience at Manoa is perceived by students to benefit their cognitive skills and affective growth/development.
| 2002 | 1999 | 1996 | 1993 | |
|---|---|---|---|---|
| Increased Knowledge in an Academic Field | 84.4% | 87.3% | 83.2% | 85.4% |
| Increased Understanding of Other People & Their Point of View | 67.8% | 65.7% | 61.6% | 70.3% |
| Increased Ability to be Independent, Self-Reliant, & Adaptable | 62.2% | 66.4% | 63.7% | 70.1% |
| Preparation for a Job | 60.9% | 60.0% | 56.7% | 56.6% |
What do you feel is the most important thing you gained from your college experience at Manoa?
Survey results indicate that Increased Knowledge in an Academic Field continues to be perceived as the foremost benefit of an undergraduate education at Manoa. Preparation for a Job comes in second.
| 2002 | 1999 | 1996 | 1993 | |
|---|---|---|---|---|
| Increased Knowledge in an Academic Field | 26.4% | 24.4% | 22.8% | 19.5% |
| Preparation for a Job | 18.7% | 19.4% | 18.7% | 10.9% |
| Increased Ability to be Independent, Self-Reliant, & Adaptable | 12.8% | 16.9% | 15.4% | 18.1% |
| Increased Understanding of Other People & Their Point of View | 10.9% | 8.1% | 9.7% | 11.9% |
Are you planning to attend graduate school?
Sixty-five percent of the spring 2002 bachelor’s degree candidates plan to attend graduate school, the highest proportion in the history of this survey.
| 2002 | 1999 | 1996 | 1993 | 1990 | |
|---|---|---|---|---|---|
| Yes | 65.1% | 61.5% | 62.5% | 61.5% | 58.0% |
| No | 34.9% | 38.5% | 36.8% | 38.5% | 42.0% |
If you plan to attend graduate school, what field of study do you plan to pursue?
Education and Business Administration continue to be the most frequently chosen post-baccalaureate fields of study for graduating seniors.
Compared to the previous survey (1999), there was a large increase (+4.4%) in those planning to pursue post-baccalaureate study in Medicine.
| 2002 | 1999 | 1996 | 1993 | |
|---|---|---|---|---|
| Education | 24.8% | 23.0% | 18.7% | 21.4% |
| Business Administration | 16.7% | 15.1% | 17.7% | 17.4% |
| Medicine | 9.6% | 5.2% | ||
| Social Science | 8.4% | 9.9% | 8.5% | 9.1% |
Where do you plan to attend graduate school?
Fifty-five percent of those planning to attend graduate school plan to attend programs at Manoa.
Since 1996, there has been a steady increase in the share planning to pursue advanced studies at Manoa and a decrease in those planning to do so on the mainland.
As in the three previous surveys, Business Administration and Social Science majors had the largest proportions planning to attend graduate school on the mainland.
| 2002 | 1999 | 1996 | 1993 | |
|---|---|---|---|---|
| U H Manoa | 55.4% | 50.4% | 47.5% | 59.0% |
| Mainland | 31.3% | 39.6% | 43.1% | 33.0% |
| Other | 13.3% | 10.0% | 9.4% | 8.0% |
If you plan to attend a graduate school at an institution other than Manoa, what is the reason for not attending Manoa?
Higher Quality Program Elsewhere (33.1%) was the most frequently cited reason for not attending U H Manoa for post-baccalaureate studies.
Personal Reasons (31.1%), such as moved to the mainland, and Program Unavailability (16.2%) were also given as important factors for not attending U H Manoa for post-baccalaureate studies.
| 2002 | 1999 | 1996 | |
|---|---|---|---|
| Higher Quality Program Elsewhere | 33.1% | 34.2% | 34.3% |
| Personal Reasons | 31.1% | 24.0% | 17.7% |
| Program Unavailable | 16.2% | 15.8% | 22.3% |
| Other | 9.5% | 15.1% | 11.4% |
| Program Not Structured to My Needs | 6.8% | 4.1% | 5.7% |
| Lack of Financial Support | 3.4% | 6.8% | 8.6% |
If you are planning to seek employment or have already been offered a job, where do you expect to work?
Slightly over two-thirds of the respondents (68.4%) expect to work on Oahu, with the U.S. Mainland as the second most frequently mentioned location of intended employment.
Contrary to the employment plans of 1999 graduates, there was a noticeable increase in the percentage of graduating seniors who plan to seek employment on Oahu (+6.1%) and a decrease in those intending to do so on the mainland (-3.4%).
Most Education majors (95%) plan to work on Oahu or a Neighbor Island.
| 2002 | 1999 | 1996 | 1993 | |
|---|---|---|---|---|
| Oahu | 68.4% | 62.3% | 67.0% | 76.0% |
| Mainland | 20.7% | 24.1% | 17.9% | 12.4% |
| Neighbor Island | 6.0% | 8.8% | 6.2% | 5.1% |
| Non-U.S. | 4.9% | 4.8% | 8.9% | 6.5% |
Do you consider the cost of tuition at U H Manoa about right, too high, or too low?
With respect to the cost of tuition at U H Manoa, most—about three-fourths (73%)—felt it was About Right (fair and reasonable) and about one-quarter (26%) thought it was Too High.
Significant differences in the responses between 1999 and 2002 are probably related to the number of 1999 graduating seniors who were attending Manoa when tuition was increased substantially in 1995.
| 2002 | 1999 | |
|---|---|---|
| About Right | 73.0% | 52.4% |
| Too High | 25.8% | 45.6% |
| Too Low | 1.2% | 2.0% |
Did you take a heavier credit load than preferred because of the cost of tuition?
Although 38 percent of the respondents indicated a direct relationship between the cost of tuition and heavier credit loads, the largest proportion—about two-thirds (62%)—reported that the cost of tuition did not result in a heavier credit load than preferred.
A significant shift in responses between 1999 and 2002 appears directly related to those affected by the unusual tuition increases in the mid-1990s.
| 2002 | 1999 | |
|---|---|---|
| Yes | 37.7% | 45.2% |
| No | 62.3% | 54.8% |
Should tuition be charged per credit rather than as a flat rate for 12 or more credits?
Nearly three-fourths (73%) of the respondents indicated that tuition should continue to be charged as a flat rate for 12 or more credits rather than per credit.
Similar results were reported by graduating seniors in 1999.
| 2002 | 1999 | |
|---|---|---|
| Flat Rate | 72.7% | 72.2% |
| Per Credit | 9.2% | 10.8% |
| No Opinion | 18.1% | 17.0% |
Is the value of your degree worth the cost of your investment at U H Manoa?
Most graduating seniors (80.3%) felt the value of their baccalaureate degree was well worth the cost of their investment at U H Manoa.
| 2002 | 1999 | |
|---|---|---|
| Yes | 80.3% | 76.0% |
| No | 19.7% | 24.0% |
Where did you transfer credits from?
Forty-three percent of the respondents attended and transferred credits from a U H Community College.
| Yes | No | |
|---|---|---|
| U H Community College | 43% | 57% |
| None Transferred | 36% | 64% |
| College Outside of Hawaii | 21% | 79% |
| U H Hilo | 5% | 95% |
| Hawaii Private College | 3% | 97% |
| U H West Oahu | 0% | 100% |
What barriers did you encounter, if any, while transferring to this campus?
Of the respondents who transferred to Manoa to complete their undergraduate study, over half (56.3%) encountered major (18.3%) or minor (38.0%) barriers while transferring.
Similar proportions were reported in 1999.
| 2002 | 1999 | |
|---|---|---|
| Major | 18.3% | 21.9% |
| Minor | 38.0% | 37.4% |
| None | 43.7% | 40.6% |
Quote:
“U H MUST allow more credits to transfer.”
Source: Language, Linguistics, & Literature Major
How many of the courses you expected to transfer actually
transferred?
Note: New question.
Of the respondents who reported transferring credits to Manoa, over three-fourths (77%) indicated Most (40.4%) or All (36.6%) of the courses they expected to transfer actually transferred.
A relatively high percentage (20.2%) indicated that only Some of the courses they expected to transfer to Manoa actually transferred, and 2.7% indicated None of the courses they expected to transfer actually transferred.
How would you describe the advising/transfer information provided by your previous campus?
Fifty-five percent of the respondents who transferred to Manoa felt the advising/transfer information provided by their previous campus was Helpful or Very Helpful.
| Very Helpful | Helpful | Somewhat Helpful | Not Helpful | |
|---|---|---|---|---|
| % of Responses | 19.2% | 35.9% | 28.2% | 16.7% |
How would you describe the advising information provided by Manoa?
Sixty percent of those who transferred to Manoa described the advising information provided by Manoa as being Helpful or Very Helpful, slightly better than what was provided at their previous campus.
| Very Helpful | Helpful | Somewhat Helpful | Not Helpful | |
|---|---|---|---|---|
| % of Responses | 17.7% | 42.2% | 28.6% | 11.6% |
At what campus did you take most of your general education courses?
Seventy percent of the respondents reported earning most of their general education credits from U H Manoa. (In a separate item, 43 percent reported transferring some credits from a U H Community College; see section Transfer Experience)
Similar results were reported by graduating seniors in 1996 and 1999.
| 2002 | 1999 | 1996 | |
|---|---|---|---|
| U H Manoa | 70.2% | 70.1% | 72.5% |
| U H Community College | 24.4% | 24.7% | 22.1% |
| Other Higher Education Institution | 4.8% | 3.7% | 5.4% |
| U H Hilo | 0.6% | 1.5% | 0.0% |
How would you rate the extent to which general education courses contributed to your knowledge, skills, and abilities?
Spring 2002 graduating seniors felt their general education core experience was Helpful or Very Helpful in developing (1) their awareness of diversity in cultures, philosophies, and lifestyles (70%); (2) their writing skills (65%); (3) their ability to put ideas together (64%); and (4) their knowledge of other countries, peoples, and cultures (63%).
Twenty percent or more of respondents indicated that general education courses were Not Helpful in developing their ability to express ideas using numbers and symbols (20%) and in contributing to their knowledge and enjoyment of music, art, and drama (23%).
| Very Helpful | Helpful | Somewhat Helpful | Not Helpful | |
|---|---|---|---|---|
| Awareness of Diversity in Cultures/Philosophies/Lifestyles | 27% | 43% | 26% | 4% |
| Writing Ability | 24% | 41% | 29% | 6% |
| Ability to Put Ideas Together | 16% | 48% | 33% | 3% |
| Knowledge of Other Countries/Peoples/Cultures | 22% | 41% | 31% | 6% |
| Oral Communication Skills | 19% | 44% | 31% | 6% |
| Ability to Gather Info/Learn on My Own | 18% | 44% | 32% | 6% |
| Analytical/Logical Thinking | 16% | 42% | 37% | 5% |
| Use of History in Understanding Present/Past | 18% | 37% | 34% | 11% |
| Ability to Use Computers | 20% | 33% | 32% | 15% |
| Use of Study Skills/Learning Strategy to Learn New Concepts | 13% | 38% | 38% | 11% |
| Understanding of Science/ Experimental Methods | 12% | 38% | 40% | 10% |
| Knowledge/Enjoyment of Literature | 11% | 34% | 40% | 15% |
| Knowledge of Music/Art/Drama | 12% | 30% | 35% | 23% |
| Ability to Express Ideas Using Numbers/Symbols | 10% | 26% | 44% | 20% |
Rate your overall satisfaction with each of the following aspects of general education.
When asked to rate their overall satisfaction with selected aspects of general education, almost 60 percent were Satisfied or Very Satisfied with the usefulness of general education courses (58%), the knowledge gained in these courses (58%), and the availability of general education courses (57%).
More than 20 percent were Not Satisfied with general education courses relative to: the number of courses required (24%), the use of teaching assistants (23%), and the relevance of general education courses to their life (21%).
For fields of study with 30 or more responses, Social Science majors appeared the most satisfied with the adequacy of core courses in preparing them for upper-division courses. Tropical Agriculture and Human Resources majors appeared the most satisfied with the quality of instruction in core courses, but were least satisfied with the adequacy of these courses in preparing them for upper-division courses. Natural Science majors appeared the least satisfied with the overall quality of instruction in core courses.
| Very Satisfied | Satisfied | Somewhat Satisfied | Not Satisfied | |
|---|---|---|---|---|
| Usefulness of Courses | 8% | 50% | 31% | 11% |
| Knowledge Gained | 10% | 48% | 35% | 7% |
| Availability of Courses | 11% | 46% | 32% | 11% |
| Variety of Courses Offered | 12% | 45% | 32% | 11% |
| Overall Quality of Instruction | 8% | 48% | 38% | 6% |
| Content | 5% | 45% | 43% | 7% |
| Adequacy of Courses in Preparation for Upper-Division Courses | 5% | 39% | 44% | 12% |
| Number of Courses Required | 4% | 35% | 37% | 24% |
| Preparation for Work in My Major | 6% | 33% | 42% | 19% |
| Use of Teaching Assistants | 4% | 32% | 41% | 23% |
| Relevance to My Life | 6% | 31% | 42% | 21% |
For future graduating seniors, Manoa overhauled its general education core curriculum requirements to: offer more options and flexibility; provide undergraduate mentoring; and move undergraduates through the system in four years rather than the typical five or six. The new curriculum, effective fall 2001, reduces the number of required core credits from 40 to 31 but adds breadth to the number and types of courses that fit. After the freshman year, every student will have a faculty mentor to develop an individual academic plan.
What general education core courses did you perceive as most helpful to you in your undergraduate education?
When asked to identify the general education core courses that were most helpful to their undergraduate education, most respondents mentioned English, Social Sciences, and Natural Sciences.
As in 1996 and 1999, English is perceived as the most helpful general education core course for the undergraduate experience.
| Most Helpful | Second Most Helpful | Third Most Helpful | Total Number of Responses | |
|---|---|---|---|---|
| English | 91 | 69 | 44 | 204 |
| Social Sciences | 51 | 58 | 55 | 164 |
| Natural Sciences | 39 | 42 | 46 | 127 |
| History | 24 | 31 | 38 | 93 |
| Art & Humanities | 29 | 26 | 33 | 88 |
| Speech | 30 | 33 | 22 | 85 |
| Languages, Linguistics, & Literature | 20 | 23 | 22 | 65 |
| Math/Logical Thinking | 14 | 19 | 16 | 49 |
For each of the items listed, rate the satisfaction of your core experience as it relates to your major.
When asked to rate their satisfaction with selected aspects of their major, between 50 and 70 percent were Satisfied or Very Satisfied with the quality of instruction (69%), quality of printed information about their undergraduate program (64%), organization of the curriculum (56%), and adequacy of the related library collection (53%).
Less than half were Satisfied or Very Satisfied with the availability of courses (49%) and adequacy of laboratory facilities (47%).
Similar ratings and levels were reported by graduating seniors in 1996 and 1999.
| Very Satisfied | Satisfied | Somewhat Satisfied | Not Satisfied | |
|---|---|---|---|---|
| Quality of Instruction | 22% | 47% | 26% | 5% |
| Quality of Printed Info about Program of Study | 13% | 51% | 29% | 7% |
| Organization of Curriculum | 16% | 40% | 33% | 11% |
| Adequacy of Related Library Collection | 15% | 38% | 36% | 11% |
| Availability of Courses | 14% | 35% | 34% | 17% |
| Adequacy of Related Lab Facilities | 11% | 36% | 33% | 20% |
Rate the overall quality of instruction as it pertains to each of the following skill areas.
About three-fourths of the graduating seniors rated Good to Excellent the quality of instruction received in: improving their critical thinking (77%), increasing their ability to gather information and learn on their own (76%), improving their writing skills (74%), and improving their oral communication skills (72%).
As in previous graduating senior surveys (1996 and 1999), more than half of the respondents (56%) rated the quality of instruction to improve their mathematical ability as Fair to Poor.
| Excellent | Good | Fair | Poor | |
|---|---|---|---|---|
| To Improve Critical Thinking | 25% | 52% | 22% | 1% |
| To Increase Ability to Gather Info/Learn on Own | 24% | 52% | 21% | 3% |
| To Improve Writing Ability | 23% | 51% | 22% | 4% |
| To Improve Oral Communication Skills | 24% | 48% | 25% | 3% |
| To Improve Listening Skills | 17% | 53% | 26% | 4% |
| To Increase Knowledge of Other Cultures/World Affairs | 24% | 43% | 27% | 6% |
| To Improve Ability to Use Computers | 22% | 45% | 23% | 10% |
| To Increase Study Skills/Learning Strategies | 20% | 45% | 30% | 5% |
| To Improve Reading Skills | 15% | 48% | 32% | 5% |
| To Increase Appreciation of Literature/Arts | 16% | 40% | 33% | 11% |
| To Improve Mathematical Ability | 10% | 34% | 41% | 15% |
How would you rate the overall quality of your academic experience at Manoa?
Over three-fourths (76%) rated the overall quality of their academic experience at Manoa as either Good or Excellent.
For fields of study with 30 or more respondents, Tropical Agriculture and Human Resources and Education majors seemed the most pleased with their overall academic experience.
Similar results were reported by graduating seniors in 1999.
| 2002 | 1999 | 1996 | 1993 | |
|---|---|---|---|---|
| Excellent | 11.4% | 12.6% | 9.2% | 7.9% |
| Good | 64.7% | 61.2% | 58.0% | 63.3% |
| Fair | 22.0% | 23.4% | 29.6% | 27.3% |
| Poor | 1.9% | 2.9% | 3.1% | 1.5% |
Which of the following best represents how you feel about the quality of your baccalaureate degree from Manoa?
The majority (66%) perceived their degree from Manoa as being of Average quality, while one-fourth thought their degree was Above Average.
Similar perceptions were reported in previous graduating senior (1996, 1999) and alumni (1991, 1994, 1997, 2000) surveys.
| 2002 | 1999 | 1996 | |
|---|---|---|---|
| Above Average | 24.8% | 25.3% | 23.3% |
| Average | 66.4% | 67.5% | 68.5% |
| Below Average | 8.8% | 7.2% | 8.2% |
The quality of academic programs at Manoa is...
Over 86 percent of the respondents felt that the quality of academic programs at Manoa was About What They Expected or Better.
Of interest is the increase from 1999 in the percentage of respondents who felt that the quality of their academic program was Better Than Expected (+3.1%)
| 2002 | 1999 | 1996 | 1993 | |
|---|---|---|---|---|
| Better Than Expected | 16.3% | 13.2% | 13.7% | 17.3% |
| About What Expected | 70.1% | 73.0% | 69.7% | 72.7% |
| Worse Than Expected | 13.6% | 13.9% | 16.6% | 10.0% |
How many Manoa faculty have you gotten to know well?
Over three-fourths (77%) of the respondents got to know two or more faculty well, and the largest proportion—over half (58%)—got to know three or more well.
Since 1990, there has been a steady increase in the percentage of graduating seniors who got to know three or more faculty well during their academic experience at Manoa. Given that the new general education core program implemented in fall 2001 calls for every freshman to have a faculty mentor after his or her freshman year, this trend is expected to continue.
| 2002 | 1999 | 1996 | 1993 | |
|---|---|---|---|---|
| 3 or more | 58.0% | 56.5% | 53.6% | 51.6% |
| 2 | 18.6% | 20.4% | 23.5% | 22.4% |
| 1 | 10.6% | 11.4% | 10.8% | 11.2% |
| 0 | 12.7% | 11.7% | 12.1% | 14.7% |
How many of your Manoa professors distributed class evaluation forms at the end of the semester?
A vast majority (93%) of respondents reported that Many or Most of their professors at Manoa distributed class evaluation forms at the end of the semester.
| Most | Many | Some | Few or None | |
|---|---|---|---|---|
| % of Responses | 80.4% | 12.3% | 6.3% | 1.0% |
Quote:
“I think teachers getting to know the students personally and making themselves available to us is very important. It’s hard to become motivated sometimes when not even the professors really care.”
Source: Social Sciences Major
Did you feel comfortable saying what you really thought on class evaluation forms?
Most graduating seniors (78%) felt comfortable saying what they really thought on class evaluation forms distributed at the end of the semester.
| Usually | Sometimes | Rarely or Never | |
|---|---|---|---|
| % of Responses | 78.1% | 17.1% | 4.8% |
How much impact do you think the comments you and your classmates make on class evaluation forms have on how professors teach?
The majority (60%) of graduating seniors thought their class evaluations will have Some or A Lot of impact on how professors teach.
A significant share of respondents (40%) felt the amount of influence will be Little or None.
| A Lot | Some | Little or None | |
|---|---|---|---|
| % of Responses | 12.3% | 48.0% | 39.7% |
Quote:
“Some very committed teachers made the learning experience very helpful and worthwhile.”
Source: Tropical Agriculture & Human Resources Major
The quality of campus life at Manoa is...
When comparing expectations with their actual experiences regarding the quality of campus life, over three-fourths (78%) felt it was About What They Expected or Better.
Since 1993, there has been a steady decrease in the percentage of respondents who felt that their actual experience of campus life was Better Than Expected.
Compared to 1999, there was a significant increase in those that felt the quality of campus life was Worse Than Expected (+7.3%) and a similar decrease in those that felt it was About What They Expected or Better (-7.3%).
Given recent investments in capital improvement projects, repairs and maintenance, and other quality of life programs/activities, improved ratings are expected when graduating seniors are surveyed again in 2005.
| 2002 | 1999 | 1996 | 1993 | |
|---|---|---|---|---|
| Better Than Expected | 10.5% | 13.4% | 15.5% | 18.9% |
| About What Expected | 67.5% | 71.9% | 66.1% | 68.8% |
| Worse Than Expected | 22.0% | 14.7% | 18.4% | 12.2% |
Where do you presently live?
Half (50%) lived at home.
Compared to 1999, there was a significant decrease in the proportion of students living at home (-10.4%) and a large increase in the number residing in off-campus housing (+8.2%).
The proportion of students residing in off-campus housing has increased. This trend started in the late 1980s.
| 2002 | 1999 | 1996 | 1993 | |
|---|---|---|---|---|
| Home | 50.4% | 60.8% | 51.5% | 52.0% |
| On-Campus Housing | 8.3% | 7.2% | 10.9% | 15.2% |
| Off-Campus Housing | 34.8% | 26.6% | 32.8% | 27.4% |
| Other | 6.5% | 5.5% | 4.7% | 5.4% |
Over the last two years, what was the average number of hours you spent on campus each week outside of classes?
The largest proportion of respondents (49%) spent an average of 10 hours or less per week on campus outside the classroom.
Similar proportions were reported by graduating seniors in 1999.
| 2002 | 1999 | 1996 | 1993 | |
|---|---|---|---|---|
| 1 to 10 | 49.2% | 49.1% | 44.0% | 46.1% |
| 11 to 20 | 27.3% | 25.1% | 22.3% | 26.5% |
| 21 to 30 | 11.5% | 14.0% | 17.1% | 11.5% |
| 31+ | 12.1% | 11.8% | 16.5% | 15.9% |
Quote:
“Not much of an active campus life.”
Source: Nursing Major
Quote:
“Campus deserted after 3pm and on weekends.”
Source: Language, Linguistics, & Literature Major
How would you rate the quality of information about student services and activities?
Most graduating seniors rated the quality of information about student services and activities as either Fair (41%) or Good (42%).
| 2002 | 1999 | 1996 | 1993 | |
|---|---|---|---|---|
| Excellent | 4.8% | 6.0% | 4.1% | 5.4% |
| Good | 42.0% | 44.6% | 42.1% | 42.0% |
| Fair | 40.9% | 38.8% | 43.1% | 42.0% |
| Poor | 12.3% | 10.5% | 10.7% | 10.5% |
Quote:
“Increase awareness of student services available. Enrich the college atmosphere on campus by increasing the amount and variety of student activities.”
Source: Natural Sciences Major
How would you rate each of the following services, functions, and activities?
More than four out of five graduating seniors at Manoa Used and were Satisfied with the Bookstore (86%), registration procedures (86%), the Library (83%), and the Cashier’s Office (81%).
Food services (37%), on-campus housing (20%), and academic advising (19%) had the highest percentage of Dissatisfied users.
Compared with 1999, there was a noticeable increase in the percentage of respondents expressing use and satisfaction with financial aid (+8%), campus security (+8%), and recreation/athletic programs (+6%). Conversely, there was a noticeable decrease in those expressing satisfaction with career placement services (-6%).
About two-thirds Knew about but Never Used—or never had the opportunity to use—tutoring services (66%) and campus security (64%).
About one-fourth did Not Know About career placement (27%) and tutoring (23%) services available at Manoa. Survey results may serve as a barometer to gauge student awareness and perceptions about campus programs, services, and activities.
| Used/Satisfied | Used/Dissatisfied | Knew/Never Used | Not Know About | |
|---|---|---|---|---|
| Bookstore | 86% | 13% | 1% | 0% |
| Registration Procedures | 86% | 12% | 1% | 1% |
| Library | 83% | 13% | 3% | 0% |
| Cashier’s Office | 81% | 14% | 4% | 1% |
| Admissions Procedures | 78% | 14% | 5% | 3% |
| Academic Advising | 64% | 19% | 15% | 2% |
| Student Employment | 47% | 7% | 38% | 7% |
| Student Health Services | 45% | 4% | 47% | 4% |
| Food Services | 43% | 37% | 18% | 3% |
| Financial Aid | 41% | 13% | 43% | 3% |
| Organizations/Clubs | 38% | 4% | 48% | 10% |
| Career Planning | 35% | 11% | 45% | 9% |
| Recreation/Athletic Programs | 31% | 5% | 53% | 10% |
| Social/Cultural/Artistic Programs | 24% | 3% | 53% | 20% |
| On-Campus Housing | 19% | 20% | 56% | 5% |
| Campus Security | 19% | 10% | 64% | 7% |
| Career Placement Services | 10% | 4% | 58% | 27% |
| Tutoring Services | 8% | 3% | 66% | 23% |
Quote:
“Overall, I feel the programs and services U H offers are excellent.”
Source: Other Arts & Sciences/Liberal studies Major
Quote:
“Improve student housing to be more conducive to a healthy learning environment.”
Source: Social Sciences Major
What is your gender?
Although females were somewhat overrepresented, respondents were generally representative of spring 2002 seniors in terms of age, ethnicity, and field of study. Survey results can be taken as an approximate reflection of the graduating class as a whole.
Gender results reflect enrollment trends at U H and nationally where women continue to represent a larger share of the total enrollment.
| 2002 Respondents | Spring 2002 Seniors | |
|---|---|---|
| Males | 37.5% | 44.5% |
| Females | 62.5% | 55.5% |
What is your current age?
Those 20 to 21 years old were underrepresented and those 22 to 24 were overrepresented, but respondents were generally representative of spring 2002 seniors in terms of age.
The majority of the respondents were 22 to 24 years old.
| 2002 Respondents | Spring 2002 Seniors | |
|---|---|---|
| Under 18 | 0.0% | 0.0% |
| 18 to 19 | 0.0% | 0.1% |
| 20 to 21 | 9.4% | 18.8% |
| 22 to 24 | 55.2% | 45.7% |
| 25 to 29 | 19.6% | 20.4% |
| 30 to 34 | 7.1% | 6.7% |
| 35 to 59 | 8.5% | 8.0% |
| 60 and over | 0.2% | 0.3% |
What is your ethnic background?
Although Chinese were slightly overrepresented (+2.8%), the respondents were generally representative of the entire senior class in terms of ethnic background.
| 2002 Respondents | Spring 2002 Seniors | |
|---|---|---|
| Japanese | 25.9% | 27.7% |
| Chinese | 12.7% | 9.9% |
| Caucasian/Portuguese | 14.1% | 15.6% |
| Mixed | 15.8% | 16.4% |
| Hawaiian/Part Hawaiian | 10.3% | 12.1% |
| Filipino | 12.4% | 10.9% |
| Other | 8.6% | 7.4% |
What type of high school did you attend?
Over three-fourths of spring 2002 graduating seniors attended public (55%) or private (22%) high schools in Hawaii, a 3.5 percent decrease from 1999 (mostly in the public sector).
Of interest is the increase (+5.3%) in the percentage of graduating seniors who attended public high schools on the mainland.
| 2002 | 1999 | 1996 | 1993 | |
|---|---|---|---|---|
| Hawaii Public | 55.1% | 58.0% | 52.7% | 57.1% |
| Hawaii Private | 22.0% | 22.6% | 20.9% | 20.0% |
| Mainland Public | 13.8% | 8.5% | 11.4% | 10.4% |
| Mainland Private | 1.7% | 0.5% | 1.9% | 1.9% |
| Other | 7.3% | 10.4% | 13.2% | 10.6% |
When did you first begin your college studies?
Eighty percent of the baccalaureate students reported taking five or more years to complete their degree.
The most frequently reported time-to-degree was five years (37%).
Divergent responses were received in 1999; more than 72 percent reported taking five or less—rather than five or more—years to complete their baccalaureate programs. The accelerated time-to-degree reported in 1999—especially the proportion taking four or less years—was influenced by periods of substantial tuition increases. The 1999 senior class experienced a 50 percent increase in 1996 to 97 and another 23 percent increase in 1997 to 98. In 1999, a significantly high proportion (46%) of the graduating seniors felt that the cost of tuition was too high.
| 2002 | 1999 | 1996 | 1993 | |
|---|---|---|---|---|
| Four or less | 20.3% | 38.7% | 22.5% | 22.4% |
| Five | 36.9% | 33.5% | 32.2% | 38.7% |
| Six | 15.3% | 12.7% | 20.3% | 17.7% |
| Seven | 10.7% | 7.2% | 8.1% | 9.5% |
| Eight | 4.3% | 3.5% | 5.8% | 3.0% |
| More than Eight | 12.5% | 4.5% | 11.2% | 8.7% |
If you entered U H Manoa as a participant in a special program, fill in all choices that apply.
Fourteen percent of the respondents indicated they entered U H Manoa as participants in special programs.
The College Opportunities Program assisted 4.2 percent of the respondents—these students proved able and qualified for college but their low S A T scores, limited college preparation, and/or economic difficulties might have prevented them from attending Manoa.
Selected Studies, National Student Exchange, Study Abroad, and Honors were other special programs mentioned by respondents.
| 2002 | 1999 | 1996 | 1993 | |
|---|---|---|---|---|
| College Opportunites Program | 4.2% | 2.7% | 2.5% | 2.4% |
| Other | 4.0% | 6.9% | 3.1% | 4.7% |
| Regents’ Scholar | 2.7% | 1.5% | 1.6% | 1.4% |
| KOKUA | 1.9% | 1.2% | 2.9% | 0.2% |
| Presidential Scholar | 1.0% | 1.0% | 1.4% | 0.5% |
| Upward Bound | 0.6% | 0.0% | 0.4% | 0.2% |
If you took longer than 4 years to graduate, what were the three most important reasons?
Change of Major, Availability of Courses, and Work continue to be cited as the three most important reasons for taking more than four years to complete an undergraduate program.
Graduating seniors felt Change of Major was the single most important reason for taking more than four years to graduate.
| 2002 | 1999 | 1996 | |
|---|---|---|---|
| Changed Major | 16.1% | 14.5% | 13.3% |
| Availability of Courses | 15.1% | 20.4% | 15.5% |
| Work | 15.0% | 15.2% | 17.6% |
| Other | 10.0% | 7.7% | 7.5% |
| Inadequate Academic Advising | 9.4% | 9.3% | 10.9% |
| Family/Personal Commitments | 9.1% | 7.6% | 7.2% |
| Cost of Attendance | 7.5% | 8.1% | 7.5% |
| Electives and/or Extracurricular Activities | 7.5% | 7.6% | 9.2% |
| Transfer Credits Not Accepted | 5.3% | 5.2% | 6.4% |
| Academic Performance | 5.0% | 4.5% | 4.8% |
What is your field of study?
In terms of field of study, Education and Business Administration students were slightly overrepresented and Social Sciences and Natural Sciences were slightly underrepresented among survey respondents.
| 2002 Respondents | Spring 2002 Seniors | |
|---|---|---|
| Business Administration | 16.3% | 12.9% |
| Social Sciences | 13.6% | 16.5% |
| Education | 12.7% | 9.0% |
| Arts & Humanities | 11.0% | 10.2% |
| Natural Sciences | 9.1% | 12.4% |
| Tropical Agriculture & Human Resources | 6.8% | 5.2% |
| Languages, Linguistics, & Literature | 5.9% | 5.8% |
| Engineering | 4.2% | 5.2% |
| Nursing | 3.8% | 5.1% |
| Architecture | 3.6% | 2.0% |
| Travel Industry Management | 2.8% | 3.3% |
| Social Work | 2.5% | 0.8% |
| Other Arts & Sciences/Liberal Studies | 2.3% | 2.7% |
| Medicine | 2.1% | 1.0% |
| Hawaiian, Asian, & Pacific Studies | 1.7% | 1.3% |
| General Arts & Sciences/Pre-Professional | 0.9% | 5.7% |
| Ocean & Earth Science Technology | 0.6% | 0.9% |
What is your cumulative U H Manoa GPA?
The largest proportion (39%) reported completing their undergraduate study with a cumulative grade-point average (GPA) of 3.5 to 4.0.
Compared to 1999, the percentage of graduating seniors reporting cumulative GPAs of 3.0 or higher remains stable, but there is a noticeable increase in those reporting 3.5 or higher (+6.4%). The trend since 1993 shows a substantial increase (+13.5%) in respondents reporting cummulative GPAs of 3.5 or better. The issue of grade inflation may deserve attention.
Education majors had the highest proportion of majors who completed their undergraduate program with a cumulative GPA of 3.0 or higher (97%). About two-thirds (65%) had a cumulative GPA of 3.5 to 4.0.
| 2002 | 1999 | 1996 | 1993 | |
|---|---|---|---|---|
| 3.5 to 4.0 | 38.8% | 32.4% | 32.5% | 25.3% |
| 3.0 to 3.4 | 36.1% | 41.4% | 34.6% | 43.9% |
| 2.5 to 2.9 | 21.2% | 22.8% | 28.0% | 25.9% |
| 2.0 to 2.4 | 4.0% | 3.4% | 5.0% | 4.9% |
Did you work while attending Manoa?
The vast majority (89%) of respondents indicated that they worked while attending Manoa.
A similar proportion was reported by graduating seniors in 1996 and 1999.
| 2002 | 1999 | 1996 | 1993 | |
|---|---|---|---|---|
| Worked | 88.5% | 89.7% | 89.0% | 93.0% |
| Did Not Work | 11.5% | 10.3% | 11.0% | 7.0% |
If you worked while attending Manoa, what kind of job did you have?
Of those employed, 62 percent reported being employed off-campus.
Compared with 1999, there was a significant increase in the percentage of respondents who reported working on-campus (+6.3%).
| 2002 | 1999 | 1996 | 1993 | |
|---|---|---|---|---|
| Off-Campus | 61.5% | 67.8% | 63.8% | 66.2% |
| On-Campus | 38.5% | 32.2% | 36.2% | 33.8% |
If you worked while attending Manoa, what was the average hours worked per week during the last two years?
The largest proportion (35%) worked an average of 16 to 20 hours per week during their last two years of undergraduate study at Manoa.
As in 1999, 89 percent of those employed worked less than 36 hours per week.
| 2002 | 1999 | 1996 | 1993 | |
|---|---|---|---|---|
| 0 to 10 | 11.8% | 12.8% | 8.7% | 10.2% |
| 11 to 15 | 23.0% | 22.1% | 22.1% | 21.4% |
| 16 to 20 | 35.1% | 31.4% | 34.8% | 33.3% |
| 21 to 35 | 19.4% | 22.4% | 25.4% | 23.8% |
| 36+ | 10.7% | 11.2% | 8.9% | 11.2% |
Quote:
“Working on-campus really helped a lot. It’s a great way to make money while attending college. Off-campus jobs are more strict about giving time off to study.”
Source: Medicine Major
Seventy-eight percent or 375 of the survey respondents provided comments about their undergraduate experience at U H Manoa. Individual responses are not necessarily representative of spring 2002 baccalaureate degree candidates (1,091).
What campus factors/conditions/programs/ etc., do you think contributed most to your educational gains while at Manoa?
Of those providing comments, Instructors/Faculty, Departments/Programs, Facilities/Equipment (library, computer labs, etc.) and Counselors/Advisors were most frequently mentioned as factors contributing most to their educational gains.
Student service factors, such as Extracurricular Activities, Campus Employment, and On-Campus Housing, were also mentioned as rewarding aspects of the undergraduate experience at Manoa.
Similar factors and results were reported by graduating seniors in 1999.
| % of Responses | |
|---|---|
| Instructors/Faculty | 22.1% |
| Departments/Programs | 12.4% |
| Facilities/Equipment (library, computer labs, etc.) | 11.8% |
| Counselors/Advisors | 9.8% |
| Classes/Curriculum | 8.4% |
| Specific Coursework (writing intensive courses, major, etc.) | 7.5% |
| Student Services | 7.3% |
| Other | 6.8% |
| Clubs/Extracurricular Activities | 6.4% |
| Campus Employment/Internships | 4.3% |
| On-Campus Housing | 3.2% |
Quote:
“The classes that I really enjoyed here at U H Manoa were the ones that required close student-professor relationships...”
Source: Other Arts & Sciences/Liberal Studies Major
Quote:
“Overall, I think the professors and the knowledge and experience each brought contributed most to my educational gains.”
Source: Architecture Major
What was the most disappointing thing about your experience at Manoa?
Of those providing comments, most expressed dissatisfaction with Instructors/Faculty, Facilities/Equipment, Campus Life, and Student Services (including lack of information).
When considering the most rewarding and disappointing aspects of the U H Manoa experience, the student-teacher relationship continues to emerge as a critical factor affecting the quality of the undergraduate experience.
| % of Responses | |
|---|---|
| Instructors/Faculty | 15.2% |
| Facilities/Equipment | 11.7% |
| Campus Life | 10.7% |
| Student Services | 10.1% |
| Other | 7.8% |
| Counselors/Advisors | 6.3% |
| Availabilty of Courses | 5.6% |
| Courses/Curriculum | 5.4% |
| Core Requirements | 5.1% |
| Specific Coursework | 4.8% |
| Parking | 4.6% |
| Departments/Programs | 3.7% |
| Admin Policies/Procedures | 3.5% |
| Affordability | 3.3% |
| Clubs/Extracurricular Activities | 2.2% |
What changes in undergraduate education would you recommend at Manoa?
Of those that responded, the most common recommendation was to Review and Change Core Requirements, especially foreign language and the amount of requirements.
Improve Campus Services/Programs, Improve the Quality of Instructors/Faculty, and Better Guidance/Advisors were other frequently mentioned changes recommended by graduating seniors.
| % of Responses | |
|---|---|
| Review & Change Core Requirements | 27.1% |
| Improve Campus Services/Programs | 14.2% |
| Improve Quality of Instructors/Faculty | 12.6% |
| Better Guidance/Advisors | 9.4% |
| Increase Availability of Courses/Sections | 8.4% |
| Improve Academic Standards/Courses | 7.0% |
| Improve Facilities | 6.8% |
| Other | 6.8% |
| Improve Campus Life | 6.3% |
| Improve Parking | 1.4% |
Copy of the Spring 2002 University of Hawaii at Manoa Survey of Graduating Seniors.
Hardcopy available by request from the Office of Planning and Policy.
ovppp@hawaii.edu
Copy of the University of Hawaii at Manoa Major Fields of Study (Graduate and Undergraduate).
Hardcopy available by request from the Office of Planning and Policy.
ovppp@hawaii.edu
Detailed tables of survey data available by request from the Office of Planning and Policy.
ovppp@hawaii.edu
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