2016 Academic Experience Survey Report - UBC AMS€¦ · 2016 Academic Experience Survey Report ....

2016 Academic Experience Survey

Report

VP Academic & University Affairs Office

2016/2017

Prepared by:

Samantha So

VP Academic & University Affairs

Kevin Doering

AVP Academic & University Affairs

Adassist

Typewritten Text

SCD

Adassist

Typewritten Text

065-17

Contents Introduction .................................................................................................................................................. 3

Updates on Previous Recommendations ...................................................................................................... 4

Respondent Profile ..................................................................................................................................... 46

Alma Mater Society ..................................................................................................................................... 57

Overall Satisfaction with UBC ..................................................................................................................... 58

Campus Community .................................................................................................................................... 59

Health and Wellbeing ............................................................................................................................... 510

Tuition and Textbooks .............................................................................................................................. 511

International Students .............................................................................................................................. 512

Open-Ended Feedback .............................................................................................................................. 513

Notes for Future Survey ............................................................................................................................ 513

Compiled Recommendations .................................................................................................................... 515

Tables 1-5 .............................................................................................................................................. 517

Tables 6-11 ............................................................................................................................................ 526

Insights West Report: Introduction........................................................................................................... 535

Insights West Report: Key Insights............................................................................................................ 539

Insights West Report: Detailed Findings ................................................................................................... 546

Respondent Profile ............................................................................................................................... 547

Alma Mater Society ............................................................................................................................... 553

Overall Satisfaction with UBC ............................................................................................................... 560

Campus Community .............................................................................................................................. 663

Health and Wellbeing ........................................................................................................................... 671

Tuition and Textbooks .......................................................................................................................... 675

Academic Integrity ................................................................................................................................ 682

International Students .......................................................................................................................... 685

Engineering Undergraduate Society ..................................................................................................... 688

Science Undergraduate Society ............................................................................................................ 692

Land and Food Systems Undergraduate Society .................................................................................. 695

Office of the AMS VP Academic and University Affairs

2016 Academic Experience Survey Report

Introduction The AMS Academic Experience survey is run every spring out of the office of the AMS VP Academic and

University Affairs, the executive responsible for liaising between the student body and the university

administration on all issues affecting students. Now in its fourth year, the survey continues to be a valuable tool

through which the AMS can learn about the experiences and opinions of the students they represent. This

allows for continuous improvements to the AMS’s advocacy to the university and the services it offers. Any

questions about this report can be directed to the AMS VP Academic and University Affairs, Samantha So, at

[email protected]. Raw data and breakdown of results not already presented in this report are available

by request.

The first part of this report is comprised of updates from the previous year’s recommendations, background

information and recommendations arising from the results of the survey, as well as additional data tables on

particular topics. The AMS VP Academic Office wrote these recommendations based off the results provided by

Insights West. The remainder of the report was written by Insights West and presents the results of the survey

itself, as well as key insights and survey methodology.

The AMS would like to thank everyone who participated in this year’s survey: Jenna Omassi, the previous VP

Academic & University Affairs, Daniel Munro, the Associate VP Academic & University Affairs, along with AMS

Education Committee, AMS University and External Relations Committee, Constituency VP Academic Caucus,

and Student Senate Caucus for their feedback in the development of this year’s questions set. Most importantly,

thank you to the students at UBC who took the time to engage and participate in the survey.



Update on previous recommendations

Program Design and Structure

Based on data about accessing Counselling Services, on results from this survey, and on research into models from peer institutions, the AMS< Senate Ad Hoc Committee on Mental Health and Wellbeing, and/or Senate Academic Policy Committee discuss what models of a fall reading break would be most feasible.

In Progress A Senate Scheduling Review is currently underway, and the VP Academic Office, along with Student Senate Caucus, are in discussions with the committee in regards to various aspects of the Academic Calendar and the scheduling process. Results from the Review will be taken to Senate in November 2016, and implementation for parts of the review will begin in February 2017.

The AMS to work with faculties to review whether degree requirements are one cause contributing to the infeasibility of 4 year completion, as well as working through messaging to students about degree length.

Ongoing A Course Scheduling Review is in its early stages this year under the Registrar, and conflicts among courses that are degree requirements have been identified as one contributing barrier to 4-year completion. However, messaging regarding 4-year degrees and the annual scheduling of a course schedule will require renewed efforts each year.

The AMS VP Academic & University Affairs to support the work of the Senate Ad Hoc Committee on Flexible Learning to promote the Enhanced Learning Record Project, to ensure students receive more official recognition for learning that takes place during the extracurricular experiences that extend their degrees.

Partially Complete

The Senate Ad Hoc Committee on Flexible Learning presented to Senate in April 2016 regarding the Enhanced Learning Record. They received largely positive feedback and have taken the proposal back to Committee before they return again with a finalized version.

Degree Planning and Registration

The AMS work with Enrolment Services to create recommendations for how summer terms can be better utilized to help students avoid barriers to completing their degrees.

Unclear

Academics

The AMS VP Academic and University Affairs support the Senate Teaching and Learning Committee sub- committee on assessment, with the goal of presenting an initial progress report on this issue to Senate by the end of the 2015/2016 academic year.

Unclear

Campus and Community

The AMS VP Academic and University Affairs present findings on orientations to the Orientation Steering Committee, and work with UBC Orientations and

Partially Complete

While the results of the survey have been presented to UBC Orientations Steering Committee, the 2016 Academic Experience Survey also shows that students still feel the



Undergraduate Societies to ensure that expectations of students are included into orientations programming, as well as determine steps to include preparations for academics in UBC Orientations.

same improvements could be made, indicating that implementation was likely ineffective or ignored. This is addressed in recommendations from this year.

UBC continue to prioritize safety on campus by working closely with the AMS and its services, including Safewalk and the Sexual Assault Support Centre, to implement the campus safety report. This work should continue to focus on delivery of services as well as creating policies to support safety and wellbeing (ex: sexual assault policy).

Ongoing Campus safety has and always will be an ongoing issue, with plenty of opportunity for improvement.

The Campus Safety Working Group and Campus Safety Steering Committee have renewed infrastructure with renovations to BluePhones, addition of lighting, and a review of where late-night classes are scheduled.

UBC also produced the first draft of its Sexual Assault Policy, and the Province of BC passed legislation mandating that each post-secondary institution have a stand-alone sexual misconduct policy. The AMS VP External, VP Academic, and SASC are coordinating a campaign to inform and engage students with UBC’s policy, and the Board of Governors will review the Policy in November.

The AMS

With low support for the AMS effectively representing important student issues, the AMS move to implement effective mechanisms to engage the broader student population in large university decisions, including those surrounding tuition, housing, program requirements, and campus planning.

Ongoing The survey results from this year indicate that there is still a low proportion of students who are informed about the AMS, and who are satisfied with how it represents student interests. As such, the VP Academic Office will coordinate with the AMS President, AMS Communications, to find new ways to inform and engage students outside of our traditional means.

AMS Services work to ensure that appropriate services are targeted at and fit the needs of older students, with recognition of the demographics using all services. Actions include moving beyond residence booths to communicate about services, and working with the Graduate Student Society to ensure their students’ needs

are met.

Unclear As there are no metrics in the survey to track graduate students, there is little evidence to support or contradict the notion that this has or has not been accomplished. However, the results from this year do present evidence that suggests that our AMS Services will need to continually target new audiences and reframe its existing services to continue to serve students.



Respondent Profile The respondent profile for the 2016 Academic Experience Survey has not changed significantly from previous

years. Most significantly was the decline in respondents from 2855 respondents in 2015 to 1564 respondents in

2016. There has been a significant decrease in students who identified as White, Black, and Latin American, an

increase in students who identify as Chinese. There was an increase in the number of students who identified as

heterosexual, with a corresponding decrease to the proportion of students who selected ‘prefer not to answer’.

There was also a significant decrease in participation from students in the Faculty of Arts. Finally, there was a

significant decrease in participation from International students, and no respondents from Vantage College. The

importance of a representative diversity of students in the survey cannot be understated, and as such a

comparison between the proportion of respondents in the survey to the actual University population as

reported by the Planning and Institutional Research office can be found below. This should be used as a tool to

recognize which populations have been over and under-represented in the survey when considering results.

Faculty Survey Actual (PAIR) Variance Variance as percentage of actual

Arts 26% 28% 2% 7%

Science 23% 17% -6% 35%

Commerce 12% 11% -1% 9%

Land & Food Systems 4% 3% -1% 33%

Medicine 5% 8% 3% 38%

Engineering 16% 12% -4% 33%

Pharmaceutical Science 4% 2% -2% 100%

Forestry 3% 2% -1% 50%

Education 5% 8% 3% 38%

Dentistry 2% 1% -1% 100%

Law 1% 1% 0% 0%

Other 1% 5% 4% 80%

Gender Survey Actual (PAIR) Variance Variance as percentage of actual

Male 46% 46% 0% 0%

Female 54% 54% 0% 0%



Year-Level Survey Actual (PAIR) Variance Variance as percentage of actual

1st 22% 24% 2% 8%

2nd 19% 23% 4% 17%

3rd 25% 27% 2% 7%

4th+ 28% 26% -2% 8%

Enrolment Survey Actual (PAIR) Variance Variance as percentage of actual

Domestic 90% 77% -13% 17%

International 22% 23% 1% 4%

Alma Mater Society Students are more likely to agree than disagree that the AMS does a good job of representing their financial

interests to the University. This has significantly increased in the past two years, both of which saw tuition

increases, possibly indicating that students are more aware of the AMS’ efforts when these issues are at the

forefront of the university.

Trust for AMS to spend money wisely has also increased. However, despite an increase, this number remains

low at one in three students agreeing. This will continue to impact the AMS’ ability to pass possible fee

referendums if not addressed. It should also be noted that there is an inherent bias in the results regarding the

AMS, as students who have an affiliation or association with the AMS are more likely to respond than those who

are not, and thus these numbers are likely upwardly biased.

When asked how the AMS could better represent students, several themes emerged. Students reported that the

AMS could best represent them by improving communication, being more involved with students, being better

and more transparent with spending, as well as lowering tuition.

The Cross-tabulation in Table 1 reveals that students who are aware of what the AMS does are more likely to

agree that the AMS does a good job representing their financial interests to UBC and are more likely to agree

that they trust the AMS to spend their money wisely. This perhaps provides the strongest argument for ensuring

students are informed about the AMS does. The notion that the AMS should improve communications with

students is not a new one, and engaging students through the communication plan has been mentioned several

times in prior years. Despite this, however, the AMS has not seen a major increase in the degree to which

students are informed, suggesting that a new strategy may be needed.



Recommendation 1: The AMS strive to improve communication with students, including exploring new

avenues outside of its current communication plan

Recommendation 2: The AMS continue to work to lower tuition, student fees, ancillary university costs,

and the costs of living for its constituents.

AMS Service usage decreased significantly for every service, while awareness for these same services improved

significantly, with the exception of Volunteer Avenue, whose awareness decreased with its usage. However,

AMS Services internal statistics nevertheless track an increase in nearly all services. One possible explanation is

that a fewer number of students are accessing the same services, but more frequently. It is also notable that the

increase in awareness did not have a proportional increase in usage, and thus advertising alone may not

increase the number of students accessing our Services.

A breakdown of service usage by age, gender, and year (Table 2) indicates that first and second year students

access AMS Tutoring services significantly more, while mature students access AMS Advocacy to a greater

degree. A cross-tabulation (Table 3) of Services usage with other Services reveals that a student who accesses a

single service is significantly more likely to access every other service.

Recommendation 3: The AMS investigate the cause of the reported decrease in service usage.

Recommendation 4: The AMS begin a services review on the need and merit for each service currently

offered.

Overall Satisfaction with UBC Despite consecutive increases to tuition and housing, student agreement that they receive good value for their

education increased in 2015 and 2016. This is true among both domestic and international students and can be

seen in Table 4.

When asked to weight the value of factors that determine a university’s excellence, students indicated Teaching

& Learning Practices and Student Experience as the strongest factors. On average students attributed 12% of

excellence to research. The breakdown by Faculty in Table 5 reveals that while Science and Medicine place

greater emphasis on research that some (but not all) Faculties, overall there is a relative consensus amongst the

entire student population about the value of research. Despite this consensus, however, there is great

discrepancy in the amount of research occurring across faculties, and students in prior surveys have indicated

that they still seek outlets to engage in the research process.



A breakdown of student satisfaction with their university experience (Table 6) by age, gender, Faculty, and

ethnicity presents a detailed picture of which populations as UBC experience the greatest satisfaction. Caucasian

students were significantly more likely to strongly agree that they are satisfied with their university experience,

and had a higher Net agreement. Students under 20 and male students also had a higher Net agreement than

their respective counterparts.

Recommendation 5: The AMS advocate for an allocation of the Excellence Fund for the 2017-2018 year

that reflects students’ priorities.

Recommendation 6: The AMS VP Academic work to expand the number of research opportunities

available to students.

Campus Community

Belonging

56% of students reported feeling safe on campus at night, and 56% of students also reported feeling a sense of

belonging on campus. However, only 15% of students agreed that they feel connected to the UBC Thunderbirds.

The high level of disagreement (60%) is a serious concern that should be addressed when considering

engagement strategy that emphasizes Thunderbird Athletics.

In each of these questions, there were significant differences amongst demographics. Half as many women feel

safe on campus. Caucasian students were the most likely to agree that they feel safe, while Chinese students

had the lowest agreement. This indicates a strong inequality on campus, considering that female students

comprise 54% of campus population.

Recommendation 7: The AMS work to improve the safety of students on campus, through BluePhones,

SafeWalk, and other projects.

Caucasian students had significantly greater agreement that the feel a sense of belonging on campus, as did

students under 20. There was no difference between males and females. Caucasian students were also

significantly more likely to agree that they feel connected to the Thunderbirds, and men were more likely than

woman. A cross-tabulation shows that students who feel a sense of belonging on campus and students who feel

connected to the UBC Thunderbirds are more likely to be satisfied with their University experience. However,

there is no implication of causation.



Recommendation 8: The AMS consult with Athletics and Recreation and VP Students office regarding

the apparent ethnic, gender, and age bias present in the current Thunderbird engagement strategy,

as well as explore new potential engagement strategies.

Orientations

In previous surveys, students expressed a desire for Orientations programming to prepare them more for

academics at UBC. The most recent survey shows that this has not changed. When asked what could be done to

improve Orientations, students most frequently suggested a greater emphasis on academic expectations, a

greater academic focus, and hearing about experiences from other students.

Recommendation 9: The AMS coordinate with the Orientations Steering Committee and Centre for

Student Involvement and Careers to implement these changes into Orientation programming at

Jumpstart, Imagine Day, and Move-In Day.

Discrimination

Majority of students have experienced discrimination on campus. Women are twice as likely to experience

discrimination as men, while LGBTQP students were three times as likely to experience discrimination as

heterosexual students. Caucasian students experience significantly less discrimination than every other

ethnicity.

Most strikingly, 22% of students have experience discrimination from their professor, and 56% of students

having experienced discrimination from other students. Once again, this was more common amongst female

students than male.

Health & Wellbeing Over the past year, the Senate Secretariat has begun a Scheduling Review, to re-evaluate all dates, deadlines,

and processes in place for Academic Scheduling. As any changes to the Academic Calendar must be offset by

other changes, the question is never whether students want a change but whether they prefer one trade-off to

another. Overall, more students prefer that there are no exams on Sundays. However, students are evenly

divided on whether current Withdrawal Deadlines accommodate their academics and wellbeing. In the future,

this survey could be used to get more detailed information about student’s preferences.

Recommendation 10: The AMS will engage in consultations with the Senate Scheduling Review to

ensure that these decisions are made to reflect students’ preferences.



36% students agree that they feel passed around by UBC services and 56% agree that it would be easier to

access these services if they were all located in one place.

Recommendation 11: The AMS will continue to advocate for the creation of the Life building in

advance of 5 years.

Recommendation 12: The AMS work to delineate health and wellbeing services across campus in

coordination to UBC, to avoid unnecessary referrals.

Tuition & Textbooks

Affordability

There has been a significant increase in students who rely on government student loans, as well as an increased

reliance upon personal savings. Seven in ten students rely on their family for financial support, while half rely on

employment. 40% of the student population relies on student loans, while nearly half rely upon bursaries,

scholarships, and other awards. A breakdown of student reliance can be found in Table 7.

Recommendation 13: The AMS work to inform students about the financial aid and reduce barriers

present through potential projects like financial literacy programs and awards database.

There has been a significant decrease in students who strongly agree that they can manage their finances.

Overall, 6 in 10 agree that they can. Students are close to evenly split, with greater proportion of students

disagreeing that they are experiencing financial hardship. Half of students do not know how to access

emergency funding and 17% of students agree that they may need to abandon their studies for financial

reasons.

Recommendation 14: The AMS work to promote awareness of emergency funding options for students,

particularly on Enrolment Services new financial aid for international students.

Textbooks

The past year has seen a dramatic increase in the attention and importance placed upon Open Educational

Resources in the University setting, both from the AMS and UBC Administration. On average, students spent



$620 on textbooks. Table 8 reveals that first-year and second-year students spent more money on textbooks

than upper year students.

Recommendation 15: The AMS continue to work to promote OER in coordination with Faculty

members, administration, and students

Recommendation 16: The AMS investigate new means of reducing the costs of textbooks in conjunction

with AMS Services and the UBC Bookstore.

Most strikingly, almost every student (94%) has purchased a textbook that they did not use, and half have done

this frequently or often. Overall, majority of students have used an outdated version of a textbook, obtained a

copy illegally, or gone without it because of relevance or cost. This is more prevalent among upper year students

than first or second years, as seen in Table 9.

However, a majority of students also feel that not buying a textbook will negative affect their academics. The

cross-tabulation in Table 9 also shows that students who experience financial hardship are more likely to go

without a textbook because of its cost, despite a small consensus that going without a textbook could impede

their academics. A breakdown (Table 10) of students by Faculty, age, and gender shows that students in the

Faculty of Arts were significantly more likely to agree than other faculties. A majority of students also disagree

that their entire course textbook is relevant, and more students disagree than agree that their professor

considers cost.

Recommendation 17: The AMS work to ensure that every student has equal access to relevant study

materials, and that no student is disadvantaged because of their financial situation.

International Students Overall, there was a reduction in respondents for International students overall (19% in 2015, 11% in 2016).

However, a majority of international students who are aware of International House would be more likely to use

it if it was located more centrally. A strong majority of students are aware of I-House, and three quarters of

those aware have accessed it.



Recommendation 18: Work to include International House services in the same location as other UBC

services.

Final Comments The VP Academic & University Affairs office, rather than Insights West, by categorizing the following feedback

using the raw data collected. Table 11 shows students’ responses to the question, “Do you have any other

comments or feedback about the AMS specifically”.

Note that some students’ responses fell under multiple categories. Individual responses that were not relevant

feedback (e.g. personal comments) were excluded from the tally, as they could not be grouped within a

category. However, feedback on one-off or individual issues was still collected, reviewed, and considered.

Recommendation 19: The AMS develop new strategies to inform students about its operations and

function.

Recommendation 20: The AMS provide more transparent and accessible information and messaging

on budgeting and student fees.

Recommendation 21: The AMS assess the feasibility of offering lower-priced food options

The write-in comments about the AMS are largely reflective of the comments provided about how the AMS can

better represent students, with students’ highest priorities still being as lower costs of education, better

spending, and more information about what the AMS does.

Notes for Future Survey This year’s Respondent Profile was largely reflective of the student body as a whole, according to available data.

However, there was a notable drop in participation from International students, and there were no responses

from Vantage College students. To ensure that the AMS is consulting and engaging with the wider student body,

the VP Academic & University Affairs office should work to ensure that all student populations are adequately

reflected in the survey. Finally, consideration should be made for whether graduate students should be eligible

to participate in the survey. On one hand, the Graduate Student Society already conducts their own survey, and

including graduate students could affect the historical trends of the survey. On the other hand, graduate

students are undoubtedly AMS Members, and data from graduate students can be parsed from undergraduate

students.



This year’s survey is the fifth year of the Academic Experience Survey. In 2012, the year of its inception,

recommendations were made regarding each question and whether it should or should not be asked on future

surveys. After reviewing previous surveys and consulting with Insights West, we feel that the Academic

Experience Survey and the VP Academic Office would benefit from a more consistent structure to the survey.

While there are questions that are asked each year with high consistency, the placement of these questions and

the decision to include all or some variations of these questions has been less so. Furthermore, it is important

for the AMS to track trends over years, and thus the reliability of responses is important too. Consequently, the

Academic Experience Survey would benefit from a 3 year plan that structures the survey so as to provide a

format for where recurring, biennial, and one-off questions can be asked, and to develop recurring questions

around existing AMS Policies.

Recommendation 22: AMS work to include a greater proportion of International students, particularly

students from Vantage College, in the survey.

Recommendation 23: AMS examine the consequences and effects of including or not including

graduate students in future surveys.

Recommendation 24: AMS develop a strategic 3-year plan for the Academic Experience Survey.



Compiled Recommendations

Recommendation 1: The AMS strive to improve communication with students, including exploring new avenues outside of its current communication plan.

Recommendation 2: The AMS continue to work to lower tuition, student fees, ancillary university costs, and the costs of living for its constituents.

Recommendation 3: The AMS investigate the cause of the reported decrease in service usage.

Recommendation 4: The AMS begin a services review on the need and merit for each service currently offered.

Recommendation 5: The AMS advocate for an allocation of the Excellence Fund for the 2017-2018 year that reflects students’ priorities.

Recommendation 6: The AMS VP Academic work to expand the number of research opportunities available to students.

Recommendation 7: The AMS work to improve the safety of students on campus, through BluePhones, SafeWalk, and other projects.

Recommendation 8: The AMS consult with Athletics and Recreation and VP Students office regarding the apparent ethnic, gender, and age bias present in the current Thunderbird engagement strategy, as well as explore new potential engagement strategies.

Recommendation 9: The AMS coordinate with the Orientations Steering Committee and Centre for Student Involvement and Careers to implement these changes into Orientation programming at Jumpstart, Imagine Day, and Move-In Day.

Recommendation 10: The AMS will engage in consultations with the Senate Scheduling Review to ensure that these decisions are made to reflect students’ preferences.

Recommendation 11: The AMS will continue to advocate for the creation of the Life building in advance of 5 years.

Recommendation 12: The AMS work to delineate health and wellbeing services across campus in coordination to UBC, to avoid unnecessary referrals.

Recommendation 13: The AMS work to inform students about the financial aid and reduce barriers present through potential projects like financial literacy programs and awards database.

Recommendation 14: AMS work to promote awareness of emergency funding options for students, particularly on Enrolment Services new financial aid for international students.

Recommendation 15: The AMS continue to work to promote OER in coordination with Faculty members, administration, and students.

Recommendation 16: The AMS investigate new means of reducing the costs of textbooks in conjunction with AMS Services and the UBC Bookstore.

Recommendation 17: The AMS work to ensure that every student has equal access to relevant study materials, and that no student is disadvantaged because of their financial situation.

Recommendation 18: Work to include International House services in the same location as other UBC services.

Recommendation 19: The AMS develop new strategies to inform students about its operations and function.

Recommendation 20: The AMS provide more transparent and accessible information and messaging on budgeting and student fees.



Recommendation 21: The AMS assess the feasibility of offering lower-priced food options

Recommendation 22: AMS work to include a greater proportion of International students, particularly students from Vantage College, in the survey.

Recommendation 23: AMS examine the consequences and effects of including or not including graduate students in future surveys.

Recommendation 24: AMS develop a strategic 3-year plan for the Academic Experience Survey.

Strongly agree

5.98%32.35%P, Q, R, S, T

6.03%S

4.34% 3.30% 1.93% 1.82% 0.00%

Somewhat agree

27.38%34.31%R, S, T

43.16%Q, R, S, T

24.49%S, T

21.15%S

12.56% 10.91% 0.00%

Neutral 32.65% 12.75%28.54%O, S

44.13%O, P, S

38.74%O, P, S

18.84%30.91%O

40.00%

Somewhat disagree

16.77% 9.80% 12.06%17.35%P

20.33%O, P, T

25.60%O, P, Q, T

7.27% 0.00%

Strongly disagree

10.15% 9.80% 7.66% 6.12% 7.97%28.50%O, P, Q, R, T

5.45% 0.00%

Don’t know 6.75% 0.98% 2.32% 3.32%8.52%O, P, Q

12.56%O, P, Q

43.64%O, P, Q, R, S

0.00%

Not applicable

0.32% 0.00% 0.23% 0.26% 0.00% 0.00% 0.00%60.00O, P, Q, R, S, T

Total 1556 102 431 392 364 207 55 5

I trust the AMS to spend my money wisely

I am well informed about what the AMS does and what services it offers

Table 1

Strongly agree100.00%*O

Somewhat agree100.00%P

Neutral100.00%Q

Somewhat disagree100.00%R

Strongly disagree100.00%S

Don’t know100.00%*T

Not applicable100.00%*U

Strongly agree

5.66%41.18%P, Q, R, S, T

6.03%Q, R, S

2.04% 2.75% 0.97% 0.00% 0.00%

Somewhat agree

27.06%28.43%R, S, T

50.58%O, Q, R, S, T

26.28%R, S, T

16.21%S

4.35% 5.45% 0.00%

Neutral 33.16% 10.78%23.90%O

51.28%O, P, R, S, T

37.09%O, P, S

24.15%O

27.27%O

20.00%

Somewhat disagree

13.95% 9.80% 10.67% 11.73%19.23%O, P, Q

19.32%O, P, Q

9.09% 0.00%

Strongly disagree

7.52% 6.86% 3.25% 3.83% 6.04%27.54%O, P, Q, R, T

3.64% 0.00%

Don’t know 12.02% 2.94% 5.10% 4.59%18.13%O, P, Q

23.67%O, P, Q

50.91%O, P, Q, R, S

20.00%

Not applicable

0.64% 0.00% 0.46% 0.26% 0.55% 0.00%3.64Q

60.00%O, P, Q, R, S, T

Total 1556 102 431 392 364 207 55 5

Total100.00%

I am well informed about what the AMS does and what services it offers

The AMS does a good job of representing students' financial interests to the administration and faculty

<20 20$to$<25 25$to$<30 30+1st$or2nd 3rd

4th$or5th

BASE:$All$respondents (E) (F) (G) (H) (C) (D) (E)

Weighted$Total 398 903 174 89 644 396 439

Unweighted$Total 424 928 150 62 687 386 477

73 89 4 3 86 37 46

18% 10% 2% 3% 13% 9% 10%

FGH G

37 28 5 2 49 11 12

9% 3% 3% 3% 8% 3% 3%

FG DE

18 26 5 2 22 14 15

4% 3% 3% 3% 3% 4% 3%

10 20 3 4 11 15 10

2% 2% 2% 5% 2% 4% 2%

5 14 3 12 9 5 9

1% 2% 2% 13% 1% 1% 2%

EFG

11 19 1 1 12 9 11

3% 2% 1% 1% 2% 2% 3%

9 17 1 1 9 14 6

2% 2% 1% 2% 1% 4% 1%

CE

11 13 2 L 14 7 5

3% 1% 1% 2% 2% 1%

Year$of$Study$(U1)

AMS$Paid$OneLonLOne$Tutoring

AMS$Volunteer$Avenue

AMS$Safewalk

AMS$Free$Group$Tutoring

AMS$Sexual$Assault$Support$Centre

AMS$Foodbank

AMS$Advocacy

AMS$Speakeasy

AMS5$L$(Summary:$Aware$&$Have$Used)$L$Which$of$the$following$AMS$Services$have$you$heard$of$before$today$and$used$in$the$past$12$months?

Age$(D2)

Table 2

AMS Paid One-on-One Tutoring

AMS Volunteer Avenue

AMS Speakeasy

AMS AdvocacyLegend

AMS Foodbank

AMS Safewalk

AMS Free Group Tutoring

Total UsedNot Used Used

Not Used Used

Not Used Used

Not Used Used

Not Used Used

Not Used Used

Not Used

Aware, and have used

2% 38% 1% 9% 1% 12% 1% 34% 1% 38% 1% 36% 1% 24% 1%

Aware, but haven’t

38% 21% 39% 38% 38% 38% 38% 31% 38% 31% 38% 42% 38% 31% 39%

Unaware 60% 41% 61% 53% 61% 50% 61% 34% 61% 31% 61% 21% 61% 45% 61%

Total 1556 39 1517 191 1365 76 1480 29 1527 29 1527 33 1523 55 1501


Not Used Used

Not Used Used

Not Used Used

Not Used Used

Not Used


3% 12% 1% 16% 2% 41% 2% 52% 2% 45% 2% 27% 2%


64% 63% 64% 58% 64% 38% 64% 31% 65% 36% 64% 56% 64%

Unaware 34% 26% 35% 26% 34% 21% 34% 17% 34% 18% 34% 16% 34%

Total 1556 191 1365 76 1480 29 1527 29 1527 33 1523 55 1501


Not Used Used

Not Used Used

Not Used Used

Not Used


12% 39% 11% 66% 11% 62% 11% 55% 11% 58% 11%


83% 61% 84% 24% 84% 31% 84% 39% 84% 38% 85%

Unaware 5% 0% 5% 10% 5% 7% 5% 6% 5% 4% 5%

Total 1556 76 1480 29 1527 29 1527 33 1523 55 1501

AMS Advocacy

AMS Foodbank

AMS Safewalk

Table 3


Not Used Used

Not Used Used

Not Used


5% 41% 4% 34% 4% 45% 4% 27% 4%


45% 34% 45% 34% 45% 27% 46% 27% 46%

Unaware 50% 24% 50% 31% 50% 27% 50% 45% 50%

Total 1556 29 1527 29 1527 33 1523 55 1501


Not Used Used

Not Used


2% 41% 1% 36% 1% 22% 1%


45% 34% 45% 45% 45% 45% 45%

Unaware 53% 24% 54% 18% 54% 33% 54%

Total 1556 29 1527 33 1523 55 1501


Not Used


2% 36% 1% 22% 1%


32% 27% 33% 22% 33%

Unaware 66% 36% 66% 56% 66%

Total 1556 33 1523 55 1501

AMS Paid One-on-One Tutoring

AMS Volunteer Avenue

AMS Free Group Tutoring

Total UsedNot Used


2% 24% 1%


69% 55% 69%

Unaware 29% 22% 29%

Total 1556 55 1501

AMS Speakeasy

MaleFemale <20

20*to*<25

25*to*<30 30+ White

Chinese

OtherAsian

SouthAsian Other Arts

Commerce

Engineering

Kinesiology

Land*and*FoodSyste

Medicine

PharmaceuticalScien

Science

BASE:*All*respondents (C) (D) (E) (F) (G) (H) (M) (N) (O) (P) (Q) (F) (G) (H) (I) (J) (K) (L) (M)Weighted*Total 714 850 398 903 174 89 581 600 258 115 174 372 181 247 50 59 62 57 364Unweighted*Total 547 987 424 928 150 62 572 614 252 117 181 404 164 232 54 71 63 54 388

91 66 47 77 12 21 83 42 19 10 28 27 23 22 5 3 11 2 3513% 8% 12% 9% 7% 24% 14% 7% 7% 9% 16% 7% 13% 9% 11% 5% 17% 4% 10%D G NO NO JL288 328 182 344 61 29 250 229 97 51 60 173 72 97 21 23 27 10 14040% 39% 46% 38% 35% 32% 43% 38% 37% 44% 35% 46% 40% 39% 42% 38% 44% 17% 39%

F LM L L L L L L166 249 97 257 45 16 113 190 83 28 39 85 58 57 19 20 16 23 10323% 29% 24% 28% 26% 18% 19% 32% 32% 25% 22% 23% 32% 23% 37% 34% 25% 40% 28%

C MQ MQ FH123 155 54 161 43 20 102 98 48 17 36 63 16 56 3 11 7 17 6717% 18% 14% 18% 25% 23% 18% 16% 19% 15% 21% 17% 9% 23% 6% 18% 11% 30% 18%

E GI GIK I GIK GI46 51 18 63 13 3 33 40 11 10 11 25 11 15 2 3 2 5 206% 6% 5% 7% 7% 3% 6% 7% 4% 8% 7% 7% 6% 6% 4% 5% 3% 9% 6%

Y 0 Y 0 Y Y 0 0 Y Y Y 0 Y Y Y Y Y Y Y0% 0% 0% 0% 0%

379 395 228 422 73 50 333 271 116 61 88 200 96 119 27 25 38 12 17553% 46% 57% 47% 42% 56% 57% 45% 45% 53% 50% 54% 53% 48% 53% 43% 61% 21% 48%D FG NO L L L L L JL L169 206 72 224 56 23 135 138 59 26 48 87 27 71 5 14 8 22 8724% 24% 18% 25% 32% 26% 23% 23% 23% 23% 27% 23% 15% 29% 10% 23% 14% 39% 24%

E E I GIK I GIK GIK

Faculty/School*(U2)

NET:*Agree

NET:*Disagree

G1_2*Y*(Overall,*I*am*receiving*good*value*for*my*tuition*fees)*Y*To*what*extent*do*you*agree*with*the*following*statements*about*UBC?

Gender*(D3) Age*(D2) Ethnicity*(D5)

Don’t*know

Strongly*agree

Somewhat*agree

Neutral

Somewhat*disagree

Strongly*disagree

Table 4

!!

Total ArtsCommerce

Engineering

Kinesiology

Land!and!FoodSystem

sMedicine

Pharmaceutic

alScience Science

BASE:!All!respondents (F) (G) (H) (I) (J) (K) (L) (M)Weighted!Total 1564 372 181 247 50 59 62 57 364Unweighted!Total 1564 404 164 232 54 71 63 54 388

226 50 36 34 13 11 6 4 5214% 13% 20% 14% 26% 19% 9% 7% 14%

L KL934 232 119 151 29 36 39 41 19760% 62% 66% 61% 58% 61% 63% 72% 54%

M M M276 65 12 42 7 11 10 9 6918% 17% 7% 17% 13% 18% 16% 17% 19%

G G G G74 19 9 12 0 S 3 1 23

5% 5% 5% 5% 1% 5% 2% 6%36 3 2 6 1 1 2 1 152% 1% 1% 2% 2% 2% 3% 2% 4%

FG12 3 1 2 S S 2 S 41% 1% 0% 1% 3% 1%2 S S S S S S S 20% 1%2 S S S S S S S 10% 0%0 S S S S 0 S S S0% 1%3 S 2 S S S S S 00% 1% 0%

11.99 11.45 9.61 11.90 9.00 10.16 13.62 10.45 13.73GI FIL

70%!S!<80%

80%!S!<90%

90%!S!100%

MEAN

Faculty/School!(U2)

0%

30%!S!<40%

UBC!AMS,!Banner!2!S!Enrollment,!2016

1%!S!<20%

20%!S!<30%

40%!S!<50%

50%!S!<60%

60%!S!<70%

G2_1!S!(Research!S!%)!S!Thinking!about!universities!in!general,!how!much!of!a!role!to!each!of!the!following!factors!contribute!to!your!own!perceptions!of!a!university’s!excellence?

Table 5

UBC$

$$

TotalFull,time

Part,time

1st$or2nd 3rd

4th$or5th Arts

Commerce

Engineering

Kinesiology

Land$and$FoodSyste

Medicine

PharmaceuticalScien

Science Male

Female <20

20$to$<25

25$to$<30 30+

BASE:$All$respondents (A) (B) (C) (D) (E) (F) (G) (H) (I) (J) (K) (L) (M) (C) (D) (E) (F) (G) (H)Weighted$Total 1564 1467 97 644 396 439 372 181 247 50 59 62 57 364 714 850 398 903 174 89Unweighted$Total 1564 1483 81 687 386 477 404 164 232 54 71 63 54 388 547 987 424 928 150 62

300 262 38 134 67 74 64 42 49 14 10 17 7 56 160 140 88 148 42 2119% 18% 39% 21% 17% 17% 17% 23% 20% 28% 17% 27% 12% 15% 22% 16% 22% 16% 24% 24%

A D F792 752 40 335 206 222 202 86 133 25 35 32 21 180 344 449 213 455 82 4251% 51% 41% 52% 52% 51% 54% 48% 54% 50% 59% 52% 37% 49% 48% 53% 54% 50% 47% 47%

L L L304 292 12 123 82 79 61 39 43 8 8 8 18 89 136 168 67 197 34 619% 20% 12% 19% 21% 18% 16% 22% 17% 15% 13% 13% 32% 25% 19% 20% 17% 22% 19% 7%

FJK FHJK EH137 132 5 39 34 53 36 12 20 2 5 4 8 33 64 73 20 85 14 179% 9% 5% 6% 9% 12% 10% 6% 8% 4% 8% 7% 14% 9% 9% 9% 5% 9% 8% 19%

C E27 26 1 12 7 9 10 2 2 2 0 1 1 5 9 19 9 14 2 32% 2% 1% 2% 2% 2% 3% 1% 1% 4% 1% 1% 2% 1% 1% 2% 2% 2% 1% 3%4 2 2 1 , 3 0 , , , 1 , 1 1 1 3 , 3 1 ,0% 0% 2% 0% 1% 0% 2% 2% 0% 0% 0% 0% 1%1092 1014 78 469 273 295 266 128 181 39 45 49 28 235 503 588 302 603 124 6370% 69% 80% 73% 69% 67% 71% 71% 73% 78% 76% 79% 49% 65% 71% 69% 76% 67% 71% 71%

L L LM LM L LM F164 158 6 51 41 62 46 14 22 4 5 5 9 39 73 92 29 99 16 2011% 11% 6% 8% 10% 14% 12% 8% 9% 7% 9% 8% 16% 11% 10% 11% 7% 11% 9% 22%

C E

Gender$(D3) Age$(D2)

NET:$Disagree

NET:$Agree

G1_3$,$(Overall,$I$am$satisfied$with$my$university$experience)$,$To$what$extent$do$you$agree$with$the$following$statements$about$UBC?

Full/Part,time$(S1) Year$of$Study$(U1) Faculty/School$(U2)

Strongly$agree

Somewhat$agree

Neutral

Somewhat$disagree

Strongly$disagree

Don’t$know

Table 6

UBC$

$$

Total Domestic International White ChineseOtherAsian

SouthAsian Other

BASE:$All$respondents (I) (J) (M) (N) (O) (P) (Q)Weighted$Total 1564 1394 170 581 600 258 115 174Unweighted$Total 1564 1396 168 572 614 252 117 181

300 264 36 167 88 40 12 3219% 19% 21% 29% 15% 15% 11% 18%

NOPQ792 701 91 294 310 127 62 8951% 50% 54% 51% 52% 49% 53% 51%

304 274 30 64 140 67 25 2919% 20% 17% 11% 23% 26% 22% 17%

M MQ M137 130 7 49 51 20 11 189% 9% 4% 8% 9% 8% 9% 11%

J27 21 6 6 10 4 5 52% 2% 4% 1% 2% 2% 5% 3%4 4 , 2 2 , , 10% 0% 0% 0% 1%1092 965 127 461 398 167 74 12170% 69% 75% 79% 66% 65% 64% 69%

NOPQ164 151 13 55 61 24 16 2311% 11% 8% 9% 10% 9% 14% 13%

Somewhat$disagree

Strongly$disagree

Don’t$know

NET:$Agree

G1_3$,$(Overall,$I$am$satisfied$with$my$university$experience)$,$To$what$extent$do$you$agree$with$the$following$statements$about$UBC?

Strongly$agree

Somewhat$agree

NET:$Disagree

Type$of$Student$(U3) Ethnicity$(D5)

Neutral

UBC$

AMS,$

$$

Total

Full0

time

Part0

time

1st$or

2nd 3rd

4th$or

5th Male Female

Domes

tic

Interna

tional

BASE:$All$respondents (A) (B) (C) (D) (E) (C) (D) (I) (J)

Weighted$Total 1564 1467 97 644 396 439 714 850 1394 170

Unweighted$Total 1564 1483 81 687 386 477 547 987 1396 168

1097 1049 48 473 291 298 497 600 960 136

70% 71% 49% 73% 73% 68% 70% 71% 69% 80%

B I712 668 44 256 193 218 286 426 658 54

45% 46% 45% 40% 49% 50% 40% 50% 47% 32%

C C C J683 649 34 344 153 161 288 395 628 55

44% 44% 35% 53% 39% 37% 40% 46% 45% 32%

DE C J664 622 42 270 168 181 323 341 628 37

42% 42% 44% 42% 43% 41% 45% 40% 45% 22%

J567 558 9 242 136 159 253 315 545 23

36% 38% 9% 38% 34% 36% 35% 37% 39% 13%

B J151 148 4 67 40 34 98 53 138 13

10% 10% 4% 10% 10% 8% 14% 6% 10% 8%

D

137 99 38 25 37 50 68 69 131 6

9% 7% 39% 4% 9% 11% 9% 8% 9% 4%

A C C J58 53 5 23 18 17 34 24 52 6

5% 3% 4% 3%

4% 4% 5% 4% 5% 4%27 25 2 7 6 13 11 15 27 0

2% 2% 2%

2% 2% 2% 1% 1% 3%624 613 11 259 157 178 291 333 594 30

40% 42% 12% 40% 40% 41% 41% 39% 43% 18%

B J1131 1080 51 487 302 307 511 619 990 141

72% 74% 52% 76% 76% 70% 72% 73% 71% 83%

B I790 720 70 274 215 246 322 468 732 58

51% 49% 73% 43% 54% 56% 45% 55% 52% 34%

A C C C J

Gender$(D3)F1$0$Which$of$the$following$do$

you$depend$on$for$financial$

support$during$your$studies?

Full/Part0time$

(S1) Year$of$Study$(U1)

Full0time$employment

Other$(please$specify)

Spouse$or$Partner

Type$of$Student$

(U3)

Parents$or$other$family$

members

Part0time$employment

Scholarships,$bursaries,$or$other$

awards

Personal$savings$or$inheritance

Student$loans$(government)

Student$loans$(private)

NET:$Loans

NET:$Spouse,$parents,$or$family

NET:$Employment

Table 7

$$

Total Arts

Comm

erce

Engine

ering

Kinesio

logy

Land$

and$

Medici

ne

Pharm

aceutic Science

BASE:$All$respondents (F) (G) (H) (I) (J) (K) (L) (M)

Weighted$Total 1564 372 181 247 50 59 62 57 364

Unweighted$Total 1564 404 164 232 54 71 63 54 388

1097 280 144 179 40 44 27 39 272

70% 75% 80% 72% 80% 74% 44% 70% 75%

K K K K K K K712 182 94 82 29 35 18 36 182

45% 49% 52% 33% 57% 59% 29% 64% 50%

HK HK HK HK HK HK683 126 64 120 18 23 41 32 167

44% 34% 35% 48% 35% 39% 66% 57% 46%

FG FGHIJ FGI F664 151 62 124 19 24 25 18 150

42% 41% 34% 50% 38% 40% 41% 31% 41%

FGLM

567 111 52 92 11 22 42 40 127

36% 30% 29% 37% 22% 38% 68% 70% 35%

I FGHIJ FGHIJ151 15 20 21 0 2 28 11 29

10% 4% 11% 8% 3% 45% 20% 8%

FJ FJ FGHJL FJ FJ137 28 13 29 6 6 0 2 25

9% 7% 7% 12% 12% 9% 3% 7%

L58 10 3 4 0 3 6 4 12

4% 3% 2% 2% 1% 5% 10% 8% 3%

27 5 0 7 0 0 5 0 3

2% 1% 3% 1% 8% 1%624 120 55 102 11 24 47 40 146

40% 32% 31% 41% 22% 40% 77% 70% 40%

FI I FGHIJ FGHIJ FI1131 284 146 182 40 45 31 40 278

72% 76% 81% 74% 80% 76% 50% 71% 76%

K K K K K K K790 200 102 101 30 39 18 38 195

51% 54% 56% 41% 59% 65% 29% 67% 54%

HK HK HK HK HK HK

NET:$Employment

Faculty/School$(U2)

UBC$AMS,$Banner$2$0$Enrollment,$2016


Spouse$or$Partner


NET:$Loans

NET:$Spouse,$parents,$or$family


Scholarships,$bursaries,$or$other$

awards

Personal$savings$or$inheritance



F1$0$Which$of$the$following$do$




members

$$

Total <20

20$to$

<25

25$to$

<30 30+ White

Chines

e

Other

Asian

South

Asian Other

BASE:$All$respondents (E) (F) (G) (H) (M) (N) (O) (P) (Q)

Weighted$Total 1564 398 903 174 89 581 600 258 115 174

Unweighted$Total 1564 424 928 150 62 572 614 252 117 181

1097 325 671 82 18 384 445 179 92 106

70% 82% 74% 47% 21% 66% 74% 69% 80% 61%

FGH GH H MQ MQ712 161 453 83 15 259 284 128 44 62

45% 40% 50% 48% 16% 45% 47% 50% 38% 36%

H EH H Q Q683 223 348 81 31 287 243 114 45 71

44% 56% 39% 46% 35% 49% 40% 44% 39% 41%

FH N664 170 378 65 51 320 248 83 30 48

42% 43% 42% 37% 57% 55% 41% 32% 26% 28%

NOPQ OPQ567 114 323 99 31 197 205 116 37 63

36% 29% 36% 57% 35% 34% 34% 45% 32% 36%

E EFH MNP151 14 81 41 16 62 33 33 13 25

10% 3% 9% 24% 18% 11% 6% 13% 11% 14%

E EF N N N

137 14 81 31 11 64 53 23 6 12

9% 4% 9% 18% 12% 11% 9% 9% 5% 7%

E EF P58 3 16 20 20 36 10 9 3 9

1% 2% 11% 22% 6% 2% 4% 3% 5%

4% EF EF N27 2 17 3 4 14 7 5 0 5

1% 2% 2% 4% 2% 1% 2% 0% 3%

2% E624 120 361 106 37 220 222 125 43 75

40% 30% 40% 61% 41% 38% 37% 48% 37% 43%

E EF MN1131 327 680 96 29 402 452 186 93 111

72% 82% 75% 55% 32% 69% 75% 72% 81% 64%

FGH GH H MQ MQ790 170 495 100 25 299 308 143 49 71

51% 43% 55% 57% 28% 51% 51% 56% 42% 41%

EH EH Q Q PQ

F1$0$Which$of$the$following$do$




members


Scholarships,$bursaries,$or$

other$awards

Personal$savings$or$

inheritance




Spouse$or$Partner


NET:$Loans

NET:$Spouse,$parents,$or$

family

NET:$Employment

UBC$AMS,$Banner$2$0$Enrollment,$2016

Age$(D2) Ethnicity$(D5)

Total

2016 Male Female1st/or/2nd 3rd

4th/or/5th Arts

Commerce

Engineering

Kinesiology

Land/and/Food/

Medicine

Pharmaceutic

al/ ScienceBASE:/All/respondents,/excluding/prefer/not/to/answer

(A) (C) (D) (C) (D) (E) (F) (G) (H) (I) (J) (K) (L) (M)

Weighted/Total 1551 708 842 640 390 436 371 176 246 50 59 59 56 362Unweighted/Total 1547 541 978 682 378 473 402 160 230 53 71 61 53 384

1451 656 794 597 365 414 350 170 224 49 58 50 51 34594% 93% 95% 93% 94% 96% 95% 97% 92% 98% 98% 85% 92% 95%

K HK K HK K1283 620 663 510 338 381 270 150 223 45 52 55 49 30883% 88% 79% 80% 87% 88% 73% 86% 91% 90% 88% 92% 89% 86%

D C C F FM F F F F F1270 591 678 493 329 383 273 148 220 46 48 49 51 30082% 84% 81% 77% 85% 88% 74% 84% 90% 92% 81% 83% 91% 83%

C C F FM FM F F1159 553 607 445 311 348 242 134 207 40 50 53 47 25775% 78% 72% 70% 80% 80% 65% 76% 84% 80% 85% 89% 85% 71%

D C C F FM F FM FGM FM899 436 462 334 257 283 192 89 176 31 31 42 44 21363% 68% 59% 56% 72% 71% 54% 53% 81% 61% 57% 75% 84% 66%

D C C FGIJM FGJ FGIJM FG

Year/of/Study/(U1) Faculty/School/(U2)

Bought/a/textbook/or/other/course/resource/and/didn’t/use/it,/or/rarely/used/it,/throughout/the/term

Went/without/a/textbook/or/other/course/resource/because/it/didn’t/seem/useful

Used/an/out\dated/version/of/a/textbook/or/other/course/resource/to/avoid/paying/for/a/more/recent/edition

Went/without/a/textbook/or/other/course/resource/due/to/cost

Accessed/a/textbook/or/other/course/resource/illegally/from/sources/other/than/the/UBC/Bookstore

Dp6/\/(Summary:/Ever)/\/How/often/have/you/done/each/of/the/following?

Gender/(D3)

UBC/AMS/Tables,/Banner/1/\/Demographics

Table 8

Frequently100.00%H

Often100.00%I

Sometimes100.00%J

Rarely100.00%K

Never100.00%L

Don’t Know100.00%*M

Prefer not to answer100.00%

Strongly agree

12.85%24.67%I, J, K, L, M

13.92%K

9.78% 5.80% 10.51% 0.00% 5.00%

Somewhat agree

25.19%30.67%L

33.70%J, K, L

24.18%L

23.67%L

16.17% 35.29% 20.00%

Neutral 21.85% 20.33% 20.88%30.43%H, I, L

23.19%L

15.63% 5.88% 15.00%

Somewhat disagree

17.93% 10.00%16.12%H

19.02%H

26.09%H, I

20.75%H

11.76% 10.00%

Strongly disagree

19.86% 13.33% 12.45% 15.76% 18.84%34.77%H, I, J, K

29.41% 20.00%

Don’t know 2.31% 1.00% 2.93% 0.82% 2.42% 2.16%17.65%H, I, J, K, L

30.00%H, I, J, K, L

Total 1556 300 273 368 207 371 17 20

I experience financial hardship related to my tuition and other expenses

Total100.00%

Went without a textbook or other course resource due to cost

Table 9

!!

Total1st!or2nd 3rd

4th!or5th Arts

Commerce

Engineering

Kinesiology

Land!and!Food

Medicine

Pharmaceutic

al Science Male FemaleBASE:!All!respondents (C) (D) (E) (F) (G) (H) (I) (J) (K) (L) (M) (C) (D)Weighted!Total 1564 644 396 439 372 181 247 50 59 62 57 364 714 850Unweighted!Total 1564 687 386 477 404 164 232 54 71 63 54 388 547 987

276 134 69 68 102 29 18 9 8 3 4 78 100 17718% 21% 17% 16% 27% 16% 7% 19% 14% 4% 8% 21% 14% 21%

E GHJKL HK K HKL C654 269 152 164 164 83 89 20 25 15 19 148 276 37842% 42% 38% 37% 44% 46% 36% 40% 43% 24% 33% 41% 39% 44%

K K K K305 122 96 87 63 28 61 12 11 23 10 67 154 15119% 19% 24% 20% 17% 16% 25% 24% 19% 37% 18% 18% 22% 18%

C FG FGJLM220 77 61 77 30 27 53 8 12 9 16 47 124 9614% 12% 15% 18% 8% 15% 22% 17% 20% 15% 28% 13% 17% 11%

C FM F FM F D84 35 11 34 11 10 22 T 2 6 6 19 51 335% 5% 3% 8% 3% 6% 9% 3% 10% 11% 5% 7% 4%

D D F FJ D25 8 7 9 3 3 3 T 1 6 1 6 9 152% 1% 2% 2% 1% 2% 1% 1% 10% 2% 2% 1% 2%

FHJM930 403 221 232 266 112 107 30 33 18 23 226 376 55559% 63% 56% 53% 71% 62% 43% 59% 56% 28% 41% 62% 53% 65%

DE HJKLM HKL K K K HKL C304 111 72 111 41 37 75 8 14 15 22 66 175 12919% 17% 18% 25% 11% 20% 30% 17% 23% 25% 40% 18% 25% 15%

CD F FGIM F F FGIM F D

UBC!AMS,!Banner!2!T!Enrollment,!2016

NET:!Disagree

Gender!(D3)

Somewhat!agree

Neutral

Somewhat!disagree

Strongly!disagree

Don’t!know

NET:!Agree

Dp7_3!T!(I!feel!that!not!buying!the!assigned!textbook!would!impede!on!my!academics)!T!Please!indicate!your!level!of!agreement!with!the!following!statements:

Year!of!Study!(U1) Faculty/School!(U2)

Strongly!agree

Table 10

Category Count PercentageBetter.Communication.from.the.AMS 23 14.3Cheaper.Food 23 14.3"Thank.you!".or."Good.job!" 19 11.8Quality.of.Experience.as.UBC.Student 17 10.6Wiser.AMS.Spending 13 8.1Lower.Tuition/.Increase.Affordability 12 7.5Recommended.a.Change.to.the.Survey 8 5.0Factual.Errors.Expressed.about.the.AMS 7 4.3UBC's.Spending 5 3.1Suggestions.to.Improve.Nest 5 3.1Suggestions.to.Improve.Mental.Health/Safety 5 3.1Changes.to.the.Club.System 5 3.1More.Transparent/Accountable.Spending 4 2.5Positive.Feedback.on.Nest 4 2.5Concerns.over.Access.to.Nest.Spaces 4 2.5Comments.about.AMS.Elections 4 2.5Academic.Integrity 3 1.9Total. 161 100

Do#you#have#any#other#comments,#questions,#or#concerns#you#would#like#to#share#about#anything#relating#to#the#AMS?#Please#be#as#descriptive#as#possible#and#type#your#answer#in#the#space#provided#below

Table 11

Simplified Understanding

INTRODUCTION

Background & Objectives

4

Background •  The Alma Mater Society of the University of British Columbia (AMS) is an organization designed

to support the UBC student body by serving and representing student interests. Specifically, their mission is to improve the educational, social, and personal lives of UBC students.

•  Previous to 2015, the AMS conducted an annual survey among UBC students to measure student demographics, as well as involvement with and satisfaction in a wide range of different areas. The survey has been managed by a rotating collection of students and conducted online using SurveyMonkey.

•  Starting in 2015, the AMS decided to engage the services of a professional market research team – Insights West – to assist with all stages of this study – including assistance with research design, execution, data collection, field management, and reporting. The AMS’s objectives in obtaining assistance from a professional market research team were to:

o  Maintain year-over-year consistency in data collection and reporting;

o  Maintain an institutional “memory” of the hows and whys of the research process;

o  Assist the AMS in designing a survey tool that better allows UBC students to express their views and experiences, while minimizing survey length;

o  Incorporate more sophisticated data analysis tools; and

o  Develop more streamlined and actionable research reports.

Background & Objectives

5

Objectives

•  Consistent with the AMS’s mission, the overall objective of this study is to determine how the AMS can work towards improving the educational, social, and personal lives of UBC students.

•  As in past years, the key objectives of this study are to measure UBC undergraduate student demographics, as well as involvement with and satisfaction with:

o  UBC overall;

o  The AMS and undergraduate societies;

o Campus community;

o  Health and well being;

o  Aspects related to registration and degree planning;

o  Aspects related to academics;

o  Financial needs and support; and

o  Vantage College and International House.

Methodology & Sample

6

Methodology & Sample •  The following report details the results from the 2016 study.

o  Sample for this study was provided by the AMS who invited undergraduate students to participate in the survey via email and social media.

o  Respondents were screened to include those who are currently enrolled as a full-time or part-time undergraduate student at the UBC Vancouver campus.

o  The sample sizes and field dates for the past two waves conducted by Insights West are as follows:

•  Throughout the report, statistically significant differences between demographic groups have been marked with one of the following:

or

•  Where applicable, results have also been compared to previous years’ studies and statistically significant year over year changes have been indicated as follows:

*Nineteen times out of twenty

Statistically significantly higher than previous year. Statistically significantly lower than previous year.

G/S/F/H/M/L/K/N/O/R/J - Statistically significantly higher than corresponding comparison group(s).

Year Field Dates Sample Size Margin of Error*

2016 March 10th to April 25th, 2016 1,564n ±2.48%

2015 March 18th to April 30th, 2015 2,855n ±1.83%

Statistically significantly higher than comparison group(s). Statistically significantly lower than comparison group(s).


KEY INSIGHTS

Key Insights: Alma Mater Society

8

Insight: ü Although there is still room for

improvement, the AMS has done a good job of increasing students’ awareness of what they do and confidence in their organization over the past year.

ü  The AMS should continue to look for ways to increase awareness, communication, and involvement with the student body.

•  Students continue to be more likely to disagree (38%) than agree

(33%) that they are well informed about what the AMS does and the services it offers.

o  However, the proportion who agree with this statement has significantly increased (up 4 points) over the past year, an indication that the AMS is headed in the right direction.

o  Similarly, although only one-in-three (33%) agree, there have been significant increases in the proportion who agree that:

–  The AMS does a good job of representing students’ financial interests to the administration and faculty (up 9 points); and

–  That they trust the AMS to spend their money wisely (up 9 points).

•  When asked how the AMS could better represent their issues to the administration and faculty, students most commonly mention issues related to improved communications or involvement with the student body and doing a better job with financial issues and spending.

The AMS still has room for improvement, but has shown progress in a number of areas over the past year.

Key Insights: Alma Mater Society Continued

9

Insight: ü  The AMS has an opportunity to

leverage students’ use of the Nest, and participation in AMS activities to increase awareness and confidence in the organization.

ü  It is surprising to see use of AMS services decrease while awareness is increasing. The AMS should further investigate why there has been a decline in the use of these services to identify possible barriers or other issues.

•  Since its opening last summer, the vast majority of students (93%)

have used the AMS Student Nest, with half (48%) visiting the facility frequently or often.

o  Students have most commonly visited the Nest to buy food (87%), hang out or meet friends (82%) or attend an event (75%).

•  A majority (70%) have participated in one or more AMS activities, most commonly attending a student club meeting or event (55%).

•  Awareness of a number of AMS services has significantly improved over the past year, although use of many of these same services has decreased over the same period.

The AMS Student Nest receives a warm welcome in its first year.

Key Insights: Satisfaction with UBC

10

•  The majority of UBC students (70%) continue to agree that they are

satisfied with their university experience overall.

o  Following a significant increase in 2015, this measure has remained steady over the past year.

•  Half (49%) agree that they are receiving good value for their tuition fees, a significant improvement (up 5 points) for the second year in a row.

•  However, there has not been any improvement in the proportion who agree that UBC cares about what students think about the cost of education (20% agree).

The majority continue to be satisfied with their overall UBC experience and perceptions of value continue to improve.

Insight: ü  The AMS should continue to work with

UBC to improve students’ perceptions of value for tuition and that the University cares about what students think.

Key Insights: Campus Community

11

Insight: ü  Following orientation, the AMS

should continue efforts to encourage students to get more involved on campus to improve the sense of belonging.

ü Continued effort should be made to address the fact that many students, particularly women, do not feel safe on campus at night.

ü Orientation activities should place greater emphasis on academics and expectations of students.

•  Just over half of undergrads continue to agree that they:

o  Feel a sense of belonging on campus (56%); and

o  Feel safe on campus at night (56%),

•  Although the majority continue to find orientation activities effective in areas related to feelings of belonging and community on campus, they are not as effective in preparing students for academics (39%) and giving them a clear understanding of what is expected of them as a UBC student (52%).

Students continue to struggle with feelings of belonging and safety at night.

Key Insights: Discrimination on Campus

12

Insight: ü  The AMS should explore what role

they can play in increasing feelings of inclusiveness and decreasing discrimination on campus, and how to help students who have experienced discrimination.

•  Over half (57%) of students have personally experienced

discrimination on campus, with one-in-ten (10%) experiencing discrimination frequently or often.

•  On-campus discrimination is most commonly related to students’ ethnicity (39%) or gender (36%).

o  Close to half (41% to 51%) of those who identify as an ethnic minority group have experienced racial or ethnic discrimination.

–  These ethnic groups are also significantly less likely to feel a sense of belonging on campus (47% to 55%, compared to 64% of Caucasian students).

o  Half (48%) of LGBTQP students have experienced discrimination due to their sexual orientation.

o  Just under half (45%) of women have experienced gender discrimination.

–  Women are also significantly less likely to feel safe on campus at night (39%, compared to 76% of men).

•  Although most experienced discrimination from other students (56%), one-in-five (22%) recall having this experience from a professor.

Discrimination continues to be an issue on campus.

Key Insights: Finances

13

Insight: ü  The financial obligations of

education continue to be a challenge for many UBC students..

ü  The AMS should continue efforts to increase awareness of the resources available to help students who are experiencing financial hardship.

•  Students continue to rely primarily on their family (72%) and

employment (51%) for financial support during their studies.

o  Reliance on student loans has significantly increased since last year (40%, up 6 points), mostly driven by an increase in reliance on government loans (36, up 6 points).

•  Consistent with last year, one-in-four (24%) students don’t expect to have any debt at graduation.

•  Among the two-in-five (44%) students who are able to estimate their expected debt, two-thirds (66%) of this group expect to owe $25,000 or more.

•  Although a small majority (58%) believe they can manage their finances overall, two-in-five agree that they:

o  Worry about how to pay for textbooks and class materials (44%);

o  Worry regularly about how to pay tuition and other expenses (43%); and

o  Experience financial hardship related to tuition and other expenses (38%).

o  There has been a significant increase in the proportion who agree that they might need to abandon their studies at UBC due to financial reasons (17%, up 5 points).

Although the majority of students are able to support their education with help from their families and employment,

most also expect to graduate with at least some debt.


DETAILED FINDINGS


Respondent Profile

46%

54%

0%

46%

54%

0%

The proportion of survey respondents who identify as ethnically Chinese has significantly increased in the past year.

2014

Chinese 37%

White 31%

South Asian 6%

Korean 4%

Southeast Asian 4%

Filipino 3%

Latin American 3%

Japanese 1%

West Asian 2%

First Nations 3%

Black 1%

Arab 1%

Other 2%

16

Gender Age Ethnicity

Sexual Orientation

Mean: 22 yrs./22 yrs.

87%

4% 4% 1% 1% <1% 2% 2%

82%

4% 3% 1% 1% 1% 2% 5%

86%

3% 3% 0% 1% 1% 2% 5%

‘16 ‘15 ‘14 ‘16 ‘15 ‘14 ‘16 ‘15 ‘14 ‘16 ‘15 ‘14 ‘16 ‘15 ‘14 ‘16 ‘15 ‘14 ‘16 ‘15 ‘14 ‘16 ‘15 ‘14 Heterosexual Homosexual Bisexual Pansexual Queer Other Don’t know Prefer not to

answer

38%

37%

7%

6%

5%

4%

2%

2%

2%

1%

1%

1%

5%

33%

45%

6%

5%

4%

4%

4%

2%

2%

2%

2%

1%

4%

Asian NET 53%/45%

LGBTQP NET 10%/11%

2014

Male 36%

Female 63%

Other <1%

46%

54%

0%

46%

54%

0%

<20 yrs.

20-25 yrs.

25-30 yrs.

30+ yrs.

25%

58%

11%

6%

26%

58%

11%

6%


2016 (n=1,564) 2015 (n=2,855)

Nearly all survey respondents are enrolled full-time and as undergraduate students.

Base: All respondents S1 (Q1). To begin, are you currently a full time or part time UBC student? S2 (Q11). Which of the following best describes your current status as a UBC student?

Full Time/Part Time Status Undergraduate Registration

17

94% 93% 93%

6% 7% 7%

2016 (n=1,564)

2015 (n=2,855)

2014

Part time Full time

96% 96%

4% 4%

2016 (n=1,564)

2015 (n=2,855)

Other Undergraduate


Base: 2015 all respondents U1. What is your current year of study? U2. What faculty or school are you currently enrolled in?

22% 22% 17%

19% 19% 17%

25% 25%

20%

23% 23%

16%

5% 5%

9%

5% 6% 20%

2016 (n=1,564)

2015 (n=2,855)

2014

2014 Arts 30%

Science 29%

Engineering 12%

Commerce 10%

Land & Food Systems 5%

Medicine 1%

Kinesiology 3%

Pharmaceutical Science 3%

Forestry 2%

Education 1%

Dentistry 1%

Law 1%

Van. School of Economics n/a

Music <1%

Nursing <1%

Architecture/Landscape n/a

Other 1%

None n/a

Academic Year Level Faculty

1st/2nd 41% 1st/2nd

34%

18

There has been a significant decline in the proportion of survey participants who are enrolled in the Faculty of Arts.


3rd 2nd 1st

4th 5+ Other

1st/2nd 41%

2016 (n=1,564) 2015 (n=2,855)

24%

23%

16%

12%

4%

4%

3%

4%

3%

2%

2%

1%

1%

<1%

1%

<1%

1%

2%

30%

24%

n/a

11%

5%

3%

3%

3%

3%

2%

1%

2%

n/a

<1%

<1%

n/a

15%

1%

Multiple Faculties 3%/2%

A strong majority are enrolled in a 4 year undergrad program – however, a small majority of this group expect to take more than four years to complete their degree.

Enrolment and Expected Time to Complete 4 Year Undergrad Degree

19

Base: All respondents DP1. Are you currently enrolled in a 4 year undergraduate degree program?

Enrolled in a 4 Year Undergrad Degree Program

Less than 4 years

4 years

4.5 years

5 years

5.5 years

6 years

6.5+ years

Don’t know

4%

33%

14%

34%

6%

6%

2%

2%

3%

34%

15%

31%

6%

6%

2%

3%

Time to Complete Undergrad Degree

Base: Enrolled in a 4-year undergrad degree program DP2. How long will it take you to complete

your degree program from start to finish?

4 years or less

37%/38%

More than 4 years

61%/60%

2016 (n=1,342) 2015 (n=2,343)

83% 79%

2016 (n=1,564)

2015 (n=2,855)


Participation in other experiences are the most common reasons for not completing 4 year degrees within a 4 year period, most commonly co-op and working.

Won’t Complete Program within 4 Years: Reasons for Not Completing

20

Base: Won’t complete program in 4 years (2016: n=834, 2015: n=1,425) DP3. Why will you not complete your degree program within a 4 year period?


Base: Degree extended for ‘other experiences’ (n=406) DP4. What are the other experiences that have extended your degree?

Other experiences that have extended my degree

Reduced course load for personal reasons

Not in a hurry to complete

Taking/will take additional courses

Switched degrees/programs

Unable to take required courses when I needed to

Took/plan to take a break

Reduced course load for financial reasons

Other

48%

31%

27%

23%

20%

19%

12%

12%

16%

56%

31%

28%

21%

20%

21%

11%

10%

7%

Co-op

Working (NET)

Part-time

Full-time

Volunteering

Participating in student club

Going on exchange

Participating in undergrad society/AMS

Undergrad research experiences

Taking one/more terms off to have other experiences

Participating in a fraternity/sorority

Varsity athletics

Other

66%

40%

34%

12%

22%

21%

19%

12%

9%

9%

4%

2%

10%


Alma Mater Society (AMS)

% Agree Don’t know Neutral 2014 2013 2012

13%

23%

33%

26%

The AMS does a good job of

representing students' financial interests to the administration

and faculty

20% n/a n/a

7%

16%

33%

27%

I trust the AMS to spend my money

wisely 23% n/a n/a

3%

9%

26%

22%

I am well informed about what the AMS

does and what services it offers

36% 29% 27%

6%

5%

6%

4%

7%

8%

33%

24%

33%

24%

33%

29%

Although AMS reviews continue to be mixed, there has been significant improvement in the proportion who agree the AMS does a good job of representing their interests, they trust the AMS to manage their money, and they are well informed about what the AMS does.

Agreement with Statements About the AMS

22

Base: All respondents (2016 n=1,564; 2015 n=2,855) AMS1. To what extent do you agree with the following statements about the AMS?

Agree Disagree

Strongly agree Strongly disagree Somewhat agree Somewhat disagree

2016

2015

2016

2015

2016

2015

2016

2015

2016

2015

2016

2015

7%

10%

10%

11%

14%

15%

21%

24%

27%

30%

38%

37%


NET: AMS Student Relations

Better communication

More involved with students

Be more transparent

Poll and surveys

Students voting on decisions

NET: Financial

Lower tuition

Wiser spending

Lower student fees and costs

Present how money is spent

NET: Other Improvements

Better represent students

Improve/provide more clubs & events

Better health & other services

Improve teaching methods

Other

Don’t know

37%

12%

10%

9%

4%

3%

26%

10%

8%

7%

3%

13%

4%

3%

3%

1%

11%

19%

Students would like to see the AMS interact more with the student body and be more effective when it comes to financial issues.

How the AMS Could Better Represent Students

Base: Somewhat/strongly disagree with financial interests (n=336) AMS2. How could the AMS better represent your interests to the administration and faculty?

23

Nearly all students have visited the AMS Student Nest, with just under half visiting frequently or often. Students most commonly visit to buy food or to hang out or meet with friends.

Frequency of Visiting AMS Student Nest

Base: All respondents (n=1,564) AMS3. How often do you go to the AMS Student Nest for the following?

24

Frequently/Often

Any (NET) 48%

Buy food 35%

Hang out/meet friends 26%

Attend an event 12%

Access services 9%

Study 10%

Go to work 3%

21%

14%

11%

3

3

4

2

27%

21%

15%

9%

6%

6%

34%

31%

34%

31%

21%

20%

3

11%

21%

22%

32%

38%

27%

8%

93%

87%

82%

75%

67%

57%

14%

Frequently Often Sometimes Rarely

Ever

Attended a student club meeting or event*

Attended an undergraduate society meeting or event

Held a position in a student club

Attended an AMS meeting or event

Held a position in an undergraduate society

Held a position in the AMS

Don’t know

None

55%

40%

26%

24%

15%

5%

2%

28%

The majority have participated in one or more AMS activities, most commonly attending a student club meeting or event.

Participation in AMS Activities

*Base: All respondents (n=1,564) AMS4. Which of the following have you done in the past 12 months?

25

2015: 57% 2014: 61% 2013: 44%

* Question change from 2015: Have you

personally attended a student club meeting or

event in the past 12 months?


Any 70%

Although awareness of a number of AMS services have significantly improved over the past year, use of these services have significantly decreased over the same period. Awareness of Volunteer Avenue has significantly decreased.

Awareness and Use of Student Club Services

26

Base: All respondents (2016 n=1,564; 2015 n=2,855) AMS3. Which of the following AMS Services have you heard of before today and used in the past 12 months?

Aware 2014 2013

AMS Safewalk 95% 76%

AMS Sexual Assault Support Centre 80% 65%

AMS Speakeasy 65% 48%

AMS Foodbank 53% 38%

AMS Free Group Tutoring n/a n/a

AMS Paid One-on-One Tutoring n/a n/a

AMS Advocacy 24% 21%

AMS Volunteer Avenue 34% 26%

11% 27%

3% 16%

2% 14%

2% 11%

5%

2%

2% 8%

2% 10%

95% 90%

85% 76%

70% 65%

65% 54%

49% n/a

46% n/a

39% 41%

34% 43%

Have used Aware


2016 2015

2016 2015

2016 2015

2016 2015

2016 2015

2016 2015

2016 2015

2016 2015

A small majority of those who have used the AMS Foodbank agree that the selection of goods offered is adequate to meet their needs. One-in-seven disagree with this sentiment.

Used AMS Foodbank: Agreement that AMS Foodbank Selection is Adequate

Base: Used AMS Foodbank (n=39**) **Very small base size, interpret with extreme caution. AMS6. Please indicate your level of agreement with the following statement: “the selection of goods offered by the AMS Foodbank is adequate for my needs.”

27

Strongly agree

Somewhat agree

Neutral

Somewhat disagree

Strongly disagree

Don’t know

24%

37%

8%

9%

6%

16%

Agree 61%

Disagree 15%


Overall Satisfaction with UBC

Don’t Know Neutral

Agree 2014

(n=3,297)

<1% <1%

19% 18%

Overall, I am satisfied with my university

experience 64%

0% 1%

27% 28%

Overall, I am receiving good value for my

tuition fees 38%

1% 2%

26% 24%

The University cares about what students

think about the cost of education

21%

3% n/a

18% n/a

I would have still attended UBC if tuition had been substantially

higher n/a

19%

21%

10%

9%

3%

4%

2%

70%

70%

49%

44%

20%

20%

15%

n/a

2%

3%

6%

8%

25%

27%

36%

11%

11%

24%

27%

54%

54%

64%

n/a

The majority of students continue to be satisfied with their overall university experience. Perceptions of good value for tuition have continued to significantly improve.

Agreement with Statements About Satisfaction with UBC

Base: All respondents (2016 n=1,564; 2015 n=2,855) G1. To what extent do you agree with the following statements about UBC?

Agree Disagree

Strongly agree Strongly Disagree Somewhat agree Somewhat disagree

29 Statistically significantly higher than previous year. Statistically significantly lower than previous year.

2016

2015

2016

2015

2016

2015

2016

2015

2016

2015

2016

2015

2016

2015

2016

2015

Mean Results

Teaching/learning practices and the student experience play the largest roles in shaping students’ perceptions of a university’s excellence.

Role of Factors in Perceptions of a University’s Excellence

Base: All respondents (n=1,564) G2. There are a number of factors that contribute to perceptions of a university’s excellence. Thinking about universities in general, how much of a role to each of the following factors contribute to your own perceptions of a university’s excellence?

30

21% 19% 14% 12% 12% 12% 9% 2%

Research Teaching/ learning practices

Teaching/ learning innovation

Student experience

Diversity Student development/ services

Wellbeing Other


Campus Community

Don’t know Neutral

3%

4%

18%

18%

I feel safe on campus at night

1%

2%

27%

22%

I feel a sense of belonging on campus

2%

n/a

23%

n/a

I feel connected to the UBC Thunderbirds

Just over half of students feel safe at night and a sense of belonging on campus. Relatively few feel connected to the Thunderbirds.

Agreement with Statements About Campus Community

32

Base: All respondents (2016 n=1,564; 2015 n=2,855) C3. Please indicate your level of agreement with the following statements about campus community.

Strongly agree Somewhat agree

8%

9%

5%

5%

34%

23%

24%

16%

20%

60%

n/a

23%

23%

16%

16%

4%

56%

55%

56%

56%

15%

n/a

Agree Disagree

Strongly disagree Somewhat disagree

2016

2015

2016

2015

2016

2015

2016

2015

2016

2015

2016

2015


Younger and Caucasian students are more likely to feel a sense of belonging on campus and a connection to the Thunderbirds. Women are half as likely as men to feel safe on campus at night; non-Caucasian ethnic groups are also significantly less likely to feel safe than Caucasians.

Feelings of Safety & Belonging on Campus Continued

33

*Small base size, interpret with caution. Base: All respondents C3. Please indicate your level of agreement with the following statements about campus community.

Gender Age

TOTAL Male Female <20 20 to <25 25 to <30 30+

(C) (D) (E) (F) (G) (H) (n=1,564) (n=547) (n=987) (n=424) (n=928) (n=150) (n=62)*

I feel safe on campus at night 56% 76% D 39% 56% 55% 58% 61%

I feel a sense of belonging on campus 56% 56% 56% 62% FG 56% 46% 51%

I feel connected to the UBC Thunderbirds 15% 16% 13% 18% GH 16% GH 5% 5%

Ethnicity

TOTAL

Caucasian Chinese Other Asian South Asian Other

(M) (N) (O) (P) (Q) (n=1,564) (n=572) (n=614) (n=252) (n=117) (n=181)

I feel safe on campus at night 56% 68% NOPQ 46% 56% N 57% N 54%

I feel a sense of belonging on campus 56% 64% NOPQ 55% 52% 47% 50%

I feel connected to the UBC Thunderbirds 15% 19% NO 12% 10% 18% 14%

A/B/C/D/E/F/G/H/I/J/K/L/ M/N/O/P/Q/A/B/R/S/T - Statistically significantly higher than corresponding comparison group(s).

Agree

Agree

Don’t know N/A

3% 4%

11% 12%

Making you feel comfortable on campus

3% 4%

11% 11%

Increasing understanding of social and extra curricular opportunities on

campus

4% 4%

11% 12%

Supporting your transition to UBC

3% 3%

10% 12%

Increasing your understanding of the services and programs on campus

3% 4%

10% 11%

Building a sense of community

3% 3%

10% 12%

Helping you make connections with your peers

5% 4%

11% 12%

Giving you a clear understanding of what was expected of a student at UBC

4% 4%

12% 12%

Preparing you for your academics

Orientation activities continue to be the most effective at making students feel comfortable and have the most room for improvement in preparing them for academics and providing a clear understanding of expectations. Effectiveness at increasing understanding of campus services and programs has significantly declined since last year.

Effectiveness of Orientation Activities

34

Base: All respondents, excluding not applicable (n varies) C1. Thinking about your first year at UBC, how effective were orientation activities for each of the following?

Effective Not Effective

Very effective Somewhat effective Not at all effective Not very effective

6% 6%

7% 8%

9% 8%

9% 8%

9% 9%

10% 10%

12% 13%

21% 20%

23% 23%

29% 29%

31% 39%

33% 29%

34% 33%

36% 35%

44% 45%

57% 54%

2016 2015

2016 2015

2016 2015

2016 2015

2016 2015

2016 2015

2016 2015

2016 2015


2016 2015

2016 2015

2016 2015

2016 2015

2016 2015

2016 2015

2016 2015

2016 2015

19% 20%

15% 19%

13% 16%

12% 15%

15% 18%

14% 18%

8% 11%

5% 9%

74% 74%

68% 67%

65% 67%

63% 67%

63% 63%

61% 62%

52% 51%

39% 42%

Students most commonly think that orientation would be improved if there was more conversation about academic experience, a greater focus on academics, and shared experiences from current students.

Not Satisfied with Orientation: How to Make Orientation More Effective

Note: results of 2% or more are shown. Base: Not very/not at all effective orientation (n=644) C2. What would have made your orientation more effective in terms of setting expectations?

35

Talk about academic expectations

Greater academic focus

Current students share experience

Make orientation longer/shorter

Better orientation staff

More focus on services

Different/more events

More detailed tour

More information

Focussing on UBC involvement

Orientation for transfer students

Hard copy of info given

Group based on program or interest Offer study tips

Talk about high school - university transition

Better chances to make friends

Don’t know

11%

6%

6%

4%

4%

4%

4%

3%

3%

3%

3%

2%

2%

2%

2%

2%

26%

A small majority of students have experienced at least some form of discrimination on campus, most commonly related to ethnicity or gender. One-in-ten experience discrimination frequently or often.

Frequency of Experiencing Discrimination

36

Base: All respondents, excluding prefer not to answer (2016 n=1,564; 2015 n=2,855) C4. How often do you personally experience discrimination on campus for each of the following?

2014 (n=3,393)

Frequently /Often

Frequently /Often Ever

ANY 10% 10% n/a n/a

Race or ethnicity 5% 5% 3% 27%

Gender 3% 4% 2% 24%

Age 3% 3% n/a n/a

Religious beliefs 3% 3% 2% 16%

Sexual orientation 2% 2% 1% 11%

Disability/ability 2% 2% 2% 11%

3 4

2 2

6% 6%

3 3

2 3

2 2

2

24% 23%

14% 12%

12% 11%

7% 9%

7% 7%

6% 4

4 5%

24% 22%

20% 18%

21% 19%

19% 15%

13% 14%

12% 11%

11% 11%

57% 56%

39% 36%

36% 34%

29% 27%

23% 24%

19% 18%

17% 17%


2016 2015

2016 2015

2016

2015

2016

2015

2016 2015

2016 2015

2016 2015


Ever

Close to one-half of ethnic minority groups have experienced discrimination on campus due to their ethnicity. Similarly, close to half of women have experienced discrimination due to their gender and close to half of LGBTQP students have experienced discrimination due to their sexual orientation. Students of all age groups are equally as likely to have experienced discrimination due to their age.

Frequency of Experiencing Types of Discrimination by Demographic Groups

37

Base: All respondents C4. How often do you personally experience discrimination on campus for each of the following?

Gender

TOTAL

Male Female

(C) (D) (n=1,564) (n=547) (n=987)

Frequently/Often 3% 3% 4%

Ever 36% 25% 45% C

Ethnicity Type of Student

TOTAL

White Chinese Other Asian

South Asian Other Domestic International

(M) (N) (O) (P) (Q) (I) (J) (n=1,564) (n=572) (n=614) (n=252) (n=117) (n=181) (n=1,396) (n=168)

Frequently/Often 5% 3% 5% 3% 11% MNO 9% MO 4% 6%

Ever 39% 19% 49% M 51% M 41% M 49% M 37% 49% I

Gender

Race/Ethnicity

A/B/C/D/E/F/G/H/I/J/K/L/ M/N/O/P/Q/A/B/R/S/T - Statistically significantly higher than corresponding comparison group(s).

Age

TOTAL

<20 20 to <25 25 to <30 30+

(E) (F) (G) (H) (n=1,564) (n=424) (n=928) (n=150) (n=62)*

Frequently/Often 3% 2% 2% 4% 3%

Ever 29% 29% 28% 31% 27%

Age

Sexual Orientation

TOTAL

Hetero LGBTQP

(K) (L) (n=1,564) (n=1,330) (n=160)

Frequently/Often 2% 1% 7% K

Ever 19% 15% 48% K

Sexual Orientation

Students, particularly female students, most commonly experience discrimination from other students both in and outside the classroom. One-in-five report experiencing discrimination from a professor.

Base: Experienced discrimination at UBC (n=461) C5. From whom have you experienced discrimination?

38

Experienced Discrimination: Sources of Discrimination

Gender Male

(n=135) Female (n=315)

Other students, outside the classroom 41% 55%

Other students, in the classroom 22% 36%

My professor, in the classroom 17% 17%

Other UBC staff 9% 13%

My professor, outside the classroom 8% 9%

Academic advisors 9% 7%

UBC counsellors 8% 4%

Other UBC Administrators 5% 6%

Enrolment Services Professional 4% 1%

Other 10% 2%

Prefer not to answer 32% 30%

Other students NET 46% 63%

50%

31%

17%

11%

9%

7%

6%

6%

2%

5%

31%


Other students 56%

Professor 22%


Health & Well-Being

Students are more likely to disagree than agree that they would be willing to have a final exam on Sunday in exchange for a shorter exam period. Over half agree that it would be easier to access health and wellbeing services if they were all located in the same building.

Agreement with Statements About Health & Wellbeing at UBC

Base: All respondents, excluding not applicable (n varies) H1. Please indicate your level of agreement with the following statements about health and wellbeing at UBC.

40

Neutral Don’t know

25% 8% I would find it easier to access UBC

services related to health and wellbeing if they were all located in the same

building

27% 8% Students are open to engage in

conversations surrounding mental health and wellbeing

14% 3% I would be willing to have a final exam on Sunday if it meant a shorter exam

period

28% 14% Faculty members are open with their students in engaging in conversations

surrounding mental health and wellbeing

32% 12% I have felt passed around between UBC services which has negatively impacted

the care I have received

29% 11% Current withdrawal deadlines

accommodate my wellbeing and allow me to thrive academically

21%

12%

21%

7%

12%

8%

56%

51%

39%

36%

34%

31%

3%

3%

30%

6%

9%

12%

11%

15%

44%

22%

22%

30%

Strongly agree Somewhat agree Strongly disagree Somewhat disagree

Disagree Agree

Financial advising, planning & support

Registration

Referral to another unit

Housing

Re-admission

On-campus work opportunities

Financial literacy workshops

Other

None: but I know who my ESP is

None: I don’t know who my ESP is

Half of students have connected with an ESP in the past year, most commonly to discuss financial issues or registration.

Past Year Connections with an ESP

Base: All respondents (n=1,564) DP8. Which of the following issues have you connected with an Enrolment Services Professional (ESP) about within in the last year?

41

29%

27%

9%

7%

3%

3%

2%

4%

26%

23%

None 49%

Have Connected 51%

Seven-in-ten of those who connected with an ESP were satisfied with the level of service. Strong agreement with this sentiment has significantly declined over the past year.

Connected with ESP: Satisfaction with ESP Service

Base: Connected with an Enrollment Services Professional (ESP) DP9. To what extent do you agree with the statement “I was satisfied with the level of service that was provided to me by my Enrolment Services Professional (ESP)“?

42

Strongly agree

Somewhat agree

Neutral

Somewhat disagree

Strongly disagree

Don’t know

32%

37%

17%

7%

5%

2%

38%

32%

15%

7%

4%

4%

Agree 69%/71%

Disagree 12%/11%

2016 (n=813) 2015 (n=1,422)



Tuition & Textbooks

The majority of students rely on family for financial support during their studies, while half are employed. Reliance on personal savings and government student loans have significantly increased this year.

Resources Relied on for Financial Support During Studies

44

Base: All respondents FI1. Which of the following do you depend on for financial support during your studies?

Family NET

Parents/other family

Spouse/partner

Employment NET

Part-time

Full-time

Scholarships, bursaries, or other awards

Personal savings or inheritance

Student loans NET

Government

Private

Other

72%

70%

4%

51%

45%

9%

44%

42%

40%

36%

10%

2%

73%

70%

4%

51%

44%

11%

42%

39%

34%

30%

9%

2% 2016 (n=1,564) 2015 (n=2,855)


One-quarter of students don’t expect to have any financial debt at graduation. Compared to last year, participants in this year’s survey are better able or willing to estimate their expected debt, with two-thirds expecting to owe $25,000 or more.

Anticipated Personal Debt at Graduation

45

Base: All respondents, excluding prefer not to answer FI2. What do you expect your personal financial debt to be at graduation?

Expected Debt at Graduation Expected Size of Debt at Graduation

$100K or more

$75K to <$100K

$50K to <$75K

$25K to <$50K

<$25K

12%

5%

15%

34%

34%

9%

5%

16%

34%

36%

2016 (n=600) 2015 (n=979)

None Don’t know Gave estimate


Base: Gave estimate of expected debt

$25K+ 66% 64%

44% 34%

32% 42%

24% 24%

2016 (n=1,327)

2015 (n=2,852)

Don’t Know Neutral

1% 3%

26% 22%

Overall, I think I can manage my finances

2% n/a

20% n/a

I worry about how to pay for textbooks and class materials

1% 2%

18% 17%

I worry regularly about how to pay my tuition and other expenses

2% 3%

22% 19%

I experience financial hardship related to my tuition and other

expenses

5% n/a

15% n/a

If I had an unexpected financial emergency, I would know how to

access emergency funding

6% 4%

17% 13%

I might need to abandon my studies at UBC due to financial

reasons

4% 4%

18%

19% 22%

20% 26%

25%

38% 53%

15% 14%

35% n/a

38% 37%

38% 41%

50% n/a

60% 71%

A small majority of students agree that they can manage their finances overall. One-in-six might need to abandon their studies due to financial reasons, a significant increase over the past year.

Agreement with Statements About Personal Finances

46

Base: All respondents (2016 n=1,564; 2015 n=2,855) F3. How much do you agree or disagree with the following statements about your personal finances as a UBC student?

Agree

16% 19%

14%

15% 18%

13% 14%

10%

4% 4%

58% 60%

44% n/a

43% 44%

38% 37%

30% n/a

17% 12%


2016

2015

2016

2015

2016

2015

2016

2015

2016

2015

2016

2015

2016

2015

2016

2015

2016

2015

2016

2015

2016

2015

2016

2015


Disagree

Half of students estimate that they spent $500 or more on textbooks and other course materials over the past year. On average, students spent $620.

Estimated Expenses on Textbooks and Other Course Materials

Base: All respondents (n=1,534) DP5. Based on your best estimate, how much in total did you spend on textbooks and other course resources (excluding tuition) during the 2015-2016 academic year?

47

<$100

$100 to <$200

$200 to <$300

$300 to <$400

$400 to <$500

$500 to <$600

$600 to <$700

$700 to <$800

$800 to <$900

$900 to <$1000

$1000 or more

10%

7%

12%

12%

10%

15%

7%

4%

4%

1%

18%

$500 or more 49%

Mean: $620

Nearly all students have purchased a textbook that they barely used, and the majority have used alternative means to meet their textbook needs.

Frequency of Participation in Textbook Activities

Base: All respondents, excluding prefer not to answer (n=1,430-1,544) DP6. How often have you done each of the following?

48

Don’t know

% Frequently/Often

1% Bought a textbook or other course

resource and didn’t use it, or rarely used it, throughout the term

53%

1% Went without a textbook or other

course resource because it didn’t seem useful

42%

1% Used an out-dated version of a

textbook or other course resource to avoid paying for a more recent edition

46%

1% Went without a textbook or other course resource due to cost 37%

3% Accessed a textbook or other course resource illegally from sources other

than the UBC Bookstore 32%

24%

20%

24%

19%

20%

29%

22%

22%

18%

12%

31%

30%

25%

24%

18%

10%

11%

11%

14%

13%

94%

83%

82%

75%

63%


Ever

A small majority of students agree that their academics would be impeded by not purchasing the assigned textbook, while approximately half disagree that the entire content tends to be relevant and that professors take textbook costs into account.

Agreement with Statements About Textbooks

Base: All respondents (n=1,564) DP7. Please indicate your level of agreement with the following statements…

49


19% 2% I feel that not buying the assigned textbook would

impede on my academics

21% 3%

When assigning textbooks and other course resources, my

professors take into account cost to students

17% 1%

When my professors assign textbooks, the content of the whole book is relevant to the

course

18%

5%

5%

59%

31%

31%

5%

18%

21%

19%

45%

51%

Disagree Agree



Academic Integrity

A strong majority of students are confident that they understand the meaning of academic integrity.

Confidence in Understanding of Academic Integrity

Base: All respondents (n=1,564) A1. How confident are you in your understanding of the meaning of academic integrity?

51

Very confident

Somewhat confident

Not very confident

Not at all confident

Don’t know

51%

37%

9%

1%

2%

Confident 88%

Not Confident 10%

Nearly all students recall their professors discussing topics related to academic integrity, most commonly the consequences to cheating or plagiarism.

Academic Integrity Topics Discussed by Professors

Base: All respondents (n=1,564) A2. Which of the following topics related to academic integrity do your professors discuss with students in their courses?

52

Consequences for cheating or plagiarism

The importance of academic integrity

Strategies to avoid cheating or plagiarism

The meaning of academic integrity beyond just refraining from cheating and plagiarism

Factors that might drive students to commit academic dishonesty

Other

None

81%

62%

47%

41%

30%

<1%

6%

Any 94%


International Students

Vantage College Enrolment

The proportion of survey participants who are international students has significantly declined in the past year. None of the international student participants are aware of being enrolled in Vantage College, a significant decline from last year.

54

Base: All respondents DEM2. Are you a domestic or international student?

Domestic/International Student

Base: International students currently enrolled in Arts or Science (n=77*) *Small base size, interpret with caution.

DEM3. Are you currently enrolled in Vantage College?

69% 59% 63%

21% 22% 20%

11% 19% 18%

2016 (n=1,564)

2015 (n=2,855)

2014

International Domestic, outside of BC Lower Mainland Domestic, from BC Lower Mainland

0% 6%

97% 93%

3% 1%

2016 (n=168)

2015 (n=77)*

Don’t know No Yes


Access International House Services International House Location

Although a small majority of international students have used the services provided by International House, few use these services frequently or often. Most of those aware of the International House believe they would be more likely to use its services if it was located more centrally on campus.

International Students: International House Use of Services & Impact of Location

Base: international Students (n=168) U6. How often do you access the services offered by International House?

55

Frequently

Often

Sometimes

Rarely

Aware, not accessed

Not aware

2%

2%

20%

35%

21%

21%

Yes 61% No

25%

Don't know 13%

Base: Aware of International House services (n=132) U7. Would you be more likely to access International House if it were located more centrally on campus?

Frequently/ Often

4%

Aware 79%

Ever Used 58%


Engineering Undergraduate Society

A strong majority of engineering students have used the new Engineering Student Centre, most commonly to attend events or socialize. One-in-three visit the centre at least weekly.

Enrolled in Engineering: Frequency of Visiting the Engineering Student Centre

Base: Enrolled in Engineering (n=232) EUS3. Approximately how often do you visit the new Engineering Student Centre for each of the following purposes?

57

At Least Weekly

ANY 31%

Attending events 11%

Socializing 22%

Studying 20%

Attending meetings 12%

Other Uses 16%

5%

1

3

3

1

1

3

3

11%

8%

3

8%

12%

8%

8%

9%

7%

8%

27%

22%

20%

14%

16%

12%

21%

31%

20%

17%

15%

17%

79%

65%

62%

51%

43%

45%

Everyday A few times a week Once a week Once or twice a month Once or twice a term

Ever

Gender Male

(n=143) Female (n=85*)

Engineering Week 54% 66%

EUS Career Fair 43% 59%

Parties 33% 46%

Week E<0 31% 45%

Handbuk 23% 39%

EUS Professional Development Events 21% 43%

APEGBC Industry Night 23% 36%

EUS Social Events 20% 29%

EUS Tutoring 19% 22%

EUS Carolling 17% 29%

Charity 11% 30%

EUS Volunteer Opportunities 12% 28%

Red Sales 15% 21%

EUS Sport tournaments 11% 18%

EUS Health & Wellness Events 8% 18%

UBC Engineering Competition 10% 12%

Other 1% 0%

None 15% 9%

The majority of EUS students have participated in or used one or more EUS events or services. Women are more likely to have participated in or used a number of events or services.

Enrolled in Engineering: Past Year Use of EUS Events & Services

Base: Enrolled in Engineering (n=232) *Small base size, interpret with caution. EUS1. Which of the following EUS events and services have you personally used at least once over the past year?

58

57%

48%

37%

35%

28%

27%

26%

23%

20%

20%

17%

16%

16%

13%

11%

11%

1%

13%


Any 87%

Gender (2016) Male

(n=143) Female (n=85)*

Classes and Project Groups 64% 62%

Engineering Student Teams 38% 29%

Engineering Department and Program Clubs 32% 32%

The Engineering Undergraduate Society (EUS) 21% 22%

Professional Associations (CIM, IEEE, etc.) 13% 10%

Engineering Fraternity or Sorority (SPD, AOE) 3% 13%

Engineers Without Borders (EWB) 5% 4%

Women in Engineering (WiE) 2% 14%

Other – 1%

I have not found community in engineering 8% 18%

The majority of engineering students have found community in Engineering, most commonly from classes and project groups. Despite having a higher rate of participation in a number of activities and events, women are more than twice as likely than men to say they have not found community in Engineering.

Enrolled in Engineering: Sources of Community in Engineering

59

*Small base size, interpret with caution. Base: Enrolled in the Faculty of Applied Science (2016 n=232; 2015 n=301) EUS2. Where have you found community in Engineering?

63%

36%

32%

21%

12%

6%

5%

5%

<1%

11%

n/a

21%

29%

24%

n/a

5%

8%

8%

6%

40%

Statistically significantly higher than comparison group(s). Statistically significantly higher than previous year. Statistically significantly lower than previous year.


Science Undergraduate Society

A small majority of those enrolled in Science feel they have or had access to enough resources to make an informed decision in choosing a major.

Enrolled in Science: Access to Enough Resources When Choosing Major

61

Base: Enrolled in the Faculty of Science (n=712) SUS5. Do you feel you have/had access to enough resources to make an informed decision in choosing a major?

60% 55%

2016 (n=388)

2015 (n=712)


% Yes

81%

70%

2016 (n=388)

2015 (n=712)

A strong majority are aware that there is a fellow undergrad serving as their departmental representative on the SUS Council. Awareness of this representation has significantly improved over the past year.

Enrolled in Science: Awareness of SUS Council Undergrad Representative

62

Base: Enrolled in the Faculty of Science SUS1. To begin, are you aware that there is a fellow undergraduate student representing you on the Science Undergraduate Society (SUS) Council as a SUS departmental representative?


% Yes


LFS Undergraduate Society


13% 0%

The material covered in the LFS Core Series (LFS 100, 250, 350,

and 450) is relevant to my career goals

25% 0%

I am informed about graduate education and career

opportunities suited to students who complete degrees in my area of

study

28% 1%

I am satisfied with the level of career coaching and

professional development services available to

me as an LFS student

Small majorities of LFS students agree that the Core Series material is relevant to their career goals, that they are informed about graduate studies and career opportunities, and that they are satisfied with the career coaching and professional development services available.

Enrolled in LFS: Agreement with LFS Statements

Base: Enrolled in Land and Food Systems Faculty (n=71)* *Small base size, interpret with caution. LFSUS1. Please rate your level of agreement with the following statements.

64

19%

15%

11%

61%

57%

53%

13%

4%

4%

26%

19%

18%


Disagree Agree

2016 Academic Experience Survey Report - UBC AMS€¦ · 2016 Academic Experience Survey Report ....

Documents

Transcript of 2016 Academic Experience Survey Report - UBC AMS€¦ · 2016 Academic Experience Survey Report ....