7P5 Determining Comparative Data

STI determines the need for comparative data according to its mission and vision. STI searches for comparative data to see if it exists and if it would help further STI’s mission and vision. If the data meets these criteria, then STI will establish a comparative process.

For example, STI has found it valuable to use comparison data for student satisfaction. The Noel-Levitz Student Satisfaction Inventory provides STI with national mean satisfaction scores, both at the institutional and program levels, thereby allowing STI the opportunity to set goals and action plans that will significantly improve student satisfaction levels. STI is also able to do internal yearly comparisons with the data.

Similarly, STI has found that comparisons to other institutes, either nationally or regionally, have been valuable in the areas of employee compensation packages, graduate job placement and salaries, overall enrollment figures, etc. The IPEDS data allows STI to benchmark on important measures such as enrollment, retention and graduation rates, which are directly related to STI’s strategic goals. In spring 2009 STI joined the National Community College Benchmarking Project (NCCBP) and believes the project will provide STI with additional higher education benchmarking opportunities. NCCBP information was not yet available for this portfolio.

However, in other areas, such as the Campus Climate Survey, STI has elected to use internal data and compare that data to previous year results. STI’s Campus Climate Survey, which measures the employee climate at STI, is more directed to the specific STI employee’s satisfaction. The goal is to improve the satisfaction of STI employees, not to reach a specific standard set outside of the organization.