Alumni Survey 

A web-based Zoomerang survey was sent to 3,500 alumni from the classes of 1995, 1999 and 2001. The purpose of the survey was to gather alumni perceptions of information technology at the university and to learn about alumni experience with information technology after graduation. Every tenth member of each class was selected until a pool of 3,500 was filled. Approximately 34% of the surveys could not be delivered due to incorrect e-mail addresses. Of 2,313 surveys delivered, 161 alumni responded (6.9% response rate). Due to low response rate and the non-random nature of the sample, great caution must be exercised in extrapolating from survey findings. Alumni responses point to their interest in software applications that have value in the workplace. Alumni also express interest in continuing education via distance learning.

Alumni Survey Results

Only 2% of the alumni sample rated themselves as “below average” computer users' plausible in that the survey was web-based. 71% rated themselves as “above average” or “expert.” Sixty-seven per cent (67%) reported that they were either familiar or very familiar with information technology resources at the university, a proportionately higher familiarity rate than that of current undergraduate and graduate/ professional students.

A block of questions asked how often alumni used applications or skills in their current positions. Their responses are summarized in the table below:

Note: Percentage data from Zoomerang software printout

108 alumni responded to an open-ended question about areas of information technology in which OSU could have prepared them better. Respondents emphasized the need to learn commonly used and practical software applications. Microsoft Office was frequently mentioned, as were its individual components. Of these, respondents frequently cited (in order) Excel, Access, PowerPoint and Project.

HTML and web page development software were mentioned (N = 7) as well as AutoCAD (N = 3).

A block of questions pertained to outcomes of the alumni experience with information technology at the university, which are summarized in the table that follows:

Note: Percentage data from Zoomerang software printout

An open-ended question asked what three things could the university do to improve the information technology products and services it provides. The two most frequent suggestions pertained to “more computers” and more trained and helpful technical support in computer labs (N = over 15 each). More computer labs (open 24 hours) with upgraded equipment and a comfortable environment were recommended. Alumni advocate for more training, especially on practical applications that could be used post-college. A number of alumni (N = 8) argued that courses on information technology should be required. Thirteen members of the sample noted the need for increased communication about available resources. Smaller numbers (N = 4 each) suggested more distance learning, better access from home, and greater incorporation of technology into the classroom.

An open-ended inquiry pertained to alumni interest in particular areas or topics if OSU were to offer instruction over the Internet to them. The predominant interest was in commonly used software applications (e.g., Microsoft products, graphics and web design), and more technical computer courses. However, a significant number of alumni suggested putting undergraduate, graduate and certification courses on the web (e.g., GEC, business, education, languages, English, history, etc.).

When asked about the helpfulness and responsiveness of information technology support services staff, 33% of the respondents were satisfied or very satisfied, 54% neutral, and 13% dissatisfied. 45% of the sample were satisfied with the university's ability to meet their technology needs, 41% were neutral and 14% dissatisfied.

With respect to the overall level of satisfaction with information technology services at the university, 54% were satisfied, 35% neutral, and 11% dissatisfied. The relatively large number of neutral responses (significantly higher than those observed with current student, faculty and staff samples) for these various satisfaction questions may reflect uncertainty, given the length of time away from the university for much of the sample.

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