To carry out the national Education Satisfaction Survey is an important task of the overall deployment of the party's party, and is a positive response to the Central Committee and the State Council's call for a good education for people's satisfaction. The Chinese Academy of Educational Sciences, supported by 31 provinces in the country, conducted a survey of higher education satisfaction in May 2016-June. This paper gives an introduction and analysis of this survey.
I. Investigation of the basic situation
This study draws on the theoretical model of customer satisfaction and the theory of college students ' learning and development, and constructs the theoretical model of satisfaction degree of higher education in China, which includes five dimensions, such as overall education satisfaction, education quality satisfaction, education fair satisfaction, educational environment satisfaction and education expectation. According to the theoretical model and the "national medium-and long-term education reform and Development Plan (2010-2020)" "on the overall improvement of the quality of higher education" and other relevant documents, the subject group developed a questionnaire. The questionnaire is divided into two parts: satisfaction survey and student background information, which consists of 68 objective choice questions and 1 open questions, and the Likert type seven-point scale is adopted in the topic design, and the reliability and validity of the questionnaire are good. Using the structural equation model to calculate the educational satisfaction index, the model achieves the suitable standard. Data analysis software uses SmartPLS2.0 and SPSS19.0, the data results are presented in system.
Sample schools were first sampled at various provincial levels. The average university is taken at 12% per cent, with a minimum of 4 (if less than 4) of each type of sample school in a province with a lower number of undergraduate or higher vocational colleges. Second, sample students are sampled at the school level. By using the isometric sampling method, 140 students were extracted from each sampling institution, and 180 students from each university were selected in the provinces where the number of sampling institutions was less than 4. The survey included 48,900 students from 350 universities in the country, including 182 25,400 students from general colleges and 168 students in higher vocational colleges. At the same time, a total of 2,266 national regions in various sectors of the large and medium-sized employers to participate in the survey. The effective sample size of the student questionnaire was 44,164, of which the undergraduate was 22,319, and the higher grade was 21,845. The effective sample size of the employer questionnaire was 1663, of which 787 were undergraduate and 876 in higher vocational.
II. MAIN CONCLUSIONS
1. The overall satisfaction index for higher education is 69.42. The education Fair Satisfaction Index is 69.25, the educational environment Satisfaction Index is 69.23, the Education Quality Satisfaction Index is 67.87, and the education expectation index is 66.45.
2. The degree of satisfaction of higher vocational education is slightly better than that of undergraduate. The overall satisfaction index of higher vocational education is 70.72, the undergraduate education is 68.15, and the Fair Satisfaction Index of higher vocational education is 70.52, undergraduate education is 68.00 points; the higher vocational Education Environmental Satisfaction Index is 71.01, the undergraduate is 67.48; the higher vocational Education Quality Satisfaction Index is 71.52, the undergraduate education is 64.31, the higher vocational Education expectation index is 67.81, the undergraduate education is 65.11. Higher than 2 more than the undergraduate degree.
3. The overall satisfaction of the central region is high, and the satisfaction of the western region is generally low. In the central region, 88% of the provincial higher education overall satisfaction index is higher than the national average, 64% in the eastern region and only 25% in the western region.
Education quality, education equity and educational environment Satisfaction index are higher than the national average level, the central region is 63%, 88%, 75%, the eastern region is 55%, 45%, 45%, and the western region is no higher than 25%.
4. The overall satisfaction of central universities is higher than that of local universities. The overall satisfaction index of the Central University is 72.36, and the local colleges and universities are 69.13 points. Education equity, educational environment satisfaction and educational expectations, the central colleges and universities are higher than the local universities; but the quality of education satisfaction, the Central university is slightly lower than the local colleges and universities, the reason is that the Central university students have higher expectations of education quality, therefore, the quality of education is relatively low, and the second is that with the continuous strengthening of postgraduate education and the strengthening of research functions, it is possible that some research universities will shift the focus of academic work from teaching to postgraduate education, and Even weakened the phenomenon of undergraduate education, resulting in the quality of undergraduate education is not high satisfaction.
5. The degree of education satisfaction has been higher in the universities with national key construction. such as "985" and "211" colleges and universities, the national model of higher vocational satisfaction, are higher than these types of engineering institutions. The overall satisfaction index of "985" colleges and universities is 73.62, and not "985" is 67.58 points; 211 "Colleges and universities are 70.52 points, not" 211 "colleges and universities are 67.48 points, the national demonstrative higher vocational colleges are 73.40 points, and the non-state model vocational colleges are 70.11 points.
6. Located in the county town of higher vocational colleges, independent colleges, there is a "satisfactory degree of collapse" phenomenon. The degree of satisfaction of the higher vocational colleges in the counties and towns is completely collapsed. The overall satisfaction index of the county-town vocational colleges is 67.71, which is lower than the urban higher vocational colleges (71.33 points) and the Rural Higher vocational colleges (69.94 points). Education quality, education equity and educational environment Satisfaction Index, the county-town higher vocational colleges are 68.82 points, 67.92 and 67.87, while the urban higher vocational colleges are 71.98, 70.99 and 71.56 respectively, the rural higher vocational colleges are 71.79, 70.43 and 71.21, and the county-town higher vocational colleges are lower than the urban higher vocational colleges and the rural higher vocational colleges.
The Independent college has "local collapse" in overall satisfaction, education fair satisfaction and educational expectation. According to the type of school running, divided into universities, independent colleges and colleges. The overall satisfaction index of the independent college was 65.87, below the university (68.57 points) and the college (68.04 points). The Independent College's Education Fair Satisfaction Index is 67.47 points, which is lower than the university (67.70 points) and the college (68.72 points); The Independent College's educational environment Satisfaction Index is 66.60, which is lower than the university (67.46 points) and the college (67.77 points), and the independent college's education expectation index is 63.65 points, which is lower than the university (65.32 points) and the college (65.14 points).
7. University students are most satisfied with the 10 aspects, poor student funding, teachers ' professionalism, student relations, etc. ranked among the forefront.
Comprehensive undergraduate students and higher vocational students in each topic, the highest degree of satisfaction or the lowest 10 aspects, there is a high degree of intersection, the intersection is the highest or lowest degree of satisfaction of college students. The most satisfying aspects of college students are the teachers ' professional spirit, the relationship between students, the needy students, the relationship between teachers and students, the rules of dealing with dishonest behavior, school ethos and so on 6 aspects. In addition, the undergraduates have high satisfaction with the places of study, information resources, test scoring rules, sports venues and physical facilities. Higher vocational students have high degree of satisfaction in attaching importance to educating people, attaching importance to technical skills training, practice management and practice.
These aspects can obtain the high satisfaction of the students, the main reason is the importance of national macro education policy and the appearance of policy effectiveness in recent years.
"Can students with financial difficulties be effectively subsidized?" According to the survey, the topic scored 80.12 and scored highest in all subjects. The results show that our country has a significant effect in subsidizing poor students. In recent years, the relevant departments of the central government have put in place relevant subsidy policy measures, and have set up a student subsidy policy system covering pre-school education to graduate school, which ensures that one student is not out of school because of family economic difficulties. This year, a number of ministries issued a joint circular on the further implementation of the higher education student subsidy policy. The policy system of student subsidy in China is becoming more and more perfect, and the effect is constantly highlighted, which promotes and guarantees the fairness of education and lays a solid foundation for social equity.
"What is the general professionalism of the teachers?" According to the survey, the score was 78.92, which was lower than that of poor students, indicating that the students surveyed had a high degree of recognition of the professional spirit of the university teachers. A good teacher, a good education, a good teacher spirit, to create a good teacher. Some opinions on the overall improvement of the quality of Higher education (hereinafter referred to as "several opinions") point out that the professional ethics of university teachers should be established and the professional ideal and professional ethics education should be strengthened. Notice of the overall plan for promoting world-class universities and first-class discipline construction (the "double-first-class overall plan") also emphasizes that we should strengthen the construction of teachers ' morality, cultivate and bring up an excellent teacher team with ideal belief, moral sentiment, solid knowledge and benevolence, to guide teachers to devote themselves to teaching and educating.
"Can schools teach both theoretical knowledge and teachers who teach real-time lessons?" The problem is divided into 73.16. "In general, is the teacher from the industry a high level of teaching?" The problem is divided into 73.92. The two subjects scored higher, reflecting the good results of the construction of "double-teacher" Teachers ' team in recent years. "Double-Teacher" teachers are the characteristics and emphases of the construction of higher vocational education teachers. According to the outline of educational planning, we should strengthen the construction of "double-division" teachers and training bases, and improve the basic ability of vocational education. A number of comments emphasize that universities should be encouraged to employ professional and technical personnel with practical experience as part-time teachers to support teachers ' access to off-campus work or research experience. The action plan for Innovation and development of higher vocational Education (2015-2018) (short of the Plan of Action) emphasizes that we will promote the training base of "double teacher-type" teachers in high level universities and large and medium-sized enterprises, and explore the training methods of "academic Education + Enterprise Practice", strengthen the construction of part-time teachers who mainly take professional and technical personnel and highly skilled talents as the major courses teaching and practical teaching tasks.
"What about school ethos?" The score is 76.39 and students are highly accredited to the school ethos. School ethos is a collective embodiment of the spiritual civilization of schools. "A university's ethos and style of study, like sunshine and air, determine the growth of all things," Mr. Xi said. Good school spirit and style of study, students can learn to create a good climate, create a good ecology. "Strengthening school ethos Construction is the key to the development of schools, and also the main way to realize the connotation development of schools."
"Can schools guarantee the lawful rights and interests of students during their internship?" The title is divided into 74.50, the top ten. Top-post practice is an important teaching link in higher vocational education. The lawful rights and interests of students during their internship should be paid attention and protection. The Plan of Action states that schools and enterprises jointly protect students ' rights and interests, ensure reasonable remuneration, and implement student liability insurance and Industrial injury insurance in accordance with relevant state regulations.
"Are there many opportunities for schools to organize students to participate in professional skills competitions?" The problem is divided into 71.07. The Plan of Action emphasizes the national professional skills competition. The National Vocational Skills Competition is an annual national vocational education Student competition, has become the Chinese vocational educational industry annual event, the students ' answer confirms this point.
8. College students are most dissatisfied with 10 aspects, curriculum teaching, international resources, extra-curricular interaction between teachers and students, participation in scientific research in the forefront.
The most unsatisfactory of college students is five aspects, such as extracurricular interaction, participation in scientific research, international resources, Student participation, students ' right to express and supervision. In addition, the undergraduates ' satisfaction with curriculum teaching, teachers ' strength, teaching methods, academic lectures and learning feedback is low, and the expectation of professional suitability, catering service, the expectation of higher vocational education, the opportunity of further study, and the activities of the community are lower. In these respects, colleges and universities should attach great importance to.
9. There are differences in the overall satisfaction of students of different disciplines and majors. Among the 13 subjects, the total satisfaction index of art is the highest (71.97 points), the lowest philosophy (63.93 points), and the scores of different disciplines are statistically significant.
The education Quality Satisfaction Index scored the highest (69.61 points), the lowest literature (63.02 points), and the scores of various disciplines were different and statistically significant.
Leisure health care, public management services and agriculture, forestry and fishery and other majors, higher vocational education, the overall satisfaction of the highest, education, sports Fitness and textile food category and other professions, the overall satisfaction of the lowest.
Leisure Health professional Education Quality of Satisfaction Index scored the highest (74.90 points), education, professional minimum (67.91 points), the scores of different professional categories and statistically significant.
10. There are differences in the degree of satisfaction of higher education among students of different subgroups. Students ' individual factors can be divided into students ' first assignment factors and students ' factors. The student's first assignment factor refers to the individual characteristic which the student carries before the school, including the demographic characteristic and the family background characteristic.
The overall satisfaction of boys is lower than that of female students, but other dimensions of satisfaction are higher than those of females. The overall satisfaction index of male students scored 69.07, which was lower than that of girls (69.76). The education quality, the education environment Satisfaction Index and the education expectation, the boys score are higher than the female students, the Education Fair Satisfaction Index, the male and female students are basically equal.
The degree of satisfaction in higher education of students in this province is higher than that of provincial students. The overall satisfaction of students in this province is divided into 69.86, higher than that of provincial students (68.35 points). Education quality, education equity, educational environment Satisfaction index and educational expectation, the students in this province scored higher than those from other provinces.
The degree of satisfaction of the first generation of college students is lower. The overall satisfaction of the first generation college students was divided into 69.27, which was lower than that of non-first generation college students (69.97), and the other dimensions were similar.
Student acquisition factors refer to the characteristics acquired through individual learning and life during university.
Students who have served as student cadres have higher levels of satisfaction in all dimensions of higher education. The overall satisfaction score of student cadres was 70.65, higher than that of students who had not served as student cadres (67.79 points), and other dimensions were similar.
The higher the degree of study effort, the higher the satisfaction degree of each dimension of higher education. Study very hard students overall satisfaction of 58.16 points, study very hard students overall satisfaction of 78.22 points. The higher the degree of learning effort, the higher the overall satisfaction of students, the other dimensions are similar.
The higher the students ' academic achievement, the higher the degree of satisfaction. The total satisfaction of the students in the top 5% is divided into 72.07, and the total satisfaction is divided into 62.10. The better the academic performance, the higher the overall satisfaction score, the other dimensions are similar.
Students who intend to find a job after graduation have the highest degree of satisfaction in higher education and other dimensions of satisfaction. After graduation there are plans to find a job students, the overall satisfaction score is quite close to 70 points, after graduation the situation to be determined by the students, the overall satisfaction is divided into 65, far lower than the other three situations. In terms of education quality, education equity, educational environment Satisfaction index and educational expectation
