Class-of-Mail and the Effects of Monetary Gratuity on the Response Rates of Mailed Questionnaires

In two separate studies, class-of-mail had no significant effect on return rate of mailed questionnaires. Return rates increased markedly (almost doubled) when a $1.00 gratuity was included in the first-class mailing.     

Comparing response rates in e-mail and paper surveys: A meta-analysis

This meta-analysis examined 35 study results within last 10 years that directly compared the response rates of e-mail versus mail surveys. Individual studies reported inconsistent findings concerning the response rate difference between e-mail and mail surveys, but e-mail surveys generally have lower response rate (about 20% lower on the average) than mail surveys. Two study features (population type and follow-up reminders) could account for some variation in the e-mail and mail survey response rate differences across the studies. For the studies involving college populations, the response rate difference between e-mail and mail surveys was much smaller, or even negligible, suggesting that e-mail survey is reasonably comparable with mail survey for college populations. The finding about follow-up reminder as a statistically significant study feature turns out to be somewhat an anomaly. Other study features (i.e., article type, random assignment of survey respondents into e-mail and mail survey modes, and use of incentives) did not prove to be statistically useful in accounting for the variation of response rate differences between mail and e-mail surveys. The findings here suggest that, in this age of internet technology, mail survey is still superior to e-mail survey in terms of obtaining higher response rate.     

Measurement of Some Aspects of Critical Thinking

This study investigated the effects of personalization, an offer of survey results, gender, level taught, and location (state) on survey return rates. Six hundred surveys were mailed to public school teachers in Nebraska and Wyoming. The overall return rate was 70.5%. A significant main effect was found for personalization. Also, personalization increased responses to the initial mailing. No other effects were necessary to provide adequate model fit. Results suggest personalization as operationalized in this study to be effective in increasing returns.     

A Comparison of Response Rate,Response Time,and Costs of Mail and Electronic Surveys

Response rates, response time, and costs of mail and electronic surveys were compared. The survey sample consisted of college faculty in the southeastern United States. Mail surveys yielded a higher response rate and a lower rate of unde-liverable surveys. However, receipt of responses was significantly quicker for those delivered electronically, with over 80% of initial responses arriving before receipt of the 1st returned mail survey. The costs associated with distribution of surveys and preparation of data for analysis were much lower with the electronically delivered surveys.     

Strategies to Increase Student Response Rates to Mail Surveys

This article discusses two studies in which different methods were used to try to improve the undergraduate student response rate to mail surveys. The first study showed that students receiving raffle tickets with their surveys were more likely to respond than those receiving no raffle ticketes; however, the differences were statistically significant only for students living in residence halls on campus (i.e., freshman and sophmores) and not for those living off-campus. The second study showed that nonrespondents who were telephoned before the second mailing of a questionnaire were much more likely to respond than those nonrespondents who were not called.     

Reluctant Respondents

The purpose of this study was to assess differences in demographic variables, mean attitude score, reliability of response, variability of response, and level of item completion among respondents to an initial survey mailing, to the first follow-up, to the second follow-up, and to a telephone interview. The survey requested information regarding classroom teachers’ use of research and attitudes toward research. Subjects were 600 inservice teachers from Wyoming and Nebraska. The final response rate to the mail questionnaire was 71.2%; 25 nonrespondents were interviewed by telephone. Results suggest that small differences exist across waves, with reluctant respondents having less positive attitudes toward the topic and less favorable views of themselves as researchers and teachers.     

Improving alumni survey response rates: An experiment and cost-benefit analysis

Mail surveys are frequently used in higher education research as a means of collecting data relevant for college decision makers. Despite their prevalence, mail surveys have drawbacks, chief among them the potential for low response rates, which may compromise the credibility of research results and diminish their usefulness. Therefore, it is important for institutional researchers to plan and conduct mail surveys that achieve optimal response rates, especially in populations (i.e., alumni) where low response rates may be a problem. This research tested the effect of the survey procedures suggested by Dillman's (1978) Total Design Method on response rate to a mail survey of two-year college alumni. The method used was an experiment with four groups that varied in their degree of adherence to Dillman's procedures, i.e., amount of follow-up and degree of personalized approach. Subjects were randomly assigned to groups. Results provided a test of Dillman's techniques in an educational setting, further information for institutional researchers about ways to improve response rates, and an analysis of the costs and benefits of using Dillman's methods.     

Image Gap Analysis: A Pilot Study

ABSTRACT

This paper reports the results of an image study conducted by a college of business among business people in the service area of the university. A mail survey of 2000 businesses was randomly selected using a commercial mailing list. Results reveal the current image and provide guidance for defining a desired image and, subsequently, preparing a marketing program that will communicate that image.     

The Birmingham Outreach Programme: The continued training of nursery nurses beyond NVQ III

Some of the recent debates and discourses about higher education have embraced the development of shared aims and values within the professional context. The opportunity to engage in critical reflexive pedagogy is being widely acknowledged as an important element in the continuing professional development in the sector. In this paper a case study model of professional development practice is outlined: the Teaching Development Group at the University of Gloucestershire. As part of a review of its own organizational structure for some aspects of professional development, a multi‐method research project was undertaken during 2001. The first phase was a questionnaire survey of the university's academic staff to establish some baseline data and to plot general patterns and trends. This generated a database of 101 returns; a response rate of 31%. The second phase was a series of four ‘focus group’ meetings to develop a more nuanced understanding of the key themes and issues that emerged from the survey. These highlighted the positive spirit in which the scheme was received in the first instance, the difference of opinion over the direction taken by different groups and agenda setting, and some perceptions about a formal framework for teaching observation as part of on‐going professional development. From the perceptions of preferences and/or optimal practice identified in the two phases of the research, a scheme of this kind has the potential to contribute effectively to professional development when appropriately resourced, small, cognate groups have autonomy and when there is a clear differentiation between on‐going staff development and formal appraisal activities.     

Consumer Awareness and Willingness to Pay for High-Pressure Processing of Ready-to-Eat Food

ABSTRACT:  Commercial, nonthermal processing of food, such as high hydrostatic-pressure processing (HPP), has increased. The safety and quality of foods produced by HPP has not been well communicated to the public. An online, nationwide consumer survey was implemented to assess awareness of alternative food processing technologies, consumer food safety attitudes and knowledge, and willingness to pay (WTP) for HPP products. The consumer survey was administered by Zoomerang™, an online survey clearinghouse. The survey was completed by 1204 adults. Frequencies and crosstabs were calculated on Zoomerang and SPSS used for one-way ANOVA and chi-square analyses. The survey assessed knowledge of HPP, attitudes about new food processing techniques, WTP for HPP foods and demographics. Overall, many demographic characteristics reflected U.S. census population. While traditional methods, that is, canning, freezing, and microwaving were all well recognized by over 80% of respondents, only 8% recognized HPP. Trends indicated an increase in age, education, and income reflected greater food safety knowledge. Regardless of demographics, no survey respondent exhibited knowledge mastery (80%). Given an explanation of HPP and its benefits, 39% of respondents indicated they would be WTP an additional cost, with higher income and education having the most impact. Majority of respondents indicated a WTP of $0.25 to $0.50 regardless of the value of the food product. More respondents were WTP slightly more for a more expensive product. New technologies often encounter a stumbling block in consumer acceptance and processing costs. A consumer's WTP, once they were informed, could encourage industry to look favorably on this technology.     

Cost-effectiveness of differential techniques for mail questionnaires

As part of a follow-up study of a national sample of 59,000 freshmen who enrolled in colleges or universities in the fall of 1966, 14 random samples of approximately 1000 students each were assigned to various mail survey techniques. Cost and response rate data were examined to determine the relative cost-effectiveness of the techniques. The results indicated that use of nonprofit outgoing postage, window envelopes, and business reply returns lowered the costs per contact and did not significantly impair rate of return. Use of a second-wave questionnaire was a very effective technique for increasing the response rate.Data collection for this project was supported by NSF #R000101 and NIH #OD 72-2029. Partial support for the analysis was provided by NSF-C741.     

PUBLIC TWO‐YEAR COLLEGE FUNDING AND PROGRAM PATTERNS

Several sets of data were employed in efforts to address the major concerns of this study. The first was a national survey of state directors of two‐year colleges. From them basic data regarding the distribution of funding for public two‐year college institutions on a state‐by‐state basis was obtained. It was found that 57% of funding nationally was derived from state legislatures, 17% from local or regional governments, 14% from tuition, and 10% from other sources. Also computed from the survey data was the distribution of full‐time enrollments by generic program. It was found that about half of the full‐time students were enrolled in occupational programs.

Using selected national data, the cost per credit‐hour for 1979‐1980 full‐time students was computed to be $115 if 24 credit‐hours are considered a full‐time load, and $92 using 30 credit‐hours as a full‐time load.

Also determined were the correlations between selected population data and certain public two‐year college demographics. Strong positive relationships were found between state populations, number of colleges in the state, and the magnitude of the states’ gross weights (fraction of total national full‐time enrollments found in that state).     

Initial returns on mail questionnaires: A literature review and research note

The effects of method of reproduction, status of researcher, and personalization of signature on the initial rate of return of mail questionnaires were investigated, using a one-page combination cover letter and questionnaire mailed to 600 professors at the University of Maryland, College Park. The levels of each experimental variable were: Status — professor, graduate student; signature — hand signed in ink, mimeographed facsimile; reproduction — typed, photocopied, mimeographed.A response rate of 69% was obtained without using any follow-up procedures. Chi square analyses indicated no significant differences in the rate of returns for the levels of any of the experimental variables.It appears that initial return rate will not be significantly affected by using the most efficient, least expensive method available.     

Feedback as an incentive for responding to a mail questionnaire

The effect of offering respondents feedback on questionnaire results was investigated in a national mail survey of college-bound secondary school students. It was found that offering feedback had a significant positive effect on response rate, but the magnitude of that effect was slightly less than the increase in response rate resulting from a shorter questionnaire and considerably less than a follow-up contact with nonrespondents.     

Improving Risk Education in Grades 6–12: A Needs Assessment of Michigan,Ohio, and Wisconsin Science Teachers

Abstract

If formal educators are to play a role in preparing future citizens for making decisions about health and environmental risks, then they must be willing and able to incorporate risk education. This article presents 10 goals for risk education. It also describes current risk education practices, future interests, and perceived barriers to risk education of Michigan, Ohio, and Wisconsin Grades 6–12 science teachers. Data were collected through a mail questionnaire (1,336 surveys were returned, adjusted return rate = 80%) and in-depth telephone interviews (completed with 45 teachers, return rate = 90%). Many teachers had covered some aspect of risk education and were interested in enhancing their efforts. Results also suggest that teachers need to be made aware of risk education resources and provided with training, particularly regarding psychological influences on risk decisions.     

SURVEY OF NATIONALLY CERTIFIED SCHOOL PSYCHOLOGISTS’ ROLES AND TRAINING IN PSYCHOPHARMACOLOGY

A randomly selected group of Nationally Certified School Psychologists (NCSPs; n = 817) were mailed the 42‐item School Psychopharmacology Roles and Training Evaluation (SPRTE) which inquired about their caseloads, practice roles as proposed by DuPaul and Carlson ( 2005 ), and prior training in psychopharmacology. A modified Tailored Design Methodology (TDM; Dillman, Smyth, & Christian, 2009 ), involving four mail‐based contacts, was used to yield a 74% survey return rate (n = 607). Of the returned surveys, a 72% (n = 548) usable response rate was obtained and used in the present study. Consistent with prior literature, nearly all (99.6%) school psychologists reported serving at least one student taking psychotropic medication. Primary direct service roles included monitoring behavioral response to psychotropic treatment (28%), monitoring treatment side‐effects (23%), and developing psychotropic treatment goals from direct assessment measures (14%). Primary indirect service roles included providing behavior management consultation to teachers of students taking medication (96%), implementing adjunctive psychosocial supports (87%), and providing assessment data to physicians for diagnostic purposes (84%). Despite differences in established psychopharmacological training standards, actual practice roles and training received did not differ between NCSPs from APA‐accredited programs and those from National Association of School Psychologists (NASP)‐approved programs. Implications for school psychopharmacology practice, training and research are addressed.     

Intimate partner violence exposure, salivary cortisol, and childhood asthma

ObjectivesNeuroendocrine alterations may help explain health differences between intimate partner violence (IPV) exposed children and non-exposed children. We sought to determine the feasibility of having families, recruited at a child asthma visit, collect at home and return via mail child salivary samples, and whether socio-demographic variables were associated with sample return. For those returning samples, we examined whether past-year IPV exposure was associated with total cortisol output (AUC) and the magnitude of the cortisol awakening response (CAR), and whether these cortisol values were associated with asthma control.MethodsFifty-five families with an asthmatic child of any age were recruited from 2 pediatric asthma clinics. At the time of the visit, parents completed a survey packet which included a modified version of the Conflict Tactics Scale to assess IPV. Parents were given supplies to collect 3 child salivary cortisol samples (awakening, 30-min after awakening, bedtime) at home on a typical day, and return them via mail. Medical records also were abstracted.ResultsFifty-three percent (n = 29) returned child salivary samples. Families who returned samples typically returned them within 2 weeks, most commonly before we made a reminder call. Parental male sex was associated (p = .06) with increased rate of return at the trend level. In multivariable models, a 1-unit increase in IPV was significantly associated with a .93 SD increase in root-transformed total cortisol output (AUC) (un-standardized beta = 2.5; SE .59; p = .001). The odds of uncontrolled asthma were marginally higher for every nmol/l increase in CAR (OR 1.04; 95% CI 1.0, 1.1; p = .06).ConclusionsThis study provides support for the feasibility of obtaining a moderate return of salivary specimens from a convenience sample. Findings that IPV was associated with elevated total cortisol output and uncontrolled asthma was marginally associated with cortisol awakening response suggest that future studies should investigate whether cortisol mediates the IPV-child asthma relationship.     

A survey of selected administrative practices supporting student evaluation of instruction programs

A mail survey of 333 American universities was conducted to assess the current status of Student Evaluation of Instruction. Based on a 68% return, it was concluded that there has been an increase in the popularity of student ratings as a means of evaluating faculty performance, as well as an increase in the frequency with which evaluation results are used in decisions concerning faculty status. However, at most universities, research on the rating instruments does not seem to have kept pace with the decisions that are based on the rating instruments.