Results of a mass survey of students and graduates of the Department of Software in the 2021-2022 academic year
In order to study the satisfaction of higher education applicants and graduates of the Department of Software of the Zaporizhzhia Polytechnic National University with the implementation of the educational process, learning conditions and university services during the 2021-2022 academic year, a series of surveys were conducted using Google cloud services and Telegram surveys.
A mass survey was conducted among Master’s degree graduates of the Department of Software 2021 at the time of completion of training (December 2021), which allowed us to find out their attitude to the conditions of study and employment status. 65 people participated in the survey, of whom 41 (63.1%) graduated from specialty 121 Software Engineering (educational program «Software Engineering») and 24 (36.9%) graduated from specialty 122 Computer Science (educational program «Artificial Intelligence Systems»).
Regarding satisfaction with education at the university, according to the survey results, 98.5% of students are generally satisfied with their education (of which: completely satisfied – 55.4%, satisfied in general, but consider it necessary to strengthen practical training – 40%, satisfied in general, but need to strengthen theoretical training – 3.1%). Not satisfied with education – 1.5% of respondents. Regarding the attitude of the teachers of the Department of Software Tools towards themselves: 70.8% are completely satisfied, 29.2% are mostly satisfied, and 0% are not satisfied.
Regarding the forms of organizing the educational process at the university, 20% want all types of classes to be held only in person, 30.8% want a complete transition to distance learning for all types of classes, and 49.2% want classes to be held in a mixed format (including 32.3% want lectures in a distance learning mode and 16.9% want lectures in a face-to-face mode and laboratory classes in a distance learning mode).
At the time of the survey (end of master’s studies, period of defense of master’s theses), 78.5% of applicants were actually employed (of which 20% were officially employed as full-time employees at enterprises, 26.2% were registered as individual entrepreneurs (FOP), 32.3% were officially unemployed, but actually had a job (are freelancers without registration)), 21.5% were unemployed. At the same time, only 1.5% of graduates stated that they need help with employment.
Graduates of the Master’s degree program of the Department of Software Tools are employed at such enterprises as SoftServe, Copmutools, Freshcode, Infocom ltd, Light IT, Vimeo, Absolute Web, DoneIT, Drum`N`Code, Koitechs, Logix ITS, Lumighost, Revolut ltd., Rezet, Uran, Urich, Zakaz.ua, PrJSC «Carlsberg Ukraine», LLC «Dreamnet», etc., as well as in educational institutions and individual entrepreneurs.
At the time of the survey, 7.7% of graduates already have their own business (enterprise), 30.8% are going to open their own business (enterprise) after graduating from university. 61.5% of respondents do not plan to open their own business.
After graduating from university, 87.7% plan to work in the specialty they studied at the university (including 73.8% based on interest in the specialty, and 13.9% based on the opportunity to find a high-paying job). 12.3% of graduates do not plan to work in the specialty they received.
Among the respondents, 58.4% plan to work in the Zaporizhzhia region after graduation, 26.2% – in another region of Ukraine, and 15.4% abroad.
During their studies, they attended career guidance events: at the Department of Software of the Zaporizhzhia Polytechnic University – 41.5% (including 29.2% who benefited from this), the Job Fair of the Zaporizhzhia Polytechnic University – 21.5% (including 13.8% who benefited from this), events outside the Zaporizhzhia Polytechnic University – 58.5% (including 50.8% who benefited from this). Only 6.2% of respondents applied to the Employment Assistance Center of the Zaporizhzhia Polytechnic National University (including 1.5% who benefited from it).
During their studies at the university, 81.5% of students underwent practice/internship at enterprises (of which 26.2% – based on practice recommended by the university, 53.8% – based on practice proposed by the student on his own initiative). The rest (18.5%) underwent training practice on the basis of the graduation department at the university.
Regarding desires to improve the conditions of study at the university and at the department in the relevant specialties and educational programs, students also expressed separate opinions, which boil down to the fact that it is necessary to continue the constant updating of the content of educational courses to take into account labor market trends, make training more project-oriented, case-oriented, team-based, reduce the number of non-core (humanitarian) disciplines, exclude sections on economics and labor protection from master’s degree qualification theses, automate the document flow process at the university, cancel laboratory work reports, increase the volume of practical classes in core disciplines, develop the material base (update computer equipment), and more widely use modern means of distance communication via the Internet.
To promote employment of students and graduates of the department, respondents propose to continue holding meetings with employers, involve company specialists in conducting individual courses at the department, introduce elements of distance or dual learning for masters on a permanent basis, and promote student participation in projects for real customers.
Among bachelor’s graduates of 2022, at the time of completion of training (May-June 2022), a mass survey was conducted, in which 127 students participated, of whom studied in the bachelor’s degree in the specialty: 121 Software Engineering – 81 (64%), 122 Computer Science – 46 (36%). They studied under the following forms of payment for their studies: state budget (free) – 71 (56%), contract – 56 (44%).
They assess their own level of foreign language proficiency as: high (I have or am able to obtain a certificate not lower than B2) – 20%, average (I read, communicate, write without a dictionary), but I have problems with grammar) – 61%, low (I do not speak it well enough) – 19%. Studyed in foreign language courses – 56%.
Regarding the possibility of studying in a master’s degree under a double degree program with one of the European universities: would like to study in such a program and would be ready to go abroad for one semester at the expense of the European Union – 35%, would not like to study in such a program – 19%, need more information to answer – 46%.
Plan to further enroll in a master’s degree (multiple choice): to NU «Zaporizhzhia Polytechnic» – 72%, to other universities of the Zaporizhzhia region – 2%, to universities from other regions of Ukraine – 5%, to foreign universities – 4%. Do not plan to enroll in a master’s degree at all – 24%.
They consider the following forms of payment for their master’s studies acceptable: state budget and contract – 61%, state budget only – 33%, contract only – 6%.
They plan to enter the master’s program in the following specialties (multiple choice): 121 Software Engineering – 77%, 122 Computer Science – 45%, Other – 28%. Would give higher priority to the following specialties when entering a master’s degree: 121 Software Engineering – 65%, 122 Computer Science – 35%.
They assess their own level of proficiency in the specialty: good knowledge, both from real practice and obtained at the university – 38%, sufficient knowledge obtained at the university, but I lack real practice – 56%, only real practical knowledge or self-education – 4%, professional knowledge is not high – 2%.
After graduating from university, they plan to work in the specialty they studied – 91% (of which: because they consider it interesting for themselves – 66%, if they can find a job – 25%), plan to work in another specialty – 9%.
At the time of the survey on Type of employment indicated: I am unemployed and have no income – 22%, I am not officially employed, but I am a freelancer – 40%, officially employed as a full-time employee at an enterprise (not an individual entrepreneur) – 18%, registered as an Individual Entrepreneur (IEO) – 20%.
Enterprises where students are employed, or with which they cooperate at the time of filling out the questionnaire (May-June 2022): Brainence, Cart2Cart, CHI, Computools, CubeX, DEVIT, DNC, Drum’n’Code, EPAM, Extrums, Extrums, Freshcode, Golden Team, Group BWT, Headworks, Idealogic, Infocom, ironSource, IT Center Polygon, Kevin, Kozak Group, LightIT, Logix ITS, Metinvest Digital, Natife, OpenGeeksLab, Progress Web, Shelli Art Video, Softserve, Sparkling, Together Networks, WindForce, Apelmon, JSC «Motor Sich», JSC MetaBank, State Border Guard Service of Ukraine, Zaporizhzhia Electrotechnical College, Zaporizhzhia Foundry and Mechanical Plant, Nova Poshta, SEVAN-UKRAINE, LLC «Albakor», LLC «Evintek», «EpicenterK» LLC, «Europlus» LLC, «Zaporizhelectrotrans» and others.
Enterprises where students previously had work experience or with which they unofficially collaborated: Academ Web Solution, ArtResponse, Bon Boisson, Brainence LP, CHI, Citrus, CMS Games, Computools, CubeX, DevIT, DiaNet, EPAM, Extrums, Fiverr, Flagman, Frechcode, Fydem, GenovaWebArt, Gigabit, Glovo, Group BWT, Infocom, IT stat, KozakGroup, Light–IT, Mine Finance Group, Monie, Opengeekslab, Pixelteh, Playtika, QATestlab, Redwerk, Shelli Art Video, Softserve, Solid Soft, SolidSolution, Spine Media, Synapse team, TenTonTeam LP, TradeTracker, Traffic Terminal, Upwork, WeMyIT, Alkor, VO «Batkivshchyna», DTEK, McDonald’s Ukraine LTD, Nova Poshta, PJSC «Zaporizhstal», TM «Khlibodar», LLC «Albakor», LLC «AUCHAN UKRAINE», LLC «Vasha gotovochka», LLC «Katrin Horika Group», LLC «Teatralny», LLC «Pluton IC», LLC Euromix, FOP Lappa, Citrus and others.
Companies where students would like to work in the near future or which have the best reputation according to students: Amedia, Apple, Binance, Brainence, BWT Group, Cisco, Computools, CubeX, DataArt, DevIT, Digital Lab, Drum N Code, EPAM, FAANG, FaceIT, Facility, Freshcode, GlobalLogic, Golden Team, Google, Group BWT, Headworks, Hero Teams, Incode Group, Infokom Ltd, IT Center Polygon, IT Polygon Center, Kozak Group, Light IT, Luxoft, Magnum, Microsoft, Netflix, OpenGeaksLab, PowerCode, QATestLab, Sd solutions, SoftServe, S-PRO, Tesla, Vintage Web Production, WADLINE, Wargaming and others.
IT companies in the Zaporizhzhia region where students would not like to work or which have a bad reputation according to them: A1 Logistic, Academ Web Solution, Computools, Cubex, DevIT, Drum`n`code, Epam, Face IT, Freshcode, GeoComply, Group BWT, Gvanto, IDEALogic, Incode group, Itomych Studio, JavaScript Ninjas, Light IT, Orbita-UG, PcService, Proсom, Racoon IT, Redwerk, ReZet, Serpstat, Slice Planet, Solid solutions, Studio–B, Together Networks, X–TORUS, Academy «Shag» and others.
As programming languages that they confidently master and are able to work with, are indicated: 1C:Enterprise, Assembler, Delphi, C#, C++, CSS, Dart, Django, Flutter, Go, HTML, Java, JavaScript, Kotlin, Lua, Pascal, PHP, Phyton, R, React, Ruby, Shell, SQL, TypeScript, Visual Basic, Vue and others.
When finding a job, they consider the following to be more important for themselves: salary (for a high salary they are ready to work anywhere and with anyone, even if it’s not interesting) – 20%, career (ready to start working for a moderate salary, but need career growth prospects) – 41%, practice (ready to start working for a moderate salary, but want to study a profession and gain work experience in it) – 34%, other – 5%.
Minimum salary for which they would agree to work: highest – 175 thousand UAH, average – 22.5 thousand UAH, lowest – 5 thousand UAH.
They consider the following types of activities to be the most attractive for themselves (multiple choice): coding (writing programs that implement existing algorithms) – 64%, usage (using existing algorithms and programs to solve problems) – 47%, design (computer graphics, 3D modeling, creating interfaces, web design) – 38%, management (managing people to develop programs, provide services) – 35%, engineering (designing, assembling computer systems, networks, administration) – 32%, science (creating new algorithms, models, methods) – 17%, marketing and sales (communication with customers, selling other people’s solutions) – 25%, teaching (teaching people to program, develop algorithms, consulting) – 14%.
They indicated that they would not like to engage in the following types of activity (multiple choice): marketing and sales (communication with customers, selling other people’s solutions) – 44%, teaching (teaching people to program, develop algorithms, consulting) – 46%, science (creation of new algorithms, models, methods) – 43%, design (computer graphics, 3D modeling, creating interfaces, web design) – 31%, engineering (design, assembly of computer systems, networks, administration) – 28%, coding (writing programs that implement existing algorithms) – 17%, usage (using existing algorithms and programs to solve problems) – 10%, management (managing people for software development, service provision) – 21%.
Regarding interest in research work, respondents indicated that they are: interested only in typical / simple practical tasks (not interested) – 40%, interested – 60% (including: only as an addition to the main engineering work – 55%, would like to do science as the main job – 3%, would like to combine science and teaching work – 2%).
As areas of work that are most interesting to them, students indicated (multiple choice): development of client-server applications – 55%, web design, graphics, animation, video, virtual and augmented reality – 45%, development of mobile applications – 44%, development of desktop applications – 39%, information systems (including databases) – 31%, software quality and testing – 27%, artificial intelligence (including machine learning, neural networks, recognition, prediction) – 23%, information security – 19%, computer engineering (design, assembly and programming of hardware systems, in particular embedded systems, computer networks, system programming) – 17%.
Plan to work after completing their studies at the university: in the Zaporizhzhia region – 59%, in another region of Ukraine – 21%, abroad – 20%.
Need help with employment – 21%, do not need help – 79%. Already have own business (enterprise) – 2%, plan to open their own business (enterprise) after graduating from university – 35%, do not plan to open their own business – 50%, need help in solving the issue of opening their own business – 13%.
Attended meetings with IT companies at the Department of Software Tools – 47% (including benefited from this for themselves – 39%, did not benefit from this for themselves – 8%), did not attend – 53% (including consider it useful – 44%, do not see this as beneficial for themselves – 9%).
Attended the Job Fair at NU «Zaporizhzhia Polytechnic» – 23% (including 19% who benefited from it, 4% who did not), 77% who did not (including 69% who considered it useful, 8% who did not consider it useful).
Visited the Center for Student Employment Assistance at NU «Zaporizhzhia Polytechnic» – 10% (including 7% who benefited from it, 3% who did not), 90% who did not (including 77% who considered it useful, 13% who did not consider it useful).
Attended external events (IT forum, hackathons, meetups, competitions, etc.) – 52% (including those who benefited from it – 40%, who did not benefit from it – 12%), did not attend – 48% (including those who consider it useful – 42%, who do not see it as beneficial for themselves – 6%).
During their studies at the university, they underwent practice / internship / training / training at enterprises – 67% (including those who received internships from the university – 28%, who found internships on their own – 39%), underwent internships at the Department of Software Tools – 33%.
Regarding academic mobility programs to foreign universities, students indicated: interested in it – 49%, not interested – 51%
They personally consider the best form of organizing learning: fully face-to-face (lectures and laboratory classes in classrooms) – 24%, fully distance learning (lectures in Zoom, etc., laboratory classes in Moodle/Google Classroom) – 41%, hybrid – 35% (including lectures should be face-to-face, and laboratory work – distance learning – 13%, lectures should be distance learning, and laboratory work – face-to-face – 22%).
Information and communication work on the part of the department is assessed as: sufficient – 87%, excessive – 11%, insufficient – 2%.
Information and communication work on the part of the dean’s office is assessed as: sufficient -94%, excessive – 2%, insufficient – 4%.
Information and communication work on the part of general university issues and the university administration is assessed as: sufficient – 94%, excessive – 2%, insufficient – 4%.
Interaction with the thesis supervisor during graduation is characterized as: minimal (the student did everything independently, the supervisor only assessed the work and did not interfere in its implementation) – 16%, maximum (the student constantly consulted with the supervisor, doing the work with his significant support) – 41%, average (the student periodically (not very often) consulted with the supervisor, but took his comments into account) – 43%
They believe that in order to stimulate students to study better it is necessary (multiple choice): to inform students about debts more often, to remind them about studying – 43%, to punish somehow for absences, debts – 13%, to encourage financially for good studying – 39%, to inform parents about the student’s successes and problems in studying – 7%, nothing needs to be done, since they did not have the desire to study better – 26%.
They actually used the following information resources: the university website (zp.edu.ua) – 64%, the university’s institutional repository – 14%, the university’s Moodle – 80%, the Telegram channel of the Department of Software Tools – 94%, the website of the Department of Software Tools (pz.zntu.net) – 42%, the YouTube channel of the Department of Software Tools – 15%, Facebook group of the Department of Software – 4%.
At the time of filling out the form (May–June 2022), they indicated as their place of residence: the city of Zaporizhzhia – 63%, the unoccupied part of the Zaporizhzhia region – 6%, the occupied part of the Zaporizhzhia region – 3%, another region of Ukraine – 17%, another country – 11%.
They indicated as available means of communication for defending the diploma qualification work at the time of filling out the form: constant fast Internet (Zoom available) – 83%, limited constant access to the Internet (online text exchange, Zoom unavailable) – 14%, very intermittent limited access to the Internet (mainly e-mail) – 3%, no access to the Internet, but access to telephone communication – 0%.
In general, the usefulness of their studies in the specialty at the university is assessed as: completely satisfied with the studies – 47%, partially satisfied – 51% (including sufficient theoretical training, but lacking practical – 48%, sufficient practical training, but lacking theoretical – 3%), dissatisfied – 2%.
They noted that the department Software is assessed by their acquaintances as: better than other departments – 50%, at the level of other departments (no better and no worse) – 48%, worse than other departments – 2%.
The attitude towards themselves personally by the teachers of the Software Department is assessed as: completely satisfied with the attitude – 77%, partially satisfied (most teachers treat well) – 23%, dissatisfied (most teachers treat badly) – 0%.
The attitude towards most students by the teachers of the Software Department is assessed as: mostly treated well – 98%, mostly treated badly – 2%.
The attitude towards most teachers by the majority of students of the Software Department is assessed as: students treat well and respect teachers – 92%, students negatively evaluate teachers, but behave respectfully towards them – 8%, students negatively and contemptuously treat teachers – 0%.
To increase the attraction of applicants, they propose: to increase the volume of advertising, in particular on social networks (including Instagram), to inform applicants more about the department at meetings in schools, webinars, to hold master classes and open lectures for school students, to organize meetings of applicants with students who are already studying and graduates to receive real feedback and advice for the future, to participate in organizing school competitions, hackathons, Olympiads for high school graduates, to reduce tuition fees, to show applicants examples of students’ work, to strengthen cooperation with schools, to inform schools about the department and specialties, to update the design of the department’s website, to raise the prestige of the university.
To promote graduate employment, they propose at the university or department: to increase the number and duration of internships, to attract more employees of IT companies to teach, to strengthen cooperation with firms, in particular through meetings with their representatives, organize informal meetings and communication with teachers, increase the amount of information about vacancies in firms, provide students with recommendations on employment, reduce the number and volume of general education subjects, increase the number and volume of specialized disciplines for the specialty, provide examples of real tasks and projects from the department’s partners, conduct individual surveys among students of 2–4 years regarding their professional interests, make recommendations for certain firms for employment, do microprojects (including increasing the number of coursework and projects) that can be added to the portfolio, in addition to the diploma project, increase the project and case-oriented approach, analyze real tasks that arise in the process of working in companies, expand the list of companies for cooperation, look for companies that offer better conditions for employment, provide the opportunity for students to do internships at enterprises abroad.
They consider it necessary to change the content of the disciplines in the educational program (specialty) they studied: to exclude general education disciplines (law, philosophy, Ukrainian language, history, etc.), to update technologies and approaches, development environments, languages and programming tools, to increase attention to practical skills, to increase the possibility of choosing a programming language or framework (where possible), to increase the amount of material on data protection, web and mobile development, to increase the amount of study of neural networks and cloud technologies, information protection, to deepen the level of study of programming languages and frameworks, programming patterns, software architecture, cryptocurrencies, augmented and virtual reality, to increase the choice of disciplines and profiling of training, to increase the number of practical classes, to make forms of control for core subjects for the specialty exams, and for non-core subjects – credits, to strengthen interactivity in learning, to increase proposals for the academic mobility program, to reduce drafting various reports, especially printed ones, introducing compulsory internships in IT companies with real practice.
They consider it necessary to change in the services and material and technical base of the department / university: update computer equipment, purchase laptops, install larger monitors with higher resolution, make repairs in the building, use online services, make the university’s Moodle more convenient or replace it with other systems.
Anonymous express surveys of subscribers to the Telegram channel of the Department of Software Tools were conducted in order to promptly determine the opinions of applicants on the most relevant problems of organizing the educational process.
03/29/2022 to the question «Do you personally have the opportunity to study remotely?» of 436 people, the following answers: 25% – yes, I have the opportunity with full use of Zoom / TheBigBlueButton / Google Meet and Moodle, 29% – yes, but I have very limited internet (only text interaction), 9% – no, I do not have the internet, but I have access to mobile communication, 37% – no, I do not have it at all or have very limited access to communication channels, or I do not feel like studying at all. Therefore, almost half of the students are able to study remotely, but the rest cannot or do not want to study at all.
04.04.2022 to the question «What form of study is most convenient for you now?» of the 417 people who provided answers: 23% – independent study of text summaries / books of teachers (asynchronous mode, Moodle, repository), 11% – classes in Zoom (online learning), 10% – study of course materials on third-party platforms (informal education), 56% – cannot or do not want to study in any form. Therefore, a significant part of the students (due to military actions) does not have the opportunity and desire to study in person and in a synchronous format. At the same time, almost a third is inclined to self-study.
07/19/2022 to the question «What form of study at the university is more convenient for you since September?» of the 497 people who provided answers: 65% – asynchronous distance learning (lectures and reports in Moodle, remote consultations with the teacher), 19% – synchronous distance learning (lectures and laboratory work according to the schedule remotely in Zoom), 16% – full-time study in classrooms. Therefore, a significant part of students (due to military actions) does not have the opportunity and desire to study in person and in a synchronous format. At the same time, almost two-thirds are inclined to independent study. The significant increase in trends towards self-study can be explained not only by access to the Internet and military operations, but also by the fact that a significant part of students combines studies with work and frees up time for work in this way.
04/29/2022 to the question «From whom would you like to receive answers to questions regarding the educational process or admission to further studies?» of the 99 people who provided answers (multiple choice): 60% – from the rector / university administration, 42% – from the dean / dean’s office of the faculty, 27% – from the head of the department, 22% – from representatives of the admissions committee. Therefore, there is a pressing need for periodic communication between students and the university administration.
02.05.2022 to the question «Do you personally need a remote meeting with representatives of Zaporizhzhia IT companies?» of the 167 people who provided answers: 22% – yes, ready to participate in the meeting online, 30% – yes, but would watch the video recording, 48% – no, I have no need for this.
05/26/2022 to the question «Have you used the opportunity to enroll instead of exams/tests/course results of informal (external courses) or informal (work at a company, self-education) education?» of 107 people who provided answers: 1% – yes, I was re-enrolled with such results, 17% – no, but I am going to submit such results for re-enrollment, 20% – no and I am not going to, I do not need it, 50% – I do not understand it, I need more information about it, 12% – wanted to re-enroll, but was refused. Therefore, a significant part of students is unaware of the issues of re-enrollment of results of informal and informal education.
06/28/2022 to the question «Do you need help with employment or internships at IT companies in Zaporizhzhia?» out of 176 people who provided answers: 19% – yes, I would like to meet remotely with representatives of companies, 38% – yes, I would like to receive announcements about vacancies / internships at companies, 17% – no, because I already have a job / internship at one of the companies in Zaporizhzhia, 16% – no, because I am outside the region or under occupation, 10% – no, because there is already too much information on the department’s channel. Therefore, it is advisable to increase the volume of publication of information about student employment opportunities.
06/05/2022 to the question «Do you need help from the university?» of 181 people who provided answers (multiple choice): 25% – need psychological help, 22% – need more consultations from teachers, 2% – need medical help, 9% – need material support (food, housing), 29% – need help with employment, internship at a company, 30% – do not need any help. Therefore, a certain number of students have psychological problems, and also feel a lack of communication, in particular with teachers.
06/22/2022 to the question for the 4th year «What is more convenient for you, to make a separate video recording of the speech and answer questions separately, or to hold a traditional defense?» of the 132 people who provided answers: 65% – it is more convenient for me to record the video separately, and then separately provide the commission with answers to the questions, 20% – it is more convenient for me to report and answer questions immediately, 15% – it is the same for me. That is, for 80% of students, the option of separating the video recording of the report and online answers to EC questions is acceptable.
06/16/2022 to the question «How did you personally encounter Olympiad programming?» of 156 people who provided answers (multiple choice): 55% – I am not interested / do not need it now, 14% – I participate as a member of the department / university team in student Olympiads, 21% – I participated only at school / college, but as a student I was not interested, 19% – I am interested, but I have no information about it. The vast majority of students are not interested in participating in programming Olympiads. A certain number of students are not aware of the possibilities of participating in the Olympiads.
06/27/2022 regarding the question «In which form is it better for you personally to study in the fall semester?» of the 356 voters, 53% chose «Fully asynchronous distance learning (Moodle, Google Classroom) – minimal contact with the teacher», 31% – «Distance online (Zoom, Google Meet) – remote contact with the teacher», and 16% – «Face-to-face form in classrooms (offline) – maximum direct contact with the teacher». Thus, the vast majority of students (84%) are in favor of the distance online and asynchronous learning format.
In the form of anonymous submission of questions, comments and feedback on the educational process and educational programs of the Department of Software Tools, questions and appeals were received, which were answered in the Telegram channel of the department: questions about admission – 5, questions about the compilation of academic debts – 2, questions about tuition fees – 1, questions about the schedule and forms and current issues of education – 4, comments on the projects of educational programs – 0, general feedback and suggestions – 5. Basically, the suggestions are reduced to updating the material base and software, increasing work with online resources, individualizing education, checking the volume of student workload in individual disciplines (excessive number of laboratory works), strengthening control over the conduct of consultations and laboratory classes by individual teachers, excessive demands of individual teachers, excluding or reducing the volume and number of general education disciplines, leaving only professionally oriented subjects, as well as individual suggestions regarding the procedure for studying individual disciplines.
In the form of an anonymous survey of higher education applicants and graduates of the Department of Software Tools regarding the quality of educational services and teachers, 79 questionnaires were received. They indicated their current status in relation to the Department of Software Tools: 69% – undergraduate student, 18% – graduate student, 13% – graduate – former student.
They generally assess the quality of educational services received at the Department of Software Tools: sufficient for me: nothing needs to be changed – 63%, insufficient for me: it would be worth increasing the requirements for quality – 31%, excessive for me: it is worth lowering the requirements for quality – 6%.
They view studying at the university: as a product/service that they buy and owe nothing in return – 9%, as a way of self-development and professional development – 74%, as a forced duty (to get a deferment from the army, or to satisfy their parents, or to receive financial support or housing, or I study for the sake of a diploma as a document – I don’t need knowledge) – 17%.
They would advise their younger relatives or acquaintances to enter the Department of Software Tools 92% (at the same time, they would recommend considering entering only the Department of Software Tools – 61%).
They estimate that they received compared to their expectations at the Department of Software Tools: more than they wanted/expected – 11%, what they expected – 73%, did not receive what they expected – 16%.
They believe that they lack the most at the Software Department (multiple choice with combinations): attention from the administration (rector, vice-rectors, dean, deputy dean, head of the department) – 11%, attention from teachers – 19%, attention from classmates, informal communication with peers – 13%, educational literature, methodological materials – 24%, video recordings of lectures – 44%, tests for self-testing – 9%, Olympiads, competitions, scientific events in the specialty – 2%, job advertisements, internships from companies – 20%, meetings with IT companies, master classes from professionals – 23%.
They evaluate contact with teachers at the Software Department as: the teachers paid me enough attention – 63%, I did not need the attention of the teachers – 30%, I did not always receive enough attention from the teachers when I needed it – 7%.
Most teachers of the software department are perceived: as mentors – experienced specialists who will always come to the rescue – 68%, as friends with whom it is pleasant to communicate – 13%, as officials who have a formal attitude towards the process of interaction with students – 19%.
Among the lecturers of the Department of Software Tools, the following are singled out as the best lecturers: Levkina V.M., Kaplienko T.I., Parkhomenko A.V., Subbotina S.O., Tabunshchyk G.V., Serdyuka S.M.
Among the lecturers of the Department of Software Tools, the following are singled out as those who conducted laboratory classes better than others or are an authority as practitioners: Kachana O.I., Deynega L.Yu., Kaminska Zh.K., Levkina V.M., Parkhomenko A.V.
Among the lecturers of the Department of Software Tools, the following are singled out as those who provided more useful information about employment, internships, work in companies, and promoted careers: Kachana O.I., Subbotina S.O., Deinegu L.Yu., Kaplienko T.I., Leoshchenko S.D., Levkina V.M., Kaminska Zh.K.
Among the lecturers of the Department of Software Tools, we single out those who conducted more educational work or informal communication on general life or personal problems and made a pleasant impression: Kachana O.I., Deinegu L.Yu., Kaplienko T.I., Leoshchenko S.D.
Among the lecturers of the Department of Software Tools, we single out those with whom it would be most interesting to work together on a course / diploma or scientific work or a commercial project: Kachana O.I., Levkina V.M., Kaplienko T.I., Deynega L.Yu., Kaminska Zh.K., Kolpakova T.O., Fedoronchak T.V.
The results of the conducted surveys of graduates of the master’s and bachelor’s degrees, as well as express surveys, generally correlate well with the results of previous years and indicate a consistently high level of satisfaction among students of the Department of Software with their studies at the university.
Head of the Department of Software
S.O. Subbotin
