Student Survey Response Rates across Institutions: Why Do they Vary?

By Stephen R. Porter, Paul D. Umbach. 2006

247 citations recorded by the source corpus.

Subfields: Economics and Econometrics, General Health Professions, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/b12af3de54b2b72c36e538a21a9c1223623d7565

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Citations in the corpus

Stigma and Help Seeking for Mental Health Among College Students (2009, background): “Given that high survey response rates are increasingly rare (Galea & Tracy, 2007; Porter & Umbach, 2006), survey methodology experts recommend investigating differences between responders and nonresponders to the extent possible (Groves, 2006).”
How Important are High Response Rates for College Surveys? (2016, background): “Several other higher education studies (Korkmaz & Gonyea, 2008; Porter & Umbach, 2006; Porter & Whitcomb, 2005; Sax, Gilmartin, & Bryant, 2003; Sax, Gilmartin, Lee, & Hagedorn, 2008) have focused on student and school characteristics associated with responding to surveys.”
Co-Curricular Connections: The Role of Undergraduate Research Experiences in Promoting Engineering Students’ Communication, Teamwork, and Leadership Skills (2016, background): “Survey response rates have been in decline for several decades (Baruch 1999; Dey 1997; Smith 1995), and web-based surveys often have relatively low response rates (Porter and Umbach 2006; Van Horn et al. 2009).”
Measuring teaching quality in higher education: assessing selection bias in course evaluations (2017, background): “What observed factors should we expect to be contained in X1, driving SET response? The existing SET literature points out that both high-achieving students (as measured by the (expected) grade or cumulative GPA) and, in most settings, female students are more likely to respond to course evaluations”