EQUALITY GUIdE - KU Leuven

Chapter 1 ! Personnel development and organisational culture 41
of the questions in the survey, formulated in a different way (e.g. in my unit, one gets
the opportunity to work at home). Moreover, a few other questions that should altogether
measure the degree of ‘family-friendliness’ of a department’s climate were added.
As for the whole survey, it was decided to preserve the order and the form of the subparts
(except the factor-analysed part on organizational climate) because they provide
variation. In the part that assesses to diversity though, we thought it would be better to
vary the use of the terms ‘diversity’ and ‘equal opportunities’ instead of only talking
about diversity. The reason we did this is that, even though we clearly stated that we
see diversity in a broad way, people still think diversity is only about cultural and ethnic
differences.
In the pre-test survey, open questions were not included to avoid overly elaborate processing.
However, since there were about five reactions via e-mail from personnel,
some positive, some negative, it would be interesting to put an open question in the
survey for remarks. After all, not everyone is assertive enough to give non-anonymous
remarks.
Since there were four respondents who made the effort to print the survey page by
page from the web and send it to us, we decided to create a link to a PDF version of
the survey that would be easier to print without a distorted layout.
3.6.2. Student survey
The respondents consisted of 60.6% females and 39.4% males. Here too, principal
axis factoring was conducted on the first part of the questionnaire. This did not result in
the same factors as the personnel survey but this is logical since a working climate is
not the same as a study climate.
Table 3: Summarizes the high loading variables on the five factors generated by the factor
analysis and the Cronbach " from the reliability analysis (student survey)
Factor names and high loading variables
Cronbach " and
factor loadings
Factor 1: Helpfulness " = 0.829
Students easily pass on notes to each other. 0.741
Students help each other with carrying out tasks. 0.751
There are good relationships between classmates. 0.635
Students are willing to help each other. 0.627
Information is passed on fast between classmates. 0.578
Factor 2: Clear communication " = 0.883
Information about studying is understandable. 0.920