The Use of Statistics as a Performance Indicator Meeting the Needs for Accountability in the 90's
Andrew Marks & Robin K.J. Coventry
Monash University Counselling Service
(Clayton Campus)
(This is an edited version of a paper presented to the ANZSSA 9th Biennial Conference, University of Waikato,
Hamilton, New Zealand, January 1995)
Introduction
As the demand for student services increases, often because of higher student enrolments, the need
to effectively argue the case for increased resources becomes essential. To this end both
quantitative and qualitative statistics have become a potent tool. In this era of greater competition
for the shrinking higher education dollar, accountability for the use of these resources is being
increasingly demanded by management. The staff of the Monash University Counselling Service,
together with a computer consultant (Mr. Neil Gilford) have spent some time developing, in a
somewhat creative manner, a computerised package of information that has been scrounged from
other services around the world in an attempt to meet the demands of the ÒBean CountersÓ of the
90’s. The system looks at not only how to analyse data once collected but also provides a method
of direct input that even the most computer illiterate should be able to follow and allows analysis of
data to be retrieved on a daily, weekly, monthly, or yearly basis with the ease of pressing a button
(or two).
This paper will present the range of quantitative data collected for each client contact and the
method used for recording and analysing this data. The presentation will also cover a client
questionnaire that was given to clients to complete and return, based on similar questionnaires
developed by counselling staff at Flinders University and RMIT. in 1990.
Client data (quantitative)
All clients seen at the Counselling Service fill out an intake card that provides data such as sex, age,
faculty, full time or part time, Australian or international, student or staff, parents place of birth, and
whether referred or not. After each consultation this information, together with the general
presenting problem area and two sub-categories of presenting problem, the severity of problem,
further appointment if any, referred to if applicable and name of counsellor are filled out on a data
sheet (see Appendix 1). It is planned that this data will be called up on each counsellor’s computer
using Microsoft Access, a relational database management system for Windows, as a data entry
screen. Once this system is up and running, the data will be compiled and accessible by counselling
staff through a closed network.
With this new online system, counselling staff will be able to easily and instantly see total number
of clients seen by the service or an individual counsellor, over a given period; total number of
consultations over a given period; a breakdown of the types of problems presented with, and a
whole range of cross referenced data such as sex by problem, faculty by problem, etc.
The purpose of keeping this data is primarily to provide the necessary information for well targeted
delivery of services and assist in the planning and integration of resources (staff, dollars, etc.). For
example, by cross tabulating nationality data with general problem data, it may be found that Arts
students present much more frequently with concerns with self' issues (32%) compared with only
(17%) for Business and Economics students. The reason for this significant difference could be
explored and, if necessary, resources reallocated to address the problem.
So whilst planning and effective service provision is the primary reason for keeping extensive
statistics, another reason, reflected in the title of this paper, is to provide detailed data to the
University administration so as to justify the current allocation of resources and put up arguments
for increases or at the very least, to avoid decreases.
Reports
Listed below are the range of data from which reports and cross tabulations can be generated,
including some examples which are based on an initial sample number of 233 clients out of a total
of 1156 clients seen over the whole of 1994. The counselling session statistics will be recorded
onto the data entry screen.
The initial reports required from the system are:
1. Sex by Problem
2. Age by Problem
3. Nationality by Problem
4. Client by Problem
5. Faculty by Problem
6. Year by Problem
7. Counsellor by Problem
8. Sex by Faculty
9. Nationality by Faculty
10. Year by Faculty
11. Sex by Faculty
12. Month by Problem
13. Month by Faculty
14. No. of Clients by Counsellor
Other reports and summaries can be added as required, provided the basic information has been
recorded.
Client questionnaire (qualitative)
Measuring performance and productivity in service industries is clearly much more complex than
simply gathering quantitative data (that is, numbers of clients seen, time spent in research or
supervision, consultation activities, and so forth). Of great importance are measures such as user
satisfaction, student demand, usage patterns, etc. in providing qualitative data about a service. To
this end the Counselling Service staff at Monash have developed a client questionnaire (see
Appendix 2) based on those developed and used at Flinders University and RMIT.
In 1994 these were sent out to all students who had used the service, four weeks after their last visit
and were asked to return it by mail or place in the internal mail box. This trial mail out continued
for 5 months and was sent to 383 clients. We had a response rate of 32% which was somewhat
disappointing and could reflect the fact that the return envelope wasn’t stamped and possibly that
clients didn’t complete the questionnaire in the service waiting room. It is intended that the
questionnaire will be given to clients again in 1995, possibly with a modified procedure. Although
we have not analysed all the data completely, further information may be obtained from the authors.
Technical details
The system will operate effectively if there are a number of personal computers/workstations
available for the data entry and on-line report selection and viewing, and a printer for report
production.
It is proposed that the system be developed under Microsoft Windows, using Microsoft Access
V2.0 Relational Database Management System for Windows.
The personal computers will need to be in sufficient quantity and easily accessible by counsellors,
and connected by a network. Their configuration will need to be sufficient to run Windows, such
as:

486SX processor or better

4 to 8 Mb memory

250 Mb hard drive

Windows for Workgroups 3.11

DOS 6.2

Microsoft Office Professional Version 4.2 and 4.3
A comparable system using Apple Macintosh computers, local talk networking, and Apple versions
of the Microsoft software (when Microsoft release an Apple version of MSAccess) would also
operate effectively.
The authors may be contacted at:
Andrew Marks & Robin K.J. Coventry
University Counselling Service
Monash University (Clayton Campus)
Clayton
Victoria 3168
Appendix 1
Client No.
This number must be
0001 used for every record
SEX
1=male 2=female
3=missing
AGE
1=under 17
2=17-20 years
3=21-24 years 4=25-29 years
5=30-39 years 6=40-49 years
7=50-59 years 8=60+ years
9=Missing Data
NATIONALITY
1=Australian 2=International
3=Migrant
9=Missing Data
CLIENT
01=Monash Full-time Student
02=Monash Part-time Student
03=Monash Single Subject Student
04=Monash Graduate
05=Monash Previously enrolled student
06=Monash Student on LOA/Deferred
07=Monash Academic Staff
08=Monash General Staff
09=Spouse/Friend of Staff/Student
10=Prospective Student
11=Parent
88=Other
99=Missing Data
FACULTY
01=Arts
02=Computing & Information Technology
03=Business & Economics
04=Education
05=Engineering
06=Law
07=Medicine
08=Pharmacy
09=Science
10=Open Learning/Distance Education
77=Not applicable
99=Missing Data
YEAR OF COURSE
01=First
02=Second
03=Third
04=Fourth
05=Fifth
06=Sixth
07=Post Grad, Masters Prelim, Masters, Ph. D.
77=Not applicable
99=Missing Data
REFERRED BY
01=Self
02=Faculty Officer
03=Health Service
04=Welfare Office
05=School
06=Course & Careers
07=Stud. Financial Adv.
08=Advertising
09=Halls Staff 10=Occupational Health
11=C.I.S.
12=Faculty Academic
13=Chaplain
14=Family Member
15=Friend
16=Outside Agency
17=Union Desk 18=Student Employ. Office
19=Legal Service
20=Staff Branch
21=Other Counsellor 88=Other
99=Missing Data
VISIT NUMBER
Write in 01, 02,...etc.
99=Missing Data
WEEK NUMBER
01=First week of Year
02=Second week etc
99=Missing Data
TRANSACTION
1=Appointment 2=Visit to Client
3=Telephone
4=Group
9=Missing Data
NO. OF CLIENTS
1=1 Person
7=Not Applicable
2=2 People
9=Missing Data
GENERAL PROBLEM
RELATIONSHIP PROBLEMS (01)
01=Relationships
01=Family Relationship
02=Situational Problems
02=Partner Relationship
03=Concerns with Self
03=Peer Relationships
04=Physical or Psychosomatic 04=Boy/Girlfriend
05=Sexuality
05=Occupational Relationships
06=Study Problems
88=Other
07=Academic Progress
08=Administrative
SITUATIONAL PROBLEMS (02)
09=Vocational Issues
06=Death/Severe Loss
10=Financial/Legal
07=Close Relationship Loss
11=Miscellaneous
08=Occupational Loss
99=Missing Data
09=Family Breakup/Divorce
10=Violence
11=Rape
12=Other Sexual Assault
88=Other
CONCERNS WITH SELF (03)
13=Identity Issues/Low Self Esteem/Body Image
14=Loneliness & Alienation
15=Values Clarification
16=Dependence/Independence Conflicts
17=Anxiety
18=Phobic Disorder
19=Anger
20=Passivity
21=Guilt
22=Depression
23=Suicidal Tendencies
24=Severe Psychological Disturbance
88=Other
PHYSICAL OR PSYCHOSOMATIC (04)
26=Eating Disorder
27=Pains
28=Sleep Disorder
29=Headaches
30=Energy Problems/Lethargy 31=Stress/Tension
32=Smoking/Alcohol
33=Other Substance Abuse
88=Other
SEXUALITY (05)
34=Sexual Dissatisfaction/Dysfunction 35=Sexual Development Issues
36=Sexually Transmitted Disease
37=Sexual Identity Issues
38=Pregnancy and/or Abortion Concerns
88=Other
STUDY PROBLEMS (06)
40=Motivation/Concentration/Delay/Avoidance
41=Organization/Planning
42=Writing Problems
43=Exam Problems
44=Oral Skills
45=Other Specific Skills
88=Other
ACADEMIC PROGRESS ISSUES (07)
46=Special Consideration
47=Unsatisfactory Progress
48=Exclusions
49=Deferment/Leave of Absence
50=Withdrawal
51=Enrol/Selection
52=Change of Course Structure/Load 88=Other
ADMINISTRATIVE ISSUES (08)
53=Exam/Assessment Issues
54=Faculty/Staff Disputes
55=Administrative Problems
56=Government Departments
88=Other
VOCATIONAL ISSUES(09)
57=Career Planning & Vocational Information
58=Interview/Application Skills
59=Vocational Uncertainty
60=Testing
61=Employment/Job Problems
88=Other
FINANCIAL & LEGAL (10)
62=Financial Difficulties
64=Legal Difficulties
MISCELLANEOUS (11)
65=Information/Consultation
67=Column not needed
SEVERITY
1=Mild
3=Severe
63=Austudy/Scholarship Difficulties
88=Other
66=ÒJust dropped in to let you knowÓ
2=Moderate
7=Not Applicable
OUTCOME
1=Further Appt 2=Open
3=Termination
1=Further Appt 2=Open
3=Termination
REFERRED TO
01=Another Counsellor
02=Academic Staff
03=Faculty Secretary/Adviser
05=Course & Careers
07=Student Health Service
09=Legal
11-Student Welfare Officer
13=C.I.S.
15=Student Employment Off.
17=Group
88=Other
04=Admin. Staff
06=Student Financial Adv.
08=Housing Service
10=Psychiatrist
12=Govt Department
14=Student Organization
16=Outside Agency/Individual
77=Not Applicable
COUNSELLOR
Counsellors on staff coded by number
APPENDIX 2
The following is a facsimile of the questionnaire used by the University Counselling Service, Monash
University.
We are carrying out a survey of our services to see how well we are meeting the needs of clients. Could you
please answer this brief questionnaire and return it via the enclosed envelope?
THE QUESTIONNAIRE IS ANONYMOUS AND THE INFORMATION FROM THIS SURVEY WILL
ONLY BE REPORTED USING GROUPED STATISTICS
A. Answers to the first set of questions will help us check whether the sample responding is like our overall
sample.
Please tick the appropriate box.
1. Are you now
[ ] Undergraduate student
[ ] Postgraduate Student
[ ] Academic Staff
[ ] General Staff
[ ] Other
2. Are you now
[ ] Full-Time [ ] Part-Time
3. Are you
[ ] Male
[ ] Female
4. Are you
[ ] International
Student
[ ] Neither
[ ] Resident
Student
5. What is your age?
[ ] 16-19
[ ] 20-24
[ ] 25-29
[ ] 30-39
[ ] 40-49
[ ] 50+
B. This section will tell us about community awareness of our services.
1. How long have you been at Monash, Clayton?
[ ] 0-1 years
[ ] 1-2 years
[ ] 2-3 years
[ ] 3+ years
2. How long were you at Monash, Clayton, before attending the University
first time?
[ ] 0-1 years
[ ] 1-2 years
[ ] 2-3 years
[ ] 3+ years
3. How did you first hear about the Counselling Service?
Counselling Service for the
[]
[]
[]
[]
[]
Word of mouth
[ ] Student Handbook
Signs
[ ] Academic Staff
Publication [ ] Union Desk
Health Service
[ ] Other Services
Other
4. What comments, if any, have you heard about the University Counselling
[ ] Nothing
[ ] Excellent
[ ] Poor
Service?
[ ] Good
C. This section provides information about counselling
1. How many times (including today) have you been to the Counselling Service?
[] 1
[] 2
[ ] 7-14
[] 3
[ ] 4-6
[ ] 15+
2. Why did you come to see a counsellor? (You may check more than one reason)
[ ] Personal
[ ] Academic
[ ] Relationship
[ ] Other
D. In this section, we are seeking your feedback on the Counselling Service. Please circle the number that
best describes your level of agreement with the following statements.
1.
I did not have too wait too long for an initial appointment.
Not appl.
Strongly
Agree
0
1
2
3
2.
Agree Undecided
Disagree
4
5
Disagree
Strongly
Agree Undecided
Disagree
4
5
Disagree
Strongly
As a result of counselling, I understood my problem more clearly.
Not appl.
Strongly
Agree
0
1
2
3
5.
Strongly
The counsellor seemed to understand my problem.
Not appl.
Strongly
Agree
0
1
2
3
4.
Disagree
In general the receptionists were friendly and helpful.
Not appl.
Strongly
Agree
0
1
2
3
3.
Agree Undecided
Disagree
4
5
Agree Undecided
Disagree
4
5
Disagree
As a result of counselling I am now coping better with my
Not appl.
Strongly
Agree
0
1
2
3
Agree Undecided
Disagree
4
5
Disagree
Strongly
life.
Strongly
6.
Counselling helped me continue with my course.
Not appl.
Strongly
Agree
0
1
2
3
7.
Agree Undecided
Disagree
4
5
Disagree
course.
Strongly
Counselling Service.
Strongly
Agree Undecided
Disagree
4
5
Disagree
Strongly
Disagree
Strongly
Disagree
Strongly
I received the information and help I needed.
Not appl.
Strongly
Agree
0
1
2
3
11.
Disagree
Strongly
I would recommend counselling to other students.
Not appl.
Strongly
Agree
0
1
2
3
10.
Agree Undecided
Disagree
4
5
In general, I am satisfied with the services received from the
Not appl.
Strongly
Agree
0
1
2
3
9.
Disagree
Counselling helped me make a decision to discontinue my
Not appl.
Strongly
Agree
0
1
2
3
8.
Agree Undecided
Disagree
4
5
Agree Undecided
Disagree
4
5
I did not find counselling helpful.
Not appl.
Strongly
Agree
0
1
2
3
Agree Undecided
Disagree
4
5
Any other comments? _____________________________________________
Thank you for your help. Please post the completed questionnaire in the enclosed envelope, as specified on
the attachment, or hand-deliver it to the University Counselling Service, 1st floor Union. If you have any
questions, telephone
905-3156.