Quantitative Questions

Section 1 – Demographic information:

S1.Q1: Are you a domestic or an international student: 

  • Domestic 
  • International

S1.Q2: Did you start your studies at BMS or did you transfer into the program:

  • Started at BMS 
  • Transferred from another faculty 

S1.Q3: What is your year level: 

  • 1
  • 2
  • 3
  • 4
  • 5/5+

S1.Q4: Are you transferring out of BMS? 

  • No 
  • Yes

S1.Q5: How did you hear about the program: 

  • Online search engine
  • Program website 
  • Post secondary fair
  • High school counselor
  • BMS faculty member
  • Facebook
  • Instagram 
  • X (formally Twitter) 
  • Youtube
  • Linkedin 
  • Email
  • Current student or alumni
  • Other: please specify

Section 2 – Degree Options: 

S2.Q1: Prior to attending BMS, did you know about minor program options? 

  • No
  • Yes

S2.Q2: At this moment, are you thinking of, or are you already pursuing a minor?

  • No (next question)
  • Yes
    • S2.Q2.1: What minor will you be, or currently pursuing?
      • Yes: (fill in)
      • No, I am still deciding.

S2.Q3: Prior to attending BMS, did you hear about the BMS + Master of Management Dual Degree?

  • No
  • Yes

S2.Q3.1: Would you like to pursue, or is currently pursuing the BMS + Master of Management Dual Degree?

  • No
  • Yes

S2.Q4: Prior to attending BMS, were you aware of opportunities outside of academics (community engagement, work study, co-op)? 

  • No 
  • Yes 

S2.Q5: Prior to attending BMS, what was your niche/practice:

  • Painting, drawing (traditional)
  • Painting, drawing (digital)
  • Sound Design
  • Graphic design
  • Creative writing
  • Animation
  • Film  
  • Videography
  • Photography 
  • Print-making
  • Physical/Multimedia installations 
  • XR
  • Game design
  • Other: please specify 

S2.Q5.1: Has it changed since you started BMS? 

  • No  (next question)
  • Yes 
    • S2.Q5.2: I now focus on: 
      • Painting, drawing (traditional)
      • Painting, drawing (digital)
      • Sound Design
      • Graphic design
      • Creative writing
      • Animation
      • Film  
      • Videography
      • Photography 
      • Print-making
      • Physical/Multimedia installations 
      • XR
      • Game design
      • Other: please specify

S2.Q6: Prior to attending BMS, did you know that the BMS program at UBC Okanagan differs from the BMS program at UBC Vancouver?

  • Yes
  • No   

Section 3 – Satisfaction:  

Rate how strongly you agree with the below statements: 

*Scale (1-4): 1- strongly disagree; 2 – somewhat disagree; 3 – somewhat agree; 4 – strongly agree. 

S3.Q1: Clarity & Effectiveness of Marketing Strategies

  • S3.Q1_1: The marketing materials I encountered before enrolling in BMS accurately represented the program.
  • S3.Q1_2: The program’s branding and messaging gave me a clear sense of its values and goals.
  • S3.Q1_3: The promotional materials effectively communicated the career and academic opportunities available in BMS.
  • S3.Q1_4: The information available on the BMS website helped me understand what to expect from the program.
  • S3.Q1_5: Social media and online content about BMS influenced my decision to apply.

S3.Q2: Alignment of Expectations & Experience

  • S3.Q2_1: My current experience in BMS matches the expectations set by its marketing materials.
  • S3.Q2_2: The career opportunities and networking possibilities were well-communicated before I enrolled.
  • S3.Q2_3: The workload and academic rigor of BMS were accurately represented in marketing materials.
  • S3.Q2_4: The extracurricular and industry engagement opportunities (co-op, work-study, networking) were accurately presented in marketing materials.
  • S3.Q2_5: Prior to enrolling, I understood the difference between the BMS program at UBC Okanagan and the BMS program at UBC Vancouver. 
  • S3.Q2_6: The resources and support (career guidance, networking, internships) advertised in the BMS Okanagan marketing align with my actual experiences in the program

S3.Q3: Program Communication & Student Engagement

  • S3.Q3_1: I feel BMS effectively communicates updates and academic information through its official channels (website, emails, social media, etc.).
  • S3.Q3_2: I feel like I have seen a good amount of BMS student work prior to enrolling. 
  • S3.Q3_3: I think it can be helpful to see more BMS student work prior to enrolling at BMS. 
  • S3.Q3_4: The program does a good job of making students feel included and welcomed.

S3.Q4: Perceived Value & Recommendation

  • S3.Q4_1: The program’s promotional materials (website, social media, brochures) effectively conveyed the real-world applicability of a BMS degree.
  • S3.Q4_2: BMS marketing successfully communicated the skills and knowledge I would gain from the program.
  • S3.Q4_3: I believe the BMS program provides good value for my education and career prospects.
  • S3.Q4_4: I would recommend BMS to prospective students based on my experience.

S3.Q5: Gaps in Pre-Attendance Knowledge

  • S3.Q5_1: There were aspects of the BMS program that I was unaware of before enrolling.
  • S3.Q5_2: If I had more accurate information before applying, I may have made different academic choices.
  • S3.Q5_3: BMS marketing should provide more realistic insights into student experiences, coursework, and career pathways.

*Scale (1-4): Rationale for Using a Scale Without a Neutral Option

The decision to use a four-point Likert scale (1-4) without a neutral option is intentional and strategically designed for clearer responses and actionable insights. Traditional five-point or seven-point Likert scales often include a neutral midpoint, which allows respondents to select a middle-ground answer when they are uncertain or indifferent. However, forcing participants to take a position (either leaning positive or negative) helps achieve: a), encouraging commitment to an opinion, and reducing likability of passive responses, which can mask underlying concerns or approval; b), enhancing data interpretation & decision-making, minimizing ambiguous results that do not clearly indicate areas of success or improvement will provide a more distinct understanding of where marketing efforts succeed and where they fall short, helping inform targeted interventions; and c), reducing social desirability bias, neutral option can be used as a “safe” answer to avoid expressing a negative opinion, even if the respondent have concerns. The research’s aim is to assess perceptions of BMS marketing effectiveness; a clearer division between satisfaction and dissatisfaction will provide stronger insights into what aspects require refinement.

While a four-point scale forces commitment, it may also result in frustration for respondents who genuinely feel neutral about certain statements. To address this, our open-ended Qualitative A focus group will allow participants to explain their choices and provide additional context where necessary.