Alumni satisfaction in terms of classroom infrastructure, lecturer professionalism, and curriculum

Retnowati Wiranto,Slameto Slameto

doi:10.1016/j.heliyon.2021.e06679

Abstract

In an effort to improve the quality of higher education, it is necessary to find the main predictors or determinants of the quality requested. One of the indicators is alumni satisfaction. Therefore, the problems of this research are to determine the satisfaction of the Educational Management Program alumni and to examine the variables, facilities and infrastructure, professionalism of lecturers, and curriculum relevance, which determine the alumni satisfaction. This was an ex-post facto study. The research design used an ex-post facto method because this method aims to find causes that allow changes in behavior or phenomena, in this case alumni satisfaction with the teaching and learning process. The study data was obtained from the alumni of the Educational Management Program who currently work in one selected regency. A total of 36 alumni were involved as samples. The data collection instrument used by the researchers was in the form of a scale consisting of 27 items that had been proved reliable and valid. The results showed that most alumni had a high level of satisfaction, and there was 1 model that determined an alumni satisfaction of 36.10%, namely for the professionalism of lecturers.

Highlights

Education is a necessity for human life
The results show that the determinant of alumni satisfaction was lecturer professionalism
The role of quality of facilities and infrastructure services and curriculum relevance variable did not fulfill the requirements to be a predictor of satisfaction of alumni based on the data

Summary

Introduction

Education is a necessity for human life. as it is easier to gain access to education, achieving a quality education is prioritized today (Paul, 2019). Efforts to satisfy alumni have resulted in the emergence of various kinds of higher education institutions as alternative choices to traditional universities. The expansion of a strong employer-oriented non-university sector combined with the workforce needs of every region and locality is one of the recent major structural alterations for higher education systems (Grubb, 2003; OECD, 2005). Private universities are generally focused on the academic sphere, such as students' academic experiences, the students for every study program, high quality programs, and faculty credentials. To ensure their success and competitiveness, universities should know what is significant for students and try to meet their expectations (Humphreys, 2018)

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