Can student satisfaction rise as education quality declines? A comparative analysis of higher education students’ satisfaction in times of disruption

This chapter aims to explore the use of student satisfaction as a quality criterion for higher education institution accreditation. Accreditation is a process of evaluation and recognition that determines whether an institution meets certain standards and requirements set by an accrediting agency. While there are several quality criteria used in accreditation, student satisfaction is becoming an increasingly important factor for assessing the quality of higher education institutions (HEIs). Overall, the chapter provides a comprehensive review of the literature on student satisfaction as a quality criterion for higher education accreditation. It highlights the importance of student satisfaction as an indicator of institutional quality and provides insights into the different models and methods used to measure student satisfaction. The chapter also discusses the challenges and opportunities associated with using student satisfaction data for accreditation purposes and provides recommendations for future research in this area.

Today, increasing need, boosting quality of services in each two sectors (state-run and private) at higher education centers has caused researchers to study the influence of quality of services on satisfaction of students. Here, the problem is that positive and negative emotions are formed in mind of customers and satisfaction of customer is a subjective affair. If experience of two customers on the same and equal services is studied, one may be satisfied and the other may be dissatisfied and consequently, his/her selection will be based on his/her contemplation in this respect. The image of university means one positive attitude with regard to the place where there exists a very good and intimate relation among students, where the graduated take pride to the university where they have graduated from that university, where there is a national image towards it, where it is known as a research center, where there exists cultural cooperation, the place that student parties are active there and finally, the place that deserving facilities and amenities are offered. Hence, existence of a positive image on a university can bring about loyalty and satisfaction of students. The present study includes 3 hypotheses and methodology of the study which is based on descriptive-survey nature. Questionnaire is the main tool of the present study which was distributed randomly among 989 students. Partial least squares (PLS) were used for analysis of data and hypotheses test. The results show that image of university has meaningful effect on satisfaction and loyalty of students but brand image of the university has no meaningful and positive influence on expectations of students. Moreover, at this study, it was specified that quality of services, comprehended by the students, has direct and meaningful effect on satisfaction and value as comprehended by them. But it was clarified that expectations of students have no any meaningful influence on comprehended satisfaction and quality and also value comprehended by them. For preserving and safeguarding loyalty of students, marketing managers of the universities should take their utmost efforts to bring about special value for their brand. Loyalty is not created easily, but when it is created, it will last for a long time. Hence, result of the present study will have a very significant effect in concentrating on relations between students and brand for bringing about subjective value and image. Key words: University intellectual image, expectations, perceived value, students’ satisfaction, students’ loyalty.

In prevalent competitive environment of higher education institutions it has become vital for the institutional management to pursue for attainment of students satisfaction and maintain it throughout their stay in the institution during the course of study. Besides many predictors, the service quality is considered very vital factor in education sector to ensure students satisfaction all along their learning stage. Therefore, this research study aims to measure the relationship between the service qualities of higher education institutions with their customers (students) satisfaction. The service quality of higher education is determined by measuring various dimensions of service quality such as; the tangibility of institution and its infrastructure, reliability in its service delivery, responsiveness of its service providers, assurance and empathy. The research furthers its measurement of relationship of each dimension of service quality with students satisfaction level with a view to ascertain significance of each or otherwise. The research intends to investigate students of public and private sector universities of Khyber Pakhtunkhwa. The research is not only expected to determine the prevalent level students satisfaction and service quality of higher education, but also help to draw a comparative analyses between the public and private sector in this regard. The research would help the management of higher education institutions to revisit and regulate their strategies to deliver better service quality to its customers by focusing each dimension of the service quality individually.

This article investigates the relationship between the teaching quality and student satisfaction in higher education institutions in the United Kingdom (UK). 121 universities were randomly selected for this data article. The findings reveal that a higher percentage of Higher Education Academy (HEA) qualification among universities’ staff is positively associated with higher ratings of student satisfaction. Non-Russell Group universities have a greater proportion of HEA qualified teachers than do Russell Group universities. Of the 10 highest-ranking universities for student satisfaction, only two are Russell Group Universities (Newcastle University and University of Oxford). The findings may inform policy implications.•Little research has focused on the relationship between teaching qualification and student satisfaction. This article adds value by identifying an association between teaching qualifications and student satisfaction in UK higher education institutions.•The validity of the data was assured through its collection from various sources, including a survey questionnaire from the National Student Survey (NSS), The Russell Group (UK), The Higher Education Academy (HEA), and Higher Education Funding Council for England (Hefce), UK.•The data can be used by the scientific community to understand the prevalence of teaching qualification in higher education, and factors associated with student satisfaction in the UK. The data can also be useful for higher education policymakers in the UK. The data could be applied to exploring differences in student perceptions of teaching quality (e.g. between local and international students, or students of different genders).

In this research, the relationship between the teaching of professional subjects and student satisfaction with the quality of professional teaching and practical forms of teaching was examined. Special emphasis is placed on the study of the impact of educational dimensions on the quality of professional teaching. These are: the development of key competences, the use of modern teaching tools and cross-subject correlation, and the use of different teaching methods and techniques in professional teaching in secondary vocational school. For the purposes of this research, an adapted PoS (Prism of Sustainability) model was used, which was conceived on the application of the technique of surveying students and their parents, using a written questionnaire as an instrument in the research. A total of 129 respondents (70 students and 59 parents) expressed their views on the claims that can indicate the quality of the teaching of professional subjects. In addition, the respondents evaluated the statements related to the impact of professional teaching on student satisfaction with the quality of such teaching. The collected data were processed and analyzed with the help of statistical software SPSS v.21. After examining the reliability of the scales and variables, the obtained data were presented with the help of tables. The results of the research indicate significant influences of educational dimensions on the quality of teaching professional subjects, which fully confirmed the auxiliary hypotheses. In addition, the research established that professional teaching significantly contributes to student satisfaction with the quality of teaching, thus the main hypothesis is fully accepted. The results of this research can help in the design of teaching in secondary vocational schools and in the preparation of operational and individual teaching plans.

Teachers are the most important in-school factor influencing student academic achievement and satisfaction (Hattie & Yates, 2014) and during times of crises, like the global COVID-19 pandemic, the work of teachers is more critical than ever. Teachers’ wellbeing has gradually emerged as a growing concern. As the impact of the COVID-19 pandemic on schooling was being realised, Viac and Fraser’s (2020) OECD Education Working Paper, A teachers’ well-being: A framework for data collection and analysis, alerted that this concern for teachers’ wellbeing requires urgent attention to better understand its effects on teaching and learning. This chapter discusses the thoughts, feelings and impact on the wellbeing of teachers as they plan for and implement effective teaching and learning in the face of the COVID-19 pandemic. The discussion takes an ecological perspective to show that teachers’ work and their wellbeing exists across many levels, and highlights the importance of teachers’ roles in supporting future student learning during times of disruption.

This study aims to examine the influence of academic self-efficacy, perceived usefulness of online learning systems, and teaching presence on student engagement (behavioural, emotional, and cognitive engagement) and student satisfaction with online learning. Data were collected from undergraduate students who experienced a fully online learning process during the COVID‐19 pandemic. Based on social cognitive theory, the relationships among the personal and environmental influences on student behaviour and outcomes were examined using structural equation modelling. The results indicated that academic self-efficacy had significant direct relationships with behavioural engagement and emotional engagement, while perceived usefulness significantly influenced emotional engagement and cognitive engagement. Furthermore, teaching presence significantly influenced all engagement dimensions. Student satisfaction was significantly and directly influenced by behavioural engagement and emotional engagement, but not by cognitive engagement. Finally, the mediation role of each engagement dimension is proven in this study. This study was conducted in Egypt; thus, it contributes to add an empirical evidence regarding online student engagement and satisfaction in the context of a developing country.

Since typical classrooms do not include discussions, collaborative learning, or interactive learning activities, engagement is a major challenge in distant learning. Online learning satisfaction levels should be measured as evaluation material for future implementation. Although online learning has many advantages, a high dropout rate remains a significant challenge. This study investigates how higher education students' engagement and satisfaction with online learning are enhanced by information, system, and service aspects. The research design was quantitative research, and we used a questionnaire to collect data. The questionnaire was designed on a five-rating interval scale. The sampling technique was simple random sampling. The target minimum sample was counted using the Slovin method, and 206 undergraduate students taking online courses were surveyed online. The model was tested using structural equation modeling partial least squares (SEM PLS). This method is useful for investigating the relationship between constructs. The model was tested with the application of the SmartPLS program. The results revealed a positive and significant effect of system quality, information quality, service quality to student engagements, and their impact on student satisfaction, both direct and indirect. This study answers the literature gap and verifies the importance of online learning quality factors on students’ satisfaction and engagement. These results are expected to help to improve online learning in higher education settings, specifically on students' engagement and satisfaction, leading to perseverance and success.

This study investigated the antecedents of student engagement in online learning and the consequent impact on higher education students’ satisfaction with online learning. More specifically, a structural model was proposed to examine students’ perceptions of adaptability, interactivity, computer/ Internet self-efficacy and psychological safety as key factors impacting their engagement with online learning tools and satisfaction with the online learning experience. A self-administered online survey was conducted with 539 undergraduate students in China, Australia, and South Korea. Structural equation modelling and multigroup analysis were used to test the study’s hypotheses. The findings indicated that the proposed four antecedents significantly impacted their engagement with online learning tools, influencing their overall satisfaction with the online learning experience. In addition, this study found significant differences between the relationships of the four antecedents of engagement with online learning tools among students in China, Australia, and South Korea, influencing their satisfaction with the online learning experience. The study concludes with theoretical and practical implications informing future institutional practices.


 
 
 In Pakistan, all higher education institutions (HEIs) are accredited by the higher education commission and have formed a directorate of quality assurance to accomplish the quality goal and enforce internal quality assurance (IQA) policies through the quality enhancement cells (QECs). Self-assessment of an academic program is a part of the IQA policy. It includes teaching-learning processes, institutional facilities, process control, computer labs, program mission, objectives, and outcomes. In the past, limited research has been done on institutional internal quality assurance practices based on Self-Assessment Report and student satisfaction. The study aims to find the level of student satisfaction, and the relationship between student satisfaction in HEIs of Pakistan. The study used a quantitative method by circulating online questionnaires to 136 top managers and student representatives using proportionate stratified random sampling, in which 112 questionnaires were received for analysis. Statistical Package for Social Science is used in the study to test the hypothesis using regression. The findings showed based on the top manager’s perception in HEIs are at a moderate level. Furthermore, based on the student representative’s perception, the student satisfaction level was also at a moderate level. The study also found a positive relationship between quality practices and student satisfaction. The findings of the study contribute to a new path for future researchers which will contribute towards improvement in the quality of research and teaching. In addition, the study has also provided suggestions for future research.
 
 

Higher educational institutions face increasing competition from local and international education providers. In view of this development, most higher educational institutions focus on service quality delivery in attracting and retaining students. The objective of this study is to examine the impact of service quality on customer satisfaction and to ascertain the moderating role of brand positioning in the relationship between service quality and customer (student) satisfaction. The study adopted a quantitative approach using self-administered questionnaires to collect data from the respondents and a moderated hierarchical regression model was performed to assess the statistical interdependencies between the service quality measures and student satisfaction. The results revealed that there is a significant positive relationship between service quality and student satisfaction in Private Ghanaian Universities. The results indicate however, that brand positioning was not statistically significant in the relationship between service quality and student satisfaction as only one path was supported, which suggests that brand positioning moderates only the relationship between empathy and student satisfaction. Based on these findings, it is recommended that private universities must adopt measures to enhance on the delivery of service quality since it plays a major role in determining the satisfaction of students. One limitation is related to the scope of the study which is limited to the education industry, specifically private tertiary education industry in Ghana. Despite these limitations, the study offers practical recommendations on how private tertiary educational institutions can continue to improve on the level of student satisfaction in order to ensure their survival and profitability. Keywords: Service Quality, Brand Positiong, Student Satisfaction, Private Universities DOI: 10.7176/JMCR/74-04 Publication date: December 31 st 2020

PurposeThis research aims to determine the levels of education quality (EQ), technology usage (TU), students' satisfaction (SS) and the impact of EQ on SS. Also, it seeks to find out how TU as a moderator affects EQ and SS in Pakistani private higher education institutions (HEIs).Design/methodology/approachA total of 440 postgraduate students at eleven private universities in Lahore, Punjab Province, Pakistan, participated in empirical research and data were obtained through the use of an online questionnaire. Simple random sampling was used to choose participants and partial least square structural equation modeling was employed to analyze the data.FindingsThe findings revealed that Pakistani private HEIs have a medium level of EQ, TU and SS. Furthermore, the data reveal the existence of a significant positive relationship between EQ and SS, whereas TU as a moderator was found to negatively affect EQ and SS.Research limitations/implicationsPostgraduate students of private HEIs in Pakistan were considered for this investigation and this study was limited to testing only in Punjab province. Another limitation of this study is that it was based on a research framework from previous research and literature. This study employed questionnaire surveys to conduct evaluations of teachers' teaching quality by university students. Furthermore, the questionnaire employed student self-evaluations to assess the quality of teaching. The research data would be more detailed if it were possible to include teachers' self-evaluations of their teaching quality.Practical implicationsThe current study provides key insights for policymakers, higher education commission and HEIs. The results suggest leveraging the identified medium levels of EQ, TU and student satisfaction in Pakistani private HEIs. In an effort to boost the medium levels, policymakers are encouraged to enhance the teaching and learning experience by robustly integrating Web 4.0 technologies. Institutions can intervene strategically by investing in infrastructure and innovative tools aligned with students' technological needs. Likewise, policymakers and institutions can optimize learning management systems (LMS) by developing and implementing policies that encourage their adoption and optimization across HEIs. This may contribute to the accomplishment of the United Nations' sustainable development goal of providing quality education. Moreover, with the help of this research HEIs can establish minimum quality standards regarding academic teaching and learning materials. Implementing the above-mentioned practical implications might boost student satisfaction in HEIs which would benefit not only students but also the institutions.Originality/valueThe novelty of the article lies in the fact that it addresses the gap in the existing literature by exploring the levels of EQ, TU and student satisfaction in the context of private higher education in Pakistan. Furthermore, this study investigated whether TU served as a moderator in the relationship between student satisfaction and UNESCO-recommended EQ. This study elaborates on EQ indicators recommended by UNESCO in Pakistan’s private higher education sector.

Previous research suggests that campus design and facilities may influence students’ institution choice, perceived teaching and learning quality, student experience, and student satisfaction. However, to our knowledge, this is the first study to investigate the possible benefits of a new purpose-built campus in a transnational education setting from the student perspective. It was found that campus design, physical environment, and facilities may influence students’ choice of institution, but these have less weight than other factors such as the university’s reputation and teaching quality. Most students believe that opportunities for higher quality teaching and learning exist at the new campus, as all participants reported that the new teaching rooms have improved layouts and incorporated more technology. Also, most students perceive their overall student experience at the new campus as good or excellent, and every participant rated their overall satisfaction as the same or higher at the new campus compared to the old campus. No student was less satisfied with the new campus. The research findings suggest that institutions and students may both derive considerable benefits from a new purpose-built campus that has been well-designed and constructed.

To determine the prevalence and influence of specific attending teaching practices on student evaluations of the quality of attendings' teaching in the inpatient component of Internal Medicine clerkships. Nationwide survey using a simple random sample. One hundred and twenty-one allopathic 4-year medical schools in the United States. A total of 2,250 fourth-year medical students. In the spring of 2002, student satisfaction with the overall quality of teaching by attendings in the inpatient component of Internal Medicine clerkships was measured on a 5-point scale from very satisfied to very dissatisfied (survey response rate, 68.3%). Logistic regression was used to determine the association of specific teaching practices with student evaluations of the quality of their attendings' teaching. Attending physicians' teaching practices such as engaging students in substantive discussions (odds ratio (OR)=3.0), giving spontaneous talks and prepared presentations (OR=1.6 and 1.8), and seeing new patients with the team (OR=1.2) were strongly associated with higher student satisfaction, whereas seeming rushed and eager to finish rounds was associated with lower satisfaction (OR=0.6). Findings suggest that student satisfaction with attendings' teaching is high overall but there is room for improvement. Specific teaching behaviors used by attendings affect student satisfaction. These specific behaviors could be taught and modified for use by attendings and clerkship directors to enhance student experiences during clerkships.

This case study discusses the importance of measuring student satisfaction in online teaching. Student satisfaction is a crucial metric for any educational institution, regardless of whether it offers face-to-face, conventional education or open, distance and e-learning (ODeL). It is essential that students feel engaged and supported in their learning journey to ensure the best possible outcomes, especially in low-resourced countries such as Eswatini. ODeL have each been shown to provide unique advantages when it comes to student satisfaction due to their flexibility and convenience. However, it is important to note that wanting to recommend a course to someone does not necessarily mean that they were completely satisfied with all aspects of the course. For example, a student may have found a course to be very challenging but still found it valuable and would recommend it to others who are interested in the subject matter. Early on in research on blended and e-learning, it was highlighted that the quality of the instructors and the appropriate design and good facilitation of online learning activities are important determinants that influence student learning and satisfaction. Satisfaction is possibly the most accepted measure of teaching/learning quality and effectiveness. In addition, relevant and appropriate support services (quality) are seen by a substantial body of literature on education as a key factor and great predictor of student satisfaction in a blended/online learning environment. Therefore, measuring student satisfaction can help maintain quality teaching and learning by identifying areas for improvement. The case study also provides best practices for measuring student satisfaction in online teaching. These include using surveys or questionnaires that cover various aspects such as course content, instructor support, technical support, communication channels, assessment methods, among others. It is important to use validated instruments or develop customised ones based on specific needs. Furthermore, it is recommended to collect data at different points during the course delivery to capture changes in student satisfaction over time. The data collected should be analysed and used to inform decision making and improve the quality of teaching and learning. In conclusion, measuring student satisfaction in online teaching is crucial for maintaining quality teaching and learning. OSeL have unique advantages when it comes to student satisfaction, but it is important to ensure that students feel engaged and supported throughout their learning journey. Best practices for measuring student satisfaction include using validated instruments, collecting data at different points during course delivery, analysing data and using it to inform decision making.