Abstract
We appraise comparatively and analytical data under Student Experience Survey (SES) to discuss the possible generalizability of related College level differentials in Saudi Arabia. For this, data collected from students of two academic programs namely Bachelor of Dental Surgery, College of Dentistry; and B.Sc. Nursing, College of Nursing, University of Dammam, Dammam, Saudi Arabia, were considered. These data relate to experience of students halfway of respective academic program. The percentage of participation in SES by students was 100% and 94% respectively. Students of neither the programs reported high quality perception about any of the 20 items considered under SES. With a target of satisfaction by at least 50% students, students from College of Nursing expressed better satisfaction than those from the College of Dentistry. Same is true in case of aiming to achieve satisfaction by at least 75% students. However, to gain satisfaction by at least 80% students, each of the 20 items in both colleges need focus of college as well as university administrators towards required improvements. In summary, suitable to its varying environment, each program/college in a university requires specific improvement planning.
Highlights
The assessment of educational quality under an academic program, through students’ satisfaction, is one of the important aspects regarding quality management in higher education
The item by item analytical results of Student Experience Survey (SES) for the colleges of dentistry and nursing are listed in table1
The related observations are described in successive sections
Summary
The assessment of educational quality under an academic program, through students’ satisfaction, is one of the important aspects regarding quality management in higher education. The global acceptance of observations from students’ evaluation surveys regarding improvements in higher education, is a well known phenomenon. The interpretation of evaluation results for users is, basically, bipolar: institutional and unit-specific. It addresses the needs of disparate users, ranging from policy makers and administrators, through faculty and staff members to students. This divergence of users’ needs must be studied [2]. They continue to play a critical role in the development of academic colleges, their programs and universities
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