The Impact of Faculty of Study on Students’ Satisfaction: A Study of Four Private Universities in Nigeria

Oluwunmi Adedamola Olufunke

doi:10.5539/ies.v8n7p57

Abstract

Due to the increasing number of educational institutions in Nigeria, Universities (particularly private Universities) are competing to attract more students into their faculties. In a bid to achieve this goal, these Universities are making all efforts to satisfy their students. This paper therefore examines the impact of the faculty of study on students’ satisfaction with academic facilities in four (4) private Universities in Ogun State, Nigeria. To achieve this, seven hundred and seventy (770) questionnaires were developed and distributed randomly to the students and a response rate of 71% was achieved. Data was analysed using frequency tables, percentages, cross-tabulation and Kruskal Wallis Test. The result of the analysis reveals that faculty of study significantly influences students’ satisfaction. Implications of these finding and future research directions are discussed.

Highlights

Private institutions of higher learning are constantly competing with public institutions for student enrolment
The survey shows that the respondents in Babcock University were evenly spread across the faculties while there are more respondents (50% and 57% respectively) from Science and Technology in Covenant University and Crescent University as against 61% from Social Science in Redeemer’s University
The analysis indicates that students in Science and Technology in Covenant University and Crescent University are more satisfied than students from other faculties

Summary

Introduction

Private institutions of higher learning are constantly competing with public institutions for student enrolment. This is expected, as failure to maintain adequate levels of enrolment can be a significant challenge to the financial viability of the institutions. To remain financially viable, colleges must be able to meet a minimum level of enrolment of students (Porter, 1980; Bolda & Bruce, 1983; Blumenstyk, 2009; Long & Adukia, 2009; Brunson, 2010). Students’ satisfaction has been identified to have a significant impact on maintaining students’ loyalty and retention (Cronin & Taylor, 1992; Voon, 2006; Brunson, 2010). Majority of the studies both in Nigeria and developed countries have focused on the relationship between students’ satisfaction and demographic factors such as age, sex, marital status, year of study and nationality (Soutar & McNeil, 1996; Umbach & Porter, 2002; Perry, Sekelsy, & Skarsten, 2003; Tessema, Ready, & Malone, 2012)

Methods

Results

Discussion

Conclusion