Measures Of Student Satisfaction Research Articles

Future Professionals: Student Satisfaction with the General Medicine Degree Curriculum at University of Prishtina

Future Professionals: Student Satisfaction with the General Medicine Degree Curriculum at University of Prishtina

If (my) 6 was (your) 9. Reporting heterogeneity in student evaluations of teaching

Student Evaluations of Teaching (SET) are subjective measures of student satisfaction that are often used to assess teaching quality. In this paper, we show that heterogeneity in students’ reporting styles challenges SET validity. Using administrative data that enable us to track all evaluations produced by each student, we isolate student-specific reporting scales. We show that reporting heterogeneity explains at least one third of the within-course variation in SET. We also document that students sort across elective courses according to their reporting style. As a result, the average evaluation of two otherwise identical electives can differ only because of heterogeneity in the reporting style of students attending them. Using a simulation exercise, we show that this type of sorting coupled with large sampling variability severely alter the ranking of courses within a major, calling into question the use of SET to incentivise teachers.

Determinants of Academic Satisfaction: An Empirical Analysis of a Brazilian National Institute

Objective: The present investigation aims to identify the explanatory factors for academic satisfaction, as well as the influence that the identified factors have on the degree of academic satisfaction in its global context and on the chances of the institution's recommendation to friends and family. Method: The investigation was conducted with a sample of 290 students from the Federal Institute of Education, Science, and Technology of Piauí (FIEPI-Campus Oeiras). The instrument used for data collection was a questionnaire. The statistical techniques used were of a descriptive, exploratory, and multivariate nature for the treatment, analysis, and validation of the results. Results and Discussion: The results indicate that Academic Satisfaction is determined by the factors (1) Teaching Environment and (2) Structural Environment and that there is a significant decrease in Academic Satisfaction when students move from the group from High School to Higher Education due to the determinants satisfaction. Research Implications: The development of strategies for the maintenance and attraction of new students by FIEPI-Campus Oeiras and other educational institutions must be based on academic satisfaction considering their specificities, namely, concerning the different perceptions and expectations generated by students about educational services. Originality/Value: The relevance of this investigation is based on the fact that the measurement of student satisfaction by a given educational institution becomes essential for it to understand the perception of its students about its products and services, enabling the identification of new ways of generating satisfaction and loyalty.

Testing the Validity, Reliability and Independence of the Constructs in the SERVQUAL Tool for Measuring Student Satisfaction in Universities in Uganda

The service quality (SERVQUAL) tool is a tool used to measure customer satisfaction (CS) in general and student satisfaction (SS) in particular. It consists of five constructs: tangibles (T), reliability (Rel), responsiveness (Res), assurance (A) and empathy (E). Although it has been widely used in a number of CS/SS studies, it has attracted a lot of criticism, one of which relates to the validity, reliability and independence of its constructs. In this paper we adapted the SERVQUAL tool for measuring SS in universities in Uganda and then tested the validity, reliability and independence of its constructs. Our focus was on two objectives: (i) to establish the validity and reliability of each of the five constructs of SERVQUAL; and (ii) to test if the five constructs were independent. We analysed our data using: (i) confirmatory factor analysis (CFA) and Cronbach’s alpha (α); and (ii) the Pearson linear correlation. Our findings were to the effect that: (i) Except for the “A” which was valid without dropping any items, the other constructs (T, Rel, Res, and E) were valid only after we dropped some of their items. We also established that the reliabilities of the five constructs of SERVQUAL were high. (ii) The constructs (T, Rel, Res, A and E) of SERVQUAL were interrelated. The SERVQUAL tool is a good measure of student satisfaction (SS). We recommend the SERVQUAL tool for continuous testing in other contexts with the objective of improving it.

Two years into the COVID-19 pandemic: An analysis of learning outcomes and student engagement at an economics university

The COVID-19 pandemic generated a switch from in-person to online learning. Using data from four academic years and two related disciplines (Management accounting and Performance measurement and control), we analyzed the impact of medium-term and exclusive online learning on student engagement, learning outcomes, and student perception of online learning. The sample consisted of four groups of undergraduate accounting students (a total sample of 415 students) from the most important university of economics in Romania. We applied paired t-tests and independent t-tests, correlation measures, and principal component analysis. The results showed a decline in learning outcomes from one discipline to another (seminar scores, exam results), and a decline for one discipline (Performance measurement and control) over a three-year period. Also, a weaker student engagement during the second year of the pandemic indicated that the passage of time highlighted the disconnect between students and the academic environment. Surprisingly, student engagement and learning outcomes were not correlated with two measures of student satisfaction (cognitive stimulation and convenience). It appears that student satisfaction with online learning remained at a high level despite an increased risk of academic failure. Unsurprisingly, there was a rebound in academic performance when classes switched to in-person education in the spring of 2022. Our results have implications for the future design of online and blended learning in universities.

A cross-cultural study on the career counseling service ecosystem: implications for higher education marketing

ABSTRACT A career counseling service (CCS) provides an important measure of student satisfaction and contributes to the shaping of a higher education marketing strategy. However, the body of knowledge in the higher education domain is scant on how a CCS is created and delivered to suit the needs of students and the wider society. This study uses an explorative multiple-case study of the CCS across three different cultural contexts: UK, Italy, and China. The study adopted a service ecosystem perspective, building on contingency theory (i)to analyze the CCS as a tri-level scheme – that is to say, at the micro, meso, and macro levels – and identify the themes and underlying constructs in the co-creation of the CCS at each level and (ii)to highlight the disparities in CCSs across different cultural contexts. Six dominant themes in CCSs emerged – namely, quality assurance, a student-centered approach, mental health, industry collaboration, promotion of service, and digital platforms. The findings revealed that the role of the CCS is transitioning from a mere job placement service to a strategic and administrative function, which interacts with and influences various actors in the higher education ecosystem. Across the different cultural contexts, disparities in the identified themes were ascertained and explained.

The impact of e-service quality on word of mouth: A higher education context

Student satisfaction is an important determinant of university enrollment and reputational capital. This paper investigates e-service quality impact on word-of-mouth measures of student satisfaction of Romanian university students by exploring important of e-service quality dimensions. Data were collected using an online structured questionnaire of 298 Romanian students to examine the proposed research model by deploying structural equation modelling with Smart PLS 4. We find that website performance, information quality, and website confidentiality are significantly associated with e-service quality. Moreover, findings revealed a positive impact of e-service quality on word of mouth. Quality of website services contributed significantly to e-service quality and recommendation using word of mouth. Our findings provide useful insights and practical implications regarding the impact of the quality of website services upon the satisfaction of students.

Development of Chinese Danmaku Video Sites based on Self-Directed Learning (CDSDL) Model for Undergraduate Students in TAM Model

In an increasingly complex and uncertain learning environments, self-directed learning is an essential skill for living and working.The notion of self-directed learning emerged from the adult education profession, and experts emphasize the need of examining that the self-directed learning competence may be developed among university students.However, little research has been conducted to investigate the factors that influence Chinese Danmaku video sites for self-directed learning strategies intention and adoption as sustainability. The current study seeks to determine whether and to what extent the factors influence Chinese Danmaku video sites for self-directed learning intention and adoption as sustainability in relation to the two stages. And, it presents a research framework for combining the technology acceptance model (TAM) for adoption with Facilitating conditions (FC), individual cultural characteristics, social influence (SI) and the task fit technology model (TTF) for utility. In addition, to encourage higher education universities to ensure their long-term viability (sustainability) by using Chinese Danmaku video sites for self-directed learning, student satisfaction measures when students succeed in their studies and are satisfied with their overall experience.

Student satisfaction measurement in higher education

Since the quality of academic services can affect students’ satisfaction, identification of academic quality attributes is needed. It is divided into several factors using factor analysis and modeling the relationship between academic quality and students’ satisfaction using the multiple regression method. This research used primary data obtained from questionnaires given to undergraduate students of Universitas Indonesia. The results showed six factors affecting students’ satisfaction. However, only two of them, i.e. the lecturers’ abilities to deliver learning materials and the quality of the classroom and building, were significant. The top priority factor was the lecturers’ abilities to deliver learning materials.

Evaluation and Measurement of Student Satisfaction with Online Learning Under Integration of Teaching Resources

The effective organization and integration of educational resources can solve the information confusion in online learning, and assist online teaching platforms in recommending multisource personalized learning resources. After the integration of teaching resources, the student satisfaction with online learning should be evaluated, setting the stage for the management and application of teaching resources, as well as the improvement of online teaching quality. Therefore, this paper evaluates and measures student satisfaction with online learning under the integration of teaching resources. Specifically, the name and descriptive features of the Japanese teaching resource library were extracted by the linguistic model, the class structure features and relationship attribute features of the library were learned by graph convolutional neural network (GCNN), and the corresponding eigenvectors were obtained. Next, the similarity of different features was calculated, the teaching resources were sorted, and the matching resources were selected, completing resource integration. After feature integration, the student satisfaction with online learning was evaluated, and a structural equation model (SEM) was established for the student satisfaction with online learning under the integration of teaching resources. The effectiveness of our model was proved through experiments.

Strengthening Teacher Education in Tanzania: Student-Teachers’ and Tutors’ Satisfaction with College Facilities and Environment

Assessing customers’ satisfaction with service quality has been a common practice that allows leaders and managers to improve service delivery to the customers in business studies. In education, the measurement of student satisfaction has received popularity and so does the satisfaction of teaching staff. Studies examining student teachers’ and tutors’ satisfaction with service quality particularly in teacher education are scant. The aims of this study are threefold: to determine the level of support that the Teacher Education Support Project (TESP) provides to strengthen teacher education in Tanzania; to explore the student teachers’ and tutors’ perceptions and satisfaction with the facilities and overall college environment in public TCs and to determine the factors explaining student teachers’ and tutors’ satisfaction with service quality. A survey study involving 2772 student teachers and 302 tutors from all 35 public TCs was conducted in the Tanzania Mainland. The study findings revealed that the TESP has provided significant support of textual and non-textual facilities and learning materials in all public TCs. Besides, student teachers’ satisfaction is most strongly predicted by in-class teaching aids and practical materials albeit other factors such as library and ICT facilities had a considerable prediction. Whereas tutors’ teaching strategies made a significant contribution in regression analysis to explain student teachers’ satisfaction Tutors’ satisfaction was most strongly explained by ICT-supported teaching environments followed up by teaching aids and science facilities. The study concludes by proposing that the measurement of student teachers’ and tutors’ satisfaction be approached and improved separately. Implications for these findings are discussed.

Subscales in the National Student Survey (NSS): Some considerations on their structure

ABSTRACT Measures of student satisfaction are commonly used to compare universities. Student satisfaction with higher education institutions in the UK is assessed yearly using the National Student Survey (NSS). The most recent revision of the NSS suggests that the satisfaction questions form eight different subscales. The aim of this research was to empirically test whether the NSS questions form eight separate subscales. We used the public data from the NSS from 2019 and clustering methods to examine the structure of the data. We tested the structure of the NSS questions when the data was analysed as a whole (i.e. at the ‘top’ national level across all universities and courses). We also assessed the clustering of data for 78 course subjects separately to see the most frequent number of clusters across courses (i.e. at the ‘bottom’ individual course level). At the top (national) level, we found a four cluster or two cluster solution (when excluding both an item on the student union and a general satisfaction item), rather than an eight cluster solution. At the bottom (course) level, the most common cluster solution was two clusters, but with considerable variation, ranging from one to eight clusters. Our findings thus suggest that there is considerable variation in the structure of the NSS and that this variation can depend on analytical level (top national level vs. bottom course level). We review the implications of differing cluster structures for how the NSS is used.

Analysis of Student Satisfaction in Academic Services as Part of Quality Insurance in University

In the context of university quality insurance, student satisfaction became one of the main indicators of service success given by the institution. Measurement of student satisfaction became an invaluable input for the institution to determine the direction of urgent improvement. This study aimed to describe student satisfaction with academic services and analyzed the quality of academic services to produce measurable improvement suggestions. This research involved students in the Department of Mathematics and Natural Sciences Education, Faculty of Education and Teacher Training, Mulawarman University, as the respondents, which are 165 students, representing 6 study programs selected by Stratified Random Sampling technique with the stratum length of study, which fill the online questionnaire. The instrument used is an adaptation of the Student Satisfaction Survey (SSI). The analysis results showed that the academic services in Faculty of Teacher Training and Education Mulawarman University still need to be improved because 50.9% of respondents stated satisfied, but 49.1% stated not satisfied. The level of student satisfaction by gender tends to be the same, i.e. 2.51 for male students and 2.53 for women, while based on study period and GPA tends to increase with the duration of the study period and the increasing GPA. According to Importance-Satisfaction Matrix, the quality of academic services put all dimensions in the second quadrant, which means that the dimensions of satisfaction had been quite good.Keywords: Academic Service; Quality; Student Satisfaction; University

School sector and satisfaction: evidence from a nationally representative sample

ABSTRACT Access to private schools and public charter schools might improve parent and student satisfaction through competitive pressures and improved matches between educators and students. Using ordered probit regression analysis and a nationally representative sample of 13,436 students in the United States in 2016, I compare satisfaction levels of parents and students by school sector. I find that public charter schools and private schools outperform traditional public schools on six measures of parent and student satisfaction. Respondents with children in private schools also tend to report higher levels of satisfaction than respondents with children in public charter schools. These results tend to support the theory that access to public charter and private schools could lead to higher levels of satisfaction for families and students. However, although several control variables are included in the analytic models, the results may still be affected by selection bias.

The Impact of Shortened Clinical Clerkships on Medical Student Performance and Clerkship Assessment.

IntroMedical schools sometimes need to adjust the length of third-year clinical clerkships. The literature surrounding the effects of shortened clerkships on student experience and performance is mixed.MethodsOur medical school shortened the third year by an average of 20% per clerkship to accommodate a curricular re-design in 2018-2019. We examined test scores and measures of clinical performance as well as student experience in order to understand the impact of this change.ResultsTwo hundred and eight students were included in the analysis, 104 in each cohort. No statistically significant differences were noted between cohorts on NBME subject examination results. There were no significant differences on Step 2 CK scores between the traditional curriculum cohort (M = 249.4, SD = 13.7) and shortened curriculum cohort (M = 248.7, SD = 15.8). Student performance on OSCE cases was similar. Similar percentages of students rated each clerkship either “good” or “excellent” in the traditional (77%) and shortened (78%) curriculum.ConclusionThere was no significant impact on student test scores after shortening the curriculum. Measures of student satisfaction and experience also remained stable, likely related to emphasis on retaining patient care experiences and streamlining of didactics. Curricular shortening during the third year of medical school was feasible and safe from the student perspective in our experience.

In Their Own Words: Student Engagement as Defined by Online Learners

Student engagement is linked to various measures of academic achievement, including retention, student satisfaction, and institutional success. Further research to determine student engagement as it relates to online students is now more necessary as online enrollments continue to increase. To understand how student engagement applies in online education, it is important to gain additional insight as to how online students define student engagement. In this qualitative case study, online learners were interviewed to gain their perceptions of engagement in an online course required for certain majors at a large public institution. Using a constructivist grounded theory approach, their perceptions were used to determine how this specific group define student engagement. The study also revealed various types of activities that were perceived to be most engaging to students enrolled in the course. The results of this study provide administrators and faculty the ability to better understand student perceptions so that they can be considered when developing resources to enhance instructional design and communication with online learners

Service Quality and Student Satisfaction Using ServQual Model: A Study of a Private Medical College in Saudi Arabia

The study assessed the service quality and satisfaction among Pharmacy students at one of the private medical colleges in Saudi Arabia using ServQual model. Specifically, it sought to determine the respondents’ profile in terms of gender, year level, and grade point average; service quality using SERVQUAL Model; over-all students’ satisfaction of students on the provided college services; and which profile and service quality dimensions best predict the over-all satisfaction of the students. Using a descriptive statistics and Multiple Regression Analysis for data analysis, this paper had 189 respondents. Based on the results, majority of the respondents were female from levels 2, 3, and 4 with above average GPA. Responsiveness, empathy and tangibility dimensions of service quality had a negative gap, which means that the expected services did not meet the perceived services on the cited service quality dimensions. Meanwhile, when overall satisfaction was measured, students expressed satisfaction to the college services. Year level was a predictor for all measures of student satisfaction; while GPA was identified as a negative predictor to student satisfaction in terms of faculty. Students’ satisfaction in terms of faculty was best predicted by responsiveness, assurance, tangibility. Meanwhile, assurance was a predictor of students’ satisfaction in terms of curriculum. Responsibility, responsiveness and assurance, on the other hand were predictors of students’ satisfaction in terms of students services and facilities. Finally, the overall student satisfaction was predicted by responsiveness, assurance and tangibility.

Withdrawal Notice: Measurement of Social Presence Influence Student Satisfaction in an Acupuncture Online Training

The article has been withdrawn at the request of the editor of the journal Current Traditional Medicine due to incoherent content. Bentham Science apologizes to the readers of the journal for any inconvenience this may have caused. The Bentham Editorial Policy on Article Withdrawal can be found at https://benthamscience.com/editorial-policies-main.php Bentham Science Disclaimer: It is a condition of publication that manuscripts submitted to this journal have not been published and will not be simultaneously submitted or published elsewhere. Furthermore, any data, illustration, structure or table that has been published elsewhere must be reported, and copyright permission for reproduction must be obtained. Plagiarism is strictly forbidden, and by submitting the article for publication the authors agree that the publishers have the legal right to take appropriate action against the authors, if plagiarism or fabricated information is discovered. By submitting a manuscript, the authors agree that the copyright of their article is transferred to the publishers if and when the article is accepted for publication.

The impact of the student–instructor relationship on student-centric measures

PurposeOn the basis of the justice, attachment, social support, self-determination theories, this research paper examines the impact of the student–instructor relationship construct on the customer-centric measures of overall student satisfaction, and perceived value for money and their impact of the behavioral intentions as an endogenous construct. We considered universities as providers of complex services focusing on students' service quality and students as the customers of the higher education institutions.Design/methodology/approachA survey instrument was used to collect data among undergraduate and graduate business students in a medium-sized Canadian university (N = 178). Partial least squares structural equation modeling was used to analyze the strength, significance, and effect sizes of the relationships between the key constructs.FindingsThe results indicate that the student–instructor relationship is significantly related to student satisfaction and value for money perceptions. Also, the student satisfaction and behavioral intentions, value for money and student satisfaction, and value for money and behavioral intentions relationship were significant.Originality/valueThe perceived quality of student–instructor relationship and its relationship to customer-centric measures like satisfaction, value for money and behavioral intentions has received relatively little attention in previous research and was discovered to be an important contributor to the perceived student satisfaction and value for money. The importance of the student–instructor relationship is further emphasized indirectly via the perceived value for money construct to student satisfaction.

Opening the “Can of Worms”: Preparing Teachers to Address Issues Relating to “Race”

This paper reports the findings of a study which involved a critical examination of “race”-related provision on initial teacher education (ITE) programmes in England. It draws upon data collected as part of a national survey of ITE provision which included interviews with providers and students, and case studies of ITE providing institutions. The study utilized aspects of Critical Race Theory and Critical Whiteness Studies as a theoretical framework with which to analyse the data. The paper explores the nature of provision relating to “race,” suggesting that teacher educators and student teachers are often ill-equipped to address the complexities relating to this area and, as a result, they can fail to recognize the importance and potential impact of their professional practice, and their pedagogical decisions. It suggests that ITE practices are often underpinned by dysconscious racisms and manifestations of Whiteness, leading to a marginalization of “race” input, with opportunities for deeper interrogation missed, or actively avoided. The paper explores some of the constraints impacting on ITE namely a lack of time; a lack of confidence on the part of a predominantly White teacher educator workforce; a lack of recognition of the importance and significance of “race” on the part of White student teachers, and an emphasis of superficial measures of student satisfaction at the expense of deeper interrogation and deconstruction of hegemonic norms. It makes recommendations relating to how practice can be improved within the current challenging global contexts in relation to “race” equality. It calls for teacher education to aspire to produce novice teachers willing and prepared to embrace “race”-related challenges in their teaching careers, and to contribute to curricula which acknowledge and address inequality.