Student Satisfaction In Higher Education Research Articles

Integrating online learning into service quality assessment in higher-education its influence on student satisfaction

PurposeOnline learning gained ground during the pandemic and has continued to be used in the post-Covid era. Items related to online learning should be included in service quality assessment. The purpose of this study is to examine the influence of service quality, which includes the online learning dimension, on student satisfaction in higher-education in a blended learning environment.Design/methodology/approachA total of 452 valid questionnaires were collected from business undergraduate students enrolled in public universities in Greece. A modified version of HEdPERF is used to evaluate service quality. Due to the extensive use of online learning, an additional dimension was added to the HEdPERF scale which focuses on online education, a field that has not yet been widely examined. Structural equation modeling is used to examine the relationships between service quality, and student satisfaction.FindingsThe research findings verify the six-structure scale of the HEdPERF instrument (non-academic aspects, academic aspects, reputation, access and programs issues and online learning), providing satisfactory results in terms of reliability and validity tests. Service quality dimensions such as academic aspects, access, program issues and online learning are the influential dimensions of student satisfaction in a blended learning context.Originality/valueTo the best of the authors’ knowledge, no previous study has expanded traditional service quality instruments to include the dimension of service quality of online learning.

Spiritual Intelligence in Education Exploring the Impact of Teachers' Spiritual Intelligence on Student Satisfaction in Higher Education Using Dyad Analysis

The present study investigates the impact of elements associated with teachers on student satisfaction. The study adopts a quantitative approach with a cross-sectional design. A questionnaire-based survey was conducted among teachers and students at the Higher Education Institutes of Karachi, Pakistan. Both on-site and online. A total of 21 HEC-recognized universities having business schools/management sciences departments were contacted and visited in Karachi. The sample design involves collecting data from 344 teacher-student dyads. Non-probability sampling is used due to the lack of a complete subject list. As a result, studying the effect of teachers' spiritual intelligence on student satisfaction can potentially lead to improved learning outcomes and academic performance. Enhancing spiritual intelligence assists individuals in developing a positive mindset and attaining inner tranquility. This shift in attitude enhances self-motivation and self-control and aids in alleviating the elevated stress levels often caused by the fast-paced nature of contemporary society.

Online Instruction in Relation to Student Satisfaction in Higher Education at Tribhuvan University, Nepal

During the pandemic of COVID-19 like in other educational institutions, Tribhuvan University also shifted its instructional mode from face-to-face to online mode. However, limited access and proficiency to technology, receiving timely feedback and communication, working familiarity, and distance among colleagues, teachers and faculties are the main challenging factors of effective online class participation. With this consideration, this paper aimed to identify the effectiveness of online instruction on class participation of Post-Graduate students at Tribhuvan University. In this study, the correlation research design was applied within the positivist philosophical background. From the 5948 population of this study, who participated in the online mode of instruction during the pandemic period, four hundred students were randomly assigned. Semi[1]structured questionnaires are administered through self reporting method. The logistic regression was applied to identify the relationship between classroom effectiveness through online instruction. The result shows those students' learning facilities, technical skills, satisfaction, teachers’ support, and feedback systems have a significantly better effect on online class participation. Unexpectedly students with little support from teachers, no clear direction for work, and a neutral perception than a good perception have applied better e-resources. Technological skills, e-materials, and good perception have not acquired satisfactory results in online instruction. This study concludes that online instruction has not significantly notable effects on students’ class participation. These findings could be considered while making the training package interventions indented to transform basic skills, supportive and related behaviour.

Higher Education Student Satisfaction and Success in Online Learning: An Ecological Perspective

Higher Education Student Satisfaction and Success in Online Learning: An Ecological Perspective

Student satisfaction in higher education: A systematic review examining its impact on institutional growth and comparative dimensions

The purpose of this comprehensive evaluation of the literature is to examine the connection between higher education institution expansion and student satisfaction (SS). The survey also aims to pinpoint the metrics being contrasted right now when gauging student happiness. The review summarizes recent scholarly publications, including books, conference papers, and journal articles. The results give insight into the comparative dimensions used in student satisfaction research and shed light on the influence of student satisfaction on the growth of higher education institutions.

A Study on Higher Education Student Satisfaction and Educational Marketing in Peru

The objective of this research was to determine the relationship between educational marketing and student satisfaction in Higher Education Institutions in the Tacna region, in order to analyse the characteristics that are related to the study variables. The methodology was carried out under a quantitative approach, with a correlational and transversal research design; sample was composed of 249 students. Pearson's statistical test was applied, showing that the educational marketing variable is significantly related to student satisfaction in higher education institutions. Finally, it was demonstrated that the students evidenced effective characteristics of their respective institutions that differentiate them from others.

University Student Satisfaction A Systematic Literature Review

Student satisfaction can indicate the overall university experience, making it a contentious topic in the higher education literature. For this reason, the author conducted systematic literature discussing Student Satisfaction. This review aims to provide the available constructive literature on student satisfaction with a theoretical and empirical background published during the past 5 years, from January 2017- January 2022, to identify student satisfaction definitions and factors influencing student satisfaction. The author searched for articles in three databases (Scopus, Ebsco, and Proquest). The contribution of this research becomes a reference in understanding and determining the factors of student satisfaction in higher education.

Predictors of Students’ Satisfaction in Online Learning

The entire globe is recovering from the Covid-19 pandemic. The pandemic resulted in the closure of all learning institutions across the world leading to an emphasis of e- learning in order to keep the students engaged and to mediate the effects of the pandemic on the education sector. This brought considerable changes in the pedagogy of teaching and learning as conventional face-to-face classes were converted to online learning. This paradigm shift saw significant changes in education with the use of e-learning where learning took place remotely or through the use of various digital online platforms like zoom, Google meet, Microsoft teams among others. This type of learning has benefits like added flexibility, better time management, improved virtual communication etc. This shift could also have impacted on the students learning. The aim of this study is to interrogate the predictors of students’ satisfaction in online learning. The study was guided by the following objectives; to determine the relationship between course delivery and student’s satisfaction, to establish the relationship between modes of assessments and students’ satisfaction, to assess the relationship between sense of belongingness and students’ satisfaction and to evaluate the technological quality and students’ satisfaction. The study was grounded on the constructivism theory of learning. The study adopted a correlational study design. The target population were university students but the sample was specifically drawn from 2 private universities. The study sample was 400 students (200 males and 200 females). Data was collected using an online questionnaire. The data was analyzed quantitatively using both descriptive and inferential statistics. Presentations were done through graphs, tables and frequency distributions. The results indicated a statistically significant relationship (F = 72.618, Sig. < 0.05) between course delivery, modes of assessments, sense of belongingness and technological quality and student satisfaction in higher education.

Higher Education Student Satisfaction with Online Learning: The Role of Teaching Material and Infrastructure

The Covid-19 pandemic has accelerated the shift from traditional to online learning in many countries, including Indonesia. This global disaster required higher education institutions to change the learning deliverable from in-person classes to online learning, which is highly different from normal learning processes that cause challenges. Success in online learning depends on the cooperation of some elements. This study examined the role of teaching material, infrastructure, instructors, and higher education institutions in students’ satisfaction with online learning. This study distributed a Google Form survey to active college students enrolled for the 2020-2021 academic year. This study is a quantitative research that used associative type analysis and factor analysis to analyze data from an explanatory perspective. At the end of this study, the researchers developed a model showing how four variables—infrastructure, instructor, teaching materials, and higher education institution—affect the success of Indonesian online lectures in higher education students during the Covid-19 pandemic. The study results showed that the instructor has an impact on the teaching material, the institution has an impact on the infrastructure, and instructors have an impact on the infrastructure. However, teaching materials have no impact on the infrastructure.

Service Quality and Student Satisfaction in Higher Education: Bibliometric Analysis with Visual Mapping Technique

Service Quality and Student Satisfaction in Higher Education: Bibliometric Analysis with Visual Mapping Technique

Student satisfaction and interaction in higher education.

Given the pivotal role of student satisfaction in the higher education sector, myriad factors contributing to higher education satisfaction have been examined in the literature. Within this literature, one lesser-researched factor has been that of the quality and types of interpersonal interactions in which students engage. As existing literature has yet to fully explore the contributions made by different forms of interaction to student satisfaction in higher education, this study aimed to provide a more fine-grained analysis of how different forms of interaction between students, their peers and their instructors relate to different aspects of student satisfaction. A total of 280 undergraduate students from one of the largest higher education institutions in Singapore participated in the study. Results provided an in-depth analysis of eight aspects of student satisfaction (i.e. satisfaction with the program, teaching of lecturers, institution, campus facilities, student support provided, own learning, overall university experience and life as a university student in general) and suggested that the different aspects of student satisfaction were associated with three different forms of interaction: student–student formal, student–student informal and student-instructor.

Influence of student-faculty interaction on graduate outcomes of undergraduate management students: The mediating role of behavioral, emotional and cognitive engagement

Student-faculty interaction is a key to career decision self-efficacy, self-perceived employability, and student satisfaction in higher education. Empirical evidence that examines the influence of student-faculty interaction and graduate outcomes among business students from a developing country's perspective is missing where the current study attempts to fill this knowledge gap. This research explains the influence of student-faculty interaction on their graduate outcomes. The study also establishes the mediating role of behavioral, emotional, and cognitive engagement on students' graduate outcomes. This study analyzes survey responses of 921 undergraduate business students from the four major universities of Nepal using partial least squares structural equation modeling (PLS-SEM). Results indicate that student-faculty interaction significantly improves self-perceived employability and student satisfaction while failing to influence career-decision self-efficacy. The behavioral, emotional, and cognitive engagement mediates the relationship between student-faculty interaction and students' graduate outcomes. However, only emotional engagement mediates all three relationships. Our findings indicate that developing countries' HEIs need to introduce career-related interventions, market orientation, and develop instructors to improve student learning and graduate outcomes.

Increasing undergraduate student satisfaction in Higher Education: the importance of relational pedagogy

ABSTRACT How to increase student satisfaction is a question that Higher Education institutes have become increasingly focussed on. While previous research indicates a number of factors can contribute to student satisfaction, teaching has been found to be of high importance. This study interviewed students and staff in a UK university that had achieved high student satisfaction ratings in a national survey. The programme leader interviews (n8) and student focus groups (n20) discussed the teaching and learning behaviours that seemed to increase and decrease satisfaction levels. The study revealed new insights regarding the fundamental importance that students place on warm and respectful interactions with staff in the context of trusting relationships. The students particularly emphasised staff approachability, empathy, sensitivity and caring. The staff also thought relationships were important but put more emphasis on course organisation. Staff training and institutional evaluations which take account of relational pedagogy would be helpful in increasing student satisfaction. However, sensitive and caring teaching needs to be supported by secure jobs and adequate staffing levels so that teachers have the time and peace of mind to develop these quality relationships.

Multi-level analyses of distance education capacity, faculty members\u2019 adaptation, and indicators of student satisfaction in higher education during COVID-19 pandemic

COVID-19 pandemic triggered distance education in higher education. Decisions such as isolation, social distancing and quarantine made by countries unexpectedly and suddenly forced face-to-face education to change to distance education within days. All academics around the world had to move online overnight. All the educational and academic activities in higher education (courses, exams, meetings, etc.) had to be conducted online in a few days. Based on these changes, this study aimed to analyze the relationships among student, faculty (adaptations of faculty members to distance education) and institutional (distance learning capacities of the universities) variables that affected satisfaction of the students related to distance education in higher education institutions in Turkey during COVID-19 pandemic using hierarchical linear modeling (HLM). The study group included 14,962 students and 3631 academics from 30 universities. The results showed that universities with higher distance education capacities got higher satisfaction scores. HLM analysis showed that 43% of the variation in satisfaction scores resulted from universities. The second HLM analysis showed that 44% of the overall satisfaction score variance of the students could be explained by the factors of university features (Level 2: distance education capacity and acceptance and use of distance education systems of faculty members). Thus, it was determined that 44% of the university factor calculated as 43% in Model 1 (which is calculated within students’ general satisfaction scores) resulted from the distance education capacity and the acceptance and use of distance education systems of faculty members. The findings of this study provide insights to improve distance education by stakeholders of higher education institutions.

Determinants of Business Education on Student Satisfaction in Higher Education: A Case Study in Cambodia

Determinants of Business Education on Student Satisfaction in Higher Education: A Case Study in Cambodia

Developing a Measurement Tool for Student Satisfaction in Higher Education

Developing a Measurement Tool for Student Satisfaction in Higher Education

Service quality of student services and student satisfaction: the mediating effect of cross-functional collaboration

PurposeThe purpose of this paper is twofold: first, to examine the interaction of tangibles, reliability, assurance, responsiveness and empathy dimensions of the service quality (SERVQUAL) and student satisfaction (SS), and second, to explore the mediating role of cross-functional collaboration (CFC) on these relationships.Design/methodology/approachThe structural equation modelling was used to examine the direct and mediated effect models using data collected through a survey of 352 students from 18 higher education institutes (HEIs) in Oman.FindingsThe statistical analysis confirms our main hypotheses. First, the centrality of tangibles, reliability, assurance, responsiveness and empathy dimensions of the service quality was established in the direct effect model, while the importance of tangibles and responsiveness was not confirmed in the mediated effect model. Second, it approved the partial mediation effect of CFC on the five dimensions of SERVQUAL and satisfaction.Research limitations/implicationsService quality, level of CFC and relative SS in higher education could be subjected to contextual verification and evaluation of these internal and external contextual factors should be considered.Practical implicationsSeveral implications are highlighted for the effective development of the service quality of student affairs departments (SADs), the development of CFC for effective management, development and deployment of various student affairs initiatives.Originality/valueThis paper satisfies the need to validate the SERVQUAL model in different contexts such as SADs, and the need to investigate the possible mediating effect of other factors on SERVQUAL dimensions and satisfaction to show how the latter can be achieved.

Understanding social responsibility’s influence on service quality and student satisfaction in higher education

Understanding customers’ expectations regarding organisations’ social responsibility is fundamental to creating and implementing successful strategies and programmes. More specifically, this process requires the development of a theoretical framework in order to analyse the impact of universities’ social responsibility strategies on service quality and students’ satisfaction with higher education. The present study sought to identify the factors defining students’ perceptions of university social responsibility (USR) and to analyse its impact on their satisfaction and service quality. The research was carried out in a Portuguese higher education institution, with a sample of 903 students. Structural equation modelling was used to test the proposed research model. The results validate this explanatory model of USR and the latter’s influence on service quality and higher education students’ satisfaction. Concerning USR’s effects, the findings include that, from the students’ perspective, USR contributes most directly to quality education through USR’s cognitive impacts, that is, those associated with research. This study’s results also corroborate that a strategy focused on sustainable development (i.e. promoting a responsible university) influences students’ positive perceptions and functions as an antecedent of service quality and student satisfaction.

The impact of loyalty on the student satisfaction in higher education

PurposeThe purpose of this paper is to examine whether the image of the university, environment, facilities, student expectations, internationalization, services, financial support and perceived value have direct effect on the satisfaction and loyalty of the students of social sciences at Meijo (Private) University, Japan.Design/methodology/approachTo analyze the data, a confirmatory factor analysis was applied where it explored the associations between items and constructs and, then, utilized structural equation model (SEM) to investigate the relationships existing between constructs with the application of the R program. A structured questionnaire comprising of 52 questions were used with 10 constructs. A total of 257 students from Meijo (private) university filled in the newly developed questionnaires using seven items Likert scales.FindingsThe study reveals a valuable insight on student satisfaction and loyalty toward the university. According to the findings, satisfaction has a positive direct impact from services and financial support provided by the university. And also loyalty has a positive strong impact on student satisfaction. On the contrary, satisfaction reveals a positive strong direct impact on loyalty too. Furthermore, there is an indirect impact of image, services and perceived value on loyalty. All the goodness of fit indices are at acceptable levels. Thus, the satisfaction of students seems to reflect quite well from the above construct, image, services, financial support and perceived values.Research limitations/implicationsThis study collected data from two faculties, Faculty of Business Management and Faculty of Economics. The results of this finding cannot be generalized to the entire Meijo university student as a whole.Originality/valueThis study successfully applied an SEM to identify the relationship among constructs. Thus, this research has hopefully opened up avenues for other researchers to carry out such behavioral studies with larger sample sizes by applying R program with SEM analysis.

Determinants of Student Satisfaction in Higher Education

Promoting and measuring student satisfaction and happiness is a primary focus of the United Arab Emirates University (UAEU) during the last few years. The aim of this research is to introduce and test a conceptual model of students' satisfaction in the (UAEU). A survey instrument designed and used for this purpose. Data (n = 498) were gathered on students from nine colleges of the UAEU. Exploratory and confirmatory factor analyses were implemented using structural equation modelling to test the proposed research model and hypothesis, which were based on a modified Parasuraman's SERVQUAL measurement tool. The results indicated that quality (service/ program) has significant impact on students' satisfaction and consequently on their happiness. Correlations between the quality constructs and the students' satisfaction were statistically significant. The study has shown that program quality, in terms of the university reputation, has the most influence, among quality constructs, towards confirming students' satisfaction. Moreover, results indicated, in general, that UAEU was successful in gaining student's satisfaction. These findings should encourage the academic authorities to support service and program quality more, in order to enhance students' satisfaction and ensure their happiness.