Student Satisfaction Variables Research Articles

Role Of Competitive Advantage In Mediating The Determinants Of Private High School Students' Satisfaction

This study aims to determine and analyze the influence of: (1) service quality on competitive advantage; (2) educational costs on competitive advantage; (3) convenience on competitive advantage; (4) service quality on satisfaction; (5) educational costs on satisfaction; (6) convenience on satisfaction; (7) competitive advantage on satisfaction; (8) the indirect effect of service quality on satisfaction through competitive advantage; (9) the indirect effect of educational costs on satisfaction through competitive advantage; (10) the indirect effect of convenience on satisfaction through competitive advantage of private high schools in the Kudus district. This research method utilizes a quantitative approach, with the population being all high school teachers in the Kudus district. The sample consists of 130 teachers. Data analysis was conducted using smartPLS software. The results of the study are as follows: (1) there is a significant influence of service quality on competitive advantage (0.015 < 0.05) with 15.4%; (2) there is no significant influence of educational costs on competitive advantage (0.497 > 0.05); (3) there is a significant influence of convenience on competitive advantage (0.000 < 0.05) at 82.2%; (4) there is a significant influence of service quality on student satisfaction (0.000 < 0.05) with an effect of -41%; (5) there is a significant influence of educational costs on student satisfaction (0.000 < 0.05) with an effect of 54.2%; (6) there is no significant influence of convenience on satisfaction (0.798 > 0.05); (7) there is a significant influence of competitive advantage on satisfaction (0.000 < 0.05) at 81%; (8) service quality indirectly affects student satisfaction through competitive advantage in private high schools in the Kendal district at 0.154 or 15.4%; (9) educational costs do not indirectly affect student satisfaction through competitive advantage in private high schools in the Kendal district; (10) Convenience does not indirectly affect teacher satisfaction through service quality in private junior high schools in the Kendal district. In conclusion, this study suggests that (1) service quality and convenience significantly influence increasing student or school competitiveness; (2) service quality, educational costs, and competitive advantage significantly affect student satisfaction; (3) competitive advantage serves as a relevant mediator in enhancing service quality towards student satisfaction. This study recommends that private high schools in the Kendal district improve satisfaction determinants to enhance customer satisfaction. Further research is recommended to involve the influence of other indicators of student satisfaction variables.

Analysis of the Impact of Campus Image on Student Loyalty with Student Satisfaction as Intervening Variables

Education is one of the most important parts of life. Currently, education is a basic need that must be met. Because by having quality education, people will have the provisions to compete in the world of work. With awareness of the importance of education, people compete to acquire knowledge, both through formal education and informal education. Consumers will also be very careful in choosing a college so that the time and costs spent are commensurate with what they get from the college's service products. He can usually find out about this from what is promoted by the university in marketing the service products it sells through that institution. Student loyalty can also be created if students feel satisfied with the services provided by the campus. Objective: The aim of this research is to determine the influence of campus image on student loyalty through student satisfaction on the STTKD campus. Method: The type of research used in this research is hypothesis testing. The instrument used in this research is a questionnaire whose validity and reliability have been tested. Then the collected data was analyzed using Structural Equation Modeling (SEM). Results: The research results show that campus image has a significant positive effect on student satisfaction and student loyalty. Then student satisfaction has a significant positive effect on loyalty. Conclusion: Student loyalty at the STTKD campus is positively influenced by campus image and student satisfaction variables.

Nursing student competency achievement factors in clinical learning

Introduction: Clinical learning is an experiential learning process in which students apply the theory obtained from academics to be applied to real cases in the clinic. Clinical facilitator support of learning, satisfaction, and stress with clinical placement aspects of support are crucial because they impact the knowledge acquired during classes and the development of practical skills to become fully competent health care professionals. This study aimed to determine the factors of clinical facilitators, satisfaction, and stress levels of nursing students in clinical learning. Method: The design of study was cross-sectional design. The study was conducted on 141 nursing students for the 2021/2022 period who were taking clinical learning in hospitals, social institutions, and communities from the Diploma Nursing, Bachelor Nursing and Ners study programs at Universitas Nahdlatul Ulama Surabaya. Result: The results of the partial T-test showed that the clinical facilitator variable has no significant effect on clinical learning (p=0,938); the student satisfaction variable has no significant effect on clinical learning (p=0,199); the stress variable has a significant effect on clinical learning (p=0,000). Conclusion: The stress level of students is the most significant factor for students during their clinical practice.

GLOBAL E-LEARNING AND EXPERIENTIAL OPPORTUNITIES FOR PROGRAMS AND STUDENTS

Electronic learning (e-learning), pedagogy using online technology without physical proximity among the people involved, accelerated due to the recent pandemic and continues its metamorphosis in our endemic world. This new world creates new opportunities to apply e-learning in global contexts, by itself or blended with traditional methods as conditions warrant. Four iterations of a model are described and discussed in terms of adaptability, student satisfaction variables, development of intercultural competence, and global identity. The newest iteration combines previous iterations' e-learning and experiential learning opportunities with participants' occupational and program-specific experiences. The authors include testable outcomes and future possibilities.

GENERATION XYZ’s BRAND ATTITUDE AND PURCHASE INTENTION IN RESPONSE TO INTERNATIONAL FASHION BRANDS: UDONTHANI, THAILAND

Electronic learning (e-learning), pedagogy using online technology without physical proximity among the people involved, accelerated due to the recent pandemic and continues its metamorphosis in our endemic world. This new world creates new opportunities to apply e-learning in global contexts, by itself or blended with traditional methods as conditions warrant. Four iterations of a model are described and discussed in terms of adaptability, student satisfaction variables, development of intercultural competence, and global identity. The newest iteration combines previous iterations' e-learning and experiential learning opportunities with participants' occupational and program-specific experiences. The authors include testable outcomes and future possibilities.

Analisis Pengaruh Strategi Bauran Pemasaran Terhadap Kepuasan dan Loyalitas Mahasiswa Pada STIE Gici Business School Bogor

<p><em>The purpose of this study was to determine the effect of student satisfaction in mediating the service marketing mix on student loyalty at the Bogor branch of STIE Gici Business School. It is a quantitative research and the type of research is explanatory research. In this study using primary data through a survey with a sample of active students semester 3,4,5 and 7, totaling 100 respondents, this sample was taken using a purposive sampling technique. The analysis tool used is the Structural Equation Model (SEM) and processed using Smart PLS 3.2.9 software. The results showed that product and person variables had an effect on student satisfaction and student satisfaction could mediate product and person variables on loyalty. While influencing student loyalty are price, process, physical evidence and student satisfaction variables.</em><em></em></p><p><em> </em></p>

Educational Products Quality and its Effect on Student Loyalty Through Mediating Student Satisfaction

College competition, which is dominated by the state college, is very tight when it comes to improving the quality of educational products for the sake of student recruitment. Meanwhile, not many private college students promote and recommend their colleges to others. This study aims to analyze the effect of educational products on student loyalty, either directly or indirectly through the student satisfaction variable. This type of research is a survey with a quantitative approach. The research population was all students of the Makassar LP3I Polytechnic, totaling 1,246 students. The research sample consisted of 93 students who were determined through a proportional random sampling technique using the Slovin formula. Data collection techniques using observation, questionnaires, and documentation. The collected data were then analyzed using descriptive statistical analysis, path analysis, and inferential statistical analysis techniques. The results showed that educational products had a positive and significant effect both directly on student loyalty and indirectly through student satisfaction. This research has implications for the need for study program products that meet the standards of community needs and government demands. Efforts to meet these standards will encourage tertiary colleges to provide excellent service for student satisfaction so that they remain loyal.

Measuring Student Satisfaction Using Decision Tree Algorithm in Private Higher Education England

The primary purpose of this study was to assess student satisfaction variables and their association with overall satisfaction. All Higher Education Institutions (HEIs), regardless of whether public or private, have rigorous processes in place to measure student satisfaction. In addition, they focus on student satisfaction with their learning and teaching and the provision of facilities and resources. This quantitative study aimed to test a single hypothesis regarding student satisfaction variables with overall student satisfaction. The online survey was conducted using Google Forms to collect data from 2010 students studying in a large private higher education institution in England. The data were quantitatively analysed using Statistical Package for the Social Sciences (SPSS) version 26. The hypothesis testing results found a significant positive association between all independent variables and overall satisfaction. This study was limited to students in the private higher education sector. However, other students in public HEIs could be included to compare their satisfaction levels. Keywords: Student Satisfaction, Decision Tree Algorithm, Private Higher Education

PENGARUH LAYANAN SISTEM INFORMASI AKADEMIK (SIAKAD) TERHADAP TINGKAT KEPUASAN MAHASISWA

This study aims to determine how much influence the Academic Information System Service (SIAKAD) has on the level of student satisfaction of the Tarbiyah Department of STAI Sangatta East Kutai. The population in this study were all students majoring in Tarbiyah STAI Sangatta East Kutai, totaling 414 students. Researchers took random sampling so that a sample of 80 students was obtained. This study uses quantitative methods. In collecting data, a questionnaire was used to find out data about academic information system services (Siakad) and satisfaction. Furthermore, the researcher's data analysis technique used a simple Linear Regression formula. The results of the simple linear regression test in this study obtained a constant value (a) of 40,833 which contained that the consistent value of the SIAKAD service variable was 40,833, while the value of student satisfaction (b/regression coefficient) was 0.361, so the simple linear regression equation could be written Y= 40,833+ 0.361X which means that the effect of variable X on variable Y is positive. In the ANOVA table results of simple regression analysis, a significance value of 0.000 <0.05 is obtained and it is known that the count value in the coefficient table of the simple linear regression analysis test is 5.902 > the table value of 1.66, which means that the SIAKAD service variable (X) has an effect on student satisfaction variables ( Y). In the summary table of the simple linear regression analysis test model, it is obtained that a value (R) of 0.556 has a significant effect and an R Square value of 0.309 which means that this study has a positive effect of 30.9% or rounded up to 31%.

Impact of Service Quality on Customer Satisfaction: A Case Study in Educational Institutions

This study aims to determine the effect of service quality on student satisfaction. The sample in this study was 81 people. In analyzing the data obtained from this study, the authors used descriptive analysis and quantitative analysis methods. From the results of research with descriptive analysis, it is stated that the respondents' responses to the service quality variable are agree and the student satisfaction variable is agree. Based on the results of research with quantitative analysis, it is known that the quality of service has a positive and significant effect on student satisfaction. Result by test of determination showed that (R2) is 0.849. Which means that the service quality variable has an influence of 84.9% on student satisfaction. the remaining 15.1% is influenced by variables not examined.

College Student Satisfaction Typology and Its Relationship With Engagement Patterns

College Student Satisfaction Typology and Its Relationship With Engagement Patterns Jihee Hwang (bio) and Felix Wao (bio) College student satisfaction and engagement are important indicators of the quality of student learning experiences and outcomes in higher education. Researchers have found student satisfaction to be positively related to student persistence and academic success (Kuh, 2009; Strahan & Credé, 2015). On the other hand, student engagement "represents the time and effort students devote to activities that are empirically linked to desired outcomes of college and what institutions do to induce students to participate in these activities" (Kuh, 2009, p. 683). The extent to which students express satisfaction with their educational experience and overall success is influenced by the extent to which they are engaged in the college experience (Korobova & Starobin, 2015). Therefore, understanding the level of student satisfaction and how this relates to engagement patterns is important for practitioners at institutes of higher education to foster an institutional environment which students are both engaged in and satisfied with various aspects of their college experience (Webber et al., 2013). One way to achieve a better understanding of the closely related concepts of student satisfaction and engagement is to uncover the dynamics between them—only partially addressed by researchers to date (Webber et al., 2013). Using student satisfaction as the sole data source provides an incomplete picture of what students experience on campus, because student satisfaction surveys pertain only to students' personal perceptions and evaluations of their experiences. Student satisfaction should be examined as a multifaceted construct rather than as a single dimension (Strahan & Credé, 2015). Using a global satisfaction measure (with questions such as "Are you satisfied with your institution overall?") as a foundation for making institutional decisions is problematic. For example, students may have had a very poor experience with parking spaces, which may have an unduly negative impact on their satisfaction overall even when their academic advising experience was satisfactory; thus, disaggregating multifaceted dimensions of student satisfaction is important to better understand students' experiences and viewpoints (Thomas & Galambos, 2004). We classified student satisfaction groups based on 5 dimensions of satisfaction measured by a home-grown Student Satisfaction Survey (SSS) and examined students' engagement patterns in relation to the groups identified. We focused on two research questions: Based on data collected from the SSS, can students be classified into groups that have distinctive satisfaction patterns? How do satisfaction groups differ in their engagement patterns? METHOD Data Collection and Sample The data used in this study were drawn from the Student Satisfaction Survey (SSS) and the National Survey of Student Engagement (NSSE) administered at a large research university located in the Midwest. The SSS [End Page 118] instrument consists of 25 items measured using a 5-point Likert scale. It is administered every spring semester via email. In Spring 2016, 3,114 undergraduate students responded, yielding a 16% overall response rate. In the same semester, the institution also participated in the NSSE: 1,314 first-year students and 2,029 senior students completed that survey, yielding an overall response rate of 28%. The final sample for this study comprises first-year and senior students who responded to both the SSS and the NSSE (N = 1,185: 505 first-year students and 680 senior students). This sample was derived in two steps. First, of the students who responded to the SSS, only undergraduate students were included in order to identify clusters of undergraduate student satisfaction. For the second stage of the analysis, the satisfaction clusters to which the undergraduate students belonged were considered in relation to their NSSE responses. The NSSE is designed to collect data from first-year and senior undergraduate students, as both these groups of students are regarded as being in critical transition, that is, at a point of entry and a point of exit, respectively (Gardner & Van der Veer, 1998; Hurtado et al., 1996). For this reason, we focused on the satisfaction typology and engagement patterns of first-year (FY) and senior students (SR). Variables To identify student satisfaction variables, we performed an exploratory factor analysis for the 25 items included in the SSS, which resulted in 5 scale items: academic experiences, academic advising, campus involvement, campus diversity, and student support...

Analisis Faktor-Faktor E-Service Quality Kalbisphere pada Kepuasan Mahasiswa Kalbis Institute

<p><em>This research was conducted to find out whether there were influences of E-Service Quality factors on student satisfaction. The objects of research in this study were the Active Students of Kalbis Institute in 2017, IT Department with 35 people. The variable used in this study is E-Service Quality and Student Satisfaction, the E-Service Quality variable is denoted as X variable, while the Student Satisfaction variable is denoted as variable Y. The data obtained was analyzed using multiple linear regression. The results of the study show that Responsiveness, Contact, Efficiency, System Avail</em><em>a</em><em>bility, and Privacy have no partial significant effect on student satisfaction, while the Compensation and Fullfilment variables have a partially significant effect on student satisfaction. Based on the results of the F test, it can be seen that simultaneously Contact, Efficiency, System Availability, Fullfillment, and Privacy have a significant effect on student satisfaction. According to the author's observation, Kalbisphere faces several problems, therefore it is necessary to improve the quality of Kalbisphere so that students feel more satisfied with the future Kalbisphere services.</em><em></em></p><p><em> </em></p><p><em> </em></p><strong><em>Keywords : </em></strong><em>E-Service Quality, Student satisfaction</em>, Kalbisphere

Postgraduate student satisfaction in the UK

PurposeThe purpose of this paper is to identify the relative importance of factors that influence the overall satisfaction of postgraduate built environment students and also examine the extent to which demographic backgrounds affect this.Design/methodology/approachThe data used in this paper have been collected through Postgraduate Taught Experience Survey in the UK. Descriptive and statistical analysis methods were used to analyse student satisfaction variables and identify the extent to which demographic factors influenced overall student satisfaction.FindingsFactors related to teaching and learning have the most statistically significant importance for postgraduate built environment student satisfaction in the UK. Other factors imposing statistically significant influence on student satisfaction are related to assessment and feedback, organisation and management, skills development and information related to the course as all factors of these categories have a significance value of 0. On the other hand, students showed a lower level of satisfaction to factors related to Dissertations or major projects although it is not statistically significant. Gender is the only demographic factor, which has a statistically significant influence on student satisfaction for built environment students.Research limitations/implicationsThe sample includes data only from a single university. Therefore, it may impose restrictions of generalisability of this research.Practical implicationsThis research identifies the factors that affect the satisfaction of postgraduate built environment students. The built environment course directors can use the findings of this research to make recommendations on the redesign and redevelopment of their courses in order to enhance the quality of the programmes in order to make them more attractive and appealing to students.Originality/valueThis is pioneering research that provides a comprehensive overview of the factors affecting postgraduate built environment student satisfaction in the UK.

Service satisfaction towards student achievements of dual degree program Stikom Bali

The study was intended to examine the factors that influence student satisfaction and achievement. Based on the facilities and infrastructure variables, administrative services, and leader policies as independent variables. The student satisfaction variable was as intermediary variable and student achievement as the dependent variable. The population used in the present study were all active students in STMIK STIKOM Bali Dual Degree program studies class of 2014-2018 with a total sample of 188 people. Data collection was conducted by distributing a list of statements in the questionnaires form. The data analysis technique used to analyze data was Path Analysis. The calculation of path coefficients was used Amos software. It was concluded that the facilities and infrastructure variables had a negative and no significant effect on student satisfaction, academic service variables had a positive and not significant effect on student satisfaction while the leadership policy variable had a positive and significant effect on student satisfaction. In the second equation of variables facilities and infrastructure have a positive and not significant effect on student achievement, academic service variables have a positive and not significant effect on student achievement, leadership policy variables have a positive and significant effect on student achievement, and student satisfaction variables have a positive and significant effect on student achievement.

HUBUNGAN KUALITAS PELAYANAN TERHADAP KEPUASAN MAHASISWA DAN LOYALITAS MAHASISWA DITINJAU DARI MODEL PEMBELAJARAN DI AKADEMI FARMASI SURABAYA

Abstract: Higher Education as an institution of education service providers are required to provide services that can create maximum satisfaction to the community of its services users, which in turn will be able to encourage the progress of the Higher Education. The research was conducted at Akademi Farmasi Surabaya. The research used responder students, staff and lecturers, chosen randomly. Or also using 30 questions consisting of data analysis process used by the researcher is using multiple linear regression test analysis obtained from the relationship between service quality and student satisfaction as service user to student loyalty. The result showed that for service quality variables obtained the value of t arithmetic of 2.454 with a value of p-value of 0.016, that is a positive influence and significant quality of service to student loyalty. While The results for student satisfaction variables then obtained t count value of 4.901 with a p-value of 0.000, that is a positive influence and significant student satisfaction on student loyalty.
 
 Keywords: Service Quality, Satisfaction and Student’s Loyalty.

Service Quality and Education Cost Implication the Decision to Stay Active Re-Study Mediated by Student Satisfaction – A Study at Private University in West Java

Abstract This study aims to analyze the implication of service quality variables and education costs in relation to student satisfaction variables as well as variables of Student Decision to Stay Active Re-study at Private University in West Java. This research was conducted by survey method, the data obtained by the distribution of student questionnaires. The population of this research is private university student in West Java. Data were analyzed using Structural Equation Modeling (SEM) with AMOS 18. From the results of this study can be concluded that the decision of students to Stay Active Re-study is implication the variable Services Quality and Education Cost through student satisfaction variable.

Service Quality and Education Cost Implication the Decision to Stay Active Re-Study Mediated by Student Satisfaction – A Study at Private University in West Java

This study aims to analyze the implication of service quality variables and education costs in relation to student satisfaction variables as well as variables of Student Decision to Stay Active Re-study at Private University in West Java. This research was conducted by survey method, the data obtained by the distribution of student questionnaires. The population of this research is private university student in West Java. Data were analyzed using Structural Equation Modeling (SEM) with AMOS 18. From the results of this study can be concluded that the decision of students to Stay Active Re-study is implication the variable Services Quality and Education Cost through student satisfaction variable.

PENGARUH KUALITAS PELAYANAN PRODI EKONOMI SYARIAH DALAM PENYELESAIAN ADMINISTRASI TERHADAP KEPUASAN MAHASISWA DAN DAMPAKNYA TERHADAP CITRA PRODI EKONOMI SYARIAH

This study aims to find out the quality of Islamic Economy Study Service in completing the administration of student satisfaction and its impact on the image of Islamic Economics Program. The analysis technique used is through t test and R² test. Then in this study there are variables between, then automatically direct and indirect influence must be done so that used path analysis. The results showed that simultaneously tangible, reliability, responsiveness, assurance and emphaty variables significantly influence students' satisfaction in administrative settlement in sharia economic process. Then partially only the responsiveness and empathy variable that has no significant effect on student satisfaction. Student satisfaction variable has a significant influence on image of Islamic Economics Study Program. The tangible variables affect the image of the Islamic Economy Study Program through the students' satisfaction of 60.2%. The variable of reliability affects the image of Islamic Economics Program through student satisfaction of 0.7%. Responsiveness variable affects the image of Islamic Economics Program through student satisfaction of 18%. Assurance variables affect the image of Islamic Economics Program through student satisfaction of 6.7%. Emphaty variables affect the image of Islamic Economic Prodi through student satisfaction of 28.8%.

Real estate student satisfaction in Australia: what matters most?

Purpose – The purpose of this paper is to identify the relative importance of the factors that influence the overall satisfaction of real estate students and also examine the extent to which demographic backgrounds affect this. Furthermore, this paper benchmarks the satisfaction of real estate students against that of built environment students. Design/methodology/approach – The data used in this paper have been collected from the Course Experience Questionnaire (CEQ) within the Australian Graduate Survey (AGS). Dimensionality reduction was used to prepare the data about the courses identified in the AGS for analysis. This was done in order to simplify classification of real estate and built environment courses examined in this paper. Descriptive and statistical analysis methods were used to analyse student satisfaction variables and identify the extent to which demographic factors influenced overall student satisfaction. Findings – Real estate students in Australia have a relatively higher level of student satisfaction compared to built environment students overall, but built environment students have a higher level of satisfaction with regard to compulsory variables such as “Good Teaching Scale” and “Generic Skills Scale”. However, real estate students show a higher level of agreement in the Likert scale regarding the optional variables “Appropriate Assessment” and “Learning Community”, respectively. The most important factor for overall student satisfaction was the question: “the staff made it clear right from the start what they expected from the students”. The answers to this question had a Pearson correlation value of 1.000 for both real estate and built environment students. Age and mode of study also have some impact on the overall satisfaction level of both sets of students, while gender, degree class and the year the university were established are additional factors affecting the overall satisfaction of built environment students. Practical implications – This research identifies the factors that affect the satisfaction of property course students in ascending order of importance. Course directors of real estate courses can use the findings of this research to make recommendations on the redesign and redevelopment of their courses in order to make them more attractive and appealing to students to enhance student recruitment and retention. Originality/value – This is pioneering research that provides a comprehensive overview of the factors affecting student satisfaction with regard to real estate and built environment students in Australia.

Analisis Pengaruh Kualitas Pelayanan Perpustakaan Terhadap Kepuasan dan Hubungannya dengan Loyalitas Mahasiswa

Library is the center of knowledge. Library is Services. No Library without any services. The Satisfaction of Library Member to be one of the objective of Library services. The objectives of research are to analyze the influence of library services quality to student’s satisfaction and to analyze the correlation the satisfaction to library members’ loyality
 The research was conducted in STIE Kesatuan Library with research populaton is STIE Kesatuan’s Students, from July to September 2012. The majority of respondents in this reasearch were Female, age 20 years, students of S1 Management, students of regular classes, the member of librabary since 2010, as well as doing loan collection library with occasional frequency. Approach to analyze the datas used Partial Least Square (PLS) using Smart-PLS 2.0 M. The First models Research of Library Service was established by the Physical Evidence, Reliability, Responsiveness, Assurance and Empathy variable. The variables are correlated to the Student Satisfaction and Loyalty variable. 
 The results showed that the Physical Evidence, Empathy, Assurance, Reliability and Responsiveness explains the variability of service quality construct at strongly level at 66.53%. Physical evidence has no significant positive correlation to student’s satisfaction. Empathy has a positive significant effect on student satisfaction. Assurance has no significant negative relationship to student satisfaction. Reliability has no significant positive relationship to student satisfaction. Responsivenes has a significant positive relationship to student satisfaction. Student satisfaction variables can explain the variability Loyalty Students construct at a moderate level that is equal to 43.29%. Student satisfaction has a significant positive relationship to student loyalty.
 
 Keywords:service quality; satisfaction; loyalty; partial least square