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This research uses the Kano model of satisfaction to investigate professor characteristics that create student satisfaction as well as those attributes that can cause their dissatisfaction. Kano questionnaires were handed out to 104 undergraduate students at a university in the Southwest and to 147 undergraduate students at a university in the Midw...
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Context 1
... Insert Figure 2 about here -------------------------------------- --------------------------------------- Insert Figure 3 about here ----------------------------------------------------------------------------- Insert Table 4 about here -------------------------------------- Figures 1, 2 and 3 are based on the data set out in Table 4, which shows that the absolute values for satisfaction and dissatisfaction provide the coordinates for each item shown in the Kano maps for SW (Figure 1 In order to test the hypothesis that the groups are in fact the same across the variables, SPSS was used to compare the two populations by applying a 2-sample t-test for independent samples with a normal distribution and equal variance. The p-value for dissatisfaction = .606 ...
Context 2
... Insert Figure 2 about here -------------------------------------- --------------------------------------- Insert Figure 3 about here ----------------------------------------------------------------------------- Insert Table 4 about here -------------------------------------- Figures 1, 2 and 3 are based on the data set out in Table 4, which shows that the absolute values for satisfaction and dissatisfaction provide the coordinates for each item shown in the Kano maps for SW (Figure 1 In order to test the hypothesis that the groups are in fact the same across the variables, SPSS was used to compare the two populations by applying a 2-sample t-test for independent samples with a normal distribution and equal variance. The p-value for dissatisfaction = .606 ...
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Citations
... 7 important for students; the study by Jesús Santos del Cerro from Universidad Castilla La Mancha (Spain) and Cecilia Ruiz-Esteban from Universidad de Murcia (2020), conducted in Spain, which shows that the evaluation students give to their lecturers depends on the quality of their teaching. Studies such as that of Thorsten Gruber, Anthony Lowrie, Glen Brodowsky, Alexander Reppel and Ilma Nur Chowdhury (2012) found that lecturers' expertise in other subject areas and the variety of teaching methods they use pose a strong influence on student satisfaction, but that empathy, enthusiasm, openness and humour, respect for students and the nature of interactions between students and lecturers matter most (Gruber et al., 2012). ...
Objective: The purpose of this study is to offer an instrument to investigate students' opinions about the curricula and their level of satisfaction with the atmosphere of the university and the learning process as a whole. The purpose of creating this instrument is to provide one of the principles of the European Quality Assurance Standards and Guidelines for Higher Education (ESG) 2015. This is the principle of considering the needs as well as the expectations of students in quality assurance in higher education.
Theoretical Framework: To develop the tool suggested here, an extensive review of the research in the field was conducted, part of which is presented in this paper.
Method: To investigate the reliability of the instrument, a survey was conducted among a representative sample including a total of 160 undergraduate and graduate students studying social sciences in the period 2020-2024 at Technical University-Varna, Bulgaria.
Results and Discussion: The results demonstrate the reliability of using research-based student needs and expectations in determining student satisfaction with the university as a unit. The results also demonstrate the reliability in using the findings from the application of the questionnaire in understanding the extent to which a higher education institution, faculty or specialty, has succeeded in accounting for students' needs and expectations in providing the quality of higher educationе.
Value: This research highlights the importance of the needs and the expectations of the students in ensuring the quality of higher education. Its contribution lies in providing a tool for their reporting.
... 7 important for students; the study by Jesús Santos del Cerro from Universidad Castilla La Mancha (Spain) and Cecilia Ruiz-Esteban from Universidad de Murcia (2020), conducted in Spain, which shows that the evaluation students give to their lecturers depends on the quality of their teaching. Studies such as that of Thorsten Gruber, Anthony Lowrie, Glen Brodowsky, Alexander Reppel and Ilma Nur Chowdhury (2012) found that lecturers' expertise in other subject areas and the variety of teaching methods they use pose a strong influence on student satisfaction, but that empathy, enthusiasm, openness and humour, respect for students and the nature of interactions between students and lecturers matter most (Gruber et al., 2012). ...
Objective: The purpose of this study is to offer an instrument to investigate students' opinions about the curricula and their level of satisfaction with the atmosphere of the university and the learning process as a whole. The purpose of creating this instrument is to provide one of the principles of the European Quality Assurance Standards and Guidelines for Higher Education (ESG) 2015. This is the principle of considering the needs as well as the expectations of students in quality assurance in higher education. Theoretical Framework: To develop the tool suggested here, an extensive review of the research in the field was conducted, part of which is presented in this paper. Method: To investigate the reliability of the instrument, a survey was conducted among a representative sample including a total of 160 undergraduate and graduate students studying social sciences in the period 2020-2024 at Technical University-Varna, Bulgaria. Results and Discussion: The results demonstrate the reliability of using research-based student needs and expectations in determining student satisfaction with the university as a unit. The results also demonstrate the reliability in using the findings from the application of the questionnaire in understanding the extent to which a higher education institution, faculty or specialty, has succeeded in accounting for students' needs and expectations in providing the quality of higher educationе. Value: This research highlights the importance of the needs and the expectations of the students in ensuring the quality of higher education. Its contribution lies in providing a tool for their reporting.
... Students also expect their professors to translate abstract and complex concepts into "easily digestible lessons," using real-world examples accompanied by appropriate amounts of humor and empathy (Gruber, Lowrie, Brodowsky, Reppel, Voss, & Chowdhury, 2012) Some researchers have questioned the ability of student opinion to properly account for the quality of a teacher. According to a similar source, student opinion of a faculty member is influenced by multiple factors that do not necessarily correlate with the quality and outcome of the learning process. ...
Objective: The purpose of this study is to determine Technical' subjective perceptions of the extent to which learning, teaching and assessment at the university are student-centered. Theoretical Framework: The study draws on Part 1.3 of the Standards and Guidelines for Quality Assurance in the European Higher Education Area (ESG) - Student-centered learning, teaching and assessment and the results of an empirical study regarding students' subjective perceptions of the implementation of this standard. Method: The methodology adopted for this study comprises a review of research related to the indicators that students use when assessing the degree to which learning is oriented to them and A Tool for Measuring Students' Opinions about the Degree in Which Learning and Teaching are Oriented to Student, created in 2021 at the Department of Social and Legal Sciences of the Technical University of Varna to assess the implementation of Part 1.3 of the Quality Standards for Higher Education. Research Implications: The research conducted shows that the newly developed tool can help in understanding the extent to which learning, teaching and assessment have been student centered. The application of the questionnaire can provide valuable insights into students' subjective perceptions as well as the areas where the implementation of ESG guidelines needs to be improved. Originality/Value: We believe that the main contribution of this study is in providing evidence for the use of a questionnaire directly aimed at assessing and self-assessing the extent to which ESG standards and guidelines relating to learning and teaching are being met.
... Dougles et al (2015) Praise/reward Dougles et al (2015) Social inclusion Dougles et al (2015) Usefulness of the course Dougles et al (2015) Value of money Dougles et al (2015) Fellow student behaviour Dougles et al (2015) Assessments and feedback Deely et al (2019) Professor's characteristics Gruber et al (2012) Social inclusion covers the aspect of meeting new people with the faculty and departments (Doveston & Keenaghan, 2006). The social inclusion provides for the different aspects. ...
... Deeley et al (2019) outline the role of assessment communication and feedback as another pointed area which drives student dissatisfaction to be identified. Gruber et al (2012) do provide that the professor's approach will influence the way students are motivated and uses the KANO model as a reference point. KANO model is quite prescriptive on the aspects of: Must haves, Satisfiers, Delighters, Indifferent Attributes, and Dissatisfiers. ...
... It could be observed from the literature, that there are generic models and theories available that can influence the approaches taken in managing student satisfaction. Nevertheless, the research work of authors such as Gruber et al (2012) have been very prescriptive pinpointing on professor's ability to (1) communication skills (2) enthusiasm (3) rapport (4) use of real-life examples of in class; can lead to better satisfaction for students. The research methodology will account for the aspect of probing each of the negative reviews submitted by the learners and gauge the aspects set about. ...
Purpose: The research is focused on the higher education institutes, and non-state sector in Sri Lanka. The study aims to understand perspectives presented by the positive and negative reviews on sixty-four (64) higher education institutions. Design/methodology/approach: A total of Two Thousand Five Hundred (2500) reviews have been studied. The research study aims to recognize, define, and determine the factors in the non-state higher education institution space leading to student dissatisfaction. Findings: The literature review covers (1) Word of Mouth (WOM) & Electronic Word of Mouth (eWOM) (2) Digital media marketing (3) Review sites (4) the Sri Lankan higher education system and players (5) Student Dissatisfaction and its determinants. The methodology will involve a positivist research philosophy, the deductive approach, and the survey-based research study that is focused upon with cross cross-sectional timeline. From the results, it is identifiable that only 29.6% of the teams had a responsive Google Business page. These are institutions that respond to reviews. The top concerns noted by the students/public were (1) Lack of student support (2) Delay in certificates (3) Poor management practices (4) Lack of academic quality. Originality: This research outlines the perspectives from Sri Lankan, non-state Higher Education Institutions (HEI). A newer area of research and perspective in digital media. Implications: This research adds to the existing literature and specifically focuses on aspects of Google Reviews. Google reviews are relatively new to Sri Lanka, where the masses may rely on word of mouth. Managing the reviews allows for HEIs to show confidence and capability in handling media.
... A avaliação de ensino é uma importante ferramenta para acompanhamento do desempenho de professores e escolas(Sharma, 1995). Seu objetivo é identificar lacunas e possibilitar o desenvolvimento contínuo de professores, além de aumentar o conhecimento sobre a satisfação dos estudantes(Gruber et al., 2012;Guolla, 1999;Sharma, 1995).No presente estudo, considera-se a satisfação dos estudantes como uma "variável estratégica chave para a manutenção do posicionamento competitivo, com benefícios de longo prazo chegando a lealdade do estudante, boca a boca positivo, e a imagem da instituição de nível superior"(Gruber et al., 2012, p. 33).SegundoEstelami (2015, p. 54), "pela perspectiva organizacional, a avaliação de ensino pode ser vista como reflexo da satisfação do cliente"; essa métrica teria se provado um bom indicador após anos de estudo, sendo valorizada por diferentes públicos de interesse, como professores, instituições de ensino, estudantes e acreditações. Dada a ausência de métricas claras sobre o bom desempenho dos docentes, este trabalho considerará desempenho docente como o resultado da atividade do professor enquanto docente, que tem como objetivo ensinar ou facilitar a aprendizagem dos conteúdos programados e teria, como uma das formas de avaliação, o resultado da aplicação de avaliações de ensino. ...
O objetivo desta pesquisa é aprofundar e organizar o conhecimento acerca dos fatores didáticos contribuintes ao desempenho docente em cursos de pós-graduação lato sensu em Marketing. Pela perspectiva científica, o estudo avança na construção de conhecimento acerca dos fatores contribuintes para o desempenho docente na pós-graduação. Pela perspectiva gerencial, contribui para a formação de melhores profissionais, por meio da reflexão acerca da formação de um docente de forma ampla. Pela perspectiva social, os estudos que visam melhorias na educação podem resultar num melhor aproveitamento dos investimentos em Educação e a formação de melhores cidadãos. Estudo de caso múltiplo tendo o docente-referência como sujeito de pesquisa, com uso de diferentes fontes de evidências envolvendo análise de dados secundários e entrevistas em profundidade. Os resultados do estudo sugerem que o desempenho docente seja fruto da prática docente, influenciada pela formação didática permanente de um docente profissional, centrado na aprendizagem dos alunos e disposto a aprender novas formas de ajudar os alunos a aprenderem constantemente.
... Instructors can pro-actively develop authenticity as relatedness with students through socialization (Young, 2005). Marketing educators can further develop a sense of authenticity through fairness, honesty, consistency, and self-disclosure (Faranda & Clarke, 2004;Gruber et al., 2012;Swanson et al., 2021). Therefore, we posit: H 3 : This Is Me Exercise disclosure is positively associated with perceived instructor relatedness. ...
Purpose of the Study: This study describes an instructor activity involving self-disclosure called This Is Me Exercise (TIME) and assesses its effectiveness in fostering an authentic disposition. Method/Design and Sample: The TIME was conducted at three public regional universities to test its effectiveness. At one institution, the exercise was utilized by one marketing educator in one online section of undergraduate principles of marketing as well as in one online section of graduate marketing management. At another institution, the exercise was used by one marketing educator in two sections of an undergraduate principles of marketing course (one online and the other in-person). At a third institution, the exercise was used by one marketing educator in one online section of a graduate social media marketing course. Results: Student survey administration (n = 114) took place pre-and post-TIME. Significant increases in composite scores representing several outcomes provide evidence supporting the four hypotheses proposed in this study. Using the TIME in class is associated with increased authenticity elements including perceived instructor courage, trust, relatedness, and competence. Value to Marketing Educators: Establishing authenticity can be viewed through the pedagogy of vulnerability and self-determination theory perspectives and offers the benefits of increased self-esteem and higher relational satisfaction. These theoretical foundations highlight four characteristics contributing to instructor authenticity: perceived courage, trust, relatedness, and competence. Marketing educators can utilize the TIME with confidence that it has the potential to help develop an authentic disposition. This activity can be used online or in-person with graduate or undergraduate students in any marketing course.
... It also includes the relationship between professors and students, with the latter expecting to receive fair evaluation and feedback on their work (DeShields et al., 2005) as well as empathy (Parahoo et al., 2016). A study by Gruber et al. (2012) demonstrated the importance of the professors' personality and characteristics, which are liable to influence students' satisfaction and, if taken for granted, can lead to dissatisfaction. ...
... This observation can be explained by the weight of dissatisfier elements in students' perception of quality (Gnusowski & Schoefer, 2021;Gruber et al., 2012). 'Dissatisfier' factors are those that can lead to dissatisfaction when students have a negative perception of them, whereas their positive perception does not necessarily lead to satisfaction (Gibson, 2010). ...
... However, we observed some common, generalisable trends: higher expectations regarding HEIs, the need for personalised attention, and a positive attitude. These points are very important in the current higher education context in which student-customers expect more from their higher education providers and take certain services for granted (Gruber et al., 2012;Herdlein & Zurner 2015). ...
In the context of an increasingly competitive environment in higher education, this article looks at the determinants of student satisfaction in European business schools. We analysed one French and one Georgian business school through a survey of 551 students. Structural equation modelling was used to test the research hypotheses, with qualitative data analysis further explaining the findings. The results identify the determinants of student satisfaction and confirm a positive and significant influence of student satisfaction on their loyalty. However, the findings reveal an asymmetrical relationship between the two constructs and suggest that, in addition to a high level of satisfaction, affective ties need to be ensured between HEIs and their students to generate loyalty. The study contributes to the literature by emphasising the importance of customer satisfaction in a service industry from an affective standpoint through the lens of customer expectations. It also demonstrates the importance of dissatisfier elements, especially when it comes to examining loyalty. The results are of vital importance for business school management to develop strategies aimed at attracting and retaining students, which will in turn improve financial performance and successful positioning.
... Other similar characteristics shown to be of value to students include that the instructor is helpful (Lammers & Murphy, 2002), friendly (Swanson et al., 2005), and caring (Andresen, 2000). The focus on relatedness over other characteristics stems from the call by Jillapalli and Wilcox (2010) for research on the influence of particular classroom activities on relatedness, particularly involving a connection with the course instructor (Gruber et al., 2012). ...
Applying the pedagogy of vulnerability and self-expansion theory, the exercise known as the Know Me Activity (KMA) enhances self-expansion by encouraging connections between students and the instructor. The pedagogy of vulnerability is premised on risking self-disclosure as an act of courage. Self-expansion theory is grounded in personal relationships whereby individuals are motivated for personal growth and identify with others to gain access to their resources. In the context of marketing education, self-expansion stems from enhancing student self-awareness for personal growth as well as perceived vulnerability and relatedness of the instructor to encourage access to expertise. The KMA was conducted at three universities and assessed to determine its usefulness as a self-expansion exercise. Survey results indicate that students found the activity contained self-expansion characteristics, and they recommend it for future use. The results of the pretest and posttest analyses also demonstrated an increase in student self-awareness, perceived instructor vulnerability, and perceived instructor relatedness. Self-expansion activities enhance relationships by design and participating in them can lead to increased student effort and persistence. Marketing educators can, therefore, have confidence in utilizing the KMA as a means for mitigating social isolation and encouraging perseverance.
... Estas mediciones se realizan habitualmente mediante encuestas que recogen las opiniones de los estudiantes sobre la eficacia de los docentes (Pascual-Gómez, 2007). Diferentes investigaciones han identificado las variables que afectan estas evaluaciones, algunas centradas en las características del profesor, tales como el entusiasmo del docente (Gruber et al., 2012), el atractivo físico (Wolbring & Riordan, 2016), los efectos de la simpatía y el interés previo en el tema pueden ser posibles efectos de sesgo en la valoración por parte de los estudiantes (Feistauer & Richter, 2018). De igual forma, otras variables que se han analizado se relacionan con la tendencia del estudiante a responder favorablemente o con aquiescencia (Spooren et al., 2013), el género y la disciplina del estudiante, entre otros (Boring et al., 2016). ...
... Similarly, except for T4, the students mentioned how there is affection, respect, and kindness in T1, T2, T3, T5, and T7's classes. As expected, this closeness, as students stated, inspires, motivates, and helps them to better understand topics and perform through their learning process (Gruber et al., 2012). ...
... The Teachers' Perspective By using survey questions and reflective journals with guiding questions based on the tenets of the KARDS model, and by performing content analysis under the same framework, we could observe that the teachers have strong procedural and professional knowledge and clear perspectives on who they are in their humanistic, affective dimension. They guide their practice on the belief that emotional connection with students promotes effective learning (Farrell & Ives, 2015;Gruber et al., 2012), which could be more fruitful if used to listen and tend to the students' learning needs. Additionally, the model allowed us to unveil teachers' beliefs on motivation and autonomy. ...
This article reports on a qualitative case study that explored the use of Kumaravadivelu’s “Knowing, Analyzing, Recognizing, Doing, Seeing” model as a teacher evaluation tool to identify critical and reflective aspects of teachers’ practices for their professional development. The participants were nine English language teachers and their students at a Colombian university. Teacher survey responses, journals, observations, and students’ perceptions were collected and thematically categorized and analyzed under the model. Results suggest that teachers have strong procedural knowledge and self-perceptions but struggle with recognizing unique opportunities for critical approaches to their practice, indicating that the model provides more efficient ways of analyzing teachers and focusing on more specific contextual areas in the teachers’ professional development.
