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Dimensions driving business student satisfaction in higher education
Quality Assurance in Education
Abstract
Purpose
– This study aims to identify the dimensions of business student satisfaction in the Malaysian private higher educational environment and evaluate the influence that demographic factors have on satisfaction.
Design/methodology/approach
– A questionnaire was developed and distributed to 1,200 undergraduate business students at four private higher educational (PHE) institutions in Malaysia. Exploratory factor analysis was used to identify the underlying dimensions that drive student satisfaction. ANOVA and t-tests were conducted to evaluate the influence that demographic factors have on the results.
Findings
– Factor analysis resulted in the adoption of a 12-factor solution from an original set of 53 satisfaction items. The results also indicated the influence of demographic factors on the level of business student satisfaction.
Originality/value
– This study identified 12 factors or the underlying dimensions that drive business student satisfaction in the Malaysian PHE. The 12 factors are: professional comfortable environment; student assessments and learning experiences; classroom environment; lecture and tutorial facilitating goods; textbook and tuition fees; student support facilities; business procedures; relationship with teaching staff; knowledgeable and responsive faculty; staff helpfulness; feedback; and class sizes. Understanding these factors could help educational institutions to better plan their strategies and inform academics interested in studying student satisfaction.
... Thus, the main reasons for the existence of higher education institutions are the successful completion and enhancement of students' education. This encouraging trend in higher education demonstrates the significance of educational institutions understanding student satisfaction in a competitive environment (Yusoff et al., 2015). Internationalization and regionalization have had a significant impact on the higher education industry in the twenty-first century. ...
... Given that students are participants and customers in this environment and that customer satisfaction is correlated with the quality of service, higher education institutions must ascertain their requirements and demands (Ada et al., 2017). According to Yusoff et al. (2015), students are more concerned with elements of HEIs' services such as student support services, class numbers, classroom environments, business practices, and relationships with the teaching staff. ...
... Both groups emphasized the significance of properly managing student appointments through techniques such as Lux Veritatis 10: 25-41, 2024 Printed in the Philippines ISSN no: 2476-5644 priority numbers and digital platforms. This finding is similar to Ada et al. (2017), Yusoff et al. (2015) and Dragan et al. (2014) confirming that in order to improve students' and graduates' satisfaction and to remain competitive universities should manage their business process similar to enterprises. ...
Higher education institutions (HEIs) play an important role in determining the destiny of students and societies. Understanding students' impressions of HEI services and developing effective image-building initiatives are critical for institutions to satisfy the changing needs of their stakeholders. This study sought to evaluate students' perceptions of higher education institution (HEI) services and find effective image-building strategies. A qualitative evaluative study was done with students from public and private higher education institutions in Dipolog and Dapitan. Data collection included written responses via Google Form, with a focus on students' overall perceptions of HEI services and their opinions on image-building. Thematic analysis was used to examine qualitative data and uncover patterns. The study identified seven important themes in students' perceptions of higher education services: business procedures, academic staff, academic support and non-academic persons, buildings and current technology, student development, information distribution, and financial help and scholarships. In addition, six themes emerged as important for image building: student academic engagement, student non-academic engagement activities, institution promotion, inclusivity and equality, academic and non-academic personnel, and research and innovation. Based on these findings, HEIs should prioritize improving and developing the mentioned service components to increase student happiness and experiences. Furthermore, focusing on the specific aspects of institutional image might help to build a stronger and more positive image.
... Students' educational achievements are the most important reasons for the existence of higher educational institutions. This optimistic development in higher education shows the importance of students' satisfaction in a competitive environment (Yusoff et al., 2015). Currently, the higher education industry is robustly affected by globalization. ...
... The findings are also consistent with the results of Martirosyan (2015), who found that reasonable curriculum and faculty support are major determinants of students' satisfaction. Therefore, it is suggested that faculty should be well equipped with innovative teaching technologies, skills, abilities, knowledge, and helpfulness strategies (Rode et al., 2005;Yusoff et al., 2015). Faculty members should carefully include every kind of institutional support factors that can improve students' satisfaction as well as university growth and development (Kakada et al., 2019).The positive learning experiences of students could build their long-term learning abilities. ...
... Our findings are consistent with Yusoff et al. (2015), who identified 12 variables that predicted students' satisfaction. Among all variables, academic learning experiences showed a significant effect on student satisfaction. ...
Aim
This study aims to explore various factors that affect students’ satisfaction regarding postgraduate agricultural programs and the likelihood of recommending such programs to others.
Methods
Data were collected using structured paper-based questionnaires from a random sample of 127 students who were undertaking master and doctoral programs in eight different disciplines within agricultural sciences at King Saud University.
Results
The findings showed that majority of the students expressed high academic learning experiences and were satisfied with their program of study. Multiple regression analysis revealed that students’ academic learning experience, faculty support, and the rationale for attending the university had significant positive influence on their satisfaction with the enrolled programs. Moreover, the students’ satisfaction and faculty support also showed significant positive correlation with their likelihood to recommend agricultural programs to others.
Suggestions
In order to further enhance the impact of agricultural programs, we suggest improvements in the university curriculum as well as faculty services to make current agricultural programs up-to-date and relevant to meet the kingdom’s national agricultural and human resource development goals. There should be a particular focus on enhancing students’ research and written communication skills as postgraduate agricultural programs entail a significant component of these highly essential skills.
... Teeroovengadum et al. (2016) identified five primary dimensions of higher education service quality (administrative quality, physical environment quality, core educational quality, support facilities quality and transformative quality) and confirmed the established content validity. Asif et al. (2013) used the total quality management (TQM) model, while Yusoff et al. (2015) used exploratory factor analysis to measure and explore the factors associated with the QoHE. Moreover, Ali et al. (2016) identified five dimensions (academic aspects, non-academic aspects, program issues, reputation and access) of higher education service quality which have positive effects on StS and on the loyalty of the students which influence the II according to Malaysian perspective. ...
... Moreover, Ali et al. (2016) identified five dimensions (academic aspects, non-academic aspects, program issues, reputation and access) of higher education service quality which have positive effects on StS and on the loyalty of the students which influence the II according to Malaysian perspective. A series of studies (e.g., Teeroovengadum et al., 2016;Asif et al., 2013;Zerihun et al., 2012;Yusoff et al., 2015;Zineldin et al., 2011) addressed the factors associated with the quality education and StS. In this respect, the present study would contribute significantly to the analysis and validity of the factors such as the quality of the teacher, infrastructural and research facility, syllabus and course curriculum, and policy and sufficient budget of the university that are associated with the QoHE. ...
... StS is a temporary positive feeling resulting from the assessment of a student's experience generated by the professional, relaxed atmosphere, student learning experiences, classroom atmosphere, lecture and tutorial assists supplies, textbook and tuition fees, student support facilities, business procedures, relationship with teaching staff, knowledgeable and responsive faculty, staff helpfulness, feedback and class sizes (Yusoff et al., 2015;Weerasinghe and Farnando, 2017). According to Browne et al. (2008), satisfaction is the emotional response of the people persuaded by the actual product quality, service or process quality. ...
... However, the findings of the prevailing research was not supported by the results of earlier researchers that gender influence students' perception towards QLE, QS, QT, QSE, SCA & SAT (e.g., Kim et al., 2000;Nair & Fisher, 2000;Coll et al., 2002;Charik, 2006;den Brok et al., 2006;Radloff, & Coates, 2010;Yusoff et al., 2015;Schreiber & Yu, 2016;Sun & Richardson, 2016;Chadha & Sachdeva, 2019;ISSE, 2018ISSE, , 2019Thien & Jamil, 2020). For example, "female students perceived their learning environment more favourably or positively than males" (Kim et al., 2000;Nair & Fisher, 2000;Coll et al., 2002;Charik, 2006;den Brok et al., 2006). ...
... For example, "female students perceived their learning environment more favourably or positively than males" (Kim et al., 2000;Nair & Fisher, 2000;Coll et al., 2002;Charik, 2006;den Brok et al., 2006). Yusoff et al. (2015) reported that gender significantly affect students' perception towards QS and the level of their SAT. Similarly, in UK, Sun and Richardson (2016) and ...
... The findings of the current research was reinforced by the results of Andoh et al. (2020) in Ghana that the QS and the level of SAT among students are sentitive to age of the learners. Conversely, these findings are inconsistent with the results of past researchers that age significantly affect the perception of students towards QLE, QS, QT, QSE, and SAT (e.g., Truluck & Courtney, 2002;Khoo & Fraser, 2008;Popkess, 2010;Radloff, & Coates, 2010;Yusoff et al., 2015;Asonitou et al., 2018Asonitou et al., , 2019ISSE, 2018ISSE, , 2019. For example, Khoo and Fraser (2008) found that here was variation in student satisfaction towards the learning environment based on age. ...
Criticisms have been raised against the quality in Management Education Programme (MEP) for failing to produce competent graduates for the job market. This study examined the perceptions of lecturers and students on quality in the MEP in a HE. The study was rooted within TQM theory, Expectation-Confirmation Theory (ECT) and CIPP Model of programme evaluation. The study employed sequential explanatory mixed methods design within the pragmatism research philosophy. The population was Mangement lecturers and final year students in UCC. Census method was used to include 43 lecturers and 529 students and interviews were conducted among eight (8) lecturers and twelve (12) students. The data were collected using QUAMEP-Q and Follow-up Interview Guide (FIG) and processed via SPSS version 25.0, AMOS version 21.0 and PROCESS Macro version 3.3. Thematic analysis was employed for qualitative data. It was discovered that the lecturers and students perceived a moderate level of quality in the programme in terms of quality: learning environment (QLE), services (QS), teaching (QT), student engagement (QSE) and student competences acquisistion (SCA). They were, also, moderately satisfied (SAT) with the programme. These were as a result of large class size, low quality and inadequate facilities, learning resources, support systems, health and accommodations services, unfavourable learning environment, high workload and lack of practical delivery of lessons. Further, the study established that QLE and QS significantly influence QT. There was significant conditional direct and indirect influence of QLE on QSE as moderated by QT and QS. Also, SCA and SAT with the programme were significantly conditionally predicted by QLE, QS, QT and QSE. The age of students significantly influence their perceptions toward quality drivers in the programme. The study recommended that the Management of the University should continue to provide and strengthen quality culture by fostering continuous improvement in QLE, QS, QT QSE, SCA, and SAT with the programme. They should make every effort for the provision of quality instructional resources, learning climate and infrastructure facilities to help reduce the large class size. The lecturers should continue to highly engaged the students and not relent in equipping the students with the 21st century employability skills.
... Woodruffe-Burton, 2015). To create memorable encounters for students in higher education, universities measure service quality in their various programmes to identify problem areas and to improve (Abdullah, 2005;Yusoff et al., 2015). The instruments used to measure service quality in higher education include SERVQUAL (Galeeva, 2016;Parasuraman, Zeithaml & Berry, 1988), SERVPERF (Cronin & Taylor, 1992;Luke & Heyns, 2018), and HEdPERF (Abdullah, 2006;Silva, Moraes, Makiya & Cesar, 2017). ...
... Also, there is a limited understanding of quality issues in supply chain education at the tertiary level (Sun & Song, 2018). Finally, perspectives on the quality of supply chain education from students have not been investigated adequately (Yusoff et al., 2015), although studies from single universities, covering all faculties, have been highlighted (Nadiri, Kandampully & Hussain, 2009). The current study furthers the discourse on the quality of university education by (1) focusing supply chain education in a developing country, (2) drawing a student perspective of the quality of supply chain education and (3) applying the SERVPERF model making possible for comparison with similar future studies. ...
... The rapid changes are still ongoing, implying that SCM professionals should be well trained, to be able to handle the increasing complexity (Sun & Song, 2018). The challenge is that, although the quality of business education has been examined (Yusoff et al., 2015), researchers have not adequately interrogated the service quality of supply chain education from the perspective of a student (Sun & Song, 2018). ...
We are very happy to publish this issue of the International Journal of Learning, Teaching and Educational Research. The International Journal of Learning, Teaching and Educational Research is a peer-reviewed open-access journal committed to publishing high-quality articles in the field of education. Submissions may include full-length articles, case studies and innovative solutions to problems faced by students, educators and directors of educational organisations.
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We are grateful to the editor-in-chief, members of the Editorial Board and the reviewers for accepting only high quality articles in this issue.
We seize this opportunity to thank them for their great collaboration. The Editorial Board is composed of renowned people from across the world. Each paper is reviewed by at least two blind reviewers.
We will endeavour to ensure the reputation and quality of this journal with this issue.
... The satisfaction of students can also be greatly influenced by treating them with respect and fulfilling their expectations (Elliott & Shin, 2002). Past studies have also acknowledged that the competency of academic staff has a significant effect on students' degree of satisfaction (Martono, Nurkhin, Pramusinto, Afsari, & Arham, 2020;Yusoff, McLeay, & Woodruffe-Burton, 2015) and the reputation of the institute (Latip, Newaz, & Ramasamy, 2020). According to Arpan et al. (2003), universities can enhance their reputation by employing competent lecturers. ...
... Student satisfaction also has a noteworthy effect in mediating the link between library facilities and university image. Previous research showed further support for the empirical link among these variables (Ali, Amir, et al., 2024;Yusoff et al., 2015;Hanssen & Solvoll, 2015). In addition, this finding matches with that of K€ arn€ a and Julin's (2015) who indicated that physical environment aspects, such as a welcoming learning environment and accessibility, are essential for fostering student satisfaction. ...
Purpose
The objective of this research was to test the effect of information and communication technology (ICT) resources, library facilities, teacher lecturing skills and physical classroom environment on student satisfaction and university image. This paper also sought to contribute to the existing body of knowledge by confirming the role of student satisfaction as a mediator among the stated factors and university image.
Design/methodology/approach
Data were collected from 314 students at higher education institutions (HEIs) in the United Arab Emirates (UAE) using a survey instrument. Throughout the data analysis stage, the partial least squares structural equation modeling (PLS-SEM) was employed in order to validate the research instrument and test the hypotheses.
Findings
The findings verified that teacher lecturing skills and ICT resources have a positive effect on both student satisfaction and university image. Moreover, the study revealed that the library facilities and physical classroom environment positively affect both student satisfaction and university image. Lastly, the analysis showed that student satisfaction mediates the link between the stated factors and university image.
Originality/value
This paper adds to the published literature by investigating the direct and indirect effects of teacher lecturing skills, ICT resources, physical classroom environment and library facilities on university image via student satisfaction at HEIs in the UAE. This study is the first to integrate all of these factors into a single research model.
... Educators should protect students from the possible negative consequences of their entrepreneurial activities (Newbery et al., 2018), understand their individual needs (Yusoff et al., 2015) and help them to navigate this process in a trusted non-judgmental, safe environment (Williams, 2022). This demands adequate support beyond the traditional university interventions (Trivedi, 2016). ...
... Offerings may vary but should include, inter alia, belonging, identity, security needs (see Thoits, 1982), and emotional support (Klyver et al., 2018). Moreover, educators' availability, accessibility and genuineness appear to influence student motivation and continuation (Yusoff et al., 2015). Informal support (Gianiodis and Meek, 2020), long-lasting relationships and interactions between students and faculty provide a positive development experience and facilitate acquiring new domain knowledge for alumni (Jansen et al., 2015). ...
Entrepreneurial leadership promotes organisational competitive advantage and innovation resulting in increased attention on entrepreneurial leadership development. Many higher education institutions (HEIs) claim to develop entrepreneurial leaders. However, knowledge of how to facilitate entrepreneurial leadership development is limited, the effectiveness of development practices is contestable, and current understanding of the phenomenon is mostly conceptual. We address this void by exploring educators' perspectives of entrepreneurial leadership development and consider how the phenomenon is facilitated. We employ Interpretative Phenomenological Analysis (IPA) as our research methodology and analyse the data following IPA data analysis guidance. Findings signify the importance of placing strong emphasis on co-creating education experience with wider stakeholder involvement, thereby forming an entrepreneurial community
... Though "service quality" is an abstract concept (Zietsman et al., 2019), Eresia-Eke et al. (2018) aver that in modern-day organisations, the quality of a service offering, and its consistent delivery could be what distinguishes a struggling organisation from a thriving one. This is meaningful because studies generally tend to suggest that good service quality typically correlates with higher levels of customer satisfaction (Yusoff et al., 2015). ...
... The finding further implies that students perceive the education services that they have experienced so far to be of high quality. Students often get satisfied when the university's services meet their expectations (Lago et al., 2013;Yusoff et al., 2015;Zeithaml & Bitner, 2003). For an academic institution, the students' satisfaction with educational services tells how efficient and effective that institution is. ...
The education sector as a service industry, is increasingly recognising the importance of service quality, in their quest to heightened efforts to meet the ever-changing expectations of their students. The higher education landscape regards students as customers and therefore, gives them greater latitude in their demand for better academic programmes. This study assessed the impact of service quality perception on students’ satisfaction with educational services provided in public universities. The study further examined the mediating role of students’ academic hardiness in the relationship between service quality and students’ satisfaction with education services. A proportionate stratified sampling technique was used to select 1022 students from two public universities to respond to a survey questionnaire. The first research question was examined with descriptive statistics, specifically mean and standard deviation, percentages, and frequencies. However, the study hypotheses were all tested using a biased-corrected covariance-based structural equation modelling approach. The study revealed a high level of student satisfaction with education services provided in the public universities. The study also showed a significant positive impact of service quality perception on students’ satisfaction. Further, academic hardiness was found to have a positive indirect effect on students’ satisfaction through the quality of educational services provided by an institution. The finding that students’ satisfactions were affected by the quality of services provided by academic institutions implies that universities should strive to add to the quality of infrastructure and services to maintain students’ satisfaction, which has rippling effect on their learning and loyalty to the institution.
... If students have favourable experience while studying, there are chances of affiliation with their current institute in future (Yusoff et al., 2015). Research on HE indicate that that there is a gap between the students' perceptions (P) and their expectations (E) from educational services, primarily in developing Nations (Nabilou & Zavareh, 2014). ...
... The facts from the earlier studies indicate that respondents (students) demographic variables can impact SQ perceptions (Mbise, 2015). These factors (like age, gender) can influence SQ in different ways (Min & Khoon, 2013), and also impact satisfaction level of business students (Yusoff et al., 2015). Understanding their role may direct service providers/ marketers of HE to distinguish the services according to the nature of individual demographic groups (Min & Khoon, 2013). ...
This research study compares and explores students' perceptions (P), expectations (E), and quality gaps (QG) regarding service quality (SQ) of a public and private business school of Pakistan using SERVQUAL. Other objectives also included investigating the impact of demographic factors upon the students' perceptions, institutional difference, and test the validity of SERVQUAL in Pakistan context. Using Random sampling technique, data was obtained from 190 respondents (students) from both B-schools through a structured instrument. A sample of 190 respondents including 100 respondents from Public B-school and 90 from private B-school was selected for this study. Cross Sectional Study design and structured SERVQUAL questionnaire was used to get feedback from respondents across five dimensions (regarding E and P) of SQ. Using Quantitative approach, data was analyzed through SPSS 23.0 by applying descriptive and inferential statistics. Results showed overall negative QG in public and private B-school with mean scores of-0.48 and-0.42 respectively and gap was also negative in 5 SERVQUAL dimensions. In public B-school, highest negative gap was reported in responsiveness (-0.63); followed by empathy (-0.62); reliability (-0.41); tangibles (-0.38); and assurance (-0.34). Similarly, in private B-school, highest gap was reported in empathy (-0.63); followed by responsiveness (-0.51); reliability (-0.50); assurance (-0.25); and tangibles (-0.23). Paired t-test results reported statistically significant difference between students' P and E of SQ dimensions in both B-schools. The study findings revealed that students' P are lower than their E resulting in QG and dissatisfaction. Hypothesis testing reported statistically no significant difference in terms of gender and qualification groups. Results also reported statistically significant institutional difference. As students' P and E scores in private B-school were higher than public B-school. It was also concluded that SERVQUAL can be applied for quality assessment, gap analysis, and identification of problem areas (critical quality dimensions) in B-schools of Pakistan as findings supported previous study results. Findings of this study can guide management/policymakers of Business schools to improve quality and allocate resources based upon identified problem areas/gaps in SQ dimensions.
... Jiewanto et al., found that employees' knowledge and courtesy can inspire trust and confidence of the student's which has a significant effect on level of satisfaction. Yusoff et al., [14] suggested that physical appearance and fee structure are the main determinants of student's satisfaction. The findings of Onditi & Wechuli [15] recommended that academic and non-academic aspects should be included for effective evaluation of service quality and student's satisfaction in higher education top agenda. ...
... In higher education industry student's considered teaching curriculum, staff competency, academic aspects and teaching methods were the most significant variables [8]. Various researchers considered the dimension academic aspects the most influential variable of student's' satisfaction [11,14,22]. According to Farahmandian et al., [24] academic aspects, teaching curriculum and teaching quality were significantly associated with student's' satisfaction. ...
... Darawong & Sandmaung (2019) observed that students' satisfaction may be viewed as a disconfirmation of the service they experience and hence students' satisfaction arises when actual performance meets or exceeds the students' expectations. It is asserted that students' expectations and experiences of service is continuously shaped by repeated services encounters (Gruber et al., 2010;Yusoff, Mcleay & Woodruffe-Burton, 2015). ...
... According to Yusoff et-al (2015), stakeholders and educational institutions have recognized the relevance of understanding factors that drive students' satisfaction, and the need to improve students' satisfaction with educational experiences. Appleton- Knapp and Krentler, (2006) categorized the factors that may influence students' satisfaction into two, namely, personal factors and institutional factors. ...
To highlight the importance of the quality of lesson delivery for students’ satisfaction with the teaching and learning process in the classroom, this study examines the quality factors of accounting teachers lesson delivery that may influence students’ satisfaction with accounting teachers’ lesson delivery in Senior High Schools in Ghana. Survey questionnaire, a modified version of SERQUAL model, was used in collecting data for this study. In all, a sample of 504 students from 20 public Senior High Schools in Kumasi metropolis in the Ashanti region of Ghana participated in the survey. The findings of this paper suggest that accounting students in Ghanaian Senior High Schools are generally not satisfied with the quality of lesson delivery of their financial accounting teachers. In addition, classroom setting (environment, facilities and materials) and teachers’ teaching behavior (responsive to students’ needs, reliability, competency, and empathy) do not meet Senior High School accounting students’ expectations. It is evident from the results that teachers’ performance in lesson delivery, as perceived by students, influence students’ satisfaction with lesson delivery in the classroom. Perceived low performance on the service quality dimensions of accounting teachers’ lesson delivery seems more susceptible to low satisfaction with teachers’ lesson delivery. These findings imply that, quality of accounting teachers’ lesson delivery, especially, along the dimensions of tangibility, responsiveness, reliability, assurance and empathy in their lesson delivery requires improvement. There is the need for teachers and school managers to identify what students really expect from teachers in their lesson delivery so that teachers can make the necessary changes to improve lesson delivery quality and students’ satisfaction in the classroom.
... The department's staff provides a 7 minute forecast to the local public television network on weekdays, which reaches 50,000 to 350,000 viewers daily, depending on the day of the week and weather conditions. Yusoff et al. (2015) conducted research to determine the factors affecting the satisfaction of business students in various private HEIs in Malaysia. The twelve major factors discovered by the authors were: ...
... "student assessment and learning experiences; classroom environment; lecture and tutorial facilitating goods; textbooks and tuition fees; student support facilities; business procedures; relationship with the teaching staff; knowledgeable and responsive faculty; staff helpfulness; feedback; and class sizes." (Yusoff, McLeay & Woodruffe-Burton, 2015). ...
In the last few decades, Malaysia has become a global hub for higher education services. Policies and programs have been put in place to improve the higher education system in the country and attract more international students. This development needs to be aligned with an effective dispute resolution framework to ensure the continuous development of the Malaysian higher education sector. The methodology employed in this paper is a doctrinal method based on the nature of the discourse. To examine the relevant higher education concepts and dispute resolution framework, research papers pertinent to the subject were analysed. In addition, relevant legislations were consulted to determine the adequacy of the existing legal framework for dispute resolution in the higher education context in Malaysia. The main objective of this paper is to examine the nature of education services and the existing dispute resolution mechanisms in the Malaysian higher education sector. The paper will explore education services as either a "public good" or a "private good" and whether students are consumers in the real sense and have consumer rights. This research establishes that although scholars have often argued as to whether or not students are consumers, in Malaysia and other Asian countries, students are perceived as customers, and therefore, the interest, welfare and satisfaction of students must always be of utmost priority. A thorough study of the existing laws reveals that there is an inadequate provision in the education laws in Malaysia, especially regarding the mechanisms of dispute resolution in its higher education institutions.
... Rahmawati (2013) interpreted satisfaction as feeling happy or disappointed by the customer by comparing expected and obtained from the product (Muzakki & Tarigan, 2020). Student satisfaction is the result of the experiences felt by students related to various factors such as academic staff, teaching materials, learning preparation, and lecturer skills (Weerasinghe & Fernando, 2017;Yusoff, McLeay & Woodruffe-Burton, 2015). It is further explained that the quality of lecturers influences student satisfaction in delivering learning materials, the quality of feedback directed to students during lectures and feedback on coursework, the relationship between lecturers and students in the classroom, the quality and availability of learning materials, and the effective use of technology (Wilkins & Balakrishnan, 2013). ...
... Student satisfaction is the result of the experiences felt by students related to various factors such as academic staff, learning materials, preparation of learning from lecturers, and lecturer skills (Weerasinghe & Fernando, 2017;Yusoff et al., 2015). Related to the Student Satisfaction variable, the indicator with the outer loading class online experience" with a value of 0.931 reflects that students feel happy and enjoy participating in online learning in the program. ...
The COVID-19 pandemic has changed how people live, including education. Due to an increase in positive cases of COVID-19, the teaching and learning process must be carried out online. However, online learning that is carried out suddenly caused by the pandemic can affect a decrease in student engagement and student satisfaction. This research aims to determine student perceptions of teaching innovations that impact student engagement and satisfaction. The online survey was distributed to 166 students of an international program at a private university in Surabaya, Indonesia. The research found that learning methods or strategies prepared by the lecturers to create learning innovation positively impact student engagement and student satisfaction. The ideal teaching method or strategy during online learning supports the interaction between the lecturer and students. Such interaction would increase student engagement, such as learning motivation, being confident in their abilities and deep understanding, and sharing learning experiences, ideas, and knowledge so that student satisfaction will be enhanced.
... As well as this result emphasizes that the higher perceived satisfaction with course organization and infrastructure facilities would lead to improving the students' overall satisfaction with higher education. Results obtained from this study confirm the empirical findings revealed in several past kinds of literatures (e.g., Yusoff, McLeay, & WoodruffeBurton, 2015;Sapri, Kaka, & Finch 2009;Childers, Williams, & Kemp 2014). Yusoff, McLeay, and WoodruffeBurton (2015) concluded that course fees had a significant influence on the level of students' satisfaction. ...
... Results obtained from this study confirm the empirical findings revealed in several past kinds of literatures (e.g., Yusoff, McLeay, & WoodruffeBurton, 2015;Sapri, Kaka, & Finch 2009;Childers, Williams, & Kemp 2014). Yusoff, McLeay, and WoodruffeBurton (2015) concluded that course fees had a significant influence on the level of students' satisfaction. Sapri, Kaka, and Finch (2009) and Childers, Williams, and Kemp (2014) identified that library facilities, laboratory facilities, computer and Information Technology infrastructure facilities, learning environment, and infrastructure facilities as significant influencers of students' satisfaction in the higher education context. ...
The purpose of this study is to investigate the issue of why a significant gap exists between the number of students enrolled and the number of students who pass out as professional accountants taking Navarro et al. (2005) model as the theoretical lens. The study adopted a deductive approach, stratified random sampling, and distributed 500 questionnaires. The response rate was 80%. The study found that the course assessment and institutional image, teaching methods, teaching staff, course organisation and infrastructure facilities, and institutional administration, and efficiency significantly impact the student satisfaction. Next tilt argues that the students' satisfaction significantly impacts the students' loyalty. Also, the study extends Navarro et. al.'s model by adding two more constructs viz. commitment as alumni and commitment as a student. The findings have practical implications for Professional Accounting Education Institutions (PAEIs) which seek to retain their students. The students' needs and the students' loyalty are the two tilt of students' satisfaction which lower students' intentions to leave by nurturing their expectations met by the PAEIs.
... In addition to its measurement, researchers worldwide have conducted studies to develop a clear understanding of service quality (Mahmoud and Khalifa, 2015;Moosavi et al., 2017;Nell and Cant, 2014;Yavuz and Gülmez, 2016), satisfaction (Anil and Icli, 2013;Bacila et al., 2014;DeShields et al., 2005;Hieu et al., 2021;Mang'unyi and Govender, 2017;Misanew and Tadesse, 2014;Shi et al., 2014;Tuan, 2012;Yusoff et al., 2015) and how the two factors relate QAE 31,2 to each other and subsequently drive student loyalty (Arif et al., 2013;Ogunnaike et al., 2014). ...
... In Romania, the determinants included educational process, administrative staff, admission process, faculty management, image of the faculty, the library, general information provided, the cafeteria, campus climate, tutors, relations with businesses, international cooperation and leisure activities (Bacila et al., 2014). Yusoff et al. identified 12 factors of student satisfaction in Malaysia: a professional, comfortable environment; student assessments and learning experiences; classroom environment; lecture and tutorial facilitating goods; textbook and tuition fees; student support facilities; business procedures; relationship with teaching staff; knowledgeable and responsive faculty; staff helpfulness; feedback; and class sizes (Yusoff et al., 2015). Socio-economic, demographic, gender, class level and residence condition factors can also influence overall student satisfaction (Misanew and Tadesse, 2014;Shi et al., 2014). ...
Purpose
Service quality has been widely recognized as the core value of any higher education institution (HEIs), especially in the context of higher education reform in Vietnam. The paper aims to assess the student’s perceived service quality using SERVPERF scale and to find the relations between perceived service quality, satisfaction and loyalty in one public university in Vietnam.
Design/methodology/approach
The self-structured questionnaire using SERVPERF scale was administered to 350 students currently attending full-time courses at the university. Confirmatory factor analysis was used to certify the elementary factors. The regression models were applied to determine the relationship between service quality, student satisfaction and student loyalty.
Findings
The findings revealed the significant relationships between student perceived service quality with satisfaction and loyalty. However, this relationship is mediated by student satisfaction.
Research limitations/implications
The study is limited to public university education service and examined the perspective of student as “primary customer”; therefore, generalizing the results to other service industries and other role of student as stakeholder or citizen should be used with caution.
Practical implications
The SERVPERF scale could be delivered regularly to get the student’s perception on the HEIs performance. The results should be taken for purpose of continuing quality improvement to enhance the satisfaction and loyalty, particularly in the context of highly competitive environment and university autonomous in Vietnam.
Originality/value
This is believed to be the first study in Vietnam with sufficient evidence to support the concept that service quality positively related to students’ satisfaction and loyalty and satisfaction as mediating factor.
... The authors demonstrated that the facilities available to support staff have a significantly less overall impact on satisfaction compared with core university activities; research, the teaching of students, etc. resources offered by a university are very important to students deciding which institution of higher learning they will attend, yet matter little in terms of how satisfied those decisionmaking regards afterward. In a Malaysian higher education context, Yusoff et al. (2015) found 12 underlying characteristics that had a substantial impact on students' happiness. The following factors, therefore, have a significant impact on students' satisfaction: a professional and comfortable environment; student assessment and learning experiences; classroom environment; lecture and tutorial facilitating goods; textbooks and tuition fees; student support facilities; business procedures; relationships with the teaching staff; faculty who are knowledgeable and responsive; staff helpfulness; feedback; and class sizes. ...
Aim: The purpose of this study was to contribute to discussions aimed at creating a supportive academic experience for postgraduate students through quality customer service support systems. Methods: The study employed the expectancy theory as a guiding theoretical framework to investigate thesis candidates' expectations and satisfaction with supervisors' customer service quality in terms of thesis supervision in the Upper East region. The study adopted quantitative descriptive and inferential analytical methods to analyze the primary data, collected using a self-developed questionnaire instrument from 113 selected respondents using a purposive technique. To ensure reliability, the questionnaire was first piloted using 40 respondents. The piloted data were analyzed using Cronbach's reliability test method. The data produced reliability coefficients of .947, .974, and .957 for the constructs. Results: The study revealed that thesis candidates have moderate to high expectations for their supervisors' customer service quality in thesis supervision. A paired samples t-test analysis revealed a significant difference between postgraduate students' expectations and satisfaction regarding the supervisor's customer service quality in thesis supervision (t(112) = 2.635, p < 0.01). A simple linear regression analysis result also showed a significant positive relationship between satisfaction and the likelihood to pursue further studies (R square = 0.696, F (1, 111) = 253.988, p < 0.001). The R square value indicates that 69.6% of the variance in student's likelihood of pursuing a PhD program can be explained by their satisfaction with their supervisor's customer service. Recommendation: The study recommended that thesis supervisors should provide quality customer service in terms of their approachability, expertise, guidance/support, and responsive supervisory relationship.
... Student satisfaction and engagement has gained increased attention in the recent past [14], [15]. Student satisfaction is closely related to student engagement, which is a complex construct. ...
Extending learning beyond the walls of classroom is inevitable to enhance student satisfaction. Past studies have researched blended learning in silo, and not much attention has been paid to learner’s characteristics. The objective of this study is to examine the complex relationship among stuent satisfaction, engagement, blended learning and learner’s characteristics. Data was collected from LMS records, focus-group interviews and self-administered surveys. The findings depict that business students were highly engaged and satisfied with blended learning. The present study contributes to the literature and proposes an integrated framework of blended learning and student engagement with moderating role of learner’s proficiency.
... To be more specific, a distinct market for educational services has emerged (Truong et al., 2016). As a result, many see higher education as a service that is rendered to clients who are students (Yusoff et al., 2015). According to Akareem and Hossain (2016), the entire student market can be divided into smaller groups through segmentation, and university administrators can then assess the appeal of each group to determine which segment or segments to target with their marketing campaigns. ...
Higher education is becoming more competitive due to recent events like globalization and the rise of private colleges both domestically and internationally. Fierce rivalry among Vietnam’s higher education institutes (HEI) to draw students in with a variety of policies. The research conducted a survey based on the choice and brand equity models with the data collection from 788 students. Primary data were analyzed by the SPSS and PLS software with the SEM linear structural model and discovered that the university’s brand equity (BE) has a significant effect on students’ attractiveness. The HEI’s policies positively affect their characteristics and image that can increase the university’s BE. The mediator testing showing school image can increase the effect of School characteristics or brand equity as well as on policies. The research finding that for rising up the admission, HEI should focus on building strong BE by making a good image of school.
... 2.2.1. Teacher attributes and students' satisfaction Yusoff et al. (2015) identified the attributes of teachers like consultation, student support, and responsiveness as the important factors that affect students' satisfaction. The study was carried out among the students of Malaysian HEIs. ...
This study investigates the effect of academic factors and student service on student satisfaction among business students with a specific focus on teacher attributes, program features, physical amenities, and administrative service. This study is one of the first attempts to identify crucial determinants of student satisfaction by combining data from business students from India and Nepal. For this purpose, a survey using the HEdPERF scale was conducted to collect data from 659 respondents using convenience sampling from North Eastern Hill University in India and Pokhara University in Nepal. PLS-SEM was used to assess the proposed links between the latent constructs. The findings indicated that program features and administrative services positively influence student satisfaction. However, teacher attributes and physical amenities were found to have no effect on student satisfaction. These findings demonstrate that universities should prioritize improving the quality of their programs and the efficiency of their administrative services in order to enhance student satisfaction. This study contributes to existing body of knowledge by delivering valuable insights into the factors that influence student satisfaction in the higher education institutions. It also provides practical recommendations for university administrators and education policymakers who are interested in improving educational experiences and outcomes.
... The organisation of the groups, the instructions for the tasks to be performed and, in general, the organisation of the teachinglearning process are key inputs for a successful student experience [10]. The management of the relationship between teachers and students, the way of welcoming students' suggestions or the way of supporting them are also part of their experience [71]. ...
The success of universities is heavily dependent upon the efficient management of the learning environment. The students, who are the principal customers of these institutions, are the guarantors of their survival. In this context, students’ satisfaction with their education experience is fundamental. To achieve success and maintain competitiveness, universities must identify the key aspects that are important to their students. In the literature, the importance of generic or transversal competence/capacity development in student satisfaction as a motivational factor, using Herzberg’s theory has yet to be analysed. This study fills this gap by highlighting its importance. It represents an important advance in the investigation of the hygiene and motivational factors that affect student satisfaction and loyalty. The objective is to analyse the antecedents of the students’ satisfaction, including the acquisition of competences, in a post-pandemic and energy-crisis scenario in which the teaching conditions must adapt to the environmental and human factors. The sample is comprised of 548 valid surveys taken from three Spanish public universities. SmartPLS software was used to analyse the results. Based on Herzberg’s model, the results show that the acquisition of competences and capacity development, as a motivational factor, together with the teaching methods, the teaching staff involved, the course management and class facilities and infrastructure as hygiene factors are antecedent variables of student satisfaction. The fulfilment of students’ expectations is also a predictor of student allegiance to the higher education institution where they study. All stated hypotheses are supported. It should be remembered that if the hygiene factors "work", the most you can hope for is not to let students down, not to lose them. In addition, for them to behave as prescribers and to have a full experience that is subsequently recommended, it is necessary to pay attention to motivational factors.
... Additionally, facilities were also reported as one of the main factors and concerns when it comes to university service quality amongst international students in Malaysia [26]. For the SS, Yusoff et al. [27] indicated a professional and comfortable environment, student assessment and learning experiences, classroom environment, lecture and tutorial facilities, textbooks and tuition fees, student support facilities, business procedures, relationships with the teaching staff, knowledgeable and responsive faculty, staff helpfulness, feedback, and class sizes have a significant impact on students' satisfaction. The study further identified that year of study, program of study, and semester grade have a significant impact on student support facilities and class sizes. ...
No qualms, international student mobility has become a source of income for countries around the world. International students become more mobile, contributing to the university’s growth and diversity. It has also created competition by making higher institutions around the world develop strategies to attract them. This study explores the factors that lead to satisfaction among international students and the item indicator. This study is quantitative in nature, using a survey to collect the data. The population consists of international students from Asia, Africa, Europe, and Latin America at the leading Islamic universities in Malaysia. A total of 211 international students participated in the study. Ruffola Noel Levitz’s student satisfaction inventory, 2017 was used as an instrument, and a measurement model from SEM was applied to analyze the data. From the measurement model results, student-centeredness was ranked as the leading factor influencing international student satisfaction; followed instructional effectiveness. The main prediction or leading factor to improve international student satisfaction is to ensure international students’ positive feelings of self-belonging in Islamic universities in Malaysia. Improving instruction and service are also suggested to meet international student expectations and satisfaction. However, there is a scarcity of research conducted or published about Islamic universities worldwide, making Islamic universities neglected and difficult to find literature about.
... Third, environment quality encompasses the amalgamation of features influencing consumer service perceptions (Dagger, Sweeney, and Johnson 2007), including tangible and intangible aspects of the physical surroundings that impact consumer perceptions of service quality (Zeithaml, Bitner, and Gremler 2018). Yusoff et al. (2015) found that physical environmental factors such as furnishings, decoration, equipment, and cleanliness significantly affect students' satisfaction. Fourthly, administrative service elements contribute to core service production, enhancing the overall value of the customer's service experience (Dagger, Sweeney, and Johnson 2007). ...
This paper investigates the impacts of service quality and marketing ethics dimensions on patient satisfaction, ultimately affecting patient loyalty and word-of-mouth in private hospitals in Jordan. The study, based on a survey of 320 participants using Google Forms and social media, employs Amos software for data analysis. The findings reveal that the majority of service quality dimensions, including technical quality, interpersonal quality, and administrative quality, as well as all marketing ethics variables such as trust, privacy, and honesty, significantly influence patient satisfaction, subsequently contributing to both patient loyalty and word-of-mouth. However, an insignificant relationship was found between environmental quality and patient satisfaction. Notably, patient satisfaction acts as a mediator in these relationships. The research contributes to customer relationship marketing theory in health-care by operationalizing CRM variables and examining the interplay between service quality, marketing ethics, and patient satisfaction in private hospitals, thus filling a gap in the existing literature. ARTICLE HISTORY
... Factor influencing student learning experience Numerous investigations have been carried out to look at the factors that could affect students' satisfaction and retention. Though, "student experiences" is arbitrary since it includes a lot of variables that affect how satisfied students are with the educational program they are receiving overall (Yusoff., et. al, 2015). Student experiences are defined as how satisfied students are with the programs and services that higher education institutions provide. Accordingly, satisfaction refers to a feeling of mental well-being experienced when an individual's anticipated result meets their expectations. ...
In order to get the best hand for the construction industry, construction professional such as the Quantity Surveyor need training as it is the case in any human field of endeavour. Polytechnics are crucial in providing students with an education that will equip them with adequate skill, competencies attitude and necessary values for further career development in the highly competitive global market of today. A wide-ranging literature review and questionnaire survey was conducted to gain in-depth understanding of student satisfaction. The questionnaire was distributed to 155 students of quantity surveying department, Federal Polytechnic Bauchi. Using SPSS version 23, the questionnaire was subjected to reliability test. Statistical analysis was used using average index; Pearson correlation coefficient and multiple regression were used to analysis data from survey questionnaire. The study reveal that the five most influencing factors of student satisfaction were: lecturer preparedness, lecturer expertise, study material, lecturer academic experience and lecturer interpersonal and communication skill. The study established that overall student satisfaction is impacted by influencing factors by a R2 of 0.279, meaning that student satisfaction influencing factors accounts for 27.9% of the variation in student satisfaction. The study concluded that the most important factors that influence student satisfaction in the Quantity Surveying Programme at Federal Polytechnic Bauchi are those related to the lecturer and the institution, they contribute 28% to student satisfaction in the Quantity Surveying Programme at Federal Polytechnic Bauchi ; external influences and program factors have a negative relationship with student satisfaction in the Quantity Surveying Programme at Federal Polytechnic Bauchi; lecturer and institution factors. The study recommended that order to improve learning, lecturers should look for local issues that students can connect to and solve; case studies and real-world examples are useful tools for delivering modules, The Federal Polytechnic Bauchi should establish a welcoming and favorable learning environment, 44 International Journal of Current Research and Applied Studies | https://ijcras.com/ • International Journal of Current Research and Applied Studies (IJCRAS) Vol 2 Issue 6 Nov-Dec 2023 improve classroom equipment with cutting-edge technology, and lecturer should employ creative teaching strategies. BACKGROUND The importance of open space as one significant value must be prioritized in urban planning, which lies particularly in its arrangement. For an ideal ratio, the open space of an urban area must cover one-third of its total area. Where seven percent of it must be designated as city parks or local parks. These parks are open public spaces that completely provide a place for all interactions and activities from community members thus safety and comfort factors need to be applied. This open facility served as an open public space for all community interaction activities regardless of social status or hierarchy of differences between social, educational, or economic levels among them. To achieve security and comfort expectations, one main factor is to create an ergonomic design for public open space.
... Especially after the outbreak of the COVID-19 pandemic, universities have made the transition from traditional classrooms to online and digital formats (Dwaikat, 2021). However, some studies have shown that characteristics related to infrastructure and facilities do not have a beneficial effect on student satisfaction (Masserini et al., 2019;Yusoff et al., 2015), thereby affecting the attraction of potential students. ...
Branding is a crucial strategy for universities to gain an advantage over their competitors in the face of increased competition in higher education, especially in admission activities. This study aimed to identify and prioritize the university brand components that influence the attraction of prospective students. In this study, the Delphi method is combined with the analytic hierarchy process (AHP) to identify eight factors, comprising 31 subfactors that constitute the university's brand. These factors and subfactors are then prioritized in attracting prospective students. The data were gathered through four rounds of interviews with experts who were leaders or individuals with extensive experience in communication or enrollment at member universities of Vietnam National University, Hanoi. The research findings indicate that the five factors considered to be the highest priority in attracting potential learners are the university's training program, reputation, human resources, financial policies, and communication activities. Additionally, this study presents the priority rankings of 31 subfactors.
... Student satisfaction, then, refers to the favorability of a student's subjective evaluation of the various outcomes and experiences associated with education as defined by Elliot and Shin in an article entitled -Dimensions Driving Business Student Satisfaction In Higher Education (Yusoff et al., 2015). In a simple way, it is about the level of student satisfaction after students compare what they experience to what they expect. ...
The concept of student satisfaction is too broad covering facilities, lecturers, and others. This paper focuses only on managing the lecturer’s performance based on student satisfaction towards what normally a lecturer has done in teaching. The research is aimed at evaluating the lecturer performance in teaching English 2 based on the students’ observation during the online course as the effect of COVID 19. The collected data from the questionnaire provided for the students is analyzed by using Importance-Performance Grid. The results reveal that the weakness and strength areas of the lecturer can be mapped in four classifications: first, what the lecturer should improve because the lecturer’s performance perceived by the students is in the low level and the students’ expectation is in the high level; second, what the lecturer should maintain or keep going because the lecturer’s performance and the students’ expectation at the same time are in the high level; third, what the lecturer should maintain but think about the weighting of it because the lecturer’s performance is in the low level and the students’ expectation is also in the low level; fourth, what the lecturer should reduce the emphasis if possible because the lecturer’s performance is in the high level and the students’ expectation is in the low level. This research is one of the first attempts to explore what the lecturer can do to improve the performance accordingly in measurable and manageable way by the lecturer himself/herself
... In Malaysia, entrepreneurship has been viewed as one of the active economic activities, which could boost the growth of nation and develop the individuals [5]. The Ministry of Higher Education of Malaysia has made entrepreneurial modules as compulsory in some of the Malaysian universities to influence the thinking of students in the field of entrepreneurship [6,7]. However, although such effort was implemented, the interest in entrepreneurship among Malaysian students is still low, where most of them prefer to be "job seeker" or "employee" instead of "job creator" [8]. ...
In Malaysia, entrepreneurship has been viewed as one of the active economic activities, which could boost the growth of nation and develop the individuals. However, the interest in entrepreneurship among Malaysian students is still low, where most of them prefer to be “job seeker” or “employee” instead of “job creator”. The role of education, generally, has been recognized as a crucial process in developing individuals by providing knowledge and skills. In order to support the creation of new venture among nascent entrepreneur, entrepreneurship education is viewed as crucial element that can encourage this happening which could help to reduce unemployment rate. The impact of social intelligence could be one of the crucial variables to be studied in order to predict the entrepreneurial intention among the students. Hence, this study examined the mediating effect of entrepreneurship motivation on the relationship between the variables. The study found there is a significant mediating effect of motivation on the relationship between education and entrepreneurial intention, but there is no significant mediating effect on the relationship between social intelligence and entrepreneurial intention. This paper discussed the implications and recommendations as well.
... Satisfaction with clinical education was measured Fig. 1 The conceptual model of medical student engagement and satisfaction by students' evaluation of clinical rotations and it is a separate concern. Because student engagement in the model refers to engagement in academic activities, we focused on students' evaluation of the teaching quality, although there are various domains that affect student satisfaction, such as student support services, physical environment, finances and others (Adler et al., 2021;Lee, 2010;Yusoff et al., 2015). ...
As one of the indicators reflecting student well-being in medical education practice, student satisfaction is no doubt an important topic. Instead of exploring student satisfaction from the perspectives of education quality and organizational factors, this study focused on student engagement to explore the impact of it on student satisfaction with medical education in China. Student engagement refers to students’ actions, efforts and persistence, indicating both time and energy students invested in educationally purposeful activities, especially academic activities. The data used in this study came from the first national survey of clinical undergraduates—the China Medical Student Survey—in which 10,062 clinical medical undergraduates in 33 medical schools participated. We developed a model of medical student engagement and satisfaction and utilized descriptive statistics, ordered logit regression, and path analysis to describe the relationship between medical student engagement and satisfaction. In this study, student engagement was categorized into behavioral, emotional and cognitive dimensions. The findings showed that medical student satisfaction was relatively low and was significantly affected by student satisfaction, especially the behavioral engagement in clinical rotations and professional identity of emotional engagement. These findings could put a supplementary perspective on improving student satisfaction through student engagement, and offer notable implications for future research and practice.
... However, the result of this study showed that satisfaction level differ in terms of public and private organization. In this study female students are less satisfied compare to their male counterpart which is supported by the findings of a previous research (Yusoff et al., 2015). This study also identified male students are more satisfied than female. ...
The purpose of this study is to identify the relative importance of factors that influence the students’ satisfaction at private and public universities in Bangladesh. Moreover, the study examines different demographic and socio-economic variables that also affect stakeholders’ satisfaction at university. Quantitative method research design was conducted for the study and a sample of 182 students was taken from different private and public universities in Bangladesh. The results showed that students were mostly satisfied with teachers’ expertise and design of course curriculumin both categories of universities in Bangladesh while food facilities had the lowest positive response factor of the students. The exceptionality of this study is to use binary logistic regression analysis to identify the most important demographic determinants regarding satisfaction. It is found that female students were less likely to be satisfied overall on their respective institutions than their male counterparts. In addition, students from the urban area and also from middle-class economic condition had more likely to be satisfied than any other counterparts. Understanding these variables could assist educational institutions with bettering their strategies to achieve their desired goal. Moreover, the strategy of development of strong personal relations with students and faculty members can definitely alleviate the dissatisfaction of the students.
... One study, an evaluation of management students' insights about education quality in public institutes, presented by Narang (2012), exposed the features of quality and categorized them into five categories: physical services and accommodations, instructors, learning outcomes, receptiveness, and personality development, among others. Business students' satisfaction on campus was broken down into many categories by Yusoff et al. (2015), including contented atmosphere, student assessment, and learning practices, teaching space setting, lectures and teaching and learning materials, books and tuition fees, funding opportunities, professional events, affiliation with faculty, educated and reactive faculty, staff usefulness, and feedback. Feedback, aligning assessments with learning aims and results, using grading criteria, and regularly supervising and adjusting assessment processes were the most popular assessment methods (Almossa and Alzahrani, 2022). ...
Purpose
The primary purpose is to examine the impact between education quality (EQ) and student satisfaction (SS) in terms of instructional materials, support, classroom facilities and equipment, and growth in Pakistani private higher education institutes.
Design/methodology/approach
This study utilized correlation-focused quantitative research by randomly distributing a 54-item questionnaire to 440 postgraduate students in Pakistan’s private higher education institutions (HEIs). SPSS (V.23) and PLS-SEM (V.3.3.3) were employed to investigate the data.
Findings
The findings demonstrate that EQ has a direct and significant positive effect on student satisfaction with instructional materials, support, classroom facilities and equipment, and growth in private higher education institutions.
Research implications
The current study will help policymakers, the Higher Education Commission (HEC), and institutions to pay greater attention to the significance of education quality indicators in making a difference in higher education, which may contribute to student satisfaction. In addition, their efforts will significantly contribute to the nation’s progress. Furthermore, it will contribute to the betterment of the world by accomplishing the sustainable development goal of quality education set by the United Nations. The recent findings will also have far-reaching advantages for society, demonstrating the positive effects that high-quality education may have on a nation’s progress by creating competent and productive students.
Limitations
Only private universities in Pakistan’s higher education sector were considered for this study, and students enrolled in post-graduate degrees were the subjects of this investigation. This study was restricted to testing in only one province, Punjab, Pakistan. Another limitation of this study is that it is based on a research framework deduced from previous underpinnings and literature.
Originality
These findings contribute to the existing area of research on the direct and significant effects of EQ on SS in HEIs. These findings may positively impact student satisfaction in private higher education institutions. The findings can guide higher education institutions (HEIs) regarding the importance of EQ in achieving desirable student satisfaction (SS). Because the Higher Education Commission (HEC) efforts will contribute considerably to the growth of higher education institutions (HEIs) and the nation, this study is vital for policymakers and practitioners working in higher education.
... The study of the factors that influence the performance, satisfaction and success of HE students is well documented, having been the focus of attention of academics and HEIs in recent decades [1,5,[10][11][12][13][14][15][16][17][18]. Most of these studies have produced models of analysis of students' academic experience, which seek to understand and explain their behaviors during their path at this educational level. ...
In the current higher education context, higher education institutions need, more than ever before, to compete for students, attracting, retaining and, ultimately, graduating them. To this end, actions are increasingly developed, and conditions are created to promote student success. The literature demonstrates that there is a strong link between the students’ experience and success. However, students’ experience cannot be controlled by the higher education institution, given the existence of previous subjective experiences that students bring when they enroll in higher education, which act as filters of their current experiences. The central goal of this study is to unveil the factors that students perceive as influencers on their global experience in higher education, which are reflected in their path, performance and success. The methodology used is qualitative, with in-depth interviews with students and institutional leaders from four Portuguese higher education institutions, complemented with documentary analysis. The results reveal that individual and organizational factors, alongside the students’ global experience, clearly influence their definition of a successful higher education student. Students build their representations of success based on the multiplicity and complexity of their experiences in higher education, affected by the features of the higher education institution and mediated by their personal history and life project.
... To Parahoo et al. (2013) and Thien and Jamil (2020) gender of the student was a predictor of satisfaction, but Upadyaya and Salmela-Aro (2017) conclude that this is not decisive. Huebner et al. (2000) found that women are usually more satisfied with their university studies than men, but their results contradict those of Umbach and Porter (2002) and Yusoff et al. (2015) in the area of business. ...
Behavioral intention of graduates says a lot about performance in higher education. Knowing the determinants of loyalty is a strategic issue. The objective of this work is to analyze the loyalty of university graduates (willing to follow university studies again and/or repeat the same qualification), while identifying the decisive socio-demographic factors (sex, age, father and mother qualifications) and related to university characteristics and experience (type of university, localization, scholarships, mobility, skills, among others) that may motivate their loyalty, especially considering whether they are employed or they have quickly entered the labor market after completing university. The data used were extracted from a survey administered by the National Statistics Institute of Spain (INE) to a sample of 31,651 graduates. Willingness to repeat their university studies was stronger where parents had better educational levels, students received scholarships, or they participated in exchange programs. Regarding their willingness to repeat the course, the only factors that strengthened loyalty were having followed other studies. Moreover, rapid entry to the employment market significatively conditioned loyalty. This study represents a solid contribution to the literature on university loyalty and interesting insights may be drawn from its findings for the management of the educational system.
... Student satisfaction, then, refers to the favorability of a student's subjective evaluation of the various outcomes and experiences associated with education as defined by Elliot and Shin in an article entitled -Dimensions Driving Business Student Satisfaction In Higher Education (Yusoff et al., 2015). In a simple way, it is about the level of student satisfaction after students compare what they experience to what they expect. ...
p> The concept of student satisfaction is too broad covering facilities, lecturers, and others. This paper focuses only on managing the lecturer’s performance based on student satisfaction towards what normally a lecturer has done in teaching. The research is aimed at evaluating the lecturer performance in teaching English 2 based on the students’ observation during the online course as the effect of COVID 19. The collected data from the questionnaire provided for the students is analyzed by using Importance-Performance Grid. The results reveal that the weakness and strength areas of the lecturer can be mapped in four classifications: first, what the lecturer should improve because the lecturer’s performance perceived by the students is in the low level and the students’ expectation is in the high level; second, what the lecturer should maintain or keep going because the lecturer’s performance and the students’ expectation at the same time are in the high level; third, what the lecturer should maintain but think about the weighting of it because the lecturer’s performance is in the low level and the students’ expectation is also in the low level; fourth, what the lecturer should reduce the emphasis if possible because the lecturer’s performance is in the high level and the students’ expectation is in the low level. This research is one of the first attempts to explore what the lecturer can do to improve the performance accordingly in measurable and manageable way by the lecturer himself/herself. </p
... Table 1 shows that various models studied in different countries to measure SS in HE. It can be said that ServQual dimensions are commonly used in the evaluation of SQ in the measurement of education SQ (Smith et al., 2007;Legcevic, 2009;Min and Khoon, 2014;Borishade et al., 2021), but in recent years, specific dimensions that determine the quality of education service by using different dimensions for different countries are also considered academic personnel skills, academic experiences, course contents, consultancy services (Tan and Kek, 2004;Nasser et al., 2008;Annamdevula and Bellamkonda, 2012;Farahmandian, 2013), physical facilities, learning environment, buildings, classrooms, laboratories (Mahapatra and Khan, 2007;Butt and Rehman, 2010), non-academic personnel and management quality (Abdullah, 2006;John, 2012;Teerovegandum, 2016;Ali et al., 2016;Gadhavi et al., 2018), social facilities, campus life (Elliott and Healy, 2001;Douglas et al., 2008;Karahan and Mete, 2014), student support services (Douglas et al., 2006;Yusoff et al., 2015), technology (Armbewela and Hall, 2009;Wang et al., 2011;Wilkins and Balakrishnan, 2013) career placement and employability (Ganesh and Haslinda, 2019), religious values (Asnawi and Setyaningsih, 2020) dimensions are also stated as important dimensions in the evaluation of education SQ. When the dimensions are examined, the important dimensions that determine the quality of education can be grouped under the headings such as academic staff, administrative staff, physical environment, and the presence of support services offered to students. ...
Higher education (HE) institutions, which are the highest step
in training qualified people, provide economic and socio-cultural added value to their regions by ensuring its sustainability via service quality (SQ) and students’ satisfaction (SS). The purpose of this study is to measure the HE SQ/SS, and determining factors that affect SS from HE, and reporting the findings to researchers/decision-makers. According to the results, the sample students’ views on the SQ factors can be accepted nonbiased in terms of students’ gender and unit of membership in the university but biased in terms of students whose families living in different locations. The factors of
‘administrative quality, attitude and behaviour’, ‘physical environment quality, support infrastructure’, ‘core educational quality, curriculum’, and ‘transformative quality’ have a quite powerful effect on SS from HE. In case of improving these factors, SS from HE would be increased more effectively than other factors.
... Atendiendo a los resultados obtenidos podemos comprobar que los mismos son similares a los estudios realizados en otras disciplinas que presentan un tipo de trabajo enfocado al tratamiento de una metodología activa en clase y que concluyen con la obtención de resultados de aprendizaje más significativos a través de la utilización de estos medios (Yusoff, McLeay & Woodruffe-Burton, 2015;García, et al., 2017). Se destaca en este sentido, la interacción de los alumnos, entre sus iguales y el docente, desarrollando una comunicación dialogada de forma que se manifiesta un proceso de madurez por parte de los alumnos en la materia (Segrelles & Gómez, 2016), en este sentido a través de nuestro trabajo esta interacción la hemos tratado desde un doble perspectiva, en un seguimiento tanto presencial como virtual permitiendo ciertos grados de individualización a la vez que de responsabilidad que pueden permitir esos procesos de madurez que también son tan importantes en la formación docente de los graduados en Primaria. ...
The main objective of the work is to carry out a systematic review of the personal experience and other authors in reference to active methodologies in higher education. According to what is mentioned in this reflection of a series of investigations both by our group and by other authors on active methodologies, and their result of application in an experience throughout different subjects and years in physical education subjects in Higher Education. It presents the most relevant characteristics regarding the educational paradigm shift necessary to understand the continuum that goes from teacher-centered teaching styles to active methodological processes centered on the cognitive and learning styles of students. students. As a result of this experience, we conclude that student satisfaction with active methodologies is higher than with more traditional methodologies, and that learning environments are improved with these work methods.
... Authors like Liu and Jung (1980) and Pike (1991) have observed moderate relationship, while Bean and Bradley (1986) found no relationship at all. However, Mazirah, McLeay and Woodruffe-Burton (2015) observed significant relationship between grades and student satisfaction. On the other hand, limited attempts have been made to measure impact of gender, ethnicity, race, religion, and migrations from one educational institution to another, on student satisfaction. ...
Measuring the satisfaction of students regarding services and facilities has been a tough task through times. Many researchers have been working on how to measure satisfaction of the student's getting education in different institutions. This study was aimed at exploring satisfaction of the Master degree students regarding facilities and services provided by the university of the Punjab. Quantitative research and descriptive method were used for this study. IER was selected as a population. Total sample size from IER taken for this study was two hundred and ninety students. Cluster sampling technique was used for sampling. Students from nine master degree programs of IER University of the Punjab Lahore were selected. After studying different articles and online available questionnaires about their motivation, a survey questionnaire was developed, which was used to collect data from students. Data was analyzed through SPSS 21 and independent sample t test, ANOVA, frequency, percentage and mean and standard deviation were applied to get results. Results show that students of IER are satisfied with the services and facilities provided by university of the Punjab. There is variation in satisfaction level of respondents among different programs and semesters, whereas there is no difference of level of satisfaction of respondents among shifts and gender. On the bases of research findings, the researchers suggest that comprehensive strategies and policies should be evolved to enhance satisfaction of the students regarding services and facilities provided by university of the Punjab.
... Positive student experiences are very significant for institution as students who become satisfied, they are more probably keep on staying with their institute (Yusoff et al., 2015). Increasing competition for students among colleges and universities has resulted in greater focus on student retention. ...
This study was conducted with the objective of investigating service quality assessment, identification of quality gaps regarding service provision using SERVQUAL. It also examined the impact of perceived value as mediating variable between relation of perceived service quality and student satisfaction. A sample of 265 respondents from public and private business schools of Lahore, Pakistan was selected for this study. A structured questionnaire developed around SERVQUAL dimensions was used to receive feedback from respondents using random sampling technique. Data was analysed through SPSS 21.0 for gap and mediation regression. Results showed overall service quality gap in business schools was negative (-.128). Gap was also negative in five SERQUAL dimensions with highest in tangibles (-.265) and least in empathy (-.037). Results showed students' expectations exceeded their perceptions resulting in dissatisfaction. Hypothesis for institutional difference was also partially supported. Findings shows partial mediation of perceived value between f perceived service quality and student satisfaction, as predictor variable remained significant after controlling for mediator. The findings are in alignment with previous research studies. Based upon study findings, it is recommended to management and policy makers of business schools to make resource allocation and revisions in quality policy incorporating students' valuable feedback.
The purpose of this study is to determine the factors affecting individuals' satisfaction with educational services in Türkiye with the Partial Proportional Odds Model, using the micro data sets of the Life Satisfaction Survey conducted by the Turkish Statistical Institute in 2021. When the model results are examined, it is seen that the variables of age, marital status, education level, health satisfaction, religious belief pressure, and household monthly income are significant. According to the study, 53.5% of individuals aged 24 and under are very satisfied/satisfied with the education services, while 27.6% are dissatisfied/very dissatisfied with the education services. In addition, it was determined in the study that 54.1% of women were very satisfied/satisfied with the education services, while 56.3% of men were very satisfied/satisfied with the education services. As a result of the study, it was concluded that as individuals get older, the probability of being satisfied with educational services decreases. According to the study, married people are more likely to be satisfied with educational services than single people. In addition, it was determined in the study that as individuals' income levels increase, the probability of being satisfied with educational services decreases. JEL Codes: C25, C35, C40, C44
Understanding the factors contributing to student satisfaction in Nigerian tertiary institutions is essential for enhancing academic excellence and student experiences. This study employs a Principal Component Analysis (PCA) approach to assess the determinants of student satisfaction. Through a comprehensive review of relevant literature, key factors including academic quality, student support services, campus environment, technological integration, and administrative efficiency were identified. PCA was then applied to analyze the interrelationships among these factors and determine their relative importance in shaping student satisfaction. The findings offer valuable insights into the underlying dimensions of student satisfaction and provide practical implications for improving academic outcomes and institutional performance in Nigerian tertiary institutions. This research contributes to the literature on student satisfaction assessment and informs strategic decision-making processes aimed at enhancing the overall academic experience for students in Nigerian higher education institutions.
Leadership and organizational performance are a valuable topic that has debated worldwide for ages. Every
organization needed leaders for their survival during pandemic and crisis. Especially all of the business
organizations required standards and norms to get better organizational performance among strong competitive
industries. Moreover, higher education institutions face significant challenges because the educational environment
is a changing environment. In Myanmar, National Education Law was enacted in 2014. Service quality of Myanmar
higher education is developing every year. The development of higher education sector mainly depends on
academic leadership. Academic leader is not enough to manage operations and hold specialized degrees but must
develop people. Leadership and organizational performance of public universities in Kachin state is crucial subject
matter because higher education institutions always produce future leaders and they offer people both expectation
and dream.
This study examines the crucial role of academic leadership on organizational performance of public universities in
Kachin State, Myanmar. The study focused on the variables, transformational leadership, transactional leadership
and laissez- faire leadership and mediating effect of service quality on the relationship between leadership style and
organizational performance in public universities in Kachin state.
The purpose of this research is to explore the differences in perceived opportunities and potential barriers leading to inequality in our higher education system. To do this, we examine differences in satisfaction and expectations that exist among college students based on three key heterogeneous characteristics – gender identity (male vs. female), major declaration (decided vs. undecided) and generation (first generation vs. non‐first generation). Six hundred twenty‐five students completed a survey about the level of importance and satisfaction with educational services at their institutions. A mixed method design including analysis of variance (ANOVA) was used to test differences between students. At a time where universities are working arduously to increase enrolment numbers, adjusting the strategy to cater to the unique needs of students may prove to be part of the solution and more importantly, help remove barriers to lessen the current inequalities and improve access to education for all types of students.
Inevitably having large‐size classes creates a huge number of challenges but also benefits that motivate the higher education institutes to recruit large‐size student bodies. This paper aims to identify the focus of scholars in this field, how the concerns have been addressed as well as a pedagogic basis for large‐class management and delivery, then further to determine gaps in the existing literature of large‐size classes. Using PRISMA, this research systematically reviews 131 articles between 1976 and 2024 on an international basis. Building upon the findings of the systematic literature review (SLR), the study introduces the Input‐Process‐Output‐Outcome (IPOO) model of education. Then, the research discusses a range of strategies proposed in academic research to effectively address the challenges posed by large class sizes. These strategies include pedagogical approaches/strategies, perception and behaviour‐based means, technological tools/strategies, and perception‐driven digitised strategies. The article identifies research gaps in the existing literature, particularly regarding stakeholders' perceptions of large class sizes. It emphasises the need for further investigation into the diverse perspectives held by stakeholders regarding the pros and cons of large class environments. The findings underscore the importance of challenging negative and neutral perceptions of large class sizes. Additionally, the study highlights the role of marketing strategies in shaping perceptions of class size and suggests avenues for future research in education business. Finally, the results of the bibliometric analysis reveal specific geographical or disciplinary focuses. The study provides insights for policymakers on developing effective policies to manage large class sizes and suggests future research avenues in education business and policy.
Context and implications
Rationale for this study
Motivated by the increasing prevalence of large class sizes in higher education institutions (HEIs) globally, driven by factors such as massification and marketisation. It aims to examine (dis)advantages associated with large classes while considering the diverse perspectives of stakeholders involved. Conducting a SLR and introducing the IPOO model, it aims to pinpoint gaps in managing large classes effectively.
Why the new findings matter
The study addresses research gaps, particularly in understanding how perceptions shape educational practices. By highlighting the need to challenge negative perceptions, it emphasises their impact on outcomes and institutional strategies. Additionally, it identifies the role of marketing strategies in shaping perceptions and provides insights for education business.
Implications for policy makers, stakeholders and the general public
The study's implications span education sectors: practitioners can glean insights for managing large classes. Policymakers can utilise this research to inform the development of policies pertaining to class size regulations and resource allocation, ensuring that HEIs receive the necessary support to address challenges arising from large class sizes. Researchers are prompted to study perceptions surrounding class sizes. Funders can support research on class size perceptions, aiding evidence‐based decision making and resource distribution. Finally, the general public can benefit from increased awareness of the complexities surrounding class size dynamics, fostering a broader understanding of the challenges faced by educators and institutions in delivering quality education in large class settings.
Background: Scholarly literature widely acknowledges the significance of academic and non-academic services in determining student satisfaction in higher education institutions. However, the opinion of students in determining various aspects of academic and non-academic services has not been considered, especially in developing nations. Objectives: This study aims to examine business students’ satisfaction with academic and non-academic services. Methods: 255 business students were purposively selected for this descriptive quantitative study. The reason for adopting purposive sampling in this study is that different people hold different and essential views about the issue and, therefore, must be included in the sample. Using the Higher Education Performance (HedPERFormance) measurement instrument, a 19-item structured survey was developed for self-administration. The data were analyzed using SPSS 21.0 and AMOS 22.0 versions. The variables determining students' satisfaction levels with academic and non-academic services were examined using descriptive statistics. Confirmatory factor analysis and structural equation modelling were used to demonstrate the interrelationship of the three constructs and validate the hypothesis. Results: The study revealed a significant positive relationship between student satisfaction and academic and non-academic services. However, the study results demonstrated a greater significance of academic services for students in higher education institutions. Conclusion: The findings concluded that student satisfaction extends beyond academic services, encompassing nonacademic or administrative services. These aspects directly influence how students perceive and assess the educational institution. This indicates that the satisfaction students derive from their educational experience is not solely reliant on academic factors but is equally shaped by the quality of administrative services, contributing significantly to their overall evaluation of the institution.
The study examines customer attitudes towards fast moving consumer goods (FMCG) retail outlets based on customer engagement, loyalty programmes, customer satisfaction and customer loyalty towards customer repurchasing decisions. More specifically, this study investigates the past, present, and future trajectories of loyalty programmes in South Africa. This study followed a descriptive and a quantitative research method. A non-probability sampling method was implemented using quota and convenience sampling. The study included a sample of 272 FMCG members that participated in the study. An adapted questionnaire was used as the data collection instrument in the study. This instrument contained 59 items on demography, behavioural, and psychographic customer relationship management (CRM) based variables. The data was collected through web-based questionnaires using Google Forms. Using SPSS 28 and AMOS 28, the data analysis included both descriptive and inferential analyses tools such as factor analysis, regression analysis, cluster analysis, and structural equation modelling.
This study aims to identify factor the affecting student satisfaction in the Southern Asia Pacific Division Higher Education Institutions. Understanding these factors could help leaders in educational institutions to better plan their strategies and further research on student satisfaction. A set of questionnaire was developed and will be distributed to students at a higher education institution (HEI) institutions in Southern Asia Pacific Division Higher Education Institution namely Universitas Advent Indonesia (UNAI) of Indonesia
The purpose of this research is to review student satisfaction by examining a variety of relevant papers. This article provides a systematic literature review on student satisfaction (SS) research published between 2000 and 2022. The review uses data from the Scopus database using relevant keywords such as student satisfaction. Thirty highly cited papers were selected from 1615 articles for this systematic literature assessment. This study showed that students in the United States (US), United Arab Emirates (UAE), and Norway are content with the quality of e-learning services offered by their universities. On the other hand, students in Jordan, Germany, and Australia reported multiple issues with their involvement in online courses, such as internet connection disruptions also poor sound quality and were much more satisfied with traditional classroom instruction than online learning. In addition, Malaysia, Poland, Italy, and the United Kingdom performed research and identified other factors, including ranking, professional, comfortable environment; student assessments and learning experiences; classroom environment; lecture and tutorial goods; textbook and tuition fees; student support facilities; business procedures; relationship with teaching staff; knowledgeable, responsive faculty; staff helpfulness; feedback; and class sizes for evaluating student satisfaction. Based on a review and analysis of the SS literature, this paper came up with 11 questions for future research that will allow the research to be expanded.
According to Eldabi et al. (Manag Dec 40:64–73, 2002), a methodology is “a system of explicit rules and procedures, upon which the research is based and against which knowledge claims are evaluated”. Krippendorff (Content analysis: an introduction to its methodology. Sage Publications, 2018) stated that methodology provides a language for talking about the process of research. Accordingly, this chapter discusses the research methodology and methods employed to achieve the aims and objectives of the current study, which are concerned with identifying the relationship between social media marketing and customer-based brand equity, incorporating other marketing constructs related to higher education sectors in Sri Lanka and Vietnam.
The current pandemic has brought vital transformation in the education sector. The shift from traditional smart class systems to the online virtual mode is a significant change in the education sector all over the world. Introduction of LMS in the higher educational institutes has not only spanned the gap created due to lack of physical presence but has also brought revolutionary change in the dedicated students approach towards the learning system. The chapter focuses on the growth trajectory of the LMS and aims to discuss the desire of students to use LMS over traditional methods. Perceived ease of use and perceived usefulness combined with perceived enjoyment influence students' intentions to use the learning management system (LMS), which lastly affects the academic performance of students.
This study aims to uncover the relationship between lecturers' motivation, empowerment and service quality with students' level of satisfaction in Malaysian polytechnics. This study is based on previous studies which had looked into the relationship between the quality of teaching and learning with students' satisfaction level. About 200 questionnaires had been distributed to students in four polytechnics but only 98 questionnaires were analysed. The data collected was analysed using the SPSS software version 17.0. The analysis showed that there is a significant relationship between the dimensions of motivation, empowerment and service quality with students' level of satisfaction. These three dimensions contributed 35.5% towards students' level of satisfaction. Future research into related areas would be discussed in the final part of the study.
Explains the need for a valid and reliable instrument for
course managers to evaluate their product through
customer feedback as part of the system of quality assurance.
Examines the justification for viewing higher education
as a service provision with the student body as the
customer. Provides a short review of the existing tools for
measuring student experience along with the rationale for
testing a modified version of the SERVQUAL instrument.
The instrument was completed by volunteers from three
undergraduate degrees (n = 134) in class time just before
the Christmas vacation. Analysis of the results revealed
higher average perception scores than expectation scores
on every dimension except tangibles. However, analysis
also revealed rather lower reliability coefficients than
achieved by Parasuraman or later replication studies.
Factor analysis did not support the original five SERVQUAL
dimensions in line with other replication studies. Considers
the reasons for the low reliability score and the different
factor structure. In particular, proposes the modified
instrument’s lack of focus on a specific aspect of the
complex service experience as a possible source of error.
Recommends that the elements of service quality should
be revisited and a higher education specific instrument for
course managers should be constructed.
An earlier version of this research was presented at
MEG95 as a working paper.
Student satisfaction is an important qualitative indicator for higher educational institutes. Measures of student satisfaction show the key factors for meeting users’ needs. This paper focuses on the Determination of Factors Affecting Student Satisfaction of Islamic Azad University, using an exploratory factor analysis with Principal Component Analysis. Varimax rotation method was used during the exploratory factor analysis. Seven factors were extracted: (1) Academic advising effectiveness, (2) Campus support services, (3) Campus life (4) Responsiveness to diverse populations, (5) Safety and Security (6) Campus climate, (7) financial aid effectiveness. Students view academic advising as an important needed service.
This paper asserts that, despite rhetoric of added value, facilities management suffers a dearth of objectively researched, publicly available information concerning the impact of facilities on businesses at the level of market sectors or individual organizations. The paper aims to correct that situation for United Kingdom higher education institutions. A survey of undergraduates starting university in 2001 confirmed, to high levels of significance, earlier research with the 2000 class. For many institutions, facilities factors, where provided to a high standard, are perceived as having an important influence on students' choice of institution. Year-on-year comparisons show strong agreement at the global level and, where data could be gathered, at the institutional level. Individual institutions show marked differences, significant at levels of confidence over 95 percent. A comparison of "reputational pull" and "facilities pull" is suggested as a means of differentiating the brand of different institutions.
b>Purpose – The purpose of the paper is to report on the perception of students in regard to critical antecedents, dimensions and consequences of service quality with an aim to develop a theoretical model in the context of a university in Australia.
Design/methodology/approach – This research used focus group discussions with 19 students who had been studying in undergraduate and postgraduate level programs at an Australian university.
Findings – The findings show that the critical antecedents to perceived service quality are information and past experience. There are three aspects of perceived service quality, namely, academic, administrative and facilities. Student satisfaction and student trust are found to have direct and positive relationships with perceived service quality as consequences; and brand performance and behavioural intention are found to have indirect relationships with perceived service quality mediated through satisfaction and trust.
Originality/value – This paper found three separate themes and their relationships with service quality in the context of a university. These themes are: information, past experience and brand performance. Perceived service quality was found playing an important role in this theoretical model. The model provides a good explanation of university brand performance and students' behavioural intentions.
Does a smiling employee make a difference? Do men and women evaluate emotional cues differently in a commercial service setting? Previous work suggests that positive affective displays influence customer responses to service encounters, yet the impact of gender on these evaluations remains unclear. The main objective of this study was to examine whether men and women respond differently to positive and negative affective displays in brief, mundane service encounters. Consistent with North American gender stereotypes and process focus, women in this study were less satisfied than men with negative emotional displays during an otherwise smooth service exchange. Conversely, in process failure situations, negative affective displays had a double whammy impact on men participants’ satisfaction ratings. The implications of these findings to service managers are briefly discussed.
To establish long-term relationships with their students, higher education institutions need above all to satisfy them. Although to find their students' satisfaction level they need to find effective ways to measure it. This study presents a way to measure the construct satisfaction in higher education through the use of structural equations. The results show that the construct satisfaction, when measured though the variables used presents a reliability coefficient of 93%.
Purpose
In order to face the new competitive scenario, Italian universities are involved in a change process and are trying to adopt an entrepreneurial approach to better serve their customers/students. The paper aims to assess university performance by testing student satisfaction. It tries to provide universities with some solutions to improve its performance.
Design/methodology/approach
The case of the University of Bari has been analysed by interviewing a random (but well stratified) sample of students in order to test their satisfaction concerning services provided and quality perceived. Reasons why students decide to enrol at the University of Bari are also investigated.
Findings
Universities have to concentrate their efforts on the improvement of quality of teaching and non‐teaching services, in order to promptly respond to the target, and foster a stronger relationship with surrounding economic and productive systems.
Research implications/limitations
Universities need to adopt a customer centric approach. Future research should analyse the reform period experienced by the Italian University system, in order to investigate student satisfaction concerning recent changes. Moreover, a cross‐country analysis of student satisfaction, through the servqual questionnaire, would be interesting.
Practical implications
Student satisfaction at the University of Bari is higher for working students that are not interested in “additional” services. On the contrary, several improvements are perceived as urgent concerning non‐core services provided, in which regular students are very interested.
Originality/value
This paper provides a wide analysis of the services perception tested and viewed through student eyes.
Purpose – The purpose of this paper is to report on the design and use of a questionnaire to measure student satisfaction at Liverpool John Moores University's Faculty of Business and Law. Design/methodology/approach – The paper utilised the concept of the service-product bundle to design the survey questionnaire and then used SPSS and Quadrant Analysis to analyse the results to determine which aspects of the University's services were most important and the degree to which they satisfied the students. Findings – The most important aspects were those associated with teaching and learning, while the least important were those associated with the physical facilities. Practical implications – The concept of the service-product bundle is a valid and reliable tool for the design of a satisfaction survey and segments a University's service offering in such a way as to allow management to target resources at those areas that are perceived to be low satisfaction and high importance. The questionnaire can be utilised in most education establishments. Originality/value – Utilising the concept service-product bundle places responsibility for questionnaire content and design firmly on the service provider rather than the user.
Purpose
This study presents institutional research and aims to explore the underlying factors that contribute to hospitality management students' satisfaction and perceptions of service quality at a higher education college in Ireland. Research focusing on hospitality and leisure management education argues for greater cognisance of the relevance of students' experience with third level education. Therefore, the current paper seeks to address the issue of student feedback and satisfaction measurement in light of recent proposals.
Design/methodology/approach
The responses to a “course satisfaction questionnaire” taken from a database of first year students ( n =263) were factor‐analysed using the principal component technique, the purpose of which was to identify latent explanatory variables of the student satisfaction concept as applied in a hospitality management context. Descriptive analysis was used to examine the level of satisfaction within the data. Tests for gender and nationality differences were conducted. Correlational analysis along with multiple regression techniques were applied to the data set to explore the salient relationships between satisfaction variables.
Findings
Analysis reveals a multidimensional structure of student satisfaction. Six underlying factors accounted for a high percentage of variance in explaining student satisfaction. Academic support, welfare support and course communication structures are identified as being significant determinants while differences based on nationality are observed, particularly in relation to pre‐placement support.
Practical implications
Issues such as quality of student life and other non‐institutional factors need to be accounted for in offering a more comprehensive explanation of student satisfaction. The role of pre‐work placement preparation is emphasised. The potential to chart the level and structure of student satisfaction throughout the whole institution is suggested. Furthermore, the prospect of conducting longitudinal research serves as a unique opportunity. The use of quantitative techniques, bolstered by qualitative methods, is recommended as a future direction for data collection, analysis and synthesis.
Originality/value
This paper attempts to fill a gap in student satisfaction research from a hospitality and tourism management perspective.
Educational institutions like any other organizations are realising the significance of customers in their strategic decision-making process,. This paper examines students' priorities with respect to their satisfaction with facilities services offered at higher educational institutions . The undertaken survey forms a basis for measuring facilities performance within higher educational institutions. The paper starts with a review of previous work in this subject area. It provides a background theory of customer's satisfaction with regards to higher education facility services and then outlines the methodology of the study. Sampling and data collection methods are discussed, followed by the analysis. Finally, the results on students' perspectives about higher education facility services identify the most critical aspects that affect them as education clients.
Examines the concept of service quality in business education with data collected from 388 students. Identifies seven factors which influence student evaluations of service quality. In descending order of importance these factors are: reputation, administrative personnel, faculty, curriculum, responsiveness, physical evidence and access to facilities. Describes the implications for controlling quality and for achieving excellence in business education.
Purpose
This paper aims to investigate how students perceive the services they are offered at a German university and how satisfied they are with them.
Design/methodology/approach
An evaluation study using a new tool to measure 15 dimensions of student satisfaction at an institutional level that covers most aspects of student life was used. It was decided to develop a new measurement tool as many existing surveys are poorly designed, lack standardization and give no evidence concerning reliability or validity. Questionnaires were handed out in eight lectures for the pilot study and 18 lectures for the main study. The response rate was 99 percent. A total of 374 students (pilot study) and 544 students (main study) filled in the newly developed questionnaires using Likert scales.
Findings
The study gave a valuable insight into how students perceive the quality of the services offered at a university and how satisfied they are with these offerings. The results show that students' satisfaction with their university is based on a relatively stable person‐environment relationship. Thus, the satisfaction of students seems to reflect quite well perceived quality differences of offered services and of the wider environment. Students were particularly satisfied with the school placements and the atmosphere among students. Students were mostly dissatisfied with the university buildings and the quality of the lecture theatres.
Research limitations/implications
As the study involved only two samples of students from one university, the results cannot be generalized to the German student population as a whole.
Originality/value
The study was the first to successfully apply a measurement tool, which has previously not been used. The study has hopefully opened up an area of research and methodology that could provide considerable further benefits for researchers interested in this topic. It also shows how the concept of student satisfaction could be assessed in future studies.
Purpose
The purpose of this paper is threefold: first, to introduce a conceptual model for assessing undergraduate student learning outcomes and satisfaction that involves concepts drawn from the services marketing and assessment literatures; second, to illustrate the utility of the model as implemented in an academic department (geography) within a large American university, and third, to demonstrate the applicability of the model by replicating the study at different scales: an entire undergraduate program (business administration) in a large Spanish university and another program (nursing) involving various universities of a Spanish region.
Design/methodology/approach
A multi‐method approach is used which comprises quadrant analysis, ANOVA tests and structural equation modeling techniques. A questionnaire was designed for data collection.
Findings
The main finding is the support found for the proposed model at different scales. Results of the multi‐method approach provide specific guidelines to departments using this approach to improve student learning outcomes and satisfaction.
Practical implications
The paper provides a conceptual model and supporting tools that can be used by other academic departments or higher education institutions to assist in the evaluation of how students perceive their learning outcomes and satisfaction with their undergraduate program.
Originality/value
The value of this multi‐method approach is that it is simple to implement, and at the same time provides a richness of information for diagnosis and decision‐making. The model was tested with data collected in different undergraduate programs and different countries, allowing the authors not only to find support for the model, but also to consider cultural differences among student perceptions.
Despite rhetoric of added value, facilities management suffers a dearth of objectively researched, publicly available information concerning the impact of facilities on businesses at the level of market sectors or individual organisations. This paper aims to correct that situation for UK higher education institutions. A survey of undergraduates starting university in 2001 has confirmed, to high levels of significance, earlier research with the 2000 intake. For many institutions, facilities factors, where provided to a high standard, are perceived as having an important influence on students’ choice of institution. Year-on-year comparisons show strong agreement at the global level and, where data could be gathered, at the institutional level. Individual institutions show marked differences, significant at levels of confidence of over 95 per cent. A comparison of “reputational pull” and “facilities pull” is suggested as a means of differentiating the “brand” of different institutions.
Purpose
The purpose of this paper is to survey students on their satisfaction with university services and programs in a coeducational Lebanese Catholic higher education institution. The study attempts to relate self‐assessed knowledge of the university procedures, rules and regulations on six dimensions of satisfaction, being: academic experience, academic advisor, residential life, campus life, personal development opportunities, resources and student services.
Design/methodology/approach
A cluster random selection procedure was used to select n =870 students from within the university. Students rated 31 knowledge items and 33 satisfaction items. The study analyses student satisfaction in relation to their knowledge of procedures, rules and regulations. An Analysis of Variance (ANOVA) was run to determine differences between university class level, and knowledge level on satisfaction. In addition, a regression analysis was run to determine whether university class (freshmen, sophomore, junior, and senior level) and knowledge level (low, middle and high knowledge levels) were predictors of the satisfaction dimensions.
Findings
Generally, those who assessed their knowledge (of the services) as higher were more inclined to be satisfied. In addition, seniors in general were less satisfied with programs and services than freshmen students. Self‐rated knowledge and university level (freshmen, sophomores, juniors and seniors) significantly predicted satisfaction with both variables being highly associated (i.e. predicting) with satisfaction in academic advising.
Originality/value
Self‐enhancement theory suggests that those individuals with greater self‐worth have greater affective need to feel satisfied. Increased self‐worth is manifested in active roles of decision making and judgments about events that the individual experiences (Wells and Sweeney, 1986). Thus, self‐worth is highly correlated with knowledge about an aspect. This study shows that knowledge is an important predictor to satisfaction – i.e. the higher the knowledge the more satisfied students are likely to be.
The trends in student experience in higher education have significantly changed in the last decade. The changing pattern of student participation with large proportion of students in full time or part time employment while also studying, growing student diversity, the use of ICT and flexible modes of learning and the demand for work integrated learning which allows students to undertake practicum's while studying is playing a key role in the changing trend in student experience. Research in student experience and satisfaction has mostly looked at individual institutions and national results on student satisfaction. There is limited research on what students see as most important in various institutions with different cohort of students which may improve student engagement, retention and improvement in student satisfaction. This paper reviews the trend in student experience in three universities that have been using student satisfaction surveys for more than a decade with diverse student groups. The study is based on two Australian and one United Kingdom University (UK). The paper reports that student experience and high satisfaction is based on five interrelated factors including: adequate and reliable learning infrastructure and resources, quality of teaching staff, course design which enables student attainment of generic skills, quality management of student assessments and issues around administrative matters such as timetabling, admissions and enrolments. The findings of this study informs the predictors of student satisfaction which if effectively managed and improved by universities could result in improved student engagement, retention and student satisfaction.
To investigate how students' characteristics and experiences affect satisfaction, this study uses regression and decision tree analysis with the CHAID algorithm to analyze student-opinion data. A data mining approach identifies the specific aspects of students' university experience that most influence three measures of general satisfaction. The three measures have different predictors and cannot be used interchangeably. Academic experiences are influential. In particular, faculty preparedness, which has a well-known relationship to student achievement, emerges as a principal determinant of satisfaction. Social integration and pre-enrollment opinions are also important. Campus services and facilities have limited effects, and students' demographic characteristics are not significant predictors. Decision tree analysis reveals that social integration has more effect on the satisfaction of students who are less academically engaged.
Purpose
The purpose of this paper is to analyse the influence of image on student satisfaction and loyalty.
Design/methodology/approach
In order to accomplish the objectives proposed, a model reflecting the influence of image on student satisfaction and loyalty is applied. The model is tested through use of structural equations and the final sample is of 2,687 students.
Findings
The model shows that image is the construct that most influences student satisfaction. The influence of image is also relevant on student loyalty.
Research limitations/implications
In this paper, the constructs of image resulted in a reliability level of 0.846; future research is needed in order to find more reliable image measurement indicators.
Practical implications
If higher education institutions have to compete through image, the first step to take is to measure the university image held by its students. It is proven by this paper that the construct which most influences student satisfaction in higher education is the image construct, with a total effect of 0.86. Thus, if the institutional image rises or falls by a unit in terms of valorisation, satisfaction increases or diminishes by a proportion of 0.86 and loyalty by a proportion of 0.73.
Originality/value
Several studies have shown that, in general, corporate image is important to attract and retain customers. This paper depicts the specific influences of image specifically on student satisfaction and student loyalty and also the respective level of influence.
This study investigates the impact of multiple teaching quality factors on course satisfaction and instructor satisfaction as perceived by students. It applies established theory from customer satisfaction and educational psychology research to a sample of MBA and Undergraduate students from multiple sections of an introductory marketing course. In doing so, it demonstrates a method of obtaining diagnostic information to prioritize weaknesses and discover strengths of teaching performance that complements existing feedback processes. Substantive results indicate that learning was strongly related to course satisfaction and instructor enthusiasm was strongly related to instructor satisfaction. A discussion addresses how to use the r.esults while managerial implications summarize benefits and requirements to implement the method.
This study presents a comprehensive theoretical model designed to explain the academic satisfaction, residential living satisfaction, academic performance, and retention of college students. The model is tested against data obtained from a state university with generally strong results. This article explains how the model can be used by individual institutions of higher education to test the effect of their own policy measures on retention.
Using data from of 60 sections of a first finance course, attributes such as schedule timing, size, duration style, and instructor status (adjunct or full-time) are examined for impact on student performance and attitudes. The course examined is unique due to the significant number of sections offered and the utilization of a standardized final exam. Utilizing ANOVA, independent sample t-statistics and OLS regressions, significant differences are found in student performance and perceptions among course sections with different exogenous characteristics such as schedule time and class size. There appears to be some validity to the student folklore about superior schedule times for classes: differences are found in final grading but not objective student performance. Students in night classes appear to objectively outperform their daytime compatriots, but are not rewarded for it with higher grades. Similarly, students in classes of longer duration, but that meet less frequently, have superior scores on the standardized exam (but are not rewarded with higher grades), and are more satisfied than students in shorter, but more frequent classes. It is found that class size does not matter in performance, but does matter in receiving higher final course grades. In a surprise result, students in courses taught by adjunct instructors outperform those in classes taught by full timers.
Using multilevel modeling to analyze survey data from more than 1,300 alumni from a large research university, this study examines the impact that academic departments have on student satisfaction and development. Controlling for individual characteristics, we found that characteristics of departments such as faculty contact with students, research emphasis, and proportion of female undergraduates had a significant impact on satisfaction with education in the major and the perceived impact that college had on skill development.
This paper uses qualitative data from interviews with university lecturers to explore the effects of changes in financial support on students' demands and expectations. Four main changes were identified: a higher proportion of students enter higher education for career reasons than in the past; students are more interested in vocational aspects of their courses than in academic study; they are less willing to undertake independent study and are more demanding of teaching staff's time. A further change was identified in the extent of part-time working by students which affects attendance and study. The replacement of maintenance grants with loans and introduction of fees were seen to have encouraged 'consumerist' attitudes towards higher education. Changes in attitudes and expectations were also explained with reference to the expansion of higher education. These had adverse effects on university lecturers, with implications for job satisfaction and for recruitment and retention.
In this study, several service quality variables and concepts were used to examine differences in the perception of education quality, and the main factor affecting that perception, between students in the USA and the UK.
Feedback from students can inform improvement in higher education institutions and be part of the students’ role in university management. To be effective it is important to ‘close the loop’: from student views, through identifying issues and delegating responsibility for action, to informing students of the action resulting from their expressed views. The focus of this paper is the Student Satisfaction Approach, an institution‐wide survey used internationally. The paper explores the different ways universities feed back information to students following institution‐wide surveys, including the different presentation styles and the types of issues that are presented to students, drawing on international examples.
Examines New Zealand business students’ perceptions of service quality in education. Describes a study in which the respondents identified seven determinants of service quality. Unlike prior studies, uses an importance/performance-based approach to evaluate service quality in education. Identifies some perceptual problems, such as the least important factors being the best performers. Presents the implications for education administrators and makes some suggestions for future research.
Intense competition in higher education in many different countries mandates the need for assessments of customer-perceived service quality for differentiation purposes. An instrument developed specifically from a business education setting was employed utilizing an importance/performance approach with seven determinant choice criteria groupings. A sample of business students in New Zealand and the mid-Atlantic region of the USA participated, and some important problems in perceptions were noted. Strategic implications for the universities involved and suggestions for future research are provided
The main aim of the paper is to study the causal relationship between two constructs, perceived quality and satisfaction, in the particular case of multiservice organisations. These organisations offer a range of services to their customers, so that evaluation of perceived overall quality and of satisfaction is more complex than that of a single service. The study centres on two publicly-owned multiservice organisations: hospitals, and universities. The particular nature of multiservice organisations is that, when dealing with the influences of the dimensions of perceived quality, it is necessary to take into consideration not only the perceived quality of each of the services, but also the perceived overall quality of the multiservice organisation and the overall satisfaction with it.
Despite a vast literature in customer satisfaction, little has been said on the satisfaction of higher education institutions' customers i.e. the students. This study therefore, aims at finding out whether the current undergraduate students of Universiti Tun Abdul Razak (UNITAR) are satisfied with the quality of education delivered by the university. It also attempts to discover which of the factors that constitute UNITAR's education service contributes the most to the students' satisfaction level. Since the university delivers its education through a combination of web -based materials, on-line tutorials and the conventional face-to-face classes, the researchers identified seven independent variables to constitute the university's education service namely the course content, service given by the lecturers and the faculty, course assessment, instruction medium, social activities, concern for students and facilities. Data were collected through a set of questionnaire and analyzed using SPSS software. An analysis of mean gap score was obtained by subtracting the experience score from the corresponding expectation score to find out students' satisfaction with each of the factors. A stepwise regression analysis was conducted to determin e the factor affecting students' satisfaction. It was found that four factors namely facilities, instruction medium, course content and lecturer and faculty are significant in affecting student satisfaction. Discussion and conclusion were formed based on the mean gap score and stepwise regression analysis
Purpose
The recent changes that have occurred in the Spanish university teaching environment, such as growing competition, have caused these courses to become an important differentiating element of what is offered by each university. Therefore, the authors propose to delve deeper into the relationship existing between satisfaction and the intent to recommend the courses taken by the attendees.
Design/methodology/implications
The research developed in the paper endeavours to be a first approximation of the factors that determine the satisfaction of the people who attend the summer courses offered by a Spanish public university. Furthermore, this article analyses whether or not the satisfaction levels of the students translate into one of the positive behaviours that are set forth in specialised literature: recommendation. The information is based on the analysis of a self‐administered survey given to the students of the 2003 summer session after completing the course.
Findings
The results obtained show that the teaching staff, enrolment and course organisation are the elements that have an impact on student satisfaction, and they show that this satisfaction is what, to a large extent, explains the intent to recommend the courses. In addition to these three elements, and in order to increase the satisfaction levels of students, it is necessary to know the objectives that the students have.
Originality/value
This paper determines the elements that are potentially capable of generating satisfaction and the subsequent effect of the satisfaction on recommendations for the university (summer courses) have been analysed. Other papers analyse all universities, but this work analyses a university's summer courses.
Services marketing research has largely focussed on measuring service
quality and satisfaction associated with the primary service itself,
with little attention given to the effect of the physical surroundings
of the service setting. Leisure services in particular, may be concerned
with how consumers perceive the quality of the “servicescape” and what
effect the servicescape has on customer satisfaction and repatronage.
Investigates these effects, as well as the interactions of perceived
crowding, excitement and enduring involvement associated with the
leisure service. Results indicate that servicescape quality does play an
important role in determining customer affective and behavioural
response to the service.
b>Purpose – Based on the theoretical framework of expectancy-disconfirmation paradigm, the purpose of this paper is to examine the differences in student perceptions of the level of satisfaction related to educational and non-educational services among four groups of international postgraduate business students from China, India, Indonesia and Thailand undertaking study in Australia.
Design/methodology/approach – The data used in this study were derived from a mail survey conducted among international postgraduate business students from Asia studying at five universities in the state of Victoria, Australia. A total of 573 usable responses were received. Analysis using structural equation modelling, multivariate analysis of variance (MANOVA) and analysis of variance (ANOVA) was undertaken.
Findings – This study develops and tests a model of international postgraduate student satisfaction. Findings indicate that the importance of service quality factors related to both educational and non-educational services varies among nationality groups and, therefore, has a differential impact on student satisfaction.
Practical implications – The study provides insights into seven constructs related to educational and non-educational services that are perceived as important by postgraduate business students from Asia in satisfaction formation. Universities should develop a diversified strategic marketing plan that incorporates the differential needs of international postgraduate business students according to the educational and non-educational constructs developed in this paper.
Originality/value – This study makes a contribution by filling a void in academic research in the area of satisfaction in relation to postgraduate international business students from four nationality groups in Asia. <br /