Demonstrating genuine interest in students' needs and progress: Implications for student satisfaction with courses

Abstract

Purpose

The purpose of this paper is to identify the best predictors of student satisfaction with teaching.

Design/methodology/approach

As part of a larger survey around student satisfaction differences in overall satisfaction with the course were compared to age, gender and enrolment characteristics. In addition the relationship between overall satisfaction and other quality teaching indicators was examined to identify those areas that were the best predictors of overall student satisfaction.

Findings

The best joint predictors of overall satisfaction were genuine interest in the individual's learning needs and progress, development of understanding of concepts and principles, clear expectations, the genuine interest of staff in teaching and reasonable workload.

Research limitations/implications

There was a relatively low response rate for the survey (7.56 percent). No data were available on students who had the opportunity but did not respond. Based on demographic data the proportions of students responding to the questionnaire were similar to the overall demographics for the cohort for age, gender, mode of study and study load.

Practical implications

Genuine interest in students' needs and progress can be demonstrated by staff demonstrating empathy, being accessible and approachable as well as encouraging and supportive.

Originality/value

At a time in higher education when the workloads of many academics are increasing this research serves as a timely reminder that students appreciate staff who demonstrate genuine interest in their individual needs.

Citation

Rogers, J. and Smith, M. (2011), "Demonstrating genuine interest in students' needs and progress: Implications for student satisfaction with courses", Journal of Applied Research in Higher Education, Vol. 3 No. 1, pp. 6-14. https://doi.org/10.1108/17581181111150865