Through using a realist approach, this study aims to identify the key moderators of multi-campus effectiveness through a systematic literature review, with a focus on faculty staff and student satisfaction.
Following preferred reporting items for systematic reviews and meta-analyses guidelines, information from peer-reviewed journal papers relating to multi-campus universities was located. The systematic search spanned a 10 year period (2009 to 2019) and returned 538 results. After duplicates were removed, and titles, abstracts and full-texts were screened, 14 papers matched the eligibility criteria.
Four key moderators were identified through the thematic analysis: inconsistent technology, hesitation to innovate, geographical separation of staff and geographical separation of students.
By exploring the moderators, the study provides policy and practice professionals in higher education with a complex understanding of the key contexts that can hinder the success of staff and student satisfaction at multi-campus universities. To enhance the tangibility of the current review, the study concludes with practical steps forward for enhancing staff and student satisfaction at multi-campus universities.
Funding: This work was supported by the University of the Sunshine Coast under the Advancing Quality Teaching Award.
Declarations and conflict of interests: The authors declare no conflicts of interest with this work.
Christensen, L.S. and Nilsen, N.E. (2021), "Deconstructing quality at multi-campus universities: what moderates staff and student satisfaction?", Quality Assurance in Education, Vol. 29 No. 2/3, pp. 198-208. https://doi.org/10.1108/QAE-03-2021-0034
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