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1 – 10 of 820Linda Gabbianelli and Tonino Pencarelli
Based on the main studies presented in the literature, this work aims to examine the level of student satisfaction towards the on-campus accommodation service provided by an…
Abstract
Purpose
Based on the main studies presented in the literature, this work aims to examine the level of student satisfaction towards the on-campus accommodation service provided by an Italian university. Notably, the objectives of the study are twofold: (1) to examine the mediating role of student satisfaction on the relationship between university on-campus accommodation service quality and word-of-mouth and (2) to determine whether there is any significant difference in students' satisfaction towards on-campus accommodation in terms of gender and the halls of residence.
Design/methodology/approach
The study is based on the results of a survey carried out through an online questionnaire by 381 students living on campus at the University of Urbino.
Findings
The findings revealed that the quality perceived by university students in relation to individual services had a positive impact on their general satisfaction towards the halls of residence experience.
Research limitations/implications
The study presents some limitations such as lack of temporal comparisons, a focus on specific service quality items and the fact that it refers to a single Italian university.
Practical implications
The findings of this study will help the management of public universities to improve the quality of services in their halls of residence for the satisfaction of their students.
Originality/value
To the authors' knowledge, there have been no previous studies about on-campus accommodation service quality conducted in Italy. The study contributes to enrich the service quality literature, confirming both that the sum of the quality of individual elements is not as the overall satisfaction and the outcome intention of positive WOM depends not only on service quality attributes, but also from an overall evaluation of satisfaction.
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Ruth Annette Smith, Andrea White-McNeil and Faizan Ali
The purpose of this paper is to determine the students’ perceptions of an on-campus foodservice operation at an identified historically black college and university (HBCU) and its…
Abstract
Purpose
The purpose of this paper is to determine the students’ perceptions of an on-campus foodservice operation at an identified historically black college and university (HBCU) and its effect on their satisfaction and dining frequency.
Design/methodology/approach
A survey of 685 students was conducted to collect data. Partial least squares based structural equation modeling is used to test the proposed structural model with SmartPLS 3.0.
Findings
Results confirm that quality of food, ambience, value for money, food and beverage options and service quality have a positively significant impact on students’ overall satisfaction with the on-campus foodservice operation and dining frequency. As such, all the hypotheses are supported.
Research limitations/implications
These findings indicate that on-campus foodservice operators should focus on quality of food, ambience, value for money, food and beverage options and service quality to achieve student satisfaction. This in turn could positively impact the institution’s reputation, student retention and the marketability of the institution to future students.
Originality/value
This study would help on-campus foodservice operators to better understand the impact of the various elements of foodservice experience which will lead to students’ overall satisfaction and dining frequency, particularly in a HBCU setting.
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Marieke Versteijlen, Bert van Wee and Arjen Wals
Daily commuting trips of higher education (HE) students account for a large proportion of the carbon footprint of a HE institution. Considerations of students underlying their…
Abstract
Purpose
Daily commuting trips of higher education (HE) students account for a large proportion of the carbon footprint of a HE institution. Considerations of students underlying their choice of travel mode and their decision to make the trip to campus or to study online are explored as a necessary first step for finding an optimal balance between online and on-campus learning from both a sustainability and an educational perspective.
Design/methodology/approach
Focus group conversations were held with student groups from different study programmes of a university of applied sciences in the Netherlands.
Findings
Dutch students’ travel mode choices seem to depend on measures regulating travel demand such as a free public transport card and high parking costs. The findings indicate that students make reasoned choices about making a trip to campus. These choices depend on considerations about their schedule, type, lecturer and content of a course, social norms and their own perceived behavioural control. Alternative online options can provide students with more flexibility to make choices adapted to their needs.
Social implications
While these findings are useful for sustainable and educational reasons, they also seem helpful in times of COVID-19 which calls for a re-design of curricula to allow for blended forms of online and on-campus learning.
Originality/value
To the best of the authors’ knowledge, this paper is one of the first studies looking at students’ considerations when deciding whether to travel to campus to learn or stay at home learning online.
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Within education, the online forum is becoming a preferred mode of study across the globe and the COVID-19 era highlights its importance. Research around online education has…
Abstract
Within education, the online forum is becoming a preferred mode of study across the globe and the COVID-19 era highlights its importance. Research around online education has concentrated on the USA and Europe, and this study sought to redress the Western bias by exploring and comparing the perceptions of six post-graduate East-African students and lecturers at Pan Africa Christian University in Kenya on learning leadership online versus on-campus. It is debatable whether leaders are born or made; however, post-industrial theories embrace the concept that leadership is teachable. Semi-structured interviews were conducted, recorded, transcribed and thematically analysed, using a top-down approach, from a critical realist perspective. The results show that participants’ leadership ideals synthesised Afrocentric perspectives of communality, with Western ideals of transformational and servant leadership. Furthermore, there are differences between perceptions of East- African students and lecturers on online leadership learning. Students preferred the online avatar experience, whilst lecturers preferred on-campus or blended methods of leadership studies. Face-to-face connection was deemed important by students and lecturers but impeded by the inability to see facial reactions using the current online platform. This exploratory study gives insight into an East-African experience and sends a clear message to Kenyan institutions to invest further in video technology. Future research could include a longitudinal study of destinations and successes of Kenyan University online leadership alumni. The impact of the global coronavirus pandemic, with lockdowns and social distancing, further underlines the importance of ongoing online leadership research and education across the world.
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Leadership educators looking to successfully create and implement an interdisciplinary leadership minor can often find themselves overwhelmed and apprehensive. Little exists to…
Abstract
Leadership educators looking to successfully create and implement an interdisciplinary leadership minor can often find themselves overwhelmed and apprehensive. Little exists to help guide our way as we attempt what often is an initial academic beachhead on campus. This paper explores the creation, implementation, and outcomes of a highly-successful leadership minor on a small, private, urban campus. Reflections are offered concerning the difficulties faced in gaining approval of the minor, the problems created if you are too successful, the importance and cost of mentoring, issues of gender and race, the importance of evaluation, and the necessity of constant collaboration. A practical step-by-step guide is offered as a possible exemplar for leadership educators plucky enough to bring a new leadership minor to campus.
Edward Ayebeng Botchway, Kofi Agyekum, Hayford Pittri and Anthony Lamina
This study explores the importance of and vulnerabilities in deploying physical access control (PAC) devices in a typical university setting.
Abstract
Purpose
This study explores the importance of and vulnerabilities in deploying physical access control (PAC) devices in a typical university setting.
Design/methodology/approach
The study adopts face-to-face and telephone interviews. This study uses a semi-structured interview guide to solicit the views of 25 interviewees on the subject under consideration. Qualitative responses to the interview are thematically analyzed using NVivo 11 Pro analysis application software.
Findings
The findings reveal five importance and seven vulnerabilities in the deployment of PAC devices in the institution. Key among the importance of deploying the devices are “prevent unwanted premise access or intrusions,” “prevent disruptions to university/staff operations on campus” and “protect students and staff from outside intruders.” Key among the identified vulnerabilities are “tailgating”, “delay in emergent cases” and “power outage may affect its usage.”
Originality/value
This study offers insight into a rare area of study, especially in the Sub-Saharan Africa region. Furthermore, the study contributes to the state-of-the-art importance and vulnerabilities in deploying PAC devices in daily human activities. The study is valuable in that it has the potential to establish a foundation for future studies that may delve into investigating issues associated with the deployment of PAC devices.
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Sascha Naomi Jansz, Terry van Dijk and Mark P. Mobach
The purpose of this paper is to investigate which critical success factors (CSFs) influence interaction on campuses as identified by the facility directors (FDs) of Dutch…
Abstract
Purpose
The purpose of this paper is to investigate which critical success factors (CSFs) influence interaction on campuses as identified by the facility directors (FDs) of Dutch university campuses and to discuss how these compare with the literature.
Design/methodology/approach
All 13 Dutch university campus FDs were interviewed (office and walking interview), focussing on CSFs relating to spaces and services that facilitate interaction. Open coding and thematic analysis resulted in empirically driven categories indicated by the respondents. Similarities and differences between the CSFs as previously identified in the literature are discussed.
Findings
The following categories emerged: constraints, motivators, designing spaces, designing services, building community and creating coherence. The campus is seen as a system containing subsystems and is itself part of a wider system (environment), forming a layered structure. Constraints and motivators are part of the environment but cannot be separated from the other four categories, as they influence their applicability.
Research limitations/implications
This study was limited to interviews with FDs and related staff. The richness of the findings shows that this was a relevant and efficient data collection strategy for the purpose of this study.
Practical implications
By viewing the campus as an open system, this study puts the practical applicability of CSFs into perspective yet provides a clear overview of CSFs related to campus interaction that may be included in future campus design policies.
Social implications
This (more) complete overview of CSFs identified in both literature and practice will help FDs, policymakers and campus designers to apply these CSFs in their campus designs. This improved campus design would increase the number of knowledge sharing interactions, contributing to innovation and valorisation. This could create a significant impact in all research fields, such as health, technology or well-being, benefitting society as a whole.
Originality/value
This study provides a comprehensive overview and comparison of CSFs from both literature and practice, allowing more effective application of CSFs in campus design policies. A framework for future studies on CSFs for interaction on campuses is provided.
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Nitin Bhaurao Raut and Gweneth Gorman
The interruption of on-campus teaching and learning, due to the COVID-19 pandemic, forced universities around the globe to rethink their pedagogical models and adopt innovative…
Abstract
Purpose
The interruption of on-campus teaching and learning, due to the COVID-19 pandemic, forced universities around the globe to rethink their pedagogical models and adopt innovative strategies and approaches that enabled continuity of learning. Engineering schools and faculties were faced with the challenge of how to continue to engage students with the practical component of coursework, especially in terms of lab work and experimentation, which are mandatory requirements for degree awards.
Design/methodology/approach
This study documents how the Faculty of Engineering in a university in Oman engaged students with the practical component of their course during the pandemic by launching the remote DoIt@Home Lab. The DoIt@Home Lab approach included the design and development of video recorded labs, virtual labs, simulation exercises and DoIt@Home experiments which were provided to students as teaching tools and guides to conducting home experiments remotely.
Findings
This study presents the DoIt@Home Lab approach introduced to Year 2 Chemistry for engineering students. Students' grades improved by 11% over the previous year when the course was delivered face-to-face. Failure rates dropped by 8% while the number of students earning a 3.25 grade point average (GPA) or higher increased by 18%.
Originality/value
The DoIt@Home Lab for engineering courses could enhance students' learning experience and create an effective remote learning environment. While the DoIt@Home Lab was created to supplement on-campus activity in the event of a temporary disruption, it can also be used to supplement regular face-to-face program delivery.
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Gayane Sedrakyan, Simone Borsci, Asad Abdi, Stéphanie M. van den Berg, Bernard P. Veldkamp and Jos van Hillegersberg
This research aims to explore digital feedback needs/preferences in online education during lockdown and the implications for post-pandemic education.
Abstract
Purpose
This research aims to explore digital feedback needs/preferences in online education during lockdown and the implications for post-pandemic education.
Design/methodology/approach
An empirical study approach was used to explore feedback needs and experiences from educational institutions in the Netherlands and Germany (N = 247) using a survey method.
Findings
The results showed that instruments supporting features for effortless interactivity are among the highly preferred options for giving/receiving feedback in online/hybrid classrooms, which are in addition also opted for post-pandemic education. The analysis also showed that, when communicating feedback digitally, more inclusive formats are preferred, e.g. informing learners about how they perform compared to peers. The increased need for comparative performance-oriented feedback, however, may affect students' goal orientations. In general, the results of this study suggest that while interactivity features of online instruments are key to ensuring social presence when using digital forms of feedback, balancing online with offline approaches should be recommended.
Originality/value
This research contributes to the gap in the scientific literature on feedback digitalization. Most of the existing research are in the domain of automated feedback generated by various learning environments, while literature on digital feedback in online classrooms, e.g. empirical studies on preferences for typology, formats and communication channels for digital feedback, to the best of the authors’ knowledge is largely lacking. The findings and recommendations of this study extend their relevance to post-pandemic education for which hybrid classroom is opted among the highly preferred formats by survey respondents.
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Kristen N. Baughman and Jacklyn Bruce
The purpose of this qualitative study was to determine how college-level minority student leaders make meaning of those leadership experiences. Semi-structured interviews were…
Abstract
The purpose of this qualitative study was to determine how college-level minority student leaders make meaning of those leadership experiences. Semi-structured interviews were conducted with 12 students. Major findings noted a strong personal motivation to participate in student leadership positions. Further research on the impact of familial relationships on leadership development is recommended.