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As group work is becoming more common in the classroom, teamwork as an andragogical tool continues to be problematic for students in management programs. The purpose of this paper is to determine how university students perceive teamwork and to identify teamwork problems along with potential solutions.

A triangulation mixed-methods approach was used. In study 1, qualitative data were gathered from a focus group comprising nine students. In study 2, quantitative data were gathered from an online survey completed by 127 students.

The data were analyzed using content analysis and ordinary least squares regression. The results indicated that free-rider experiences and peer evaluation are two key areas in determining dissatisfaction with teamwork. Teamwork challenges may be addressed via knowledgeable team leaders who balance task and relationship styles, equitable workloads, smaller team sizes, anonymous peer evaluations and the effective use of technology.

The findings are valuable to educators at tertiary-level institutions who utilize teamwork as an andragogical tool.

This study was designed to deepen understanding of university students' dissatisfaction with teamwork in Trinidad and Tobago and provide andragogical improvements that can be implemented to enhance the students' teamwork experience.

The purpose of this paper is to investigate experiences of students when working during the term. The particular aim of the study is to determine central aspects relevant for students when assessing their term‐time job.

The data are based on a qualitative study conducted at Chemnitz University of Technology, Germany. A number of students were interviewed about various work‐related issues in order to acquire information about common aspects that are frequently referred to when students assess their working experiences in terms of satisfaction and dissatisfaction.

With regard to the results three central aspects could be raised that were important within the students' assessment of their job: the self‐perception of being a student; the individual motivation to work during the term, and; social aspects like working atmosphere and social integration.

Owing to the fact that it was conducted with German students the study only reflects the specific context of German higher education and German companies' use and treatment of students as flexible employees.

Students' experiences as flexible workers together with the experienced reality of their fellow non‐standard employees provide them with first‐hand knowledge about the working situation of those employees. Universities should constitute the basis for reflecting experiences at work, link them to already existing research in this field and help students to draw conclusions for their future professional life as managers.

The study adds to the knowledge of how students perceive their term‐time job. In particular it highlights the influence of self‐identity, motivation and social aspects to students' satisfaction and dissatisfaction at work. It contributes to the few studies focusing on the experiences students have as flexible employees.

Despite the competitive internationalization of higher education, international students' responses to dissatisfaction (consumer complaining behavior or CCB) are not well understood in New Zealand. While studies show that many factors, including culture, influence CCB, the None‐Action mode in particular has been largely overlooked by researchers. The purpose of this paper is to examine Chinese student's CCB.

The study employed a qualitative exploratory focus group design examining Chinese students' CCB. Data were analyzed in two stages. First, data were coded into various CCB modes. Next, data relating to the specific mode of None‐Action were thematically analyzed. Five key themes for None‐Action were revealed: Futility, Inadequate Information, Fear of Consequences, Complexity, and Internalization.

This exploratory research found a high level of None‐Action responses. It was apparent that culture was highly influential in participants' CCB responses and that these None‐Action responses had an affective dimension.

Understanding None‐Action responses to dissatisfaction among international students in higher education is critical if universities are to avoid adverse funding consequences. There are cultural and personal implications for students and strategic implications for higher education institutions in understanding Chinese students' Non‐Action. The exploratory nature of the research means that it is designed to stimulate thought and debate on how to expand the body of knowledge on this mode of CCB.

The research highlights the importance to higher education institutions of understanding the cultural and service‐specific explanations for Non‐Action as a response to student‐consumer dissatisfaction.

This study aims to establish the relationship between indoor environmental quality and residential mobility in student housing in Ghana.

Using multiple regression and exploratory factor analysis through post occupancy evaluation, 26 indoor environmental quality (IEQ) indicators were explored among 1,912 students living in Purpose-Built off-campus university housing in Northern Ghana.

The study established a negative relationship between indoor environmental quality and residential mobility among student housing in Northern Ghana. Residential mobility is primarily attributed to the dissatisfaction with thermal and indoor air quality.

The negative relationship affects vacancy and rental cashflows for property investors. Also, understanding local environmental conditions can influence future student housing design and enhance thermal and indoor air quality.

The authors contribute to studies on indoor environmental quality in student housing. In addition, establishing the relationship between indoor environmental quality and residential mobility in tropical African regions is novel.

Since the declaration of COVID-19 as a pandemic in March 2020, higher education institutions (HEIs) across the globe have shifted – entirely or partly – to online teaching and learning; Lebanese HEIs were no exception. Such an unprecedented and “forced” transition to online teaching and learning has created a landscape for scholars and researchers to inquire into the efficiency and effectiveness of online teaching and learning, students’ satisfaction with this virtual educational experience, and instructors’ satisfaction with such an experience. This chapter presents a study about Lebanese instructors’ satisfaction with online teaching and learning during the pandemic. Instructors’ satisfaction was measured in terms of three satisfaction constructs of psychometrically validated “Online Instructor Satisfaction Measure” (OISM): instructor-to-student interaction (ISI); student-to-student interaction (SSI); and course design, development, and teaching (CDT). Data were collected through an online questionnaire from 102 Lebanese instructors across 7 Lebanese universities: 6 private universities and the national public Lebanese higher education institute (Lebanese University). This study found that there were no significant changes between the satisfaction levels in relation to each of the ISI, SSI, and CDT constructs between STEM education background instructors and their non-STEM education background counterparts. Despite their dissatisfaction with the level of interaction between them and their students (ISI), the participating Lebanese instructors were satisfied with the SSI, except for students’ collaborative and group work, and were also satisfied with the CDT, except for the preparation time required for delivering an online course.

The purpose of this qualitative study was to determine international students’ satisfaction on the quality of a private university in Turkey and the factors which influence their satisfaction. The study also investigated international students’ suggestions to improve their studies and life in Turkey. For these purposes, focus group interviews were conducted with 27 international students. Deductive coding was used to analyse collected data. The findings show that international students’ satisfaction is shaped by a number of different factors including, perceived quality of teaching, living and support service experiences and scholarships. Results also showed that participants considered extracurricular activities as an important part of their experiences when it comes to improving their campus life and learning experience.

This paper aims to investigate international students’ perception and satisfaction towards Turkish universities’ service quality.

This paper used modified version of SERVQUAL questionnaire for education purpose to collect data. Data were collected from 168 international students studying in public and private universities in Turkey.

Based on findings of this study, there is negative gap between perception and expectation for all 35 items in questionnaire among international students.

This study adds on educational service quality literature in developing country, specifically in Turkey. Additionally, decision-makers, institutions, etc. can use findings of this study to overcome the dissatisfactions and difficulties faced by international students in Turkey.

This study fulfills identified need to study international students’ perception and satisfaction towards Turkish universities.

This paper aims to ascertain the adequacy of the facilities provided in the students' hostels and to also investigate the level of satisfaction of the students to the available facilities.

A total number of 250 questionnaires were distributed to the respondents. A cluster sampling method was used in the data collection in which attempt was made to get a fair representation on each floor of the hostel blocks. The data collected were then analysed using descriptive statistics such as the mean score and standard deviation.

The result showed that students were generally dissatisfied with the hostel facilities with a mean score of 2.42 on a five-point scale which represents 66.6 percent dissatisfaction level. The result also showed that not all the necessary facilities as noted by other researchers were provided for the student in the hostel.

This result points to the need for a pragmatic and dynamic approach towards providing adequate and relevant facilities in the hostel accommodation to meet the minimum standard as obtained in other higher institution as this will invariably enhance the image of the institution and make it a top institution of choice to prospective students'.

Previous studies have always tended to focus on the management and administrative aspects of students housing, this paper provides the students perspective of the housing facilities thereby giving room for continuous improvement in student housing.

This paper focuses on the determinants of student satisfaction and retention in a college or university that are assumed to impact students' college experience.

Using empirical data and Herzberg's two‐factor theory, a modified version of the questionnaire developed by Keaveney and Young was administered to approximately 160 undergraduate business students at a state university in South Central Pennsylvania. Using path analysis, the hypothesized effects were tested empirically by incorporating a comprehensive set of independent variables and self‐reported experiential assessments to predict experience, which in turn related to student satisfaction.

The results indicate that the path coefficients from faculty and classes to students' partial college experience are consistent with the assumption that these are key factors that influence student partial college experience. Also, the path coefficient from student partial college experience to satisfaction was consistent with Herzberg's two‐factor theory. In addition, students who have a positive college experience are more likely to be satisfied with the college or university than students who do not have a positive college experience.

By focusing on antecedents of student satisfaction, colleges and universities can align their organizational structure, processes and procedures to become more customer‐oriented. Small sample size and self‐explicated retention data are the limitations of this study.

It is recommended in this study that the changing nature of the higher education marketplace encourages college administrators to apply the customer‐oriented principles that are used in profit‐making institutions.

Using a satisfaction model and a comprehensive set of independent variables and self‐reported experiential assessments to predict experience, this paper provides empirical findings to understand student satisfaction in higher education institutions.

There are several types of accommodation available to students of higher education institutions, and it is the responsibility of the institutions to focus on factors that can attract and retain students to their residences. This study aims to investigate satisfaction of higher institutions students with on-campus accommodation with an emphasis on the ethnicity of the students.

Using convenience sampling method, questionnaires were administered to students of selected residences in the study area. Mean item score was used to rank identified factors, whereas mean gap and Kruskal–Wallis K-test were adopted to examine the difference in opinion of students from various ethnic groups.

Overall, major features that make students dissatisfied with university-owned accommodations are enforcement of rule that compels all students to move out with their belongings during each recess, the effectiveness of the lift system, the size of wardrobe and closet, laundry service in the residence, numbers of electrical sockets and window quality. Considering dwelling unit features, neighbourhood, environmental, building quality and services provided by residence management, this study reveals that there is a significant difference in the satisfaction of students of diverse ethnic groups with their accommodation.

The study was limited to on-campus residences owned by higher education institutions in South Africa. However, the findings of the study can be adopted for off-campus residences, and such owned by private individuals, agencies and other bodies provided are approved by the institutions.

The findings of this study will help management of higher education institutions to improve quality of services in their residences for the satisfaction of their students. Developers, contractors and other stakeholders involved in construction of these residences will also find the findings useful in designing and construction of the facilities.