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Article
Publication date: 22 April 2011

John Rogers and Morgan Smith

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

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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.

Details

Journal of Applied Research in Higher Education, vol. 3 no. 1
Type: Research Article
ISSN: 2050-7003

Keywords

Article
Publication date: 16 September 2022

Ha Thi Thu Bui, Quyen Thi Tu Bui, Thanh Thi Phuong Nguyen, Quang Huu Cao, Thuy Van Phung and Ha Thanh Nguyen

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…

Abstract

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 studentssatisfaction and loyalty and satisfaction as mediating factor.

Details

Quality Assurance in Education, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 0968-4883

Keywords

Open Access
Article
Publication date: 18 August 2022

Shahrokh Nikou and Ilia Maslov

Students' satisfaction with e-learning outcomes is a vital component in determining the adoption of e-learning systems. Understanding the antecedent factors impacting…

Abstract

Purpose

Students' satisfaction with e-learning outcomes is a vital component in determining the adoption of e-learning systems. Understanding the antecedent factors impacting students' satisfaction with e-learning outcomes helps decision-makers at the higher education to take the necessary actions to enhance the quality of students' performance, especially during the exceptional times, such as the COVID-19 pandemic.

Design/methodology/approach

This paper aims to determine and analyse the antecedent factors influencing students' satisfaction with e-learning outcomes during the pandemic. Structural equation modelling (SEM) is used to analysis a proposed research model.

Findings

The SEM results show that digital communities in e-learning, information technology (quality and accessibility) and the online course design quality directly influence students' satisfaction with e-learning outcomes. More interestingly, results show that the COVID-19-related factors (1) awareness of the COVID-19, (2) perceived challenges (negatively) and (3) the educational institutions' preparedness also influence e-learning outcomes.

Research limitations/implications

The results suggest that the decision-makers at the educational institutions should consider adopting a blended learning system approach to deliver e-learning during the emergency, such as the COVID-19 outbreak situation.

Originality/value

This is one of the first studies in higher education context, which seek to identify the antecedent factors that influence students' satisfaction with e-learning outcomes during the COVID-19 pandemic.

Details

International Journal of Educational Management, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 0951-354X

Keywords

Article
Publication date: 15 July 2022

Amal Abdulla Al Hassani and Stephen Wilkins

Universities worldwide struggle to retain students, so it is important to identify the factors that may improve retention levels. The research investigates key factors…

Abstract

Purpose

Universities worldwide struggle to retain students, so it is important to identify the factors that may improve retention levels. The research investigates key factors that have an impact upon student satisfaction and students' staying and supportive intentions. Of particular interest is the extent to which organizational identification and institution reputation influence student satisfaction and behaviors.

Design/methodology/approach

A conceptual model was developed and tested using covariance-based structural equation modeling. The data were obtained from a survey of 419 first year full-time undergraduate students in the United Arab Emirates.

Findings

Perceived quality of teaching, organizational identification and institution reputation were found to be significant predictors of student satisfaction in our model, with student satisfaction having both direct and mediating influences on students' staying and supportive intentions.

Practical implications

The findings suggest that universities should undertake activities that strengthen student-university identification and institution reputation, as these may strongly influence students' attitudes and behaviors. The paper discusses strategies that institutions may implement to develop and maintain organizational identification among students.

Originality/value

The research highlights that although perceived quality of teaching has an influence on student satisfaction, the influences of organizational identification and institution reputation are stronger.

Details

International Journal of Educational Management, vol. 36 no. 6
Type: Research Article
ISSN: 0951-354X

Keywords

Open Access
Article
Publication date: 6 July 2022

Sulaimon Adewale and Muyideen Babatunde Tahir

The onus of this study was to find out the role played by virtual learning environment factors on students' satisfaction during the COVID-19 period in Nigeria. A survey…

Abstract

Purpose

The onus of this study was to find out the role played by virtual learning environment factors on students' satisfaction during the COVID-19 period in Nigeria. A survey was carried out on students in higher education institutions in Nigeria to actualize this purpose.

Design/methodology/approach

Simple random sampling techniques with the aid of Krejcie and Morgan's (1970) sample determinant and the Snowball sampling technique were adopted to sample 270 students in higher education institutions in Nigeria. An adapted questionnaire was used. Cronbach alpha coefficients were calculated for the two sections of the independent and dependent variables. Virtual learning environment factors yielded 0.89, while students' satisfaction yielded 0.87. Data were analyzed using descriptive statistics, Pearson product–moment correlation, two-way ANOVA and linear regression analysis.

Findings

The results of the ANOVA, F (df 4, 265) = 50.905, p < 0.000, indicate a statistically significant relationship (stronger than 0.05) between the independent variables (virtual learning environment factors) and the dependent variable (students' satisfaction). It was found among others that instructors' support and collaboration factors predicted students' satisfaction with virtual learning experiences during the COVID-19 period.

Originality/value

Virtual learning during COVID-19 caught both lecturers and students unprepared. Most developing countries especially Africans were used to the traditional face-to-face learning, more so, the use of virtual means to learn was still at a nascent stage. This study, therefore, contributed to the role of the learning environment in virtual learning satisfaction.

Details

Asian Association of Open Universities Journal, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 1858-3431

Keywords

Article
Publication date: 14 June 2022

Muhammad Ali, Chin-Hong Puah, Shafaque Fatima, Anum Hashmi and Muhammad Ashfaq

This research investigates the relationship between e-learning service quality dimensions, student e-learning satisfaction, commitment and behaviour towards finance…

Abstract

Purpose

This research investigates the relationship between e-learning service quality dimensions, student e-learning satisfaction, commitment and behaviour towards finance courses in higher education institutes of Pakistan.

Design/methodology/approach

Due to specific study objectives, the authors gathered sample data of 359 university students who were enrolled in the traditional learning system and shifted to the e-learning environment. The study employed partial least squares-structural equation modelling (PLS-SEM) based approach using Smart PLS version 3.0.

Findings

The results indicated that out of four e-learning service quality dimensions, three dimensions (system quality, course material and instructor quality, information technology (IT) and support service quality) positively impacted student e-learning satisfaction. The other dimension of e-learning service quality (course website quality) showed a positive but insignificant effect on e-learning satisfaction. Additionally, e-learning satisfaction was positively related to e-learning commitment, which, in turn, has a positive and significant influence on student e-learning behaviour towards finance courses.

Originality/value

Overall, the study’s findings provide useful policy implications for higher education institutes, particularly in the coronavirus disease 2019 (COVID-19) pandemic.

Details

International Journal of Educational Management, vol. 36 no. 6
Type: Research Article
ISSN: 0951-354X

Keywords

Book part
Publication date: 1 June 2021

Ayşe Collins, Zeynep Goknil Sanal and Aygil Takır

The purpose of this qualitative study was to determine international studentssatisfaction on the quality of a private university in Turkey and the factors which…

Abstract

The purpose of this qualitative study was to determine international studentssatisfaction 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 studentssatisfaction 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.

Details

Global Perspectives on Recruiting International Students: Challenges and Opportunities
Type: Book
ISBN: 978-1-83982-518-7

Keywords

Article
Publication date: 15 February 2022

Edem M. Azila-Gbettor, Christopher Mensah and Martin Kwasi Abiemo

The paper examined the mediating effect of meaningfulness of study on the relation between self-efficacy and academic programme satisfaction within higher education setup.

Abstract

Purpose

The paper examined the mediating effect of meaningfulness of study on the relation between self-efficacy and academic programme satisfaction within higher education setup.

Design/methodology/approach

A total of 376 randomly selected students took part in the study by completing a self-reported survey. Data were analysed using PLS-SEM.

Findings

Results suggest self-efficacy and meaningfulness of studies positively predict student's satisfaction with academic programme. Besides, meaningfulness of study mediates the relation between self-efficacy and student's satisfaction of academic programme.

Originality/value

This study is one of the first to provide empirical evidence of the influence of meaningfulness of studies on self-efficacy and student academic programme satisfaction in the higher education context.

Details

International Journal of Educational Management, vol. 36 no. 3
Type: Research Article
ISSN: 0951-354X

Keywords

Open Access
Article
Publication date: 30 March 2022

Pushkar Dubey and Kailash Kumar Sahu

Students' perception towards learning technologies in the disruptive times like coronavirus disease (2019) COVID-19 is what the educational institutes are striving to know…

Abstract

Purpose

Students' perception towards learning technologies in the disruptive times like coronavirus disease (2019) COVID-19 is what the educational institutes are striving to know so that the educational institutes could provide the best learning experiences to students. The present study attempts to identify the technology-enhanced learning (TEL) factors (i.e. informational quality, compatibility, resource availability, self-efficacy, subjective norms, subject interest and informational quality) with the mediation effect of perceived benefits on student satisfaction to TEL amongst non-technical students of different college/universities at Chhattisgarh state.

Design/methodology/approach

Purposive sampling technique with “criterion variable” was applied to collect responses from 600 participants. Students, who are enrolled in non-technical courses at different colleges/universities, were participated in the present study. The data collection process was completed during April–November 2019.

Findings

The results revealed that perceived benefits to TEL were significantly and positively mediated between all the TEL factors (i.e. information quality, compatibility, resource availability, self-efficacy, subjective norms, subject interest and institutional branding) and student satisfaction to TEL.

Originality/value

The present study itself is a novel study by taking TEL factors such as informational quality, compatibility, resource availability, self-efficacy, subjective norms, subject interest and institutional branding by considering perceived benefits as mediator to examine the influence on student satisfaction to TEL.

Details

Journal of Research in Innovative Teaching & Learning, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2397-7604

Keywords

Article
Publication date: 11 May 2021

Po Tsai and Panayiotis Antoniou

This paper aims to describe the findings of a study investigating the relationships between teacher attitudes to teaching mathematics, teacher self-efficacy, student

Abstract

Purpose

This paper aims to describe the findings of a study investigating the relationships between teacher attitudes to teaching mathematics, teacher self-efficacy, student achievement and teacher job satisfaction in Taiwan.

Design/methodology/approach

Data were collected from 110 fifth grade primary school teachers and their students (n = 2,334) between 10 and 10 years old. A teacher questionnaire and a criterion-reference test in mathematics were distributed during the academic year 2016–2017. The data were analysed using confirmatory factor analysis and stepwise linear regression.

Findings

The results revealed that teacher attitudes to teaching mathematics, efficacy in classroom environment and student achievement in mathematics could, to some extent, explain variations in teacher job satisfaction. Of all the variables, teacher attitudes to teaching mathematics explained the largest portion of the variance in teacher job satisfaction.

Originality/value

These findings support the proposition that teacher attitudes to teaching mathematics affect teacher job satisfaction, which is in turn, translatable into enhanced teacher effectiveness. It is important to note that this study explores the impact of student achievement on teacher job satisfaction (and not the other way round), which is a relationship that remains under-researched and needs further investigation. Implications of the findings are discussed, and suggestions for further studies are provided.

Details

International Journal of Educational Management, vol. 35 no. 5
Type: Research Article
ISSN: 0951-354X

Keywords

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