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

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.

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.

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.

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

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.

Improving service quality, student satisfaction and student loyalty is important to higher education institutions’ sustainable growth. The objectives of this study are a twofold: first, the study seeks to determine the dimensions of higher education service quality with a specific focus on Vietnam. Second, it examines how the service quality dimensions impact student satisfaction and student loyalty, with the moderating role of the university image.

This study followed a rigorous procedure, including interviews, a survey, exploratory factor analysis (EFA) and reliability analysis to identify higher education service quality dimensions and their measures. After that, using the data obtained from 1,550 university students in Vietnam, confirmatory factor analysis was used to validate the identified dimensions and structural equation modeling was used to test a proposed model explaining the outcomes of higher education service quality.

The findings reveal five dimensions of higher education service quality: academic aspect, nonacademic aspect, programming issues, facilities and industry interaction. Most of these factors have a positive influence on student satisfaction. In addition, the university image moderates the positive relationship between student satisfaction and student loyalty.

This study’s findings highlight the complexity of service quality in the higher education context and encourage higher education institutions to improve their service quality in image to enhance student satisfaction and loyalty.

This study suggests a unique measure of higher education service quality dimensions and provides fresh insights into how they impact student satisfaction and loyalty in Vietnam.

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.

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.

The findings revealed the significant relationships between student perceived service quality with satisfaction and loyalty. However, this relationship is mediated by student satisfaction.

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.

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.

This is believed to be the first study in Vietnam with sufficient evidence to support the concept that service quality positively related to students’ satisfaction and loyalty and satisfaction as mediating factor.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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

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

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.

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.

The main purpose of this paper is to investigate differences in student satisfaction across different programs of the same business college, and to identify dimensions underlying overall perceived quality. It also aims to investigate the existence of differences in perceived quality among programs and factors determining those differences. Based on these results, it seeks to assess the strengths and weaknesses of each program. Finally, differences in satisfaction constituents among high performing students and low performing students are to be analysed.

Research was conducted in two stages. First, a focus group method was employed in order to identify critical incident specificities for the population under study. Then, a survey based on Likert‐type items was used for data collection. Data processing involved both univariate and multivariate analysis.

Three major findings can be pointed out. First, in comparison with similar studies developed in western universities, the list of critical incidents contains noticeable differences. Secondly, it was found that students with different academic performances are concerned with different critical incidents. Thirdly, differences in overall satisfaction with educational experience were found among different lines of specialisation.

A major concern is related to not considering student motivation as an important influential variable on both academic performance and overall satisfaction. Then, a gender based analysis considering differences in satisfaction constituents could have been conducted.

Service organisations, including higher education providers, increasingly recognise that today's customers have many alternatives to chose from, that they may more readily change providers if they are not content, and that satisfaction largely depends on the quality of service provided. In the case of higher education institutions, this seems to be the case at the time (when prospective students apply to several colleges to get admitted), during the break between semesters (when students transfer from one college to another) or at the end of the program (when they can choose whether or not to continue their education within the same college).

The originality of this paper relies on the educational context in which it was conducted, and on the internal competition perspective. Compared with studies conducted in western universities, important differences were found. Romanian students report slightly different issues when evaluating perceived quality and satisfaction. Issues such as campus safety are not a major concern, while professors' personal behaviour problems are highlighted.

This paper aims to identify and test four competing models with the interrelationships between students’ perceived service quality, students’ satisfaction, loyalty and motivation using structural equation modeling (SEM), and to select the best model using chi-square difference (Δχ2) statistic test.

The study uses survey research design to gather data regarding attitudes of students about quality of services and their level of satisfaction, motivation and loyalty. A total of 1,439 valid questionnaires were collected from four public universities in the state of Andhra Pradesh, India, and the relationships between four variables using SEM are tested.

The structural model with direct and indirect relationships between the constructs proves as a best among the competing models. The result supported direct effect of students’ perceived service quality on students’ satisfaction and motivation; and indirect effect on students’ loyalty. Implications and research contributions are discussed and directions for further research are indicated.

The study considers the examinations of the simple bivariate relationships between service quality, satisfaction, motivation and loyalty may mask or overstate their true relationships due to omitted variable bias. Structural theory with simultaneous measurement of the direct and indirect relationships between students’ perceived service quality, satisfaction, motivation and loyalty adds a unique contribution to the existing field of knowledge, especially higher education sector.

The results of SEM show that the service quality is a key antecedent to students’ satisfaction, loyalty and motivation. Motivating students for present and future studies with better participation in the process is important to increase quality and efficiency in their output. The best services also make students loyal to the institution. The findings suggested that it would be worthwhile for university’s administration to make proper allocation of resources, to provide better educational services. It is believed that this study has a significant competence for engendering more precise applications related to quality of services, especially concerning students’ satisfaction, loyalty and motivation.

The research provides significant insights and demonstrates good understanding of students’ perceived service quality in the context of Indian universities. The changing nature and need of higher education services and increase in competitive intensity necessitates higher performance levels in the realm of Indian higher education (universities). The study identified that students’ perceived service quality is a key antecedent to students’ satisfaction, motivation and loyalty, which conveys that service quality is an important construct.

Several points are addressed based on the models identified in the study. First, there is sufficient evidence of a significant bivariate relationship between service quality, satisfaction, loyalty and motivation. Second, although service quality is an important determinant of loyalty, the exact nature of this relationship remains unresolved. Third, it is evident that very few studies have investigated multiple direct links between service quality, satisfaction, motivation and loyalty. Further, there is no reported investigation of whether any or all of these variables directly and indirectly influence loyalty when the effects of service quality, satisfaction, motivation are simultaneously considered in Indian higher education sector. Therefore, to present a more pragmatic picture of these relationships, the study identified the “collective model” that investigates the underlying relationships that exist among these constructs.

The present study seeks to design an index model of satisfaction among Iranian students who are studying at public universities in this country.

In this research, data were collected in two stages: in the first stage, the data related to satisfaction indices were collected from 62 experts on pedagogical science and marketing management. In the second step, the data were collected from 1,404 students and were analysed by fuzzy analytic hierarchical process method, interpretive structural modelling and structural equation modelling.

The results of this study showed that three variables “perceived quality”, “organization image” and “Student relationship management” are reliable as indicators of student satisfaction. Also, contrary to the results of previous studies, the variable of expectations cannot predict the satisfaction of the students.

Models of satisfaction have been designed in different fields. Also, in the measurement of satisfaction, attention to the field and customization is approved by researchers. Accordingly, the present study tries to design indices of satisfaction among students of state universities in Iran. It also pointed out the effect of customization on the formation of satisfaction at the Iranian and other universities.

The past decade has seen a proliferation of research on service quality in education. However, little attempt has been made to understand the impact of student perceived service quality on sustainability practices of the university or the effect of such practices on student satisfaction. To bridge this gap, this paper aims to propose a conceptual framework to examine the relationships between service quality, sustainable practices and student satisfaction from the perspective of students.

A quantitative methodology was employed, and data were collected through an online structured questionnaire. Responses were gathered from undergraduate students (n = 419) studying in four colleges affiliated to a university in Delhi, India. Exploratory and confirmatory factor analyses were used to validate the instruments. Structural equation modelling was used to examine the associations between the constructs.

The research revealed that student perceived service quality in education has a significant effect on their perception of sustainable practices of the university and student satisfaction. Further, sustainable practices predict student satisfaction.

The findings may guide the key decision-makers in the education industry to incorporate service quality and sustainable practices in their strategy and thereby enhance student satisfaction.

This research is the first of its kind to examine the impact of service quality as perceived by students on the perception of sustainability practices of the university. Further, it empirically tests the effect of perceived sustainability practices on student satisfaction.