Search results

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.

In the era of globalization, we have large market. Here, each one has to offer something for its survival or sustenance. Now, to capture the market of any product, the customer's satisfaction is essential. Government supported higher education institutions or the knowledge providing sectors day by day facing challenges both from nation's private institutions and global academic institutions. Students satisfaction obtained from the outcome or services provided by the institution is essential for its sustenance. Given that education is an experienced good, its efficacy can be measured by evaluating its effect on users, that is, students. Under these circumstances, it becomes very important to measure the level of satisfaction from the angle of the students of higher education institutions specially financed by government. An attempt has been taken in this chapter to measure students' satisfaction in master's level students of the University of North Bengal. This study is completely based on primary data collected from the structured questionnaire. Logistic regression model is used in this study as methodology.

This chapter compares student performance and course satisfaction in two large sections of an introductory financial accounting course. The students in one section used an online homework management system (OHMS), whereas the students in the other section used traditional homework methods. While an OHMS saves instructors’ valuable time, there is little extant research on how these systems affect students. Our study compares several performance measures and a general course satisfaction survey across the two groups of students. The results provide some evidence that an OHMS enhances students’ performance on some of the performance measures. Our results also show that there is no effect on students’ satisfaction in the course.

In this chapter we report findings from a quantitative and qualitative pilot study of students from a single university setting in the northeastern United States. The majority of participants were enrolled in either face-to-face or online sections of a business course in organizational behavior, and the textbook modality included both open (PDF) and proprietary (CourseSmart) digital formats. The key research questions focus on the degree to which students feel satisfied with electronic textbooks (e-textbooks). We also explore correlates of students’ satisfaction and their positive attitudes regarding the functionality of the use of e-textbooks by examining the impact of prior coursework and students’ concurrent use of other Internet sites, e.g., social media networks, while reading e-textbooks. Specifically, we explore the extent to which students’ positive attitudes toward the functionality of e-textbook use is sufficient to result in students’ engagement. Engagement is measured via their intentions to buy additional e-textbooks in the future, their course grades, and their perceptions of comprehension of the material over time. Students’ overall satisfaction with the e-textbook is likewise explored to determine impact on the same measures of engagement.

The 2019 coronavirus disease (COVID-19) pandemic has profoundly affected family and school life. Evidence demonstrates how pandemic-induced online learning and home confinement can influence family dynamics and, consequently, students’ mental health and quality of life. This chapter extends the literature by building upon the perspective of family systems theory and focusing the analysis on graduate students who are underrepresented in COVID-19 research. Drawing from an online survey among 337 graduate students enrolled in a state university in the Philippines during the second year of the pandemic, this study examines the three family relationship domains (cohesion, expressiveness, and conflict), their predictive relationships with life satisfaction, and the mediating role of mental well-being on these relationships. Findings indicate favorable levels of cohesion, expressiveness, and conflict in the family. Respondents’ age, sex assigned at birth, and marital status were significantly correlated with at least one domain of family relationship. Cohesion and expressiveness yielded significant positive predictive relationships on mental well-being and life satisfaction. Furthermore, findings indicate the partial mediation of mental well-being on the relationship between cohesion and life satisfaction and full mediation on expressiveness and life satisfaction.

Our ongoing program of research works with teachers to help them become more autonomy supportive during instruction and hence more able to promote students’ classroom motivation and engagement.

We have published five experimentally based, longitudinally designed, teacher-focused intervention studies that have tested the effectiveness and educational benefits of an autonomy-supportive intervention program (ASIP).

Findings show that (1) teachers can learn how to become more autonomy supportive and less controlling toward students, (2) students of the teachers who participate in ASIP report greater psychological need satisfaction and lesser need frustration, (3) these same students report and behaviorally display a wide range of important educational benefits, such as greater classroom engagement, (4) teachers benefit as much from giving autonomy support as their students do from receiving it as teachers show large postintervention gains in outcomes such as teaching efficacy and job satisfaction, and (5) these ASIP-induced benefits are long lasting as teachers use the ASIP experience as a professional developmental opportunity to upgrade the quality of their motivating style.

Our ASIP helps teachers learn how to better support their students’ autonomy during instruction. The value of this teaching skill can be seen in teachers’ and students’ enhanced classroom experience and functioning.

Given the complexity of societal, technological, and economic challenges encountered by schools and teachers, one may wonder whether and how teachers can still optimally motivate their students. To adopt a motivating role in today’s ever-changing, even stormy, educational landscape, teachers need more than a checklist of motivating practices. They also need a fundamental theoretical perspective that can serve as a general source of inspiration for their everyday classroom practices across various situations and in interaction with different students. Herein, we argue that self-determination theory represents such a valuable perspective. In Part I, we discuss the satisfaction of learners’ psychological needs for autonomy, competence, and relatedness as a source of student motivation, engagement, and resilience. We also present a recently developed circular model involving a broad variety of motivating (i.e., need-supportive) and demotivating (i.e., need-thwarting) teaching practices appealing to these three needs. In Part II, we discuss several implications of this circular model, thereby discussing the diverse pathways that lead to student need satisfaction, motivation, and engagement as well as highlighting teachers’ capacity for calibration to deal with uncertainty and change. We conclude that school principals and teachers do well to invest in both students’ and teachers’ psychological need experiences, such that they become skilled in flexibly adjusting themselves to diversity, uncertainty, and change.

International students face challenges when they attend a university outside their home country. Some of those challenges can be language barriers, expectations of professors, university rules and living situation. All of these can add strain to an already stressful situation of studying abroad. Student integration into a local society can offset some of the anxiety of studying overseas (Mattis, 2019). Students who have made friends are comfortable living within the locale in which they are studying and have reported more satisfaction than those students who have not integrated into a local society (Fischer, 2012). This chapter will study the ways in which students should work to integrate themselves into the local society and how the university and professors can help international students find a way to become familiar and content within the local society. Learning the regional language, culture and social activities help enhance the student’s satisfaction.

This chapter applies science mapping analysis (SciMat) and literature review as research methods to examine literature about higher education institutions (HEIs) during the Covid-19 pandemic. User acceptance, satisfaction, and perception are identified as the most productive research themes in the sample of 561 Web of Science (WoS) indexed articles about HEIs during the pandemic. The literature review of the top themes reveals that user acceptance is influenced by the perceived usefulness of online learning and ease of using online tools. The level of satisfaction among students in online learning is relatively high and linked with the perceived benefits of online courses. Conditions influencing user acceptance and perceived satisfaction differ between students and lecturers. Technology-related themes appeared to be relatively under-researched as standalone themes, but technological aspects turned out to be important components of the most prolific research themes identified.

The UK government has taken the lead in accelerating the capacity of higher education to engage with sustainability accounting and adopting a novel systematic approach toward a collective implementation of and contribution to Sustainable Development Goals (SDGs). The UN SDG 16 “Peace, Justice & Strong Institutions” promotes the (re)building of effective and accountable institutions. In line with the institutional logics metatheory, we provide empirical evidence on how the alignment between social mechanisms alongside the reputation of higher education institutions (HEIs) and SDGs on transparent and responsible service (SDG 16) affect the students' overall experience. Using a sample of 142 UK HEIs, interpretative content analysis and ordinary least squares, the results show that integrating HEIs' responsible-oriented research agenda proactively with high sustainability reputation adds significantly to greater student satisfaction.