Search results

This study aims to examine the relationship between sustainability initiatives and student satisfaction in accommodation services at the University of Northampton.

Four main sustainability factors, including energy consumption, waste management, environmental responsibility and green infrastructure, are explored in relation to their impact on student satisfaction. A quantitative research approach was used, using a structured questionnaire distributed to 224 students. Correlation and regression analyses were conducted to assess the associations and predictive power of the sustainability factors on student satisfaction.

The findings underscore the pivotal role of sustainable initiatives in shaping student satisfaction with accommodation services. Particularly, energy consumption, environmental responsibility and green infrastructure emerged as significant factors influencing higher levels of student satisfaction. These outcomes align with the core principles of sustainability and emphasize the importance of implementing effective strategies in these domains to enhance student experiences. Existing literature supports these findings, indicating that sustainable practices significantly contribute to enhanced satisfaction levels. It is crucial to acknowledge that this study focused on a specific context, namely, the University of Northampton, and caution should be exercised when generalizing these findings to other settings.

This study contributes to the existing literature by providing empirical evidence of the specific sustainability factors that influence student satisfaction in university accommodation. Findings offer valuable guidance for universities and accommodation providers in developing and implementing sustainable practices to create a conducive living environment for students.

Following the COVID-19 pandemic, most higher education institutes shifted to online learning as the sole alternative to continuing education while mitigating the risks imposed by the pandemic. This has raised several concerns regarding students’ learning experience, satisfaction and academic achievement, particularly in countries where students have restrained technological resources (i.e. developing nations). The current research aims to investigate the key factors influencing students’ attitudes, satisfaction and academic achievement among university students in an emerging market context (i.e. Morocco). The moderating effect of students’ motivation to study online was also scrutinized.

The authors propose an integrated conceptual framework that combines the technology acceptance model (TAM) with the outcomes of prior literature related to online learning. Based on data collected from 850 Moroccan university students, the authors empirically tested the conceptual model using a partial least squares (PLS) estimation.

First, attitude toward online learning and satisfaction positively impact university students’ academic achievement; at the same time, attitude positively impacts students’ satisfaction with online learning. Second, students’ satisfaction and attitude toward online learning were found to be mainly influenced by instructor performance, ease of use of the online learning platform, information quality, interactivity and perceived usefulness (PU). Finally, student motivation acts as a moderator, e.g. students with higher motivation to learn online are more likely to develop a favorable attitude toward online learning and can, therefore, accomplish better academic performance.

The current study makes a considerable contribution to the literature by contributing to the on-going debate about the potentials and challenges of online learning, particularly in an emerging country where education remains a considerable challenge. The study findings can help higher education institutes gauge the quality of online education programs and design efficient strategies to develop high-quality online learning for students. Our findings have implications not only for educational institutions and instructors in developing markets but also for the vendors of online course delivery software.

The purpose of this paper is threefold: first, to examine the influence of the quality of online classes on student satisfaction and student loyalty; second, to explore the mediating role of student participation between online classes and student satisfaction; third, to examine the mediating role of student satisfaction between online classes and student loyalty.

The primary data is collected from the postgraduate students in Jammu and Kashmir, India. A descriptive research design was applied to collect the primary data via Google questionnaire with the COVID-19 pandemic in mind to maintain social distance.

The result reveals that online classes and student participation positively affect student satisfaction. Student participation is a partial mediator between online classes and student satisfaction, with 0.393 Variance Accounted For (VAF). In comparison, it is a full mediator between online classes and student loyalty with 0.96 VAF.

The current study was restricted to postgraduate students, while future research could include research scholars, graduate students, and others. Only government institutions in Jammu and Kashmir were employed for the present study. The study may eventually be expanded to include private universities and more states.

The suggested approach can help teachers, students, policymakers and administrators. The study emphasizes the crucial elements of student engagement and happiness, which must be prioritized to improve online teaching and learning effectiveness and win over students' loyalty.

The study tested the conceptual framework of an integrated approach connecting online classes, student participation, student satisfaction and student loyalty. The study was conducted during the COVID-19 pandemic lockdown period, as it was the need of the hour to come out of such a crisis in the future. The present study can also provide a roadmap for transformation from physical to virtual classrooms.

This research aims to determine the levels of education quality (EQ), technology usage (TU), students' satisfaction (SS) and the impact of EQ on SS. Also, it seeks to find out how TU as a moderator affects EQ and SS in Pakistani private higher education institutions (HEIs).

A total of 440 postgraduate students at eleven private universities in Lahore, Punjab Province, Pakistan, participated in empirical research and data were obtained through the use of an online questionnaire. Simple random sampling was used to choose participants and partial least square structural equation modeling was employed to analyze the data.

The findings revealed that Pakistani private HEIs have a medium level of EQ, TU and SS. Furthermore, the data reveal the existence of a significant positive relationship between EQ and SS, whereas TU as a moderator was found to negatively affect EQ and SS.

Postgraduate students of private HEIs in Pakistan were considered for this investigation and this study was limited to testing only in Punjab province. Another limitation of this study is that it was based on a research framework from previous research and literature. This study employed questionnaire surveys to conduct evaluations of teachers' teaching quality by university students. Furthermore, the questionnaire employed student self-evaluations to assess the quality of teaching. The research data would be more detailed if it were possible to include teachers' self-evaluations of their teaching quality.

The current study provides key insights for policymakers, higher education commission and HEIs. The results suggest leveraging the identified medium levels of EQ, TU and student satisfaction in Pakistani private HEIs. In an effort to boost the medium levels, policymakers are encouraged to enhance the teaching and learning experience by robustly integrating Web 4.0 technologies. Institutions can intervene strategically by investing in infrastructure and innovative tools aligned with students' technological needs. Likewise, policymakers and institutions can optimize learning management systems (LMS) by developing and implementing policies that encourage their adoption and optimization across HEIs. This may contribute to the accomplishment of the United Nations' sustainable development goal of providing quality education. Moreover, with the help of this research HEIs can establish minimum quality standards regarding academic teaching and learning materials. Implementing the above-mentioned practical implications might boost student satisfaction in HEIs which would benefit not only students but also the institutions.

The novelty of the article lies in the fact that it addresses the gap in the existing literature by exploring the levels of EQ, TU and student satisfaction in the context of private higher education in Pakistan. Furthermore, this study investigated whether TU served as a moderator in the relationship between student satisfaction and UNESCO-recommended EQ. This study elaborates on EQ indicators recommended by UNESCO in Pakistan’s private higher education sector.

Prospective students and other stakeholders in the education system use global and national rankings as a measure of the quality of education offered by different higher educational institutions. The ranking of an Institution is seen as a measure of reputation and has a significant role in attracting students. But are students happy in the top-ranked institutions? Does a high rank translate into high student satisfaction? This study answers this question taking data from top educational institutions in India.

This study examines how the top-ranked higher education institutions in India fare on student satisfaction. Using the data on key performance indicators published by the National Institutional Ranking Framework (NIRF) and student satisfaction scores of these institutions reported by NAAC, the study explores a possible relationship between the ranking of an institution and its student satisfaction score.

The study finds no significant relationship between the ranking of an institution and its student satisfaction score. The only institutional performance dimension which has a positive correlation with student satisfaction is graduate outcome. The diversity dimension is seen to be negatively correlated with student satisfaction.

The importance of modifying the ranking frameworks to account for the real drivers of student satisfaction is highlighted. The items in the student satisfaction survey should be regularly updated to reflect the actual concerns of the students. This is very important given the fact that the number of Indian students going abroad for higher education recorded a six-year high in 2022 at 750,365.

With more than 50,000 institutions catering to over 40 million students, India has the largest higher education system in the world. Given the high level of competition among these institutions, ranking and accreditation have become important parameters used by students for selection of an institution. But do top-ranked higher education institutions have the most satisfied student community? The assumption is disproved using the most credible secondary data. This study is the first of its kind in the Indian context. It has huge implications for the most respected ranking frameworks.

To significantly adopt and improve indoor energy efficiency in building infrastructure in developing countries can be a challenging venture. Thus, this study aimed to assess the satisfaction of indoor environmental quality and its effect on energy use intensity and efficient among student housing.

The study is quantitative and hinged on the contrast theory. A survey of 1,078 student residents living in purpose-built student housing was contacted. Using Post-Occupancy Evaluation and Multiple Linear Regression, critical variables such as thermal comfort, visual comfort and indoor air quality and 21 indicators were assessed. Data on annual energy consumption and total square metre of the indoor area were utilised to assess energy use intensity.

The study found a direct relationship between satisfaction with indoor environmental quality and energy use intensity. The study showed that students were more satisfied with thermal comfort conditions than visual and indoor air quality. Overall, these indicators contributed to 75.9% kWh/m² minimum and 43.2% kWh/m² maximum energy use intensity in student housing in Ghana. High occupancy and small useable space in student housing resulted in high energy use intensity.

Inclusions of sustainable designs and installation of smart mechanical systems are feedback to student housing designers. Again, adaptation to retrofitting ideas can facilitate energy efficiency in the current state of student housing in Ghana.

Earlier studies have argued for and against the satisfaction of indoor environmental quality in student housing. However, these studies have neglected to examine the impact on energy use intensity. This is novel because the assessment of energy use intensity in this study has a positive influence on active design incorporation among student housing.

Service quality in academics is imperatively crucial. Therefore, the purpose of the current research is to examine the effect of academic service quality factors in higher education institutions which mainly focuses on students' satisfaction and the extent of recommending the same institution to other students.

This research evaluated the effect of service quality on student satisfaction and word of mouth (WOM). Data were collected from 200 respondents from various business schools, and hypotheses were tested through a quantitative method using partial least square-structural equation modelling (PLS-SEM) with the help of SmartPLS to validate the measurement model.

The findings of the current research revealed that all three components of service quality including information quality, teaching quality and service efficiency have a significant impact on student satisfaction. Results also indicated that student satisfaction is significantly linked with WOM which means satisfied students spread positive WOM and recommend the same institution to other students.

This research provides an extension towards the body of knowledge on the issue, which will be used in future detailed and critical examinations. The focus of the research was on SERVQUAL and how, when and why business schools may spot possible applications that can have an influence on their admissions by WOM.

Although many universities have begun to provide artificial intelligence (AI)-related courses for students, the influence of the course on students' intention to participate in the development of AI-related products/services needs to be verified. In order to explore the factors that influence students' participation in AI services and system development, this study uses self-efficacy, AI literacy, and the theory of planned behaviour (TPB) to investigate students' intention to engage in AI software development.

The questionnaire was distributed online to collect university students' responses in central Taiwan. The research model and eleven hypotheses are tested using 151 responses. The testing process adopted SmartPLS 3.3 and SPSS 26 software.

AI programming self-efficacy, AI literacy, and course satisfaction directly affected the intention to participate in AI software development. Moreover, course playfulness significantly affected course satisfaction and AI literacy. However, course usefulness positively affected course satisfaction but did not significantly affect AI literacy and AI programming self-efficacy.

The model improves our comprehension of the influence of AI literacy and AI programming self-efficacy on the intention. Moreover, the effects of AI course usefulness and playfulness on literacy and self-efficacy were verified. The findings and insights can help design the AI-related course and encourage university students to participate in AI software development. The study concludes with suggestions for course design for AI course instructors or related educators.

Visual aesthetics are a vital aspect of environmental quality. The objective of this study is to demonstrate the implementation of visibility analysis and visual quality standards on a campus to enhance productivity and effectiveness.

This study has identified the most crucial and valuable metrics for evaluating the visual quality of open spaces through an analysis of theoretical foundations and relevant background information. To achieve research goal, a multi-method approach was employed, incorporating a survey, user satisfaction ratings and ISOVIST simulation techniques. Specifically, this study focused on assessing the quality of open spaces in three open areas located on the campus of the Iran University of Science and Technology.

Based on the study’s findings, the most significant factors that students considered when evaluating the visual quality of open spaces on the Iran University of Science and Technology campus were green areas, gathering spaces and architectural elements such as furniture, color and texture. Among the three open areas examined, “Open Space One” was identified as the most satisfactory location for students. According to the study, “sensory richness,” “complexity” and “mystery” were significant indicators of students' satisfaction in this area. This area also had the widest radius and field of view feasible, which gave it a feeling of openness and spaciousness.

This study explores the influence of students' experiences, behavioral patterns and visual analyses on their use of open spaces on university campuses, with a focus on the Iran University of Science and Technology. By assessing students' satisfaction levels with these spaces, this research provides valuable insights that can guide the initial analysis stage before the design process and facilitate design optimization during the development stages. The results highlight the importance of considering user experiences and visual analysis when planning and creating open spaces on university campuses.

Highlights

1. Conducting an initial analysis before developing a design plan can be very helpful in understanding how users think and behave.

2. The three criteria of visual quality that have the strongest correlation with students' satisfaction with “open space” are “mystery,” “sensory richness” and “complexity.”

3. Two factors, namely the “radius of vision” and the “area” index, significantly influence students' satisfaction with open spaces.

4. Outdoor designers should incorporate “green space” and “gathering spaces” into their designs since the presence of these is effective in attracting and satisfying students.

5. The number of people using an open space has little to do with how satisfied students are with it.

6. Half of the students use open areas between 11:00 and 14:00, so the provision of “canopy” and “shelter” in these spaces is essential.

Conducting an initial analysis before developing a design plan can be very helpful in understanding how users think and behave.

The three criteria of visual quality that have the strongest correlation with students' satisfaction with “open space” are “mystery,” “sensory richness” and “complexity.”

Two factors, namely the “radius of vision” and the “area” index, significantly influence students' satisfaction with open spaces.

Outdoor designers should incorporate “green space” and “gathering spaces” into their designs since the presence of these is effective in attracting and satisfying students.

The number of people using an open space has little to do with how satisfied students are with it.

Half of the students use open areas between 11:00 and 14:00, so the provision of “canopy” and “shelter” in these spaces is essential.

The education services sector faces ever-changing global market dynamics with creative disruptions. Building knowledge brands can push the higher education sector beyond its geographical boundaries into the global arena. This study aims to identify key constructs, their theoretical background and dimensions that aid in building a global knowledge brand. The authors' research focuses on adapting and validating scales for global knowledge and education services brands from well-established academic literature.

The authors have adopted a mixed methodology approach and a systematic literature review. Authors interviewed 18 subject matter experts as part of content and face validity to arrive at select constructs, dimensions and items. Quantitative methods with random sampling were adopted as the primary methodology. Initially, the survey was administered to 390 students to test preliminary results. The survey was also administered to 5,112 students at a later part of this study. Valid responses stood at 3,244 with a 63% response rate. Further, the authors conducted confirmatory factor analysis, exploratory factor analysis and structural equation modeling to test the reliability and validity of scales. This study analyzed composite reliability, convergent validity and discriminant validity to finalize items for scales. The authors also validated the hypotheses based on the discriminant validity assessment scores.

Authors' key research findings are that academic stimulus, campus infrastructure and student intent play a significant role in campus culture and events design and experience at campus. Authors were able to bring out 16 key constructs and 55 critical dimensions vital to global education services brand building. This study also adapted and validated 99 items that meet construct validity and composite reliability criteria. This study also highlights that constructs such as student intent, academic stimulus, campus infrastructure scalability, selection mechanism, pedagogical content knowledge, brand identity, events experience and campus culture play a vital role in global brand recognition.

The authors' work is fairly generalizable to education services and the higher education sector. However, this study must be extrapolated and empirically validated in other industry sectors. The research implications of this study are that it aided the authors in building theoretical background for student brand loyalty theory, student expectation theory and study loyalty theory. This study adds to the body of knowledge by contributing to theoretical concepts on students, knowledge culture, events, infrastructure and branding. Researchers can adopt the scales proposed in this study to build research models in higher education branding. This study acts as a catalyst for building theories in education services areas. Researchers can delve deep into proposed research aspects of campus infrastructure, knowledge infrastructure, campus knowledge culture, events design and events experience.

This study aids educators and brand managers to develop global education services and optimize their effort and budget. Administrators in the education services sector must focus on practical aspects of student perception, campus infrastructure, culture and events experience. Practically administrators can reorient their efforts based on this study to achieve global brand recognition.

This study highlights that students are not customers but are co-creators of value in the education sector. This study provides scales and dimensions needed to build co-creation frameworks and models.

Most research in higher education branding has not covered wider aspects of global brand building. Existing theories proposed in higher education and education services articles cover only narrower aspects of campus infrastructure, culture, events design and branding. This study presents a comprehensive list of critical factors that play a vital role in global knowledge brand building. This study highlights the constructs and scales integral to building a global education services brand.