Search

This research examines the information management processes implemented in student dormitories and evaluates the enhancement of institutional efficiency based on student satisfaction. The study involved 150 students residing in dormitories across two universities, and data were collected through participant interviews. The findings indicate that while dormitory management is perceived as effective in some areas, there are significant opportunities for improvement in information management, communication, and service quality. Based on the student feedback, this article proposes several strategies to enhance dormitory management, including the adoption of digital platforms for better communication, regular maintenance schedules, and improved transparency in financial management. The challenges of implementing these measures, such as resource constraints and institutional resistance to change, are also discussed. These recommendations aim to improve student satisfaction and, consequently, institutional efficiency. [ABSTRACT FROM AUTHOR]

Introduction: The flipped classroom teaching–learning method has been increasingly adopted in higher education to enhance student-centered learning. Despite its growing popularity, limited evidence exists regarding its effectiveness in medical education in Ethiopia. This study aimed to assess the impact of the flipped classroom method on academic performance, student engagement, and satisfaction among undergraduate medical students at Gondar University, College of Medicine and Health Science. Methods: A quasi-experimental study was conducted involving 100 s-year undergraduate medical students, divided into two groups: the flipped classroom group (n = 50) and the traditional lecture-based group (n = 50). The flipped classroom group received online instructional materials before class, while classroom sessions focused on interactive activities. The traditional lecture-based group attended conventional lectures followed by homework assignments. Data were collected using pre- and post-intervention tests to measure academic performance, the Student Engagement Scale to gauge engagement, and a validated questionnaire to assess student satisfaction. Data were analyzed using Statistical Package for the Social Sciences version 25, with descriptive statistics, paired t-tests, independent t-tests, and Chi-square tests employed to interpret the findings. Results: The flipped classroom group demonstrated a significant improvement in academic performance, with mean pre-test and post-test scores of 65.2 ± 8.1 and 78.6 ± 6.9, respectively. In contrast, the traditional lecture-based group had pre-test and post-test mean scores of 62.8 ± 7.5 and 74.2 ± 8.3, respectively. Additionally, the flipped classroom group showed higher levels of student engagement mean scores of 4.5 ± 0.8 and satisfaction mean scores of 4.2 ± 0.7 compared to the traditional lecture-based group, which had engagement mean scores of 3.8 ± 0.6 and satisfaction mean scores of 3.9 ± 0.5. Chi-square tests showed a statistically significant association between the teaching method and both pass/fail rates and participation in activities, but not a significant association with gender distribution. Conclusion: The flipped classroom approach proves to be a superior teaching method, promoting better academic outcomes and greater student engagement and satisfaction. This study adds to the growing body of evidence advocating for the implementation of flipped classrooms in medical education. Trial registration: Not applicable. [ABSTRACT FROM AUTHOR]

This study examines the perception of international students regarding their satisfaction with administrative services while studying in Türkiye. Internationalization stands as a pivotal policy within Türkiye's higher education framework. In addition to the services students receive at the academic level, the quality of administrative services significantly influences overall student satisfaction. Understanding student satisfaction with public services from their application process to their departure is crucial for identifying and addressing any existing issues. In this context, a survey was conducted with 250 international students at Bartın University. The results indicated general satisfaction with administrative services among participants, with notable variations in responses based on gender, age, prior experiences with administrative issues, and the presence of close relatives or acquaintances in Türkiye. In addition, interviews revealed that the primary causes of administrative difficulties stem from language barriers, procedural complexities in documentation, and associated costs. [ABSTRACT FROM AUTHOR]

Purpose: The outbreak of COVID-19 significantly disrupted educational activities and forced universities to rapidly transition from the traditional face-to-face (F2F) environment to online learning formats. The purpose of this paper is to examine the effects of self-directed learning (SDL) on three instructional modalities (F2F, online and HyFlex) among emerging adults. The authors propose that class interaction enjoyment serves as a channel to understand how SDL relates to students' satisfaction and stress reduction. Design/methodology/approach: An online survey was distributed to the emerging adults, aged 18–25, at six universities across five different US states. Construct validity and reliability were tested by using confirmatory factor analysis. The moderated mediation relationship was examined by calculating the indirect effects of each course delivery format. Findings: The results show that the positive indirect effect of SDL on stress reduction via interaction enjoyment was stronger for F2F classes. In addition, the positive indirect effect of SDL on class satisfaction via interaction enjoyment was stronger for HyFlex classes. Originality/value: This literature has shown contradictory results: the effects of SDL on student satisfaction and stress reduction prove to be sometimes positive, sometimes non-significant. To better understand this relationship, the authors aim at a mediating variable – enjoyment of class interaction – as a mechanism, and a moderating variable – the instructional modality – as a boundary condition. This research contributes to emerging adults learning literature by involving the interplay among SDL, enjoyment of class interaction and the instructional modality. [ABSTRACT FROM AUTHOR]

This paper argues that a data-driven, niche-focused approach to strategy development will assist Higher Education Institutions to direct their financial resources to greater effect by providing a more tailored service to students, therefore, increasing student satisfaction and creating brand loyalty. This approach will give institutions greater stability and prosperity in a constantly changing market. It is, however, the cultural risks which remain the biggest barrier to trying this approach in the UK and this paper aims to open the debate. [ABSTRACT FROM AUTHOR]

In the wake of the digital revolution transforming the landscape of higher education, e-learning has emerged as a pivotal model for knowledge dissemination, reshaping traditional pedagogical methodologies and fostering an unprecedented transition to virtual learning environments. This transformative shift, necessitated by global crises and the rapid evolution of technology, has spotlighted the urgency to evaluate and enhance the effectiveness and user satisfaction of online learning platforms. Particularly in the context of Indian higher education, where the demographic expanse and diverse educational needs present unique challenges and opportunities, understanding the drivers of student satisfaction in e-learning is paramount. This empirical investigation explores the factors influencing students' satisfaction with online education in Indian universities and higher education institutions. Data were collected from 460 postgraduates and undergraduates across 30 institutions offering programs in management, engineering, and commerce. Utilizing Structural Equation Modeling, the study identified key variables impacting learner satisfaction: learner inspiration and motivation, potential obstacles to e-learning, group and professor interaction, and the use of technology (including AI and other tools) in e-learning. Results indicate that potential obstacles to e-learning and the integration of technology had the most significant impact on student satisfaction, emphasizing the importance of overcoming barriers and leveraging technology effectively in e-learning environments. This study offers insights for higher education institutions seeking to enhance virtual learning experiences and underscores the imperative of addressing technological challenges to ensure sustained student satisfaction. [ABSTRACT FROM AUTHOR]

State and federal governments invest millions of dollars in providing accurate and relevant information on expected outcomes to students pursuing higher education, but whether such information targets what students value about college is unclear. We use new survey data to identify the extent to which conventional indicators for college quality and returns correlate with collegegoers' satisfaction with their education. We find that alumni are on average very satisfied with their education, even among those with poor labor market outcomes. Our results suggest the consumptive value of higher education is much higher than economic models of college choices typically assume. [ABSTRACT FROM AUTHOR]

Background: Simulation is a method of learning in which the learner experiences a simulated situation instead of being physically present in the clinical area. Exposing students to simulation-based education improves learners' clinical competence and ability to make decisions, which are crucial for today's health workforce. When given the proper circumstances, such as receiving feedback on their performance, having the chance for repeated practice, and having simulation as a core component of the curriculum, simulated instruction greatly aids in learning. Although previous studies have been conducted in this area, there are gaps in determining the factors related to their learning environment and design characteristics. Method: An institution-based cross-sectional study was conducted on 413 midwifery students in Amhara region universities from August 1–30, 2022. Study participants were selected via a simple random sampling technique. Data were collected from third and fourth-year undergraduate midwifery students through a self-administered questionnaire. Epi Data version 4.6 and Statistical Package for Social Sciences version 26 were used for data entry and analysis, respectively. Bivariable and multivariable logistic regression analyses were employed; a P-value of less than 0.05 was considered statistically significant in the study. Result: This study revealed that 84.7% (95% CI: 81.1–88.3) of midwifery students in Amhara region universities were satisfied with simulation-based education. Year of study [AOR: 2.936; 95% CI (1.531–5.631)], adequate support [AOR: 2.903; 95% CI (1.217–6.922)], availability of instructors [AOR = 2.861, 95% CI (1.078–7.591)], and provision of checklists [AOR: 2.326; 95% CI (1.143–4.734)] were found to be statistically significant variables. Conclusion: This study revealed undergraduate midwifery students were more satisfied with simulation-based education compared with previous studies conducted in Ethiopia. Predictor variables such as year of study, support, instructor availability, and provision of checklists were significantly associated with student satisfaction. Hence, midwifery departments should strengthen the support given by staff, encourage their instructors to be available during simulations, improve the utilization and provision of checklists to students as much as possible. [ABSTRACT FROM AUTHOR]

This study explores the specific support needs of working university students and examines how socio-demographic factors (age, qualification, field of study, parental education, work hours, and education-job alignment) influence their satisfaction with support services (tutoring, academic writing, mentoring, library, computer centre, and balancing study-work-family). Using Estonian-based Eurostudent VII survey data and student interviews, the study revealed unique strengths and substantial gaps in support services. High satisfaction with learning facilities (library, computer centre, work places) suggested successful resource allocation, while significant dissatisfaction with services for balancing studies and work or family indicated urgent areas for improvement. The field of study and education-job alignment significantly influenced satisfaction with study support services, such as organised tutoring, academic writing, bridging courses, and mentoring. Satisfaction with learning facilities, including libraries, computer centres, and workspaces, was primarily affected by the field of study and age. Support for balancing studies and jobs showed significant variation based on qualification type and age. Additionally, satisfaction with support for balancing studies and family life was influenced by the field of study and the number of work hours per week. Students working (<20 hours/week) in non-aligned jobs require cross-training and skill-bridging courses. Those working (>20 hours/week) in aligned jobs need flexible scheduling and job retention services, while those in non-aligned jobs need career transition support. By revealing these insights, this study contributes to the discourse on supporting working students. [ABSTRACT FROM AUTHOR]

To demonstrate their contribution to society, guidance and counseling study programs in higher education must ensure that they meet the defined quality standards. One measure of this standard was the level of satisfaction among students with academic services. The objective of this study was to examine the level of student satisfaction with academic services provided by the study program. To achieve the objective, we utilized a survey method and administered the SERVQUAL-based Student Satisfaction Scale (SSS) to assess students' expectations and perceptions of academic services across five distinct dimensions. The respondents were undergraduate students enrolled in guidance and counseling program under the Education Science Department. We selected the students as respondents by using simple random sampling. Following data collection, we conducted descriptive and statistical analyses to assess variations in expectation and perception scores within and across academic years. The main findings were that students expressed satisfaction with teaching services but highlighted deficiencies in administration and facilities, underscoring the need for ongoing service improvements. Finally, the study highlighted the usefulness of utilizing SERVQUAL model as one of frameworks for assessing students' satisfaction with academic services in study program. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Elementary Education / Revija za Elementarno Izobraževanje is the property of University of Maribor, Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Green infrastructure has become a critical part of society for environmental sustainability. Students studying in public urban spaces seem less satisfied with their living standards and environmental conditions. This research aims to determine the impact of perceived danger in urban public spaces, green infrastructure, and ecological education on student satisfaction. Additionally, this study considers the moderating effects of ecological education and green infrastructure. Data were collected from 350 students at public schools and colleges. The Partial Least Squares Structural Equation Modeling (PLS-SEM) method was used for data analysis. The study found a significant direct relationship between perceived danger in urban public spaces, green infrastructure, ecological education, and student satisfaction. Moreover, the moderating effects of green infrastructure and ecological education are significant in increasing student satisfaction. This research is based on a novel idea and contributes a newly developed model to the body of knowledge on student satisfaction and ecological education. The research has both theoretical and practical implications for improving student satisfaction through ecological education and green infrastructure. The limitations of this research are described, along with future directions to guide researchers in their future studies. [ABSTRACT FROM AUTHOR]

Copyright of EduAdvance: Journal of Advancements in Education (JAE) is the property of EduAdvance: Journal of Advancements in Education (JAE) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study presents a learning-oriented assessment experience and examines the impact of communication and relationships on student satisfaction and on the acceptance of self- and peer-assessment. To this end, an analysis was conducted based on the data collected from engineering students in a subject with a high degree of creativity. The answers of online surveys (n = 180) were examined by using the structural equation modelling technique (SEM). The results indicate that effective, frequent, and timely communication and quality relationships play an important role in ensuring that formative assessment, based on teamwork, feedback and self- and peer-assessment, is perceived as easy to implement and useful for learning and skills development, which also increases student satisfaction. In addition, these perceptions have an important impact on students' acceptance of self- and peer-assessment, although students show more confidence in the teacher's judgement and concern about the validity and reliability of their peers' marks. [ABSTRACT FROM AUTHOR]

In the higher education literature, matters of student ill-being, stress, and anxiety are some of the grave concerns among universities seeking to stand out in a highly competitive marketplace. Against this backdrop, the present study aimed to detail the role of university positioning attributes in addressing student satisfaction and well-being. For this purpose, data were collected from 385 undergraduate and postgraduate students from a large-scale public sector university. The findings revealed that the university's positioning attributes of learning environment, reputation, graduate career prospects, and destination image positively influenced student well-being via student satisfaction. However, the positioning attribute of cultural integration was found to have no significant effect on student satisfaction. On the basis of these findings, the present study discusses theoretical and managerial implications for academicians, accreditation agencies, marketing managers, and brand strategists. [ABSTRACT FROM AUTHOR]

Student satisfaction is a crucial indicator of educational quality, extending beyond mere comfort. Hence, this paper examined the college student satisfaction with selected school services at a Catholic institution in Southern Negros Occidental during 2023-2024 in the light of product, price, promotion, place, people, process, and physical evidence relative to sex, academic program, year level, or family income. Likewise, it also investigated the significant difference in their satisfaction when grouped according to the demographics. Using the quantitative design, this was assessed by 328 college students. It employed the modified questionnaire of 7Ps marketing framework which underwent rigorous validation and reliability testing. In data analysis, it utilized mean, standard deviation, Mann Whitney U test, and Kruskal Wallis. This also adhered to the ethical guidelines of the Philippine Health Research Ethics Board. Generally, the students are highly satisfied with the selected school services relative to the 7Ps. In terms of sex, there were significant differences in product, price, promotion, people, and physical evidence. In income, all 7Ps were found to have significant differences. In year level, people and process were found to have significant differences. In academic program, there were significant differences in terms of product, price, promotion, people, process, and physical evidence. Hence, these findings imply the importance of customizing service delivery to meet the unique needs and expectations of diverse student groups. Also, these findings collectively underscore the need for a comprehensive and detailed understanding of student satisfaction, emphasizing the importance of recognizing individual differences and addressing specific concerns to create a more inclusive and supportive learning environment. [ABSTRACT FROM AUTHOR]

Authentic learning is gaining popularity in higher education, particularly for courses related to research skills, where authentic assessments can overcome trepidation from both students and faculty. Prior literature has demonstrated the potential value of authentic client-based projects (CBPs) in such settings. However, questions remain about how best to scale authentic learning across different student cohorts, including both undergraduate and postgraduate courses. This paper explores two case studies of authentic learning applied across undergraduate and postgraduate research courses. We explore the impact of different forms of authentic learning, ranging from in-class activities to fully authentic client-based projects, on both student satisfaction and success rates. The results suggest that client-based projects represent a trade-off between satisfaction and learning at the undergraduate level but can be highly successful at postgraduate level if implemented effectively. We provide practical tips for how faculty may scale authentic learning and assessments across undergraduate and postgraduate courses. [ABSTRACT FROM AUTHOR]

Moving from physical learning to online learning during the COVID-19 pandemic has opened many avenues to focus research on student perceived learning and satisfaction. This study examines the factors influencing the perceived learning and satisfaction of the students with online learning at university “A” in Japan during the COVID-19 pandemic. Primary data were collected via google form from 255 students in the field of social sciences at the university “A” in Nagoya, Japan using a structured questionnaire. R Studio and SPSS software were used to analyze the data. Internet access, learning platforms, and interaction were found to have a significant impact on perceived learning. Two variables; internet access and interaction have a positive impact on perceived learning, whereas learning platform has a negative significant impact on perceived learning. Policymakers and administrators in the higher education sector worldwide may benefit from these findings while formulation policies and strategies to support students during this pandemic and in a similar situation in the future. [ABSTRACT FROM AUTHOR]

This article examines how university students assess the coordination of the courses their programmes contain and how course coordination affects how content they are with their studies. The study is based on survey data from more than 5700 students, collected through Lund University's Student Barometer. The survey examines the students' views on course coordination based on content, workload, administrative procedures and whether or not teachers of different courses provide coherent information. The analysis shows that the coordination of courses has a significant impact on how students experience their studies. The better the course coordination, the more satisfaction students will get from their studies; and the correlation remains stable when several other factors of importance for student satisfaction are included in the analysis. The conclusion of the study is thus that course coordination clearly contributes to explaining variations in students' appreciation of their university studies. [ABSTRACT FROM AUTHOR]

Traditionally, students' overall satisfaction with their educational experience was typically measured using a single question or a straightforward 'yes' or 'no' response. However, this approach might not capture their complete assessment of other aspects of satisfaction. The design of School Courtyard is expected to be one of these aspects, and it will be the subject of this quantitative research. To gather the data, a self-administered survey was made available to a sample of secondary school students from two private schools. To investigate and validate the connection between School Courtyard Design, Courtyard Suitability and Courtyard Attractiveness with Students' Satisfaction, three hypotheses were developed. To evaluate the viability of the developed hypotheses, software namely SPSS (Statistical Package for Science Software) was used to carry out several tests, including regression analysis and correlation coefficient. The results showed a high relationship significance between the School Courtyard Design and Students' Satisfaction with a chance of 37.5%. Student satisfaction can be predicted also by Courtyard Suitability with a 22.9% chance. Finally, Students' Satisfaction can be additionally predicted by the Courtyard Attractiveness with a 24.7% chance. The research reveals the courtyard design needs, enhancing student satisfaction and academic performance, benefiting architects, experts, and practitioners. [ABSTRACT FROM AUTHOR]

Statistics anxiety is a significant problem for students' learning experience in the psychological sciences. This article explores a novel teaching methodological approach during the global pandemic to improve students' performance by reducing their statistics anxiety. The subject design and teaching methodological approach were developed based on twenty years of experience taking into consideration the student feedback, while its implementation was aligned with the 5-E's Victorian Teaching and Learning pedagogical Model (VTLM). Moreover, to reduce the statistics anxiety, two sections were embedded in the Learning Management System of the subject: (1) an interactive web-based mindfulness intervention and (2) a head-start 'Ready, Set, Go' information pack. The implementation of these approaches resulted in a better understanding of statistical concepts and utilization of the SPSS software by the majority of the students (80% pass-rate). Consequently, a 6% increase in pass rates and an average of 32% increase in satisfaction scores for each item in the university central survey were observed. While the uniqueness of the first year of COVID-period makes comparisons difficult, it is matched by the urgency of the need for effective interventions to support student success. [ABSTRACT FROM AUTHOR]

Simulation-based training (SBT) is increasingly recognized in medical education for enhancing clinical skills and confidence. This study evaluated the impact of SBT on satisfaction and self-confidence among final-year medical students at Jazan University, Saudi Arabia. A total of 117 students participated in a cross-sectional study after attending SBT sessions focused on anesthesiology. Data were collected via a questionnaire assessing satisfaction and self-confidence. Statistical analyses included descriptive and inferential statistics. Results showed mean satisfaction and self-confidence scores of 3.64 ± 0.79 and 3.70 ± 0.90, respectively, with no significant differences by gender or age. A strong association was noted between the learning experience ratings and both satisfaction and self-confidence (p < 0.001). The highest satisfaction was with the instructor's teaching style, whereas the lowest was with the motivation provided by teaching materials. For self-confidence, the highest scores related to the instructor's guidance, while the lowest concerned the application of SBT to critical skills learning. A strong positive correlation was found between satisfaction and self-confidence (R = 0.847, p < 0.001). The study concludes that SBT significantly enhances student satisfaction and self-confidence, emphasizing the importance of learner-centered methods and interactive learning in medical education. [ABSTRACT FROM AUTHOR]

Copyright of Revista de Ciencias Sociales (13159518) is the property of Revista de Ciencias Sociales de la Universidad del Zulia Venezuela and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Campus Virtuales is the property of Campus Virtuales and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study focused on hospitality students' perceptions of their mental health, including loneliness, anxiety, anti-mattering, and social support, for concerns about these issues are prevalent. In this mixed methods study, survey responses for quantitative and qualitative items were obtained from 135 hospitality students attending a university in the United States. Mental health data regarding anxiety, anti-mattering, and loneliness were gathered, along with demographic and education-related information. Significant relationships were found, such that anxiety and anti-mattering directly influenced student satisfaction with the college experience. Plus, social support mediated the relationships. Findings from the qualitative items indicated that school and/or classes contributed to stress, friends and family made them happy, they thought educators should be understanding, and their answers varied about whether hospitality students were more stressed than other students. Implications are provided. [ABSTRACT FROM AUTHOR]

The purpose of this paper is to provide information that can benefit Higher Education Institutions (HEIs), which operate in a highly competitive environment. Understanding students' perspectives regarding quality in higher education and areas of dissatisfaction can redirect an HEI's strategy to address these concerns. The present study seeks to clarify how students define quality. A business student survey was conducted to understand students' expectations, satisfaction, and dissatisfaction with their current educational environment. The analysis systematically explores students' dissatisfaction by categorizing qualitative data using a modified version of the seven dimensions of service quality introduced by Evans and Lindsay.The level of detail provided in this report will assist in developing effective processes to improve student satisfaction at the university. The results conclude that improvements in completeness of the educational experience, both classroom and administrative services along with improvements in accessibility and convenience for academics and services will have the most impact on student satisfaction. Completeness addresses the quality of learning materials and services and accessibility and convenience address the ease of access to these learning materials and services. This paper expands upon the definition of quality in higher education, focusing on student dissatisfaction. The classification of student feedback provides a unique perspective. The limitations of the study include the response rate, area of study, geographic area, and learning modality. Tests of validity were not applied to the seven dimensions of service quality due to the exploratory nature of this study. [ABSTRACT FROM AUTHOR]

This study aims to determine the influence of the quality of educational services, student satisfaction, and school image on student satisfaction at Private High School (SMA) "X" Bandung City, West Java. The population in this study is all students in grades X, XI, and XXII totaling 99 students, and 2023 alumni totaling 28 people (a total of 127 respondents). The results of the analysis and discussion were as follows: (1) The quality of education services has a positive and significant influence on the satisfaction of students at private high school with a total influence of 32.0%. (2) In addition, school image also has an important influence on students' satisfaction, which is 36.5%. (3) The school's image has also a significant positive influence on satisfaction with an overall influence of 68.5%, and it is recommended that schools provide continuous professional training and development for teachers to improve knowledge, skills, pedagogy. [ABSTRACT FROM AUTHOR]

Our study explores the differences in the experiences and attitudes of students assigned to student teams in online courses versus face-to-face courses. The study was administered to 320 students in 14 sections (eight online and six face-to-face) of a graduate-level course. The results demonstrate that student ratings of team trust, team satisfaction, and team identity as assessed mid-semester are lower in online courses than face-to-face courses. As the semester progressed, these course modality differences in student perceptions of team trust and satisfaction diminished. However, feelings of team identity remained lower in online courses than in face-to-face courses through to the end of the semester. Implications for online instruction and recommendations for future research are offered. [ABSTRACT FROM AUTHOR]

The revamp of the National Student Survey (NSS) has led to the elimination of the final 'overall satisfaction' question for Higher Education Institutions in England. This paper develops an index approach that can effectively summarise student satisfaction, utilising a 'fuzzy poverty' methodology that assigns weights to dissatisfaction outcomes based on their correlation levels. We show how our dissatisfaction index enables a comprehensive sector-level analysis by combining NSS data with sector-wide data and further show the usefulness by presenting a case study. Our approach can be universally and unbiasedly applied to student surveys globally, while alleviating problems related to the removal of the overall satisfaction question in the UK. [ABSTRACT FROM AUTHOR]

Asynchronous online courses have become increasingly prevalent in higher education, offering numerous benefits, including flexibility and accessibility. However, these courses often face challenges related to the lack of direct interaction among students. This study is grounded in a Modified Theory of Interactions that seeks to comprehensively examine students' perspectives and levels of satisfaction concerning interactions in asynchronous courses in the context of higher education. The participants in this pilot study (N = 27) comprised both undergraduate and graduate students. This investigation employs a modified cross-sectional electronic survey instrument to gather students' a) demographics, b) satisfaction with learner-learner interaction, c) satisfaction with learner-content interaction, d) satisfaction with learner-instructor interaction, e) satisfaction with learner-technology interaction, and f) general satisfaction with this asynchronous course. The results underscore the pivotal role of learner-learner interaction and learner-content interaction in influencing general satisfaction in asynchronous courses. While also it also highlights a lack of significant correlation between learner-instructor interaction and general satisfaction as well as no significance between learner-technology interaction and general satisfaction, suggesting that while technology is a medium for facilitating learning, it is not the primary determinant of student satisfaction. [ABSTRACT FROM AUTHOR]

As Korea expands its global outreach and more international students attend its universities, how to acculturate and accommodate these students needs to be investigated. The purpose of this study is to examine the acculturation process of international students at one private tertiary institution in Korea to determine their perceptions of their institution and host country with the aim of improving Korea's multicultural policies. The methodology utilized for this study was an explanatory mixed methods approach to examine international students' experiences. A quantitative measurement using multiple regression analysis to identify the variables affecting student acculturation and a qualitative investigation to contextualize the regression results were implemented. The multiple regression findings demonstrate that the year of study correlates with cultural and linguistic disinterest. In addition, senior students reported lower support rates. The qualitative results indicate that acculturative stress factors stemmed mainly from perceived institutional marginalization and implicit discrimination from the host country institution. The significance of the findings based on the synthesis of the qualitative and quantitative results suggest that culturally and linguistically competent students were unsatisfied with the services of their host institution. A practical implication of this study is that more encompassing and supportive communities for international students are needed to increase student satisfaction and feelings of inclusion. [ABSTRACT FROM AUTHOR]

The objective of this study is to examine variables that affect students' satisfaction in postgraduate programmes using a case study of students at the African Centre of Excellence in Data Science (ACE-DS) at the University of Rwanda. It is important to study student satisfaction to understand how students feel about the quality of education, academic experiences, access to facilities, campus life, and extracurricular activities. A questionnaire was designed for the study, and data was collected from 81 students enrolled in master's and PhD programs at the African Centre of Excellence in Data Science. In this study, a chi-square test was conducted to select factors associated with students' satisfaction to be included in the model, and a multivariable logistic regression model was used for the analysis. The findings indicated that gender, level of study, programme of study, and the country of origin were not associated with student satisfaction. In contrast, curriculum relevance, accessing course materials, learning facilities, and the support from the ACE were statistically associated with students' satisfaction. Therefore, the logistic regression model solely took into account variables which are associated with students' satisfaction. This study uncovered the difficulties and opportunities affecting students' satisfaction, and the findings showed that accessing course materials and satisfaction with centre support were statistically significant, while curriculum relevance and satisfaction with learning facilities were not. The findings from this study inform higher learning institutions and decision makers about how to improve the caliber and efficiency of higher education. [ABSTRACT FROM AUTHOR]

This study has a quantitative cross-sectional design that aims to investigate the relationships between gender, age, status (migrant or Chilean-born), educational satisfaction, and overall life satisfaction among adolescent students in 7th and 8th grades of the Chilean educational system. The sample includes 406 students from four municipal public educational centers located in the Santiago district of the Metropolitan Region of Chile, with at least 20% migrant enrollment. The data were analyzed using quantitative methods using the R language, with descriptive analysis, cross-tabulation analysis, and independence tests. The packages used were: ggplot2, tidyverse and ggstatplot. The study found that age has an impact on the level of satisfaction with education and relationships formed with peers. Specifically, younger students expressed higher levels of satisfaction in these areas compared to older students. Moreover, foreign students showed a statistically significant difference in relation to age range, suggesting that as these students grow older, they tend to become less satisfied with the relationships they form with their classmates. In contrast, no statistically significant difference was found among Chilean students, indicating that the findings discussed here may not be generalizable to this specific population. The analysis also indicates a significant difference in the entire sample, suggesting a correlation between age range and level of satisfaction with schooling. [ABSTRACT FROM AUTHOR]

Purpose: The Covid-19 pandemic has become a challenging time for education worldwide. Though different modes of distant learning have already become widely used at many of Higher Education Institutions (HEIs) long before the pandemic, the lockdowns involved total migration of teaching on various platforms of learning content management despite a level of available technological support and skills of teachers. These forced innovations have had a significant impact on the quality of teaching which has not yet been fully assessed in research. Student perception of the change learning environment and their assessment of the quality of the education they received are one of the little-studied problems. The paper presents the study results on how students are satisfied with the teaching quality ensured by different modes of instruction. Design/methodology/approach: The University of Information Technology and Management has implemented the Course Experience Questionnaire which is a standard tool for semester assessing the quality of courses. For this research in total 40,734 surveys were collected. The study covers the 4 years 2019-2022. Findings: The statistical analysis of research shows the instruction mode itself does not have a noticeable effect on the acquired knowledge and skills. The technological maturity of the teaching staff these days is a necessity. Practical implications: What outcomes and implications for practice, applications and consequences are identified? How will the research impact upon the business or enterprise? What changes to practice should be made as a result of this research? What is the commercial or economic impact? Not all papers will have practical implications. Originality/value: The results of the research and observations show that timely intervention of IT experts and high-performance infrastructure are the pre-requisites needed to teach with ease in traditional, hybrid and online forms. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this study is to examine the impact of educational service quality (ESQ) on student academic performance via the mediating role of student satisfaction. Design/methodology/approach: To serve the study's purpose, the study adopted a quantitative research approach. Three public universities representing 30% of the ten public universities located in the Southern part of Ethiopia participated in the study. Questionnaires were the main tools for gathering data. The adapted questionnaire, consisting of 116 items was administered to 400 randomly selected regular undergraduate graduating class students. The quantitative data collected via questionnaire were analyzed using descriptive and advanced inferential statistics. Findings: The quantitative findings revealed that there is a statistically positive association between overall education service quality and students' satisfaction (r = 0.712). The findings proved that the facets of education service quality accounted for 71.2% of the variations in students' satisfaction in the universities. The quantitative findings further showed that the education service quality has a statistically indirect effect on students' academic performance via the mediating role of students' satisfaction (test statistic = 31.5311573, std. error = 0.00122536 and p-value = 0). The findings further confirmed that the overall education service quality accounted for 12.7% of the variations in students' academic performance via student satisfaction in the universities. Research limitations/implications: The present study was conducted in public universities located in the Southern part of Ethiopia. The findings and conclusions of the study may not be generalizable to all Ethiopian public universities. Future researchers and scholars should conduct their study in all Ethiopian public universities by taking a representative sample from the Ethiopian public universities. Practical implications: The present finding suggests that an improvement in ESQ leads to students' satisfaction and that could contribute to boosting their academic performance. The findings of the present may help the practitioners who measure higher education service quality by providing how the provision of ESQ indirectly influences the student's academic performance in the universities. Social implications: The findings of this study confirmed that the facets of ESQ are associated with students' satisfaction and this, in turn, indirectly influences their academic performance. Student academic performance is one of the key indicators of quality education, and it has its influences on the social, political and economic development of a country. The findings of the present research provide valuable insights to higher education management bodies, higher quality assurance agencies and the Federal Ministry of Education to learn the indirect effect of ESQ on students' academic performance and take necessary measures to improve the Ethiopian higher education quality. Originality/value: The contributions of ESQ in the higher education sector are enormous. However, the existing service quality literature in higher education mainly focuses on the interrelation among service quality, student satisfaction, loyalty and behavioral intentions. Little is known about the indirect influence of ESQ on student academic performance (one of the key indicators of quality education), principally in Ethiopian higher education, the place of current research. The present study showed the indirect impact of ESQ on student academic performance in Ethiopian public universities. The study, therefore, suggests that university management bodies should actively monitor the quality of their services and commit themselves to boosting students' learning outcomes. [ABSTRACT FROM AUTHOR]

Purpose: This paper aims to explore the significance of videoconferencing in blended learning, using the technology acceptance model to investigate students' perceptions and its impact on course engagement, student satisfaction and future technology use intention. In addition, it examines the role of teacher support in fostering interactive virtual learning experiences. Design/methodology/approach: This study focuses on a cohort of international students regarding blended courses amid the COVID-19 pandemic when the conventional face-to-face components were substituted with virtual classrooms through videoconferencing. It aims to investigate how to facilitate connectivity between Southeast Asian students and their professors located in a Southern state in the USA. Findings: This study reveals that the perceived usefulness of videoconferencing predicts future intention to use, emphasizing the vital role of teacher support in engaging students in virtual classrooms and contributing to student satisfaction. Research limitations/implications: The small sample of international students in blended courses with an American university during the COVID-19 pandemic may limit the generalization of the findings. Practical implications: Videoconferencing can be a valuable tool to enhance connectedness in digital learning post pandemic. Social implications: Videoconferencing in blended learning can bridge geographical barriers and provide access to diverse learners who might otherwise have limited educational opportunities. Originality/value: This study supports the integration of videoconferencing as a mechanism for providing high-quality digital learning experiences. [ABSTRACT FROM AUTHOR]

This research investigates the moderating role of gender in the association between technostress and student satisfaction in the context of online learning. Despite the benefits that are offered by the advances of ICT, difficulties in adapting to and excessive use of technology can lead to technostress and impact the well-being of university students and their learning environment. Employing a quantitative approach, the questionnaires were distributed to the students at Universiti Teknologi MARA (UiTM), resulting in 234 valid responses. The research employs a comprehensive framework encompassing four key predictors: techno- overload, techno-complexity, techno-insecurity, and techno-uncertainty. Utilising Structural Equation Modeling (SEM) through AMOS 27.0, the study reveals a significant negative correlation between technostress and student satisfaction, emphasising the impact of technology on the overall learning experience. Notably, female students show a heightened vulnerability to technostress-induced dissatisfaction compared to males, highlighting the need for diverse perspectives in designing online learning environments. The study underscores the importance of user-centric design in creating a conducive online learning environment. Focusing on user-friendly interfaces and continuous technology integration can mitigate student stress, enhancing satisfaction. This research contributes a validated technostress model for exploring its nuanced effects on student satisfaction. Importantly, this study highlights that these effects can differ significantly for male and female students. Educational institutions and policymakers stand to gain valuable insights from this research, enabling them to optimise online learning environments in a manner that caters to the diverse needs of all students. [ABSTRACT FROM AUTHOR]

During the COVID-19 pandemic, transformation from face-to-face classrooms to online classrooms took place in higher education. This study aimed to evaluate the impact of teaching and learning of this change on students' and teachers' perspectives. The study also investigated the various impact factors that hindered online teaching and learning during the COVID-19 lockdown period. In total, 383 students and 83 teachers at Walailak University, Thailand, who had at least 3 months of experience with online learning and teaching were asked to complete questionnaires that asked about their perspectives with respect to their online classroom experience. The student questionnaire asked about the quality of teachers, quality of communication, the student's work, student's concentration, and satisfaction with the online classroom experience. The teacher questionnaire asked about the teacher's perspective with respect to how the restrictions of online teaching affected teachers, students, and courses. The relations between students and teachers were analyzed by a chisquare test using the SPSS program version 25.0, with defined p-values as <0.05 and < 0.10 of student and teacher perspectives, respectively. Relations were found between student GPA and student work and student concentration in online classrooms. The teachers' perspective with respect to online teaching was found to be related to the restrictions that online teaching placed on teachers, students, and course management. The results of the study show teachers' awareness about restrictions that online teaching placed on teachers, students, and course management. Institutions should prioritize and practice using educational technologies at scale, install ICT infrastructure, and engage in lifelong learning. [ABSTRACT FROM AUTHOR]

Aim: Cardiopulmonary resuscitation (CPR) training is essential for all students, especially nursing students. One of the educational approaches to creating long-term learning in inclusive is spaced learning. Spaced learning consists of three or more training sessions in which information is presented over time and at intervals. The present study was conducted to investigate the effect of basic life support (BLS) training through spaced E-learning on the knowledge and satisfaction of nursing students. Methods: In this quasi-experimental study with two groups, 106 undergraduate nursing students of Alborz University of Medical Sciences in Iran participated. The control group (n = 47) received BLS training with massed E-learning in one three-hour session, and the intervention group (n = 59) received spaced E-learning in three one-hour sessions. An electronic questionnaire including demographic information and a pre-test of BLS knowledge were sent to both groups. Also, immediately after receiving the training, two weeks later and one month later, they completed a post-test of BLS knowledge. Students were asked to indicate their level of satisfaction with the provided education by completing the SLS-OLE. Results: The post-test scores immediately after, two weeks later, and one month later of the intervention group were higher than the control group. The results of repeated measurement ANOVA showed that the score changes of knowledge are significant over time (p < 0.001), the number of sessions (p < 0.001), and the interactive effect of them (p < 0.001). There was no statistically significant difference in the level of satisfaction with education in both groups. Conclusion: Based on the results, BLS training in both groups increased the knowledge of BLS. however, the increase in knowledge and its retention was higher in the intervention group that received the training in spaced learning. [ABSTRACT FROM AUTHOR]

We propose and test the proposition that innate personality differences in trait affect explain significant variance in student satisfaction. Using three standard measures of trait affect and data from a student sample (n = 409) of PhD candidates across science, social science and humanities in 63 universities from 20 countries, we find that 24% of variance in student satisfaction is accounted for by trait affect. We also find that both discipline studied and research orientation of university have moderating effects on the relationship between trait affect and student satisfaction. Our findings suggest student satisfaction scores need to be viewed with caution because, in part, they merely reflect individual-level trait affect that - like all innate personality traits - academics, university administrators and education ministers alike are powerless to alter. Our findings indicate that governments, universities and other organisations gathering student satisfaction data could usefully adopt measures to control for trait affect. Our findings also raise the possibility that universities might strategically incorporate innate affect in their student selection criteria to game satisfaction ratings. [ABSTRACT FROM AUTHOR]

Copyright of Iskolakultúra is the property of University of Szeged, Faculty of Arts & Social Sciences and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Background: The Satisfaction with Simulation Experience scale is a 5-point Likert scale that measures students' satisfaction in medium and high-fidelity simulation scenarios. This study aims at investigating the psychometric properties of the Satisfaction with Simulation Experience - Italian Version scale. Methods: A multi-centre cross-sectional study was conducted. The scale was administered to a sample of 266 undergraduate nursing students from two Italian universities after attending a medium- and high-fidelity simulation session in November 2022 and March 2023. Cronbach's alpha coefficient and item-total correlation were sorted out to assess internal consistency and reliability. The test-retest method was used as a measure of scale stability over time as well as the confirmatory factor analysis to verify construct validity. Results: The Cronbach's alpha value was 0.94 for the overall scale, indicating excellent reliability, and it was 0.84 or higher for each subscales, indicating good reliability. A large correlation coefficient of 0.60 or higher was found between each item and its subscale and between each item and the overall scale score. A medium test-retest correlation coefficient was found for most items (r > 0.30). The confirmatory factor analysis confirmed the factorial structure found in the original study. Conclusions: Satisfaction is an important teaching and learning quality indicator along with the achievement of learning outcomes in simulation. The Satisfaction with Simulation Experience - Italian Version scale showed good reliability and validity; therefore, it could be a useful tool to assess simulation impact in Italian nursing students. The extensive utilization of the Satisfaction with Simulation Experience scale, along with its various validated versions, could facilitate assessing satisfaction in simulation across diverse contexts and enable comparisons of findings across studies in different countries. [ABSTRACT FROM AUTHOR]

With the incursion of data science into the academic field and the massification of social networks, it is possible to extract information on student satisfaction that contributes to feedback on teacher teaching strategies and methods. This article aims to determine student satisfaction with teaching performance, through sentiment analysis. Methodologically, the research is of a non-experimental longitudinal design, with a quantitative approach. Data collection was carried out through the social network Twitter, and data analysis was carried out through the sentiment analysis technique. As a result, it was identified that in the first week of class, the highest level of satisfaction was obtained, reaching 96.3% of the total number of students. Meanwhile, in the evaluation weeks, the highest level of dissatisfaction was reaching 29.17%. It is concluded that when going from totally virtual learning to hybrid learning, students express a certain level of dissatisfaction typical of a process of progressive adaptation. Therefore, teachers should take advantage of these findings to redesign assessment rubrics in the context of hybrid teaching. Aspects such as collecting opinions through social networks and extracting a degree of satisfaction through them apply in a crossed way to other professional fields. [ABSTRACT FROM AUTHOR]

There is increasing attention toward students' satisfaction and how they perceive the quality of the program they attend. This study examined stability and change across time with regard to the relationships between learning environment factors and occupational therapy students' satisfaction with the program. In the two consecutive cross-sectional analyses performed in this study, 163 second-year students and 193 third-year students from all six occupational therapy education programs in Norway participated. The Course Experience Questionnaire was used to assess learning environment factors and study satisfaction. The data were analyzed with Pearson's correlation coefficient r and with hierarchical linear regression. Bivariate associations between the learning environment scales were positive and most associations were statistically significant in both study years. Relatively stable associations between the learning environment variable "good teaching" and higher study satisfaction were detected, while other associations differed between years of study. Embedding quality into the learning process, in particular by emphasizing good teaching and the clear dissemination of goals and standards, is important for student satisfaction throughout years of study. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Higher Education / Yüksekögretim Dergisi is the property of Deomed Publishing and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

A Master of Business Administration (MBA) degree is the most popular graduate degree available. It is valuable to those who work in a wide range of business management areas or to prospective entrepreneurs. Many universities have developed compressed 8-week semesters to better meet student needs. Critics question instructor course delivery and student learning. We examine the impact of compressed semesters on MBA student satisfaction and learning in both face-to-face and online courses. Five instructors were assigned courses to be taught in a 16-week semester, followed by the same courses in an 8-week semester. At least one section of the courses was taught in face-to-face and/or online formats. Student satisfaction was measured via transactional distances as well as by their willingness to recommend the course to a friend. A total of 602 responses were obtained, of which 402 were usable. Stepwise multiple regression was used to measure satisfaction. Logistic regression was used to determine which factors influenced students to recommend the course to a friend. The results indicated that there was no reason to believe that there was a significant difference in student satisfaction, nor in their willingness to recommend the course. We also did not find a difference in learning outcomes. [ABSTRACT FROM AUTHOR]

The student is a consumer of education and is motivated by their graduate outcomes. Entrepreneurship provides the opportunity for substantially greater graduate outcomes, but does it deliver? This paper reviews the undergraduate bachelor Entrepreneurship Education Programmes (EEPs) offered by universities in the UK. It explores the active and engaged approaches to learning through the module themes offered and considers the challenges of using routinely collected data to understand the impact of these programmes. By using data which is publicly available, we build a national viewpoint on the subjects that lead to greater continuation, student satisfaction and earning potential. The results of this study provide five key insights about EEPs. First, they focus mainly on entrepreneurship but lack a high proportion of entrepreneurship-specific modules. Comparative analysis with other disciplines is needed for context. Second, the number of entrepreneurship modules generally increases throughout the programme, but researchers face challenges such as ambiguous module naming. Third, EEP students show lower satisfaction than those studying for other business degrees, indicating a potential impact of unique pedagogies. Fourth, higher EEP continuation rates are not evident, although this may be mitigated by more selective entry requirements. Finally, EEP graduates have higher employability rates than their business degree counterparts but lower initial earnings, reflecting their entrepreneurial career paths. From this work, we identified a range of calls for further research and suggestions for practice. [ABSTRACT FROM AUTHOR]

This investigation employs Latent Profile Analysis (LPA) to analyze data from 1298 Chinese university students, aiming to clarify the mechanisms through which individual psychological resources, primarily academic self-efficacy and positive coping strategies, affect student satisfaction in the context of academic stress. Four distinct profiles emerged based on levels of academic self-efficacy and positive coping strategies: Low-Spirited, General Copers, Capable but Passive, and Optimistic and Confident. These profiles demonstrate significant variances in the sources of academic stress, student engagement, and student satisfaction, with a ranking order from most to least satisfied as follows: Optimistic and Confident, Capable but Passive, General Copers, and Low-spirited. While academic stress uniformly augments engagement across all profiles, its effect on student satisfaction diverges—negatively for Low-spirited and General Copers, and positively for Capable but Passive and Optimistic and Confident. The analysis reveals varying levels of academic stress-tolerance among profiles, highlighting the critical role of academic self-efficacy and indicating a possible nonlinear relationship between student engagement and satisfaction. These findings enhance our comprehension of student satisfaction's intricate dynamics and suggest strategies to alleviate academic stress and improve psychological well-being. [ABSTRACT FROM AUTHOR]