Exploring student satisfaction and future employment intentions

2018 ◽  
Vol 8 (2) ◽  
pp. 117-133 ◽  
Author(s):  
Melissa James ◽  
Dongkoo Yun
Keyword(s):  
Higher Education ◽  
Academic Success ◽  
Student Satisfaction ◽  
Undergraduate Students ◽  
Personal Development ◽  
Education Institution ◽  
Target Population ◽  
Education Student ◽  
Content Type ◽  
Negative Effect

Purpose The purpose of this paper is to explore the factors that affect higher education student satisfaction and to understand students’ perceptions of their academic success and future employment expectations at a particular institution. Design/methodology/approach This study analyzes institutional performance related to students’ satisfaction and their preparedness for future employment endeavours. The questionnaire is designed specifically for students who are eligible to graduate, and the survey is implemented over the institutional website via the student portal and a total of 750°-seeking undergraduate students (target population) are invited to participate. Findings The descriptive results of this study suggest that while student satisfaction may be relatively similar for all academic programmes, there are differences in the perception of career expectations based on chosen academic programme. Most notably, the results also indicate students’ expectations for employment did not have a negative effect on their satisfaction with the higher education institution (HEI). In contrast, they were mostly satisfied with their academic and personal development. In essence, they felt prepared for the workplace and satisfied with the skills and knowledge developed at a university, regardless of job expectations. This paper suggests that institutions may wish to heighten their focus on academic factors in their efforts to retain students and improve their student academic experience. Originality/value This study is conducted at a small-sized (less than 5,000 students) higher institution in Canada that primarily provides undergraduate courses and focusses on students’ employment expectations and their rating of the academic experiences. This study can assist HEIs in developing policies related to student retention and success. HEIs may find this study useful in developing policies and programmes related to transitioning from undergraduate studies to the workplace.

scholarly journals Satisfaction and Getting a Career Employment Expectations of Undergraduate Students and their use of Support Services

2017 ◽  
Author(s):  
Melissa James MacEachern
Keyword(s):  
Higher Education ◽  
Student Satisfaction ◽  
Undergraduate Students ◽  
Support Services ◽  
Personal Development ◽  
Learning Experience ◽  
Academic Experiences ◽  
Academic Programs ◽  
Education Student ◽  
Career Employment

The purpose of this paper is to explore the factors that affect higher education student satisfaction and future employment and their use of career and other support services while attending an institution.  The descriptive results of this study suggest that while student satisfaction may be relatively similar for all academic programs, students utilize career and other support services very little.  Most notably, the results also indicate students’ expectations for employment was not related to their experience issuing these services. On the contrary, they were mostly satisfied with their academic and personal development. In essence, students felt prepared for the workplace based on their academic experiences rather than through other supports offered by the institution. This paper suggests that institutions efforts are best placed on the academic and learning experience available to their students versus career and support services.    

Determination of criteria for assessing the quality of training future specialists for higher education

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Ludmila Sokorutova ◽  
Natalia Prodanova ◽  
Inna Ponomareva ◽  
Oleg Volodin
Keyword(s):  
Higher Education ◽  
Undergraduate Students ◽  
Personal Development ◽  
Full Time ◽  
Highly Qualified ◽  
Content Type ◽  
Survey Results ◽  
Professional Employee ◽  
Professional Fields

PurposeThe most important problem for higher education in the post-COVID period is the production of highly qualified specialists for the labor market. The purpose of this study is to determine effective criteria for assessing the quality of training of future specialists and the adequacy of their readiness to solve real problems of the future specialty.Design/methodology/approachA study was carried out among students in order to determine some of the most important characteristics of them as future specialists. Based on the survey results, non-academic indicators were identified that participants perceive as significant for a highly professional employee. The empirical study included 300 undergraduate students from four universities (66% women and 34% men aged 20–21). All participants represent full-time training.FindingsThe survey showed that the participants identified the ability to learn and personal development as the most significant personal qualities.Originality/valueMany criteria for assessing the quality of training of specialists in different professional fields have not been precisely defined. Several ways of solving this problem can be proposed: developing criteria for assessing quality in hiring; revising the methods of work of universities; presenting to students the criteria for development in the profession or adopting international criteria for assessing pedagogical quality.

Assessing the role of college as a sustainability communication channel

2017 ◽  
Vol 18 (7) ◽  
pp. 1060-1075 ◽  
Author(s):  
Alisa P. Lertpratchya ◽  
John C. Besley ◽  
Adam Zwickle ◽  
Bruno Takahashi ◽  
Cameron Thomas Whitley
Keyword(s):  
Higher Education ◽  
Theory Of Planned Behavior ◽  
Planned Behavior ◽  
Undergraduate Students ◽  
Environmental Sustainability ◽  
Communication Channel ◽  
Online Survey ◽  
Large Population ◽  
Education Institution ◽  
Content Type

Purpose The purpose of this study is to assess the effectiveness of higher education institution as a sustainability communication channel. The theory of planned behavior was used to examine the degree to which a student’s tenure at a large university with active and visible sustainability initiatives is associated with changes in views about sustainability and changes in reported sustainability behaviors. Design/methodology/approach This study involved a campus-wide online survey on undergraduate students at a large mid-western university. A direct measurement approach to the theory of planned behavior was used to measure changes in attitudes, normative beliefs, perceived behavioral controls and self-reported behaviors on five different environmental sustainability behaviors. Findings Overall findings support the notion that higher education institutions can be effective communication channels for sustainability issues, as students who have been in college for a longer period of time reported somewhat more positive attitudes, normative and efficacy beliefs and more sustainable behaviors. Practical implications By measuring specific components of the theory of planned behavior, this study provides insights on specific areas in which campaigns targeting college students in different college years could become more effective. Originality/value Few studies have assessed college as an effective sustainability communication channel despite the fact that it is potentially a powerful channel to reach a large population at their critical age. This study also measures specific components to sustainability behaviors by using the theory of planned behavior as a guiding framework.

A look at university student service quality and satisfaction

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Ling Kee Htang
Keyword(s):  
Higher Education ◽  
Service Quality ◽  
Student Satisfaction ◽  
Undergraduate Students ◽  
Content Type ◽  
Perceived Service Quality ◽  
Quality Dimensions ◽  
Service Quality Dimensions ◽  
The One ◽  
The University

Purpose The purpose of this study is to investigate university students’ perception of service quality and satisfaction in a developing country to guide quality improvement. Design/methodology/approach The study uses a quantitative survey design. A new instrument has been developed to measure student perceived service quality. Data was collected from 182 undergraduate students enrolled in a five-year BEd course at the one University of Education in Myanmar. Findings A significant gender difference was found only in one of the service quality dimensions, hostel facilities. There was a significant difference in student satisfaction in the year of study. Apart from cafeteria and hostel facilities, students’ perceived-level of service quality was significantly different. All service quality dimensions were significantly correlated with student satisfaction. Significant relationships were found among intention to leave the university, trust in management and overall satisfaction with the university. Research limitations/implications This study uses data collected from undergraduate students studying at the one University of Education in Myanmar in Myanmar. Practical implications The study adds on to the service quality literature on higher education in developing countries, specifically in Myanmar. The students’ perceived service quality dimensions resulting from this study can be applied by universities to evaluate their performance. Originality/value The research findings presented in this paper fill the gap in the existing literature by providing empirical knowledge on service quality measurement and student satisfaction in the higher education context. The study is among the first studies of students’ perception of service quality and satisfaction in Myanmar.

Student satisfaction toward e-textbooks in higher education

2014 ◽  
Vol 5 (3) ◽  
pp. 231-246 ◽  
Author(s):  
Yungwei Hao ◽  
Kathy Jackson
Keyword(s):  
Higher Education ◽  
Learning Styles ◽  
Student Satisfaction ◽  
Learning Style ◽  
Undergraduate Students ◽  
Learning Preferences ◽  
The Body ◽  
Grade Point ◽  
Content Type ◽  
Students Satisfaction

Purpose – This study aims to add to the body of literature by examining students’ satisfaction with e-textbooks. As higher education evolves, one instructional tool, the classic textbook, is undergoing various transformations. In today’s classrooms, many e-textbooks are in use and there are implications. Design/methodology/approach – A researcher-developed instrument measured 115 undergraduate students’ satisfaction levels for e-textbooks used in two courses, and a learning styles instrument was given to identify student learning preferences. Findings – Through factor analysis, a few dimensions emerged regarding factors related to satisfaction. The factors included features, usability and learning facilitation provided by the e-textbooks. In general, students had a moderately above-neutral, positive attitude toward the e-textbooks. Gender, grade point average, time spent weekly reading e-textbooks and a few learning style tendencies can significantly predict, to some extent, different dimensions of satisfaction. Practical implications – Usability design of e-textbooks plays a key role in student satisfaction toward digital materials. Moreover, instructors need to use meaningful instructional activities as they adopt the usage of e-textbooks. Originality/value – The findings can help shed light on ways to enable students to become more satisfied with digital textbooks and can help policymakers and instructors evaluate and effectively adopt the appropriate digital materials to meet individual needs.

Student factors affecting academic success among undergraduate students at two South African higher education institutions

2021 ◽  
pp. 008124632098628
Author(s):  
Tsholofelo Angela Thomas ◽  
David Maree
Keyword(s):  
Higher Education ◽  
Academic Success ◽  
South African ◽  
Peer Relationships ◽  
Undergraduate Students ◽  
Qualitative Methodology ◽  
Education Institution ◽  
Parental Engagement ◽  
Emotional Wellbeing ◽  
Factors Affecting

This study explored student factors affecting academic success among undergraduate students at a historically Black and a historically White South African public higher education institution. Qualitative methodology was used. Data were collected through five focus group discussions from 31 undergraduate students. Thematic analysis was used to analyse the data. The following student factors affected participants’ academic success: academic self-efficacy, peer relationships, parental engagement and support, motivation, time management, adjustment, emotional wellbeing, lack of information, socio-economic status, and language proficiency. This study showed that structural, racialised inequalities in South Africa underpin many apparent student factors that influence academic success in higher education.

scholarly journals Students’ perception and satisfaction towards customer service in higher education institutions

2014 ◽  
Vol 12 (1) ◽  
pp. 599-605
Author(s):  
Yolande Hefer ◽  
Michael Colin Cant
Keyword(s):  
Higher Education ◽  
Customer Service ◽  
Undergraduate Students ◽  
Quantitative Research ◽  
Higher Education Institutions ◽  
Common Knowledge ◽  
Education Institution ◽  
Target Population ◽  
Quota Sampling

t is common knowledge that students experience various types of problems with universities and other higher education institutions. These problems are not limited to any specific country and it can be said that problems experienced in one country will most likely also occur in other countries. This study was done in order to determine students’ perceptions and their satisfaction of the Student Administration departments in higher education institutions. The target population consisted 200 of undergraduate students in their 1st and 3rd year in a higher education institution. Quantitative research was conducted and a non-probability sample was chosen. Quota sampling was used in order to improve the representativeness of the sample The results from the study indicated that students’ perceptions about the quality of the service received, in terms of reliability and responsiveness, from universities are slightly above average

scholarly journals Assessment of Psychological Counseling Service for Higher Education Institution Students

2019 ◽  
Vol 7 (4) ◽  
pp. 53 ◽  
Author(s):  
Abera Getachew
Keyword(s):  
Higher Education ◽  
Academic Success ◽  
Undergraduate Students ◽  
Emergency Services ◽  
Higher Education Institutions ◽  
Education Institution ◽  
Guidance And Counseling ◽  
Counseling Service ◽  
Psychological Counseling ◽  
Study Results

Guidance and counseling programs are effective in assisting young students in various aspects like academic achievement, study habits and choosing appropriate careers. A study was conducted in a public university in Ethiopia among 605 regular undergraduate students. Its objective was to investigate the students’ awareness and use of Psychological Counseling Service at Higher Education Institutions. The study results show that demographic variables were strongly accounted for the variances in awareness of psychological counseling and use of the service. Majority of the male students (67.8%) had not heard about the presence of psychological counseling service while 24.3% of female students did not know about such a service. More than 60% of the study participants gave top priority for psychological counseling service in higher education institutions. Students’ year of study and place of residence were significantly associated with the students rating of crisis intervention and emergency services, χ2 (9)=23.40, p<.01. The importance given to psychological counseling services also varied based on the place of origin and academic year of the students. Students believed psychological counseling service contributed to their academic success. Implications are discussed.

scholarly journals The promise of equal education not kept: Specific learning disabilities – The invisible disability

2020 ◽  
Vol 9 ◽  
Author(s):  
Melanie A. Gow ◽  
Yvonne Mostert ◽  
Lorna Dreyer
Keyword(s):  
Higher Education ◽  
Learning Disabilities ◽  
Inclusive Education ◽  
Undergraduate Students ◽  
Critical Appraisal ◽  
Education Institution ◽  
Target Population ◽  
Specific Learning Disabilities ◽  
Structured Interviews ◽  
Specific Learning

Background: This research is part of a larger project on the exploration of inequalities in South African higher education. This current study focussed on the implementation of policies to eradicate inequalities in an inclusive education system.Objectives: This article aimed to establish the implementation of policy by researching the lived experiences of students with specific learning disabilities (SLDs) studying in the university.Method: A qualitative, systematic review was employed as the research methodology. Original peer-reviewed qualitative studies published between 1994 and 2017 were systematically reviewed. The Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) was used to ensure rigorous reviews. The Critical Appraisal Skills Programme (CASP) was used to guide the process of critical appraisal of the selected articles which resulted in a total of 10 articles being selected for reviewing. The target population of this research comprised undergraduate students diagnosed with SLD. Semi-structured interviews were the main data collection tools used in the studies that were reviewed. Data from the selected articles were extracted and synthesised.Results: The dominant themes that emerged from the review were: (1) fear of stigmatisation; (2) gaps in policy implementation; (3) experiences vary across departments; and (4) self-determination and family support as success factors.Conclusion: An important aspect in the transformation of higher education institution is to ensure the closing of the disjuncture between policy and implementation in support of students with SLD.

Developing the Model for Optimal Learning and Transfer (MOLT) following an evaluation of outdoor groupwork skills programmes

2015 ◽  
Vol 39 (2) ◽  
pp. 104-121 ◽  
Author(s):  
Sam Joseph Cooley ◽  
Jennifer Cumming ◽  
Mark J. G Holland ◽  
Victoria E Burns
Keyword(s):  
Higher Education ◽  
Academic Success ◽  
Outdoor Education ◽  
Personal Development ◽  
Academic Staff ◽  
Methodological Approach ◽  
Training Evaluation ◽  
Skills Training ◽  
Optimal Learning ◽  
Content Type

Purpose – This paper aims to evaluate the perceived efficacy of outdoor groupwork skills programmes for the undergraduate and postgraduate students, and the factors that influence its success. It also illustrates the use of Kirkpatrick’s (1994) 4-level model of training evaluation as a framework for qualitative investigation of learning and transfer, from the perspective of key stakeholders. Design/methodology/approach – Over 24 hours of recorded data were collected using a video diary room, one-to-one interviews and focus group discussions. Participants were current students (n = 66), alumni (n = 12), outdoor education instructors (n = 6) and academic staff (n = 5). The data were transcribed, and then analysed by conducting conventional content analysis. Prolonged engagement, triangulation, peer debriefing and referential adequacy were used to establish the trustworthiness and reliability of the analyses. Findings – Outdoor groupwork skills programmes were widely viewed as being effective for developing interpersonal skills, attitudes and knowledge that were then further developed and applied during degree courses and later in the workplace. Four of the main perceived benefits were increased social integration amongst peers, academic success, personal development and employability. A range of psychological and environmental factors were reported to influence the extent of skill development and transfer, and are presented in the Model for Optimal Learning and Transfer. Practical implications – This study supports outdoor groupwork skills programmes as an effective method of groupwork skills training during higher education, and offers recommendations for promoting learning and transfer following training courses. Originality/value – This is the first study to systematically evaluate the long-term impact of outdoor groupwork skills programmes in higher education. A novel methodological approach is also demonstrated, which can be replicated in other contexts of training evaluation.

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