What do Students Want in Advising? A Policy Capturing Study

2004 ◽  
Vol 24 (1-2) ◽  
pp. 48-61 ◽  
Author(s):  
Karen E. Mottarella ◽  
Barbara A. Fritzsche ◽  
Kara C. Cerabino
Keyword(s):  
Student Satisfaction ◽  
Interpersonal Skills ◽  
Policy Capturing ◽  
Student Gender ◽  
Warmth And Support ◽  
The Relationship

A policy capturing approach was used to examine the advising variables that contribute to student satisfaction. Students (N = 468) rated 48 scenarios in which advising approach, relationship, advisor gender, emotional nature of the relationship, and type of advisor were manipulated. Results show that being known to the advisor, having a professional advisor, and receiving warmth and support from the advisor were important factors to advisee satisfaction. Ratings differed by student gender, advising experience, and age. Relational variables can exist across multiple advising approaches, and satisfaction likely depends more on the advisor's interpersonal skills and style than advising approach.

The Relationship Between Perceived College Student Satisfaction and Goal-Directedness

1979 ◽  
Vol 11 (4) ◽  
pp. 225-229 ◽  
Author(s):  
Julie Jenks ◽  
Jonathan Kahane ◽  
Virginia Bobinski ◽  
Tina Piermarini
Keyword(s):  
College Student ◽  
Student Satisfaction ◽  
College Student Satisfaction ◽  
Goal Directedness ◽  
The Relationship

scholarly journals Assessing the relationship among service quality, student satisfaction and loyalty: the NIGERIAN higher education experience

Heliyon ◽  
2021 ◽  
pp. e07590
Author(s):  
Taiye T. Borishade ◽  
Olaleke O. Ogunnaike ◽  
Odunayo Salau ◽  
Bolanle D. Motilewa ◽  
Joy I. Dirisu
Keyword(s):  
Higher Education ◽  
Service Quality ◽  
Student Satisfaction ◽  
Education Experience ◽  
The Relationship

Examining the relationship between facilities, teaching quality and administration towards student satisfaction

2021 ◽  
Author(s):  
A. F. Arham ◽  
N. S. Norizan ◽  
Z. F. Ahmad ◽  
H. D. Md Isa ◽  
N. N. Kamarulzaman
Keyword(s):  
Student Satisfaction ◽  
Teaching Quality ◽  
The Relationship

Quality of learning experience, student satisfaction and perceived overall experience in the COVID-19 context

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Venugopal Prabhakar Gantasala ◽  
Swapna Bhargavi Gantasala ◽  
Tareq Na'el Al Tawil ◽  
Prerana Prasad
Keyword(s):  
Higher Education ◽  
Student Satisfaction ◽  
Online Courses ◽  
Learning Experience ◽  
Decision Makers ◽  
Undergraduate Level ◽  
Content Type ◽  
The Relationship ◽  
Medical Programs

PurposeThe intention for this study was to explore any relationship that might exist between quality of learning experience (QLE), the second construct student satisfaction (SS) and the third construct perceived overall experience (POE) among undergraduate students within the higher education context. This study also attempts to explain the path direction between QLE, SS and POE.Design/methodology/approachThe researchers utilized structural equation modeling to analyze the variables considered for this study – QLE, SS and POE and for hypotheses testing. Respondents for this study were medical students' coordinators of the undergraduate level of medical colleges in the 28 states of India. Data collected for the study were possible by utilizing a questionnaire that was emailed to these student coordinators. The emailing effort returned 198 (n) filled questionnaires (complete) representing 198 institutions offering undergraduate-level medical programs out of a total of 542 institutions that offer undergraduate medical programs.FindingsFindings from this study confirm the relationship between QLE with SS, and PLE. Interestingly, the findings established a significant relationship between SS and POE.Practical implicationsDecision-makers and administrators of higher education institutions (HEIs) can utilize the findings from this study to focus on strengthening important elements of QLE in ways that positively impact SS and POE of students taking online courses and program offerings. The study reiterates the importance of course content, course structure, lecture-delivery quality, instructor mentoring and student-instructor interactions on SS and POE. The role of SS in reinforcing confirmation, perceived usefulness, perceived openness of the online courses and the perceived reputation was established. This relationship is key to administrators while they focus on improving SS and building on the institutions' reputation in addition to their efforts to support marketing and enrollments during the pandemic.Originality/valueResearchers in the past have examined the relationships between QLE and another construct of this study – SS. Past research has also examined the relationship between QLE and POE. However, there is not enough research exploring the relationship between SS and POE. This study establishes the relationship between SS and POE that benefits decision-makers in higher education.

scholarly journals Effectiveness Of Relationship Marketing Tactics In A University Setting

2012 ◽  
Vol 10 (1) ◽  
pp. 29 ◽  
Author(s):  
Philip J. Trocchia ◽  
R. Zachary Finney ◽  
Treena Gillespie Finney
Keyword(s):  
Student Satisfaction ◽  
Student Perception ◽  
Relationship Building ◽  
Marketing Tactics ◽  
Enduring Involvement ◽  
Tangible Rewards ◽  
Sense Of Entitlement ◽  
Positive Correlations ◽  
The Relationship ◽  
University Setting

We test the correlation between student perception of three university relationship-building tactics - commercial friendships, preferential treatment, and tangible rewards - with university student satisfaction. We also test whether two student characteristics - enduring involvement with education and sense of entitlement - have a moderating effect on the aforementioned relationship between university relationship-building behaviors and student satisfaction. Results revealed positive correlations between perceived relationship tactics and overall satisfaction. Correlations between the relationship-building behaviors and satisfaction were also greater among high-involvement students than among their lesser-involved cohorts. Students who felt a sense of entitlement were more likely to believe that they were recipients of relationship-building behaviors, but they didnt always appreciate them more than students who felt less entitled.

scholarly journals The relationship between the academic achievement of computerized tests and traditional tests of Business College students. An empirical study

2021 ◽  
Vol 10 (1) ◽  
pp. 59
Author(s):  
Rania Al Omari
Keyword(s):  
College Students ◽  
Academic Achievement ◽  
Male Students ◽  
Factors Affecting ◽  
Student Gender ◽  
Business College ◽  
Computerized Tests ◽  
University Of Jordan ◽  
The University ◽  
The Relationship

The study aims to investigate the relationship between the academic achievement of computerized tests and traditional pen and paper exams of Business College students at the University of Jordan- Aqaba branch as well as relate differences results to students` gender. The study sample comprised 136 students of a compulsory course at the Business Faculty. A computerized mid-term test was held while the final one was traditional. The results of the two tests were compared where the other general factors affecting students` academic achievement, namely ( the same students, course subject, course subject lecturer) were set. The tests marks were sampled as percentage to the test mark so as to delete the denominator difference of marks where the mid-term mark is out of 30 while the final test is out of 50. The SPSS was used to compare the results of the two tests. Results were related to students gender, whether gender-related differences are found. The study concluded that there is no statistical significant relationship between the academic achievement of computerized tests and traditional ones (paper and pen) held at the Business College in The University of Jordan- Aqaba branch. The results also indicated that the academic achievement differences resulting from computerized tests have to do with the student gender variable in favour of male students.

THE RELATIONSHIP BETWEEN LEARNING SPACE ATTRIBUTES WITH STUDENTS' SATISFACTION AND PERCEIVED PERFORMANCE

2018 ◽  
Vol 16 ◽  
Author(s):  
Fadhlizil Fariz Abdul Munir ◽  
Asniza Hamimi Abdul Tharim ◽  
Thuraiya Mohd ◽  
Suzana Said
Keyword(s):  
Student Satisfaction ◽  
Structural Model ◽  
Learning Spaces ◽  
Learning Space ◽  
Current Generation ◽  
Learning Patterns ◽  
Perceived Performance ◽  
The Relationship ◽  
Students Satisfaction ◽  
Research Show

The shift in the learning patterns of the current generation motivates the changes in the setting of learning spaces. This research objective is to examine the association between Learning Space attributes with student satisfaction and perceived performance. A survey was conducted in Universiti Teknologi MARA (UiTM), Perak Branch, Seri Iskandar Campus, Malaysia. A questionnaire was administered and collected from 410 students, where respondents were asked to select their preferences based on a five-point Likert scale of agreement and satisfaction. The analysis was conducted using PLS-SEM: Smart-PLS Version 3.2 to examine the measurement and structural model of the research. Results indicated that there is a significant relationship between Learning Space attributes with student satisfaction and perceived performance. The overall findings of this research show that the research variables successfully predicted the model.

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