Factors Affecting Student Satisfaction with Higher Education Service Quality in Vietnam

<p style="text-align: justify;">Higher education plays an important role in providing students with knowledge and skills to enter the labor market. The quality of higher education, the satisfaction of the quality of higher education has been concerned by many individuals and organizations. The study aims to explore the factors affecting student satisfaction with the quality of higher education services in Vietnam. Research data was collected from survey results by questionnaires from 396 students of An Giang University, Vietnam National University Ho Chi Minh City, Vietnam. SPSS 20, AMOS 24 software is used for analysis and evaluation of scales through Cronbach's Alpha reliability coefficient; exploratory factor analysis EFA; CFA confirmatory factor; SEM linear regression analysis to test the hypotheses. The results of the SEM model study show that there are six factors affecting student satisfaction with the quality of higher education services in Vietnam, including teaching staff; facilities and teaching facilities; ability to serve; educational activities; student support activities; education programs. From the research results, discussions on educational administration are proposed to improve student satisfaction with the quality of higher education services in Vietnam.</p>

Satisfação Dos Estudantes Da Educação Superior Com O Ensino Remoto Durante A Pandemia

Devido à pandemia da Covid-19 surgiu a necessidade de distanciamento social a fim de evitar o contágio e, como consequência, o ensino remoto (ER) foi adotado como um regime excepcional por quase todas as Instituições de Educação Superior (IES), no mundo, em 2020. O principal objetivo desta pesquisa é identificar os fatores mais importantes, na percepção dos estudantes, que afetaram a satisfação deles com o ER. Este estudo utilizou uma abordagem quantitativa, por um método de amostragem não probabilístico, por meio da análise de 311 questionários respondidos online. O software R foi utilizado para a análise descritiva e o SmartPLS para analisar os dados recorrendo-se à modelagem de equações estruturais no intuito de examinar a relação entre variáveis ​​independentes e dependentes. Verificou-se uma relação positiva e significativa entre os constructos, e as duas hipóteses sugeridas foram confirmadas, sendo que H1: há uma relação positiva entre a percepção de qualidade e a satisfação dos estudantes com o ER e H2: há uma relação positiva entre as características individuais dos estudantes e a satisfação com o ER. Os resultados da pesquisa contribuem para a discussão acerca do impacto da pandemia na educação superior e agrega conhecimento em relação aos determinantes da satisfação do estudante com o ER. Due to the Covid-19 pandemic the need for social distancing arose in order to avoid contagion and as a consequence, remote learning (RE) was adopted as an exceptional regime by almost all Higher Education Institutions (HEIs), worldwide, in 2020. The main objective of this research is to identify the most important factors, in students' perception, that affected their satisfaction with ER. This study used a quantitative approach, by a non-probability sampling method, through the analysis of 311 questionnaires answered online. R software was used for descriptive analysis and SmartPLS to analyze the data using structural equation modeling to examine the relationship between independent and dependent variables. There was a positive and significant relationship between the constructs, and the two suggested hypotheses were confirmed, being H1: there is a positive relationship between perceived quality and students' satisfaction with RE and H2: there is a positive relationship between students' individual characteristics and satisfaction with RE. The research findings contribute to the discussion about the impact of pandemic on higher education and adds knowledge regarding the determinants of student satisfaction with RE.

Decision-Making Strategy for Digital Transformation: A Two-Year Analytical Study and Follow-Up Concerning Innovative Improvements in University e-Services

Universities worldwide strive to provide the best student services possible, particularly those that support student achievements and career goals. Therefore, academic advising continues to be a significant part of the student experience, one which universities need to fully understand in terms of its objectives, application processes, and required skill. As a result of significant technological improvements since the turn of the millennium, including expanding internet applications and digital transformations, universities have established computer information systems that support academic advising and course registration services. This study examined the effects of modifications to the electronic academic advising and course registration systems at King Abdulaziz University in 2018, and then again in 2020, following a university-wide system failure in 2018 resulting from a demand overload. In 2018, a preliminary statistical analysis and student feedback survey were conducted by the authors to measure student satisfaction with the online portal On-Demand University Services (ODUS Plus). In addition to recommendations suggested by the 2018 analysis such as balancing the load distribution of the university’s network, organizational (i.e., non-technical) solutions, rules, and regulations were adjusted such as progressive course registration that prioritized those expected to graduate first. The survey and analysis were repeated by the authors in 2020 to assess improvements in student satisfaction. As a result of the changes, the investigation revealed improved student satisfaction with the performance of ODUS Plus and network access. Overall, students were significantly more satisfied in 2020 than in 2018. This research shows that some technical challenges can be resolved using re-engineered processes and organizational solutions.

Assessing the Effect of Instructor’s Emotional Intelligence (EI) on the Students’ Satisfaction Index (SSI): Meta-Analysis of University Students

The present study aims to examine the relationship of instructors’ emotional intelligence (EI) with the satisfaction index of their corresponding students. For this purpose, data were collected from 650 full-time students and 6 male instructors from a major Middle Eastern University. Emotional intelligence of the instructors was measured with the help of average of students’ responses with the weightage of each assessing parameter, i.e., self-awareness, self-management, social awareness, and relationship management which also reflected the students’ satisfaction index (SSI). Moreover, authenticity of the data was confirmed with the help of Cronbach’s alpha, and the analysis of data was carried out using descriptive statistics, correlation, and box plots. The students’ satisfaction index is calculated by correlating various parameters such as comfort, skill, learning, and motivation in order to identify the most critical parameter. For identifying the most critical parameter, box plots are used. Final results reveal a strong correlation of instructor’s EI with student satisfaction index (r = 0.951, p < 0.005 , F >> Fcritical). Findings of the study can be beneficial to highlight the importance of students’ satisfaction index (SSI) which is correlated with instructor’s EI.

Teaching in a Global World: Challenges and Opportunities for Small-Sized Universities - Insights from Italy

Today’s academic institutions are strongly involved in the modern globalization process. The aim of the paper is to investigate if small-sized universities face particular challenges and if they obtain some advantages or are adversely affected by the ongoing process. The focus is on Europe and, specifically, on Italy, one of the signatory countries of the Bologna Declaration, that has implemented the European international reform process. Based on official data from the Italian Ministry of University and Research, first we analyse university characteristics and then we calculate performance selected indicators that are informative of a few key aspects, such as teaching quality and internationalisation and look at student satisfaction. Results show that teaching quality in small-sized public universities is similar to that in big-sized public ones whereas small-sized private universities perform better than big-sized private ones. Attractiveness for students abroad is greater for smaller and more specialized universities, and this is especially evident for private universities. Satisfaction as well is higher for students studying in small-sized universities. However, doubts exist for the future due to the possible negative effects of the very complex and strict administrative procedures of the current organization and evaluation system. Keywords: universities, small-sized, teaching, performance, Europe, Italy

Development of a computer-assisted instructional package for life skills to prevent risky sexual behaviors in early adolescents, Bangkok, Thailand

Background: The purpose of the present study was to examine the effects of a newly developed computer-assisted instructional package for life skills (CAIFLS) specifically designed to raise awareness of risky sexual behaviors among Thai early adolescents in Bangkok. Methods: The research process included two phases: (1) the development and (2) the use and evaluation of the newly developed CAIFLS package. First, 5 teachers and 5 Grade 7 students of a Bangkok school were interviewed to collect information needed for the development of CAIFLS. The second phase was to implement learning activities through CAIFLS with a total of 87 Bangkok school students, consisting of 44 students for the experimental group who received CAIFLS for 4 sessions, and 43 students for the control group who received routine class lecture. CAIFLS instructions, lesson plans and worksheets were designed as the experiment methods. Then questionnaires of life skills assessments and student satisfaction were used to investigate the effects and the student satisfaction of CAIFLS. Results: The findings revealed that the efficiency values of the CAIFLS package were 80.2/82.5, higher than the set criteria of 80/80. Mean scores on life skills for the experimental group significant increased (p < .05), which was higher than the control group. The students also showed their satisfaction of CAIFLS at a high level (M = 4.20, S.D. = 0.29) Conclusions: CAIFLS can be used as an effective learning tool to enhance life skills to prevent risky sexual behaviors among Thai early adolescents.

Magic of Choosing Suitable Course Coordinator Based on Students’ Feedback: A Single Center Experience from Saudi Arabia

Background. Medical education is an unusual field whereby a teacher does not receive formal training to become a teacher and is usually marred by quality and effectiveness in imparting the curriculum. To add to the insult, the additive burden of administrating the implementation of the courses does affect the teaching capabilities of a particular teacher. At the College of Medicine (COM), a rigorous procedure for selecting suitable “course coordinators” is followed as they not only serve as administrators for the curriculum implementation but also serve as the role models for the students and their peers as well. Each course coordinator is an important cogwheel in the curriculum as each one can have a positive impact on the overall quality and success of the program. At COM, twenty-one courses are taught in the curriculum, and the execution of each course is led by the duo of coordinator and co-coordinator. The course coordinator is the one primarily involved in the execution, selection of faculty, ensuring smooth flow and delivery of objectives, finalizing and execution of the exam, and responding to students and faculty’s needs during and after the course execution and is the primary person to suggest an effective action plan based on needs to improve the course for the upcoming academic year. Aim. The aim of our study was to assess whether a good teacher can be an effective course coordinator and what the impact of a good teacher/course coordinator is on student satisfaction levels. Methods. This study is a descriptive cross-sectional study carried out for five academic years from 2013-14 till 2017-18. The sample included both male and female sections of the medical program, and the courses for the study were selected as consecutive sampling techniques. The data was retrieved from the evaluation units’ records for the period of 2013–18. SPSS version 20.0 was used for data analysis. Results. Our data reflects a strong positive correlation between course coordinator, course coordinator as a faculty, overall evaluation of the course, and mean faculty rating. Additionally, a strong positive correlation between the mean evaluation of all domains and overall course evaluation for both preclinical and clinical years of the medicine program was also found. Conclusions. Carefully selected effective teachers as course coordinators do have a positive impact on two domains of the course quality, that is, overall satisfaction and faculty ratings by medical students.

Implementation of Student Satisfaction Information System to the Final Project Services

The final project service is a supervision service from the lecturer for students who prepare the final project. Satisfactory service can be an effective promotion to prospective students. The Quality Control Group (GKM) of STMIK Indonesia Padang carries out one of their responsibilities, namely analyzing student satisfaction with final assignment services as an evaluation of the performance of final assignment supervisors and also to improve final assignment services. Therefore, we need an information system that can help GKM employees obtain accurate results to analyze student satisfaction. The system development method used is to use an object-oriented methodology. The website-based information system that was built (named WALTA (Final Project Service Satisfaction Analysis Website)) used the Likert scale measurement method to measure the level of student satisfaction with the services of the final assignment supervisor with 5 category levels, namely very satisfying, satisfying, quite satisfying, less satisfying and unsatisfactory. The existence of WALTA, GKM STMIK Indonesia Padang employees worked more effectively and efficiently because there was no need to collect students locally to fill out the questionnaire, no need to print out the questionnaire and process the questionnaire data, and the results of the questionnaire were immediately displayed on WALTA. 32 lecturers supervised the final assignment of Odd Semester 2018/2019. It was found 9 lecturers provided final assignment services with a very satisfying category and 23 lecturers with a satisfactory category. Furthermore, the results of this assessment were one of the lecturers' performance evaluation instruments.

Thrown into Deep Water: Feedback on Student Satisfaction—A Case Study in Hungarian and Romanian Universities

As a result of the COVID-19 health epidemic, online life has exploded into our daily lives, forcing most of us to move previously seemingly irreplaceable “face-to-face” activities into “non-face-to-face” meetings and activities in many sectors. One of the biggest challenges has been in the field of education: This sector, compared to other sectors, was less digitized. Under these circumstances, the entire education process was transferred to online space overnight, which was/is a major challenge for everyone. Thus, a questionnaire survey was conducted among students from two universities in Hungary and Romania, the results of which are included in the present article. The aim of the research was to measure students’ satisfaction and to examine the benefits of online education, for example, in terms of introducing hybrid education over the long term. Descriptive statistics as well as the Wilcoxon rank-sum test were used to analyze the database. The results showed that, from a practical point of view, there was no significant difference between the Hungarian and Romanian respondents who had a fundamentally positive view of digital education. In this respect, positive feedback can be seen as encouraging, especially for those individuals and social strata who may find online education much more attractive than traditional physical teaching. Online education could be an attractive, accessible, sustainable form of further education in the long run.