共查询到20条相似文献，搜索用时 46 毫秒
1.
This study commences a process of developing a scale for the measurement of service quality in higher education in South Africa
and also examines the relationship between the measures of service quality on the one hand and some other related variables
such as intention to leave the university, trust in management of the university and the overall satisfaction with the university.
Using structured questionnaires, survey data was collected from students (n = 391) in two South African universities. Findings indicate that the 52-item measure of service quality in higher education
is a multidimensional construct loading on 13 factors with a high reliability coefficient (0.93) and some construct validity.
Significant relationships were also found between service quality in HE and other study variables—intention to leave university,
trust in management of the university and overall satisfaction with the university. Some further research directions were
suggested and policy implications of findings discussed. 相似文献
2.
An increasing proportion of tertiary students are aged 25 and over, and many of these students choose to study at a distance in order to more easily combine their studies with their family and work commitments. Higher attrition rates and lower course completion rates for this group highlight the need for a greater understanding of their student experience. To explore whether age and mode of study impact on student engagement, satisfaction, learning and departure intention, data from the Australasian Survey of Student Engagement from 1116 first-year undergraduate students from a single New Zealand university were analysed. Results confirm the influence of student engagement on both student satisfaction and learning, in particular the importance of a supportive learning environment. The findings suggest that while older and distance students are less likely to engage in active learning strategies with their fellow students, they have a much greater capacity to integrate their learning with their work experience. The finding that these students are as satisfied as the more traditional-aged, on-campus students suggests that their experience is different, but not second-rate. Universities need to build on the strengths of these students as well as provide greater opportunities for them to form collaborative relationships with similar students. Limitations stemming from the timing of the survey and the inherent limitations of cross-sectional surveys suggest the need for more in-depth longitudinal work to understand the changing nature of engagement for these students and to explore why they engage differently with their studies. 相似文献
3.
《Journal of Further & Higher Education》2012,36(4):561-579
This study addresses the departure intentions of an Australian university business student cohort that is characterised by high levels of diversity in pre-entry attributes. The study investigates the level of student engagement using the academic and social integration components of the Student Engagement Questionnaire (SEQ) based on Tinto’s model of institutional departure. The results showed that the pre-entry attributes of students such as gender and low socio-economic status, together with first year of study, were not significant in determining student engagement. There were, however, significant differences in departure intention based on student engagement, particularly in terms of interaction with administrative support services and satisfaction with the educational experience. Overall, the findings support the view that institutional efforts to engage business students in the early stages of their studies minimise the risk of departure. 相似文献
4.
The purpose of this study is to examine the impact of perceived brand orientation, intercultural friendship, and university reputation on international students’ course satisfaction and continuance behavioral intention towards the higher education in Malaysia. A total of 348 questionnaires, administered on international students, were collected to empirically test the research model using partial least squares path modeling approach, a structural equation modeling technique for the assessment of measurement and structural model. The empirical results imply that perceived brand orientation and university reputation positively influence course satisfaction and course continuance behavioral intention, while intercultural friendships influences course continuance intention but not course satisfaction. The implications and limitations of research are discussed in the following sections. 相似文献
5.
Tracey Muir Naomi Milthorpe Cathy Stone Janet Dyment Elizabeth Freeman Belinda Hopwood 《Distance Education》2019,40(2):262-277
Although there is ample research into student engagement in online learning, much of this investigates the student experience through surveys administered at a fixed point in time, usually at the exit point of a single unit of study or course. The study described in this paper, by contrast, aimed to understand online student engagement over a whole semester, guided by two overarching questions: What factors impact students’ engagement over a semester? What factors account for fluctuation in engagement levels over time? This paper presents results from weekly feedback on online education students’ engagement over the length of one semester at a regional Australian university. It also chronicles in more depth the experiences of one student across the same semester. The findings offer longitudinal accounts of student engagement, demonstrating that levels of engagement fluctuate and are influenced by a variety of factors. 相似文献
6.
Shelly M. Wagers Margaret Pate Stacey Turmel John Burke 《Journal of Criminal Justice Education》2018,29(1):18-38
The use of student-centered High Impact Practices (HIPs) has become increasingly popular across university and college faculty. HIPs increase student development of critical thinking, problem solving, and communication skills. HIPs also provide students the opportunity to engage in real-world application of course knowledge. While HIPs increase student engagement and intrinsic motivation, little research has explored student perception of these concepts. This article describes a pilot course offered to upper level criminal justice students that incorporated three HIPs: undergraduate research, collaborative assignments, and service/community-based learning. Semi-structured interviews were used to facilitate individual student discussion regarding their perceptions and experiences of the course related to their level of motivation and engagement as compared to traditional classes. Results indicated student expectations for the course were exceeded; students believed the course would positively impact their future career/education plans; and the HIPs motivated the students to engage more than their traditional lecture-oriented courses. 相似文献
7.
While all agree student success in higher education is important, there is less agreement on what it means to be a successful student. Student success is often measured by institutional reports of grades, student retention and qualification completion. More recently, broader definitions have emerged; however, these do not incorporate student perceptions of success. The current study addresses this gap by exploring how first-year students talk about their success. Drawing from weekly interviews of students at an Australian regional university, the data are analysed through the lens of a conceptual framework of student engagement. The findings demonstrate that success is inextricably linked with student engagement as well as other dimensions of the student experience. As expected, students assess their success extrinsically with institutional measures such as grades and feedback. In addition, their behavioural engagement was seen as a more immediate measure of their success, while happiness and satisfaction were necessary for some students to feel successful. Perceptions of success have important consequences for students in terms of increased positive emotions, self-efficacy and course belonging. Success for these students has multiple dimensions. These findings give rise to suggestions for a staged approach to supporting first-year student success. However, the student experience is complex and multifaceted and further research is needed with different student cohorts who may define and experience success in other ways. 相似文献
8.
Els C. M. van Rooij Ellen P. W. A. Jansen Wim J. C. M. van de Grift 《European Journal of Psychology of Education - EJPE》2018,33(4):749-767
Considering the pivotal role of academic adjustment for student success, it is important to gain insight into how several motivational and behavioural factors affect academic adjustment and the extent to which academic adjustment influences student success. This empirical study investigated how intrinsic motivation, academic self-efficacy, self-regulated study behaviour and satisfaction with the chosen degree programme influenced academic adjustment in university and how these variables and adjustment affected three important indicators of student success: grade point average (GPA), attained number of credits (ECTS) and intention to persist. The sample consisted of 243 first-year university students in the Netherlands. Structural equation modelling showed that academic adjustment was influenced by intrinsic motivation, self-regulated study behaviour and degree programme satisfaction, which together explained 72% of the variance in adjustment. Motivational and behavioural variables did not influence GPA and credits directly but through academic adjustment. Furthermore, only satisfaction with the degree programme predicted intention to persist. These results point to the importance of academic adjustment in predicting university GPA and credits and the pivotal role of satisfaction with the degree programme in predicting intention to persist. Universities could integrate the development of self-regulated study skills—the biggest contributor to academic adjustment—in the first-year programme. Moreover, looking at the importance of students’ satisfaction with the programme, communication and collaboration between secondary schools and universities should be enhanced in order to help students to choose a university degree programme that matches their abilities, interests and values. 相似文献
9.
Eman M. Almarghani 《Teaching in Higher Education》2017,22(8):940-956
The passive role of students in their learning and education and the absence of student engagement in higher education institutions (HEIs) are quite common in many higher education institutions in developing countries. The main objective of the research presented in this paper is to explore the influential factors on student engagement in HEIs in the situational frame where student engagement and active learning and teaching do not have a long tradition. To answer our research questions, we conducted a survey with 279 undergraduate students from four universities in Libya. Our findings show that the availability and active usage of the university’s ICTs resources, the university’s reputation and teachers’ activating influence on students most efficiently predict student engagement in HEIs. The role of teachers and their competencies to use active learning techniques are perceived to be very influential in promoting student engagement. 相似文献
10.
本文采用对西安市9所不同类型高校2010名大学本科毕业班学生调查所得数据,分析了个体和社会环境因素对大学生创业意向的影响。研究表明:①大学生具有较强烈的创业意向;②大学生的创业态度、感知的主观规范、创业自我效能、创业能力和创业经历等个体因素对其创业意向具有显著的直接或间接影响;③创业阻力这一社会环境因素对大学生的创业意向具有显著、直接的消极影响;④与社会环境因素相比,个体因素对学生创业意向的解释力更大。在此基础上,本文提出了激发大学生创业意向的若干建议。 相似文献
11.
This article investigates factors related to the intention to leave the university job among Norwegian university staff. Its main conclusions are: among staff intending to leave their institution, colleagial relations (i.e. relations between colleagues) constituted the clearest reason to leave. General job satisfaction did also rather strongly predict intention to leave. The study showed that staff who found their work less intrinsically satisfying than others more often intended to leave their institution. The salary or the economical resource situation did not influence intention to leave or stay. 相似文献
12.
Breda O’Brien 《Journal of Further & Higher Education》2018,42(7):922-936
Recently much research has focused on student engagement, both at school and at university. This attention is motivated by the role that engagement plays in student learning and in the student experience. Acknowledging that student engagement is a multifaceted construct we focus on the contribution that teaching and teacher traits make to the quality of student engagement, from the student’s perspective. In this small scale study, we adopt a qualitative methodology to investigate students’ perceptions of what factors impact on their engagement and what role the students themselves have in fostering such engagement. Focus group and one-to-one interviews with students in the last year of school and at university were analysed to reveal four overarching themes related to engagement in classroom life including the importance of active listening on the part of both students and teachers. The resulting Refined Quality Teaching Initiatives Framework outlines how dual engagement and active listening can be viable pedagogical strategies both at school and university. The framework also brings to the fore the active role and responsibilities that students have, in their own perceptions, for engagement in the classroom. We conclude with a reflection on the implications of our findings for teaching and teacher training. 相似文献
13.
14.
When empathy hurts: Modelling university students’ word of mouth behaviour in public vs. private universities in Syria 
下载免费PDF全文
下载免费PDF全文 This study examines and compares word of mouth (WOM) behaviour among university students in Syria. To date, little is known about this important phenomenon which is surprising given the deregulated education market in Syria that allows for private universities to compete for students alongside public universities. Using a mixed methods research design and structural equation modelling, our results show faculty individualised attention and student satisfaction were found to be positively related to university image. Further, student satisfaction and university image were found to be direct sources of students’ positive WOM behaviour. We found a moderating effect of university ownership type on university image. Interestingly, we identified six themes showing how support staff empathy could be seen as a source of low student satisfaction. These were defined as deception/credibility/soft‐soapers/suspiciousness: when support staff coax something out of students; confusion/role conflict: resulting from the diverse roles played by support staff while interacting with students; unfairness: when a student notices discrimination in the level of empathy between their peers; privacy: when support staff empathy can be perceived as a kind of intrusion; self‐congratulatory: when a support staff member shows off or praises their empathy; and support staff/student ratio: when this ratio is seen to be small, the empathy effect reverses. 相似文献
15.
16.
John Jorstad Soko S. Starobin Aurelia Kollasch 《Community College Journal of Research & Practice》2017,41(4-5):253-266
ABSTRACTThis quantitative study examined the predictive impact of a series of factors on female community college students’ intention to transfer in science, technology, engineering, and mathematics (STEM). The STEM Student Success Literacy survey (SSSL) was utilized to collect data from a large, diverse community college located in Florida. After the data cleaning and preparation, the authors first constructed a model that measures potentially predictive factors such as social capital, student engagement, and chilly climate. Then, a regression model including these factors and demographic characteristics was tested using a multinomial regression analysis. Findings generated implications for future research, policy, and practice to better serve and assist female students in their pursuit of a STEM degree. 相似文献
17.
Student satisfaction has received growing attention in Higher Education systems in recent years, and are increasingly used for internal and external accountability in the sector. This does leave us with questions on the extent to which variance in student satisfaction can be explained by Higher Education Institution (HEI) and course attended rather than by individual student characteristics; and on what factors may predict student satisfaction. In this study we used the Postgraduate Taught Experience Survey (PTES) to look at these questions in a sample of approximate 70000 UK postgraduate students from 100 HEI's. Firstly, confirmatory factor analyses were used to test the validity of the proposed multidimensional structure of student satisfaction in PTES. Then multilevel models were used to look at variance at three levels (HEI, course and student), and the relationships between institutional and student factors collected in PTES and student satisfaction. Two years of data (2014 and 2015) were used. Findings suggest that over 90% of variance is explained at the student level for all dimensions of student satisfaction in both years, with variance at the HEI level being particularly low. Individual student characteristics explain more variance than institutional characteristics, but only some (such as BME status) are significant, and explained variance is low. These findings suggest using student satisfaction as an accountability measure in HE may be highly problematic. 相似文献
18.
Jillian Seniuk Cicek Sandra Ingram Marcia Friesen Douglas Ruth 《European Journal of Engineering Education》2019,44(1-2):49-70
ABSTRACTAn engineering professor of a first-year thermodynamics course and a PhD student with a focus in engineering education in a large research university in Canada participated in an ethnographic action research study with the intention of increasing active learning in the classroom to enhance student engagement and learning. Unexpected findings included transformative changes to the professor’s epistemology of teaching and learning. Through the action research cycle of planning, implementing, observing, and critically reflecting, modifications were made to the instructional strategies and the learning environment that created a micro engineering community of practice where both students and teaching assistants engaged in deep learning and legitimate peripheral participation on the trajectory to ‘becoming engineers’. Qualitative interview data from the professor, three students, and three teaching assistants are analysed through approaches to learning research and situated learning theory. Engaging in action research had profound repercussions in this case. The authors make the argument for action research as a catalyst for transformative learning required for teachers to engage students in the twenty-first century classroom. 相似文献
19.
Nick Gee 《Journal of Further & Higher Education》2017,41(3):340-350
This article investigates the motivations and strategies employed by respondents to a Likert-style course evaluation at a UK university. These attitude surveys, generating large amounts of quantitative data, are commonly used in quality assurance procedures across UK higher education institutions. Similar student survey results are now scrutinised by regulatory bodies undertaking external inspections, and by prospective students when making choices about their course and university of study. For respondents, I argue that the ubiquity of such evaluations has led to complacency, misunderstanding and apathy, with the adoption of completion strategies that lack deep engagement. This research also reveals that the recollection of specific key events and the existence of personal relationships are the strongest influencers in respondents allocating an attitude score. I conclude that the distinction between formative and summative evaluation could be articulated more explicitly to respondents, and that to genuinely inform future teaching and enhance satisfaction for respondents, substantive qualitative comments should be sought alongside attitudinal scoring. 相似文献
20.
Given the importance of teacher attrition, researchers have used various methods to investigate reasons that teachers want to leave their profession; but little attention has been paid to distinguishing and comparing the contributions of a range of factors to teachers' turnover intention and to investigating and clarifying the potential moderating roles of age, gender, grade level, and cultural context. The aim of the current meta-analysis was to fill the gaps left by omissions in the research. A total of 94 studies, 99 independent samples, and 269 effect sizes were included in this study (n = 39,508). The associations between twelve antecedents and turnover intention were negative, and nine of them were strong. Trust, professional identification, and organizational commitment were the three most important protectors; job satisfaction, climate, justice, support, work engagement, and intrinsic motivation were also important. Burnout, workload, and stress were positively related to turnover intention; and burnout was the most important predictor of teachers' turnover intention. The effect sizes of the demographic variables were small; furthermore, the relationships between most of the antecedents and teachers’ turnover intention were stable regardless of their age, gender, cultural context, and grade level. Burnout and intrinsic motivation showed a stronger relationship with turnover intention in younger teachers (vs. older teachers); specifically, younger teachers with higher burnout and lower intrinsic motivation tended to show higher intention to quit. Gender had a small moderating effect on the relationship between work engagement and intrinsic motivation. Age was negatively related to turnover intention only in the context of collectivist cultures as compared with that of individualist cultures. Limitations, implications, and suggestions for future research are included. 相似文献