Purpose-The purpose of this study is to explain critical factors affecting student satisfaction levels in selected state universities in Sri Lanka. Design/methodology/approach-The study has applied an quantitative survey design guided by six hypotheses. A conceptual framework has been developed to address the research questions on the basis of a literature review. The study is based on an undergraduate sample from four state universities, and it presents results of factor analytics and correlational and regression analyses. Findings-Evidence to support construct validity and reliability of all survey-based scales measuring the key variables has been found. The quality of the academic staff, university facilities, degree program, administrative staff, university location and university image have been correlated significantly with student satisfaction levels measured at 0.45, 0.47, 0.51, 0.31, 0.39 and 0.66, respectively. The statistically significant predictors are: the quality of university facilities, the quality of the degree program and the university image, with the image being the strongest predictor. Practical implications-The study offers a conceptual framework to guide future research and validated scales for measuring student satisfaction levels in a national higher education system in a developing region that is aspiring toward a knowledge-based economy where tertiary education is free. Five recommendations are provided for policymakers. Originality/value-Research shows high variabilities in the models used and the findings of studies on factors affecting student satisfaction levels in universities. The study is among the first large-scale studies of student satisfaction levels in the Sri Lankan state university system, where little data exist on why students are dissatisfied and fail to complete their degrees.

Purpose The purpose of this paper is to explore the impacts of university facilities on student satisfaction at regional state universities in Sri Lanka. Design/methodology/approach In order to accomplish the proposed object quantitative research design was used. All undergraduates at four selected regional state universities, namely, Universities of Ruhuna, Rajarata, Wayamba, and Sabaragamuwa, were the population of the study, in which 650 undergraduates were selected as the sample using the stratified sampling technique. The researcher administrated close-ended questionnaire, which consisted of two parts and 31 items, was used for data collection. The collected data were analyzed using SPSS statistical software, and a confirmatory factor analysis was applied to ensure the discriminant and convergent validities of the model. Correlation and regression analyses were used to test the hypotheses. Findings The factors identified as the ones that most strongly influence student overall satisfaction were the lecture room facilities, library facilities, accommodation facilities, employment facilities and entertainment facilities at regional state universities. However, computer facilities did not significantly influence student satisfaction in Sri Lankan context. Originality/value This is the first study which comprehensively investigates the impact of university facilities on student satisfaction at regional level state universities in Sri Lanka.

Collaboration between universities and industry is currently seen as a vehicle to improve innovation throughout the economy by means of knowledge and technology transfer. This paper examines the contributions of university staff to the promotion of knowledge exchange between universities and industry in Sri Lanka. In this quantitative explanatory study the authors apply a deductive research method and develop a conceptual framework that incorporates demographic and institutional factors as moderators. Academics of state universities constituted the survey population and 178 responses were received. SPSS and AMOS statistical packages assisted in the data analysis and a structural equation model was employed to explore the moderating effects. The findings revealed that the engagement of academic staff in joint research, contract research, human resource mobility and training was very low, and that the participation of males was greater than that of females. The impact of age on knowledge exchange was not linear in Sri Lanka. Further, the study ascertained that only joint research and training were important in knowledge exchange and that the university–industry relationship was significantly moderated by institutional factors. Other than the quality of academic work, other individual factors did not significantly moderate the relationship. The authors provide policy recommendations based on the findings.

PurposeThe present scenario of the Covid-19 pandemic, together with technological advancements, has provoked unprecedented turbulence in the education system, notably in universities, disrupting their conventional teaching and learning processes. Despite government support, teachers and students faced numerous challenges in the online teaching and learning process than expected. Extensive research has been undertaken to investigate the context of online education from the perspective of students, but less emphasis has been given to examining the views of teachers. Thus, the study aimed to explore attitudes of academics towards online teaching during the Covid-19 outbreak.Design/methodology/approachThe study was conducted in Sri Lanka, with the population consisting of academics representing all state universities. An email survey was conducted randomly, and 355 academics responded to a Google form, out of which 332 refined questionnaires were used for analysis. Multi-item reflective indicators were used to operationalize the research constructs on a 7-point Likert scale. The face, content, and construct validities were ensured appropriately. The reflective-reflective two-stage hierarchical approach with disjoint option was applied to analyze the data using the Partial Least Squares Structural Equation Modelling (PLS-SEM) model. After rigorous and careful examination of data, the descriptive statistics revealed that the university academics are pretty distressed with their Internet connections and facilities at home to conduct online lectures.FindingsActive student participation was just above the average, while teacher's attitudes towards online education, their willingness to continue it further seem quite unsatisfactory. Teacher readiness for online education appears to be acceptable only to a certain extent. The key findings of the study disclosed that the attitudes towards online teaching are determined by perceived usefulness, teacher readiness, perceived student participation whereas active student participation, a conducive teaching environment and institutional support have no significant impact on attitude towards online teaching. Further, the study contributed to the education literature analyzing online education in the Sri Lankan context.Originality/valueThis study sparked the debate and contributed to the literature exploring the concept from the side of teachers in which attitudes of teachers towards online teaching in Sri Lankan Contest.

Purpose: The study explored the impact of institutional factors have on the university-industry knowledge exchange based on the Sri Lankan university system. Methodology: The study is quantitative and explanatory by nature and it applied the deductive method and questionnaire survey strategy. The study conducted with minimum interference of researcher and individual academics is the unit of analysis. The types of knowledge interaction, university-industry knowledge exchange, and institutional factors were the independent, dependent and moderating variables respectively. A Structural Equation Model is deployed on collected data to explore the moderating impact of the institutional factor on the university-industry knowledge exchange. Implications: It implies that the level of joint, contract research activities, human resource mobility, and training of academic staff are largely wider on the conducive environment and sophisticated facilities of the university. Main Findings: First, study evidence that there are statistically significant impacts of type of interactions and institutional factors on university-industry knowledge exchange.  Further, the study confirmed the moderating power of institutional factors over the knowledge exchange process. Novelty: There is a lack of research literature discussing the moderating effect of institutional factors on the university-industry knowledge exchange process.