PurposeThe purpose of this paper is to introduce a conceptual model of student satisfaction with their higher education (HE) experience, based on the identification of the variable determinants of student perceived quality and the impact of those variables on student satisfaction and/or dissatisfaction with the overall student experience. The paper will also identify those determinants most likely to have either a positive or negative impact on subsequent student loyalty behaviours.Design/methodology/approachThis paper reports the results of a study of 163 undergraduate students at Liverpool John Moores University in the UK, which utilised Critical Incident Technique (CIT) as the method that encouraged the recording of situations that the students themselves perceive as critical incidents. It is envisaged that these situations have occurred in their experience of HE teaching, learning and assessment and their experience of other university ancillary service aspects, i.e. within and beyond the classroom experience.FindingsThe results of this study indicate that responsiveness, communication and access are the critical areas that Education Managers need to focus upon. Also the CIT method of data capture could be adapted and adopted by the wider Higher Education sector.Research limitations/implicationsThere are a number of limitations with this study. For the quantitative results, the sample size was relatively small and involved only one Faculty within a University. There is also an assumption that the statements made in relation to the loyalty behaviours would actually be acted upon, i.e. they would do what they say. The study is based on the respondents' recollections of past events and it is assumed that these were accurate.Practical implicationsThe implications for university managers are that creating and maintaining a responsive, communicative and useful environment is necessary across the teaching, learning and assessment areas, whilst within the Ancillary areas responsiveness, access and socialising are the important factors. Reducing the number of dissatisfying experiences may not be an easy task, but if successful, then improved student recruitment, retention and ultimately financial stability for the Institution should ensue. The wider implication is that CIT should be considered by HEIs as a means of collecting student intelligence.Originality/valueCritical Incident Technique is a method that is already attractive to many researchers. However, within higher education, the norm is to use traditional student feedback questionnaires which restricts the student to questions that have been predetermined. CIT allows respondents to freely describe their experiences and unreservedly express their feelings without being constrained to specific areas.

This article represents a cross-sectional study of undergraduate students across two North West University Business Schools in the UK. A purposefully designed questionnaire was collected from 350 students. The student experience was described in the form of hand written narratives by first and final year students and had been identified by the respondents themselves as being satisfying or dissatisfying with the areas of teaching and learning and the supporting service environment. The study also assessed whether their experiences were likely to influence their loyalty behaviours with respect to remaining on their chosen course of study; recommending the university; and continuing at a higher level of study. The data was captured and analysed using the qualitative critical incident technique to capture the voice of the student and identified the critical determinants of quality within Higher Education, i.e. those areas that would influence loyalty behaviour, as being Access; Attentiveness; Availability;and Communication. A number of new determinants of quality have been identified out of the research by three independent judges, namely motivation, reward, social inclusion, usefulness, value for money and fellow student behaviour.

Background: End of life decisions for people with advanced dementia are reported as often being difficult for families as they attempt to make appropriate and justified decisions. Aim: To explore the experiences of advance care planning amongst family caregivers of people with advanced dementia. Design: Qualitative research including a series of single cases (close family relatives). Methods: A purposive sample of 12 family caregivers within a specialist dementia unit was interviewed about their experiences of advance care planning between August 2009 and February 2010. Results/Findings: Family caregivers need encouragement to ask the right questions during advance care planning to discuss the appropriateness of nursing and medical interventions at the end of life. Conclusions: Advance care planning can be facilitated with the family caregiver in the context of everyday practice within the nursing home environment for older people with dementia.

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