Measuring student satisfaction with their studies in an International and European Studies department

Diamantis, G. V.; Benos, V. K.

doi:10.1007/bf02941185

Cited by 15 publications

(14 citation statements)

References 5 publications

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“…According to Diamantis and Benos (2007), institutional evaluation is one of the most modern and appealing issues of higher education systems. As stated in the Research Methods Knowledge Base (2010), evaluation -"the systematic assessment of the worth or merit of some object" -is regarded as a methodological area directly linked to, however different from more traditional social research.…”

Section: Evaluation In Educationmentioning

confidence: 99%

“…-The educational environment evaluation should be performed in a larger framework of organizational activities; according to Diamantis and Benos (2007), education administrators are gradually more using quality assurance techniques in the management of schools and universities. -For the educational environment evaluation we may use different methods from the social sciences.…”

Section: Evaluation In Educationmentioning

confidence: 99%

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Addressing Service Quality Issues in Higher Education: The Educational Environment Evaluation From the Students' Perspective

Stukalina

2012

Technological and Economic Development of Economy

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Concern about the quality of higher education is on the rise in Europe. To provide quality enhancement of the educational environment higher education institutions should create and implement a strategy for their higher school improvement - a long-term action plan aimed at achieving organisational goals, which includes a) the management of the organisational units as interconnected and interdependent entities; b) the engagement of students in quality assurance activities as enthusiastic and responsible academic community members. This paper discusses the importance of using regular educational environment evaluation, which involves students' indirect participation in decision-making, as one of the most essential quality assurance activities associated with higher school improvement. It also emphasizes the significance of measuring student satisfaction in education, student satisfaction and student motivation being the result of student interactions with the educational environment in the form of students' perceptions of the educational services.

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Section: Evaluation In Educationmentioning

confidence: 99%

Section: Evaluation In Educationmentioning

confidence: 99%

Addressing Service Quality Issues in Higher Education: The Educational Environment Evaluation From the Students' Perspective

Stukalina

2012

Technological and Economic Development of Economy

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“…As said by Diamantis and Benos (2007), the necessity to guarantee quality enhancement in education has stimulated the development of various methods of assessment of the promised quality. Planned collection and analysis of data aimed at receiving constructive feedback from students in relation to various aspects of the educational environment is vital for supporting decision-making process in the context of a higher school improvement (Stukalina 2012).…”

Section: Introductionmentioning

confidence: 99%

Identifying Predictors of Student Satisfaction and Student Motivation in the Framework of Assuring Quality in the Delivery of Higher Education Services

Stukalina

2014

Business, Management and Education

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Nowadays, the quality of educational services provided by a university is a crucial aspect of the education managers’ strategy in the customer-driven education context, quality assurance in education being an essential issue to be promoted in European higher education institutions. Students’ evaluation of the educational services (that is consumer-oriented assessment) can be regarded as one of the most significant educational management tools used for stimulating quality enhancement in a university. It is vital for supporting decision-making process. A special emphasis may be put on monitoring student satisfaction with the educational services and student motivation toward studies. Understanding the central factors that are supposed to influence and predict student satisfaction and student motivation may provide education managers with best possible solutions to improve quality of the educational services in a higher education institution. This paper presents the results of an empirical study performed in Riga Technical University. The study was aimed at identifying the basic determinants (predictors) of student satisfaction and motivation in the framework of the ESP (English for Specific Purposes) course.

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“…According to these outcomes the global satisfaction value for the theoretical component of the course (educational programme criterion) was 90%, 97% for the professor, 92% for the PhD researcher, 97% for the mathematics lab and, finally, 97% for the educational teaching and learning material. The global satisfaction level of undergraduate primary teachers from the course was very high, much higher than that of equivalent studies in other university departments of the country (Politis and Siskos, 2004;Diamantis and Benos, 2007;Siskos et al, 2005;Koilias, 2005). This discrepancy leads us to the posing of new research questions the high satisfaction level might be attributed to:…”

Section: Discussionmentioning

confidence: 88%

“…Furthermore, other factors that have been found to influence student satisfaction are: student expectations from the course, teaching style and quality of teaching, teacher expectations and number of students per class (Dana et al, 2001;DeBourgh, 2003;Lado et al, 2003). In Greece, the results of the research projects which have been carried out concerning student satisfaction have shown that global satisfaction is between 35,6% to 84% (Politis and Siskos, 2004;Siskos et al, 2005;Koilias, 2005;Diamantis and Benos, 2007).…”

Section: Student Satisfactionmentioning

confidence: 99%

An undergraduate primary education teaching practicum design and undergraduate primary teachers' satisfaction on developing technological, pedagogical and mathematical knowledge

Koilias

Chionidou-Moskofoglou

2011

IJTCS

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During the 2008-2009 spring semester, 25 fourth-year undergraduate primary teachers attended the compulsory course 'Teaching Mathematics-Practicum Phase'. The course was organised so as to incorporate ICT and special mathematical scenarios in the teaching approaches of undergraduate primary teachers. This article presents this course's satisfaction of participants as found in the research study. A set of powerful ordinal regression methods has been applied on a survey database. The most important results focus on the determination of the course's weak and strong points, according to the MUSA methodology. The results show a high satisfaction level from the course. The global satisfaction level reaches 98% whereas partial (per criterion) satisfaction levels range from 90% to 97%, the lowest rate corresponding to the theoretical component of the course. These findings raise a number of research questions regarding ICT integration in undergraduate primary teachers' teaching practice.

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Measuring student satisfaction with their studies in an International and European Studies department

Cited by 15 publications

References 5 publications

Addressing Service Quality Issues in Higher Education: The Educational Environment Evaluation From the Students' Perspective

Addressing Service Quality Issues in Higher Education: The Educational Environment Evaluation From the Students' Perspective

Identifying Predictors of Student Satisfaction and Student Motivation in the Framework of Assuring Quality in the Delivery of Higher Education Services

An undergraduate primary education teaching practicum design and undergraduate primary teachers' satisfaction on developing technological, pedagogical and mathematical knowledge

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