Multilevel analysis of the effects of student and course characteristics on satisfaction in undergraduate liberal arts courses

Baek, Sun-Geun; Shin, Hyun-Jun

doi:10.1007/bf03025664

Cited by 18 publications

(15 citation statements)

References 16 publications

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“…First, institutional selectivity was found to be a negative predictor of faculty and staff satisfaction (Astin, 1993) and overall satisfaction among African American and Hispanic students (Cole, 2008). In analyzing the effects of student and course characteristics on student satisfaction in the classroom, faculty gender had statistically significant effects on student perceptions (Baek & Shin, 2008).…”

Section: College Environments Associated With Satisfactionmentioning

confidence: 98%

“…Bridge measures are characteristics that students carry into their college experiences (Astin, 1993). The fourth block included distal, or between-college, environmental measures used in the regression analysis, and included institutional selectivity (Cole, 2008;Lundberg & Schreiner, 2004), proportion of female faculty (Baek & Shin, 2008), and proportion of White students. Student involvement measures were entered in the fifth block, and included positive diversity interactions (Cole, 2008;Longerbeam et al, 2007;Luo & Jamieson-Drake, 2009), college GPA (Baek & Shin, 2008), involvement in student organizations (Aldemir & Gulcan, 2004;Longerbeam et al, 2007;Lundberg & Schreiner, 2004), time attending class (Aldemir & Gulcan, 2004;Sher, 2009), and time studying or doing homework (Hassan, 2002).…”

Section: Conceptual Framework and Study Constructsmentioning

confidence: 99%

“…Input measures included gender (Aldemir & Gulcan, 2004;Baek & Shin, 2008;Cole, 2008 Ellis, 2001;Kim & Sax, 2009;Li & Pitts, 2009;Lundberg & Schreiner, 2004;Luo & Jamieson-Drake, 2009;Sax, Bryant, & Harper, 2005;Sher, 2009;Strayhorn & Terrell, 2007;Unruh, Unruh, Moorman, & Seshadri, 2005), sexual orientation (Longerbeam, Inkelas, Johnson, & Lee, 2007;Maccio & Doueck, 2002), race/ethnicity (Ellis, 2001;Kim & Sax, 2009;Lundberg & Schreiner, 2004;Luo & Jamieson-Drake, 2009), family socioeconomic status (Cole, 2008;Kim & Sax, 2009), high school grade point average (GPA) (Cole, 2008;Sax et al, 2005), SAT score, and citizenship (Aldemir & Gulcan, 2004;Arambewela et al, 2005;Baek & Shin, 2008;Hassan, 2002). The second block contained a quasi-pretest measure for satisfaction, measuring pre-college confidence in being satisfied with the college experience (Inkelas, Brower, Crawford, Hummel, Pope, & Zeller, 2004).…”

Section: Conceptual Framework and Study Constructsmentioning

confidence: 99%

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Exploring Relationships Between Sexual Orientation and Satisfaction with Faculty and Staff Interactions

Garvey

Inkelas

2012

Journal of Homosexuality

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Lesbian, gay, and bisexual (LGB) students are a unique population within colleges and universities, yet, few studies have sought to uncover the distinctive environmental influences and background characteristics that foster their satisfaction. The purpose of this study was to examine the relationship between sexual orientation and a sense of satisfaction with faculty and staff interactions among undergraduate students. Analysis of variance results indicated that LGB students, on average, reported significantly higher satisfaction with faculty and staff interactions than heterosexual students. Using Astin's (1993 ) input-environments-outcome model as a conceptual framework, the hierarchical regression analysis yielded numerous significant variables as predictors for student satisfaction with faculty and staff interactions.

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Section: College Environments Associated With Satisfactionmentioning

confidence: 98%

Section: Conceptual Framework and Study Constructsmentioning

confidence: 99%

Section: Conceptual Framework and Study Constructsmentioning

confidence: 99%

See 1 more Smart Citation

Exploring Relationships Between Sexual Orientation and Satisfaction with Faculty and Staff Interactions

Garvey

Inkelas

2012

Journal of Homosexuality

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“…The case university developed a student course rating system in 2003 which has proven to be highly reliable and validated by other studies (for details see Baek and Shin 2008). The course evaluation survey consists of 15 items in the nine categories proposed by Marsh (1991): learning and value (2 items), instructor enthusiasm (2 items), organization clarity (3 items), group interaction (1 item), breadth of coverage (1 item), examination/grading (3 items), assignment/readings (1 item), workload (1 item), and quality of teaching assistant (1 item).…”

Section: Data Measures and Analysismentioning

confidence: 99%

Teaching and research nexuses across faculty career stage, ability and affiliated discipline in a South Korean research university

Shin

2011

Studies in Higher Education

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“…Student satisfaction may be derived from student-level predictors (age, gender, reason for taking the course) and/or course-level predictors (class size, course type) (Baek & Shin, 2008). It may also come from more dynamic sources such as faculty-student interaction (Moro-Egido & Panades, 2010).…”

Section: Course Titles and Enhanced Student Learningmentioning

confidence: 99%

Words Matter: The Impact of “Catchy” vs Conventional Course Titles on Student Interest

2017

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Anecdotal evidence suggests that post-secondary institutions in Canada and beyond are experimenting with the practice of substituting conventional, discipline-centred course titles with more creatively phrased, learner-centred titles. However, we could find no scholarly research to affirm, challenge or guide this practice. This study represents a preliminary foray into that research. We surveyed 368 business undergraduate and graduate students at a mid-sized Canadian university to address, and explore the implications of, this question: "Does a catchy course title elicit more student interest than its conventional counterpart?" Our findings provide some, but not unqualified, support for the practice of using catchy course titles as a way of attracting student interest. We found the most significant influence on student preference toward conventional or catchy course titles to be year of registration (first year and fourth year students showed the most interest in catchy course titles; graduate students and those registered in second and third year showed a preference for conventional course titles). Implications regarding marketing and pedagogy are discussed, as is the need for further research. Des preuves non scientifiques sembleraient suggérer que les établissements d’enseignement supérieur du Canada et au-delà sont en train d’essayer de substituer les titres de cours conventionnels centrés sur la discipline par des titres centrés sur l’apprenant et formulés de façon plus créatrice. Toutefois, nous n’avons trouvé aucune recherche savante qui pourrait affirmer, mettre au défi ou guider cette pratique. Cette étude représente une expérience préliminaire dans cette recherche. Nous avons fait un sondage auprès de 368 étudiants de premier cycle et de cycles supérieurs en administration des affaires dans une université canadienne de taille moyenne afin d’explorer les implications de la question suivante : « Est-ce qu’un titre de cours accrocheur attire davantage l’intérêt des étudiants qu’un titre plus conventionnel? » Nos résultats présentent un certain soutien non qualifié à cette pratique qui consiste à utiliser des titres de cours accrocheurs dans le but d’attirer l’intérêt des étudiants. Nous avons trouvé que l’influence la plus significative sur la préférence des étudiants entre les titres conventionnels et les titres accrocheurs était l’année d’inscription (les étudiants de première et de quatrième année étaient davantage attirés par les titres de cours accrocheurs; les étudiants des cycles supérieurs et ceux inscrits en deuxième et troisième année semblaient préférer les titres de cours conventionnels). Les implications en matière de marketing et de pédagogie sont discutées, ainsi que la nécessité de faire des recherches plus avancées sur la question.

show abstract

Multilevel analysis of the effects of student and course characteristics on satisfaction in undergraduate liberal arts courses

Cited by 18 publications

References 16 publications

Exploring Relationships Between Sexual Orientation and Satisfaction with Faculty and Staff Interactions

Exploring Relationships Between Sexual Orientation and Satisfaction with Faculty and Staff Interactions

Teaching and research nexuses across faculty career stage, ability and affiliated discipline in a South Korean research university

Words Matter: The Impact of “Catchy” vs Conventional Course Titles on Student Interest

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