Students as ‘Customers’: unmasking course experience and satisfaction of undergraduate students at a Malaysian Research University

Thien, Lei Mee; Jamil, Hazri

doi:10.1080/1360080x.2019.1660045

Cited by 15 publications

(20 citation statements)

References 55 publications

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“…Despite the importance of examining student satisfaction in the college cadre, this concept is mostly examined in university settings (Bates et al , 2019; Grag, 2020; Joo et al , 2011; Richardson et al , 2017; Zhai et al , 2017). Keeping in view the concept of “students as customers” in the contemporary educational sector (Carter and Yeo, 2016; Calma and Deane, 2020; Thien and Jamil, 2020), and lack of research on this construct in the Pakistani college sector, investigating precursors of student satisfaction becomes an important call.…”

Section: Introductionmentioning

confidence: 99%

I am engaged, therefore my students are satisfied! Unleashing the role of teachers' interaction and sensitivity based on self-determination perspective

Bilal

Fatima²,

Dost³

et al. 2021

IJEM

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PurposeStudents' satisfaction is termed as their subjective evaluation of the fulfillment of expectations and pleasure experienced from the teaching services. This study intends to examine the role of teachers' work engagement in inculcating students' satisfaction from their teachers taking a self-determination perspective. It moreover highlights the underlying mechanisms of teacher–student interaction and teachers' sensitivity.Design/methodology/approachWe used 278 valid and matched responses from teachers and students of higher secondary/intermediate/degree colleges operating in Pakistan through multi-stage sampling. The data were gathered in three waves and multiple mediation analysis was conducted using PROCESS model 4 to analyze the data and infer results.FindingsThe results revealed that college teachers' work engagement (i.e. vigor, dedication and absorption) is required to create their willingness and motivation to invest in effective pedagogical decisions and inculcate students' satisfaction. This engagement, in turn, improves their interaction with students and makes them more sensitive in meeting the needs of students that causes students to have satisfying educational experiences.Originality/valueThis research has taken a unique standpoint of considering teachers' engagement as a precursor of students' satisfaction, in contrast to the prior focus on assessing the role of institutional dynamics, demographics and teachers' competence. It has also unraveled the role of teachers' sensitivity and student–teacher interaction in the above-mentioned association based on self-determination theory (SDT). Moreover, it has emphasized the teaching dynamics and its outcomes in the college sector instead of the much-examined university and school settings.

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Section: Introductionmentioning

confidence: 99%

I am engaged, therefore my students are satisfied! Unleashing the role of teachers' interaction and sensitivity based on self-determination perspective

Bilal

Fatima²,

Dost³

et al. 2021

IJEM

View full text Add to dashboard Cite

show abstract

“…Therefore, this explains the satisfaction of the whole students with the efficiency of the services provided by the university. In addition, Thien and Jamil's (2020) study explored the impact of experience quality variables on the overall satisfaction of 315 undergraduate students at a research university in Malaysia.…”

Section: Empirical Research Findingsmentioning

confidence: 99%

Student Satisfaction of University Service Quality in Malaysia: A Review

Yusof¹,

Asimira²,

Kadir³

2022

IJARPED

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The attraction of new students and the retention of current students have become an imperative topic in many institutions as rivalry between institutions is growing worldwide. In order to survive, expand, and remain competitive, educational institutions must recognise the importance of service quality and student satisfaction. Therefore, providing quality education services is a high priority for all these institutions. Institutions need to truly fulfil the needs of students in order to deliver top quality services to students and recognise how cognitive factors contribute to student satisfaction. Positive expectations of service quality by current students will contribute towards positive images of the organisations, and to overall satisfaction. Thus, the purpose of this paper is to analyse the standard of university service in the satisfaction of students with a sound empirical finding. Refereed articles and conference papers were used to gather the data. The first section of the paper addresses the satisfaction of students, the quality of university service, and the second section describes the empirical results of previous research in the sense of real world. This research looked at the empirical literature on higher education with the purpose of increasing the present contribution of knowledge. The empirical findings revealed that service quality has an impact on student satisfaction in a variety of study contexts.

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“…This dimension is important in determining the quality and risks and uncertainties that customers consider to involve high-level services. A study from USM Malaysia showed that with a supported hypothesis; there is a significant positive effect of good teaching on students' overall satisfaction (Thien and Jamil, 2019). There is also data from researcher in Sri Lanka, Thailand, and University Utara Malaysia, with an accepted hypothesis, the result showed that there is a significant relationship connecting assurance and student's satisfaction ( Kajenthiran, 2015;Kunanusorn and Puttawong, 2015;Pohyae, 2016), Besides, data from Jordanian Governmental University showed that among the five dimensions of service quality, only Assurance and Empathy have a significant relationship to affect students" intention of moving (Twaissi and Al-Kilani, 2015), means that assurance could affect the students' satisfaction and making them moving to study at another university.…”

Section: Assurancementioning

confidence: 99%

Predicting Factors towards Students Satisfaction among Private Universities in Selangor, Malaysia

Hoo¹,

Lee²,

Wong³

2021

IJARBSS

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Student satisfaction, a factor that has been increasing in importance as it continues to influence the development and operation amongst private universities in Malaysia. This research focuses on this factor, amongst others, in their roles in affecting undergraduate students' satisfaction in private universities in Selangor, Malaysia. With higher education being an intangible service rather than a tangible product, this research seeks to hypothesis and analyse the relationship between service quality in the context of tangibility, assurance, reliability, responsiveness, and empathy. In this study, the research objectives and questions are highlighted, and a conceptual framework that integrates different factors influencing the satisfaction of undergraduates is proposed. A 5-point Likert scale survey (N=288) was conducted; data were analysed using Multiple Regression Analysis through SPSS. Three factors, tangibility, assurance and empathy showed a significant influence in predicting students' satisfaction amongst private university students.

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Students as ‘Customers’: unmasking course experience and satisfaction of undergraduate students at a Malaysian Research University

Cited by 15 publications

References 55 publications

I am engaged, therefore my students are satisfied! Unleashing the role of teachers' interaction and sensitivity based on self-determination perspective

I am engaged, therefore my students are satisfied! Unleashing the role of teachers' interaction and sensitivity based on self-determination perspective

Student Satisfaction of University Service Quality in Malaysia: A Review

Predicting Factors towards Students Satisfaction among Private Universities in Selangor, Malaysia

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