The Effects of Students’ Socio-Physical Backgrounds onto Satisfaction with Student Housing Facilities

Najib, Nurul ’Ulyani Mohd; Yusof, Nor’Aini; Sani, N. Md.

doi:10.1016/j.sbspro.2012.09.013

Cited by 21 publications

(30 citation statements)

References 21 publications

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“…Factor loading, percent of the total variance, and Cronbach's alpha coefficients (α) explained by each factor are summarized in Table 1. These findings support previous studies on student satisfaction by other researchers who have emphasized social integration and the physical facilities of university (Astin, 1984;Balyer & Gunduz, 2012;Najib et al, 2012). Price et al (2003) indicated that the university facilities such as library and computing facilities, classrooms, laboratory equipment, recreational amenities, health services, accommodation, and public transport services are influential in student university choice.…”

Section: Resultssupporting

confidence: 88%

Determinants of Student Social Inclusion in Malaysian Universities

Sedaghatnia

Ghahramanpouri

Lamit

2018

AjBeS

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This study aims to identify main factors affecting students' social inclusion in universities. A selfadministered questionnaire has been administered to a stratified sample of 360 students from three research universities of Malaysia. Through conducting factor analysis, ten constructs including legibility, social relation, hostel quality, facilities, extracurricular activities, accessibility, safety, comfort, academic services, and transportation were identified. The findings of the study can be used by university administrators as a guide for better understanding of students' needs and allocate resources effectively in the campus environment.Keywords: Social inclusion, Campus, Student, Exploratory factor analysis eISSN 2398-4295 © 2018 Architecture, Planning & Surveying, Universiti Teknologi MARA, Malaysia. DOI: http://dx.doi.org/10.21834/ajbes.v3i12.123 Sepideh Sedaghatnia, S., et.al. / Asian Journal of Behavioural Studies (AjBeS), 3(12) Jul / Aug 2018 (p.53-62) 54 . The Authors. Published for AMER ABRA cE-Bs by e-International Publishing House, Ltd., UK. This is an open-access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/bync-nd/4.0/). Peer-review under responsibility of AMER (Association of Malaysian Environment-Behaviour Researchers), ABRA (Association of Behavioural Researchers on Asians) and cE-Bs (Centre for EnvironmentBehaviour Studies), Faculty of IntroductionHigher education is becoming increasingly globalized and internationalized (Robson, 2011). Due to a large and diverse population of students, universities have played a vital role in providing a conducive learning environment that not only attracts students, but also engages them effectively within the universities (Crosling et al., 2008). One of the ways institutions reaches this goal is meeting students' needs by measuring their satisfaction (Zhai, 2012). Student satisfaction includes the students' subjective experiences during the college years and perceptions of the educational experiences value (Astin, 1993). Moreover, it has a positive relationship to the desired outcome such as academic performance, positive word of mouth (WOM), retention and loyalty (Arambewela & Hall, 2009).Accordingly, numerous empirical studies have investigated different factors influencing student satisfaction from three perspectives. The first approach is highlighted by studies that examine service quality models in higher education institutions. Scholars argued that university facilities and services have an impact on student satisfaction (e.g. Joseph and Joseph, 1997;Price et al., 2003;Douglas et al., 2006;Petruzzellis et al., 2006;Gruber et al., 2010). The second approach indicates previous studies, which address student quality of life in universities (Sirgy et al., 2007; Arsalan & Akkas, 2013). The third approach is the one that measure student engagement by the National Survey of Student Engagement (NSSE). This instrument measures student involvement in meaningful educational activities (Astin, 1984;Pascarella & Ter...

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Section: Resultssupporting

confidence: 88%

Determinants of Student Social Inclusion in Malaysian Universities

Sedaghatnia

Ghahramanpouri

Lamit

2018

AjBeS

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“…The satisfaction levels of each gender were measured using a modified version of the scale developed by earlier studies (see Hassanain, 2008; Najib et al , 2011). Less than 1.50 = very dissatisfied1.50–1.99 = dissatisfied2.00–2.49 = fairly dissatisfied2.50–2.99 = fairly satisfied3.00–3.49 = satisfiedAbove 3.49 = very satisfied…”

Section: Methodsmentioning

confidence: 99%

A post-occupancy evaluation of students' halls of residence in Obafemi Awolowo University, Ile-Ife, Nigeria

Adegoke

Ajayi

Oladokun

et al. 2020

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PurposeStudents are the hub of activities in an academic environment, and their satisfaction with the performance of educational facilities cannot be overemphasised. Therefore, this study evaluated the post-occupation of students' halls of residence in Obafemi Awolowo University (OAU), Ile-Ife, Nigeria with a view to enhancing effective management of educational facilities.Design/methodology/approachData were collected from 245 students who were selected using simple random sampling technique. The study adopted descriptive statistical tools such as mean, standard deviation and Relative Importance Index (RII); the inferential statistical tools adopted were independent-samples t-test and Kendall Tau's correlation.FindingsThe results revealed that both genders were fairly satisfied with physical attributes, indoor environmental quality (IEQ) and social factors; while the female students were also fairly satisfied with the supporting service, the male students were fairly dissatisfied. Also, supporting services and IEQ influenced the levels of satisfaction of both genders.Practical implicationsThis study provides information which can help the management of the University and other comparative educational institutions in the proper management of students' halls of residence.Originality/valueThis study has provided insight into the satisfaction of student occupants with halls of residence based on gender differentiation.

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“…Some factors of residential buildings do not exist in the university dormitory context, such as ownership and ways to purchase [26,27], distance to work, location of schools [28], building age and safety [29], satisfaction with community services [30] and neighbors [16,31]. In addition, difference also lies into the demographic background of the occupants [32], such as number of family members [16,23,33].…”

Section: Introductionmentioning

confidence: 99%

Improving Residential Satisfaction of University Dormitories through Post-Occupancy Evaluation in China: A Socio-Technical System Approach

Ning

Chen

2016

Sustainability

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Residential satisfaction of university dormitories serves as one of the significant aspects in the framework of sustainability in higher education. This study aims to develop a framework for post-occupancy evaluation (POE) of university dormitories in China grounded on the socio-technical systems approach and to identify factors contributing to students' residential satisfaction. Two focus groups were carried out to build the socio-technical framework. A case study was undertaken to evaluate the post-occupancy status of university dormitories, and structured-questionnaire was used to collect the data. The results show that university dormitories are equipped with quality physical facilities. However, they failed to provide satisfied services and supporting infrastructure. This indicates that "hardware" could generally meet students' requirements, while the "software" is still less competent. It is also found that the socio-technical systems approach has the feature of being embedded into the social, regulatory and geographic contexts. In order to enhance post-occupancy satisfaction, occupants' participation would be helpful. This study contributes to the body of knowledge by presenting a socio-technical framework of POE and its embeddedness feature. Implications for research and practices are also provided.

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The Effects of Students’ Socio-Physical Backgrounds onto Satisfaction with Student Housing Facilities

Cited by 21 publications

References 21 publications

Determinants of Student Social Inclusion in Malaysian Universities

Determinants of Student Social Inclusion in Malaysian Universities

A post-occupancy evaluation of students' halls of residence in Obafemi Awolowo University, Ile-Ife, Nigeria

Improving Residential Satisfaction of University Dormitories through Post-Occupancy Evaluation in China: A Socio-Technical System Approach

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